Jack Whitehead - Academia.edu (original) (raw)
Papers by Jack Whitehead
The educational significance of the teaching model for the creation of a culture of inquiry inclu... more The educational significance of the teaching model for the creation of a culture of inquiry includes a response to Ball’s and Tyson’s (2011) view that in relation to the Mission of AERA, educational researchers have been vigilant in fulfilling the first half of the mission to advance knowledge about education and to encourage scholarly inquiry related to education. They say that we have been less vigilant and less effective in fulfilling the second half of the mission to promote the use of educational research to improve education and serve the public good. By focusing on questions concerned with improving practice with values related to the public good we intend to contribute to educational knowledge in a way that shows how to fulfill both halves of the AERA mission. The mode of inquiry uses Whitehead’s (2009) living theory methodology, McNiff’s (2009) form of narrative for the generation of living theories and Delong’s (2002) inclusive way of being in the development of a culture ...
Routledge eBooks, Jun 15, 2023
Routledge eBooks, Jun 15, 2023
Routledge eBooks, Jun 15, 2023
Routledge eBooks, Jun 15, 2023
Routledge eBooks, Jun 15, 2023
Advances in educational technologies and instructional design book series, Jun 30, 2023
Routledge eBooks, Jun 15, 2023
Educational Journal of Living Theories, 2016
Routledge eBooks, Jun 1, 2004
You and Your Action Research Project Second Edition What are the most effective ways of planning ... more You and Your Action Research Project Second Edition What are the most effective ways of planning and doing action research projects? This book gives practical guidance on doing an action research project. Written for practitioners across the professions who are studying on ...
Proceedings of the 2022 AERA Annual Meeting, 2022
Usage of any items from the University of Cumbria's institutional repository 'Insight' must confo... more Usage of any items from the University of Cumbria's institutional repository 'Insight' must conform to the following fair usage guidelines. Any item and its associated metadata held in the University of Cumbria's institutional repository Insight (unless stated otherwise on the metadata record) may be copied, displayed or performed, and stored in line with the JISC fair dealing guidelines (available here) for educational and not-for-profit activities provided that
The presentation is framed within a view of philosophy as loving wisdom. It includes a stipulativ... more The presentation is framed within a view of philosophy as loving wisdom. It includes a stipulative definition of living educational theories and a distinction between educational research and education research. The focus is on sharing my meanings of the practical principles I use in my explanations of educational influences in learning. These meanings have emerged from a 40 year educational research programme into improving practice and generating educational knowledge in the form of living educational theories. The programme has involved the exploration of implications of asking, researching and answering questions of the kind, ‘How do I improve what I am doing?’ The meanings of the practical principles involve flows of energy and values. The meanings of these practical principles are expressed within an analysis of visual data of my educational practices. The analysis shows how the meanings of practical principles in explanations of educational influence in learning, can be clarified and developed in the course of their emergence in practice. This ostensive method for clarifying meanings will be related to my initiation into the philosophy of education with the lexical and conceptual analysis used by Peters (1966) and other philosophers to explore the implications of asking questions of the kind, ‘What ought I to do?’ The findings on the use of multi-media narratives for the explication and communication of the meanings of practical principles with their flows of energy and values will be considered in terms of the creation of a relationally dynamic epistemology for educational knowledge. The findings reveal limitations in the sole use of printed text-based media for representing these principles in explanations of educational influences in learning. Some implications of the practical principles and epistemology will be related to the mission of the American Educational Research Association, the Transformative Education/al Studies Project in South Africa and the Pestalozzi Programme in the 47 member countries of the Council of Europe. Focus My focus is on explicating and clarifying meanings of practical principles, with their flows of energy and values, in explanations of educational influences in learning. The significance I attach to these meanings is related to my desire to
Education and Information Technologies, Mar 23, 2022
Yearly in Mauritius, only a few Special Educational Needs (SEN) and especially Deaf and Hard of H... more Yearly in Mauritius, only a few Special Educational Needs (SEN) and especially Deaf and Hard of Hearing (DHH) students manage to get a passing mark in French language at elementary level. As at date, literature suggests that there is hardly any French language learning tools connected with pedagogical knowledge and technological tools suitable for those children. The rationale behind this paper is to show how gamification of French learning resources can positively affect SEN and especially DHH students' understanding and level of achievement in the language. Research questions were posed about the difficulties faced when students of that specific group learn to read and write in French, about how the gamification of textual resources can be used to improve the students' learning, and the impact the games have on the students. The aim of this research is to embed gamification in the teaching and learning process of French language. Advocating for both qualitative and quantitative methods, the project based itself on the pragmatic paradigm while the theoretical framework is based on action research. Using my methodological inventiveness, data was gathered using techniques such as surveys, interviews, observations and focus group discussions through the lenses of narrative inquiry. On average, most students already did quite well when subjected to their teachers' teaching methods only and showed a slight improvement for some students when games were added as learning aid.
Gifts, Talents and Education a Living Theory Approach, 2012
I remember a particular time when my philosophy, methodology and practice were unified: Molly was... more I remember a particular time when my philosophy, methodology and practice were unified: Molly was an elective mute. When she came to the school she had not been speaking for several months. She engaged in all the activities, except speaking of course. I felt sorry for her. She seemed a sad little soul to me. Some teachers suggested we should force her to speak. That rather reminded me of first - world war soldiers who were muted by their traumatic experiences in the trenches, and subsequently, in order to make them fit for service again, were given electric shock treatment and other savageries to force them to speak. This little girl seemed to me to have been engaged in her own kind of trench warfare. Anyway, I was always gentle and kind to her. She occasionally smiled at me but not a word she spoke. I put her in situations, which showed I “ colluded ” with her choice not to speak, telling her she wasn’t allowed to speak in this role and so on.
The educational significance of the teaching model for the creation of a culture of inquiry inclu... more The educational significance of the teaching model for the creation of a culture of inquiry includes a response to Ball's and Tyson's (2011) view that in relation to the Mission of AERA, educational researchers have been vigilant in fulfilling the first half of the mission to advance knowledge about education and to encourage scholarly inquiry related to education. They say that we have been less vigilant and less effective in fulfilling the second half of the mission to promote the use of educational research to improve education and serve the public good. By focusing on questions concerned with improving practice with values related to the public good we intend to contribute to educational knowledge in a way that shows how to fulfill both halves of the AERA mission. The mode of inquiry uses Whitehead's (2009) living theory methodology, McNiff's (2009) form of narrative for the generation of living theories and Delong's (2002) inclusive way of being in the development of a culture of inquiry. Action reflection cycles are used in forming, researching and answering questions of the kind, 'How do I improve what I am doing?' The cycles include: the expression of concerns when values are not being lived as fully as the practitioner-researcher believes to be possible; imagining possible improvements; choosing one to act on; act and gather data to make a judgment on the effectiveness of actions; evaluating the effectiveness of actions; modifying the concerns, ideas and actions in the light of the evaluations and the production of an explanation of learning that is submitted to a validation group to help to strengthen the validity of the explanation (McNiff & Whitehead, 2011). Visual narratives with digital technology are used with a method of empathetic resonance for communicating the meanings of values that are embodied in educational practices. These values, which flow with energy, form explanatory principles in the teaching model for the creation of a culture of inquiry. The paper flows from the following headings: 1. Introduction 2. Introducing the teaching model and inquiry process.
The educational significance of the teaching model for the creation of a culture of inquiry inclu... more The educational significance of the teaching model for the creation of a culture of inquiry includes a response to Ball’s and Tyson’s (2011) view that in relation to the Mission of AERA, educational researchers have been vigilant in fulfilling the first half of the mission to advance knowledge about education and to encourage scholarly inquiry related to education. They say that we have been less vigilant and less effective in fulfilling the second half of the mission to promote the use of educational research to improve education and serve the public good. By focusing on questions concerned with improving practice with values related to the public good we intend to contribute to educational knowledge in a way that shows how to fulfill both halves of the AERA mission. The mode of inquiry uses Whitehead’s (2009) living theory methodology, McNiff’s (2009) form of narrative for the generation of living theories and Delong’s (2002) inclusive way of being in the development of a culture ...
Routledge eBooks, Jun 15, 2023
Routledge eBooks, Jun 15, 2023
Routledge eBooks, Jun 15, 2023
Routledge eBooks, Jun 15, 2023
Routledge eBooks, Jun 15, 2023
Advances in educational technologies and instructional design book series, Jun 30, 2023
Routledge eBooks, Jun 15, 2023
Educational Journal of Living Theories, 2016
Routledge eBooks, Jun 1, 2004
You and Your Action Research Project Second Edition What are the most effective ways of planning ... more You and Your Action Research Project Second Edition What are the most effective ways of planning and doing action research projects? This book gives practical guidance on doing an action research project. Written for practitioners across the professions who are studying on ...
Proceedings of the 2022 AERA Annual Meeting, 2022
Usage of any items from the University of Cumbria's institutional repository 'Insight' must confo... more Usage of any items from the University of Cumbria's institutional repository 'Insight' must conform to the following fair usage guidelines. Any item and its associated metadata held in the University of Cumbria's institutional repository Insight (unless stated otherwise on the metadata record) may be copied, displayed or performed, and stored in line with the JISC fair dealing guidelines (available here) for educational and not-for-profit activities provided that
The presentation is framed within a view of philosophy as loving wisdom. It includes a stipulativ... more The presentation is framed within a view of philosophy as loving wisdom. It includes a stipulative definition of living educational theories and a distinction between educational research and education research. The focus is on sharing my meanings of the practical principles I use in my explanations of educational influences in learning. These meanings have emerged from a 40 year educational research programme into improving practice and generating educational knowledge in the form of living educational theories. The programme has involved the exploration of implications of asking, researching and answering questions of the kind, ‘How do I improve what I am doing?’ The meanings of the practical principles involve flows of energy and values. The meanings of these practical principles are expressed within an analysis of visual data of my educational practices. The analysis shows how the meanings of practical principles in explanations of educational influence in learning, can be clarified and developed in the course of their emergence in practice. This ostensive method for clarifying meanings will be related to my initiation into the philosophy of education with the lexical and conceptual analysis used by Peters (1966) and other philosophers to explore the implications of asking questions of the kind, ‘What ought I to do?’ The findings on the use of multi-media narratives for the explication and communication of the meanings of practical principles with their flows of energy and values will be considered in terms of the creation of a relationally dynamic epistemology for educational knowledge. The findings reveal limitations in the sole use of printed text-based media for representing these principles in explanations of educational influences in learning. Some implications of the practical principles and epistemology will be related to the mission of the American Educational Research Association, the Transformative Education/al Studies Project in South Africa and the Pestalozzi Programme in the 47 member countries of the Council of Europe. Focus My focus is on explicating and clarifying meanings of practical principles, with their flows of energy and values, in explanations of educational influences in learning. The significance I attach to these meanings is related to my desire to
Education and Information Technologies, Mar 23, 2022
Yearly in Mauritius, only a few Special Educational Needs (SEN) and especially Deaf and Hard of H... more Yearly in Mauritius, only a few Special Educational Needs (SEN) and especially Deaf and Hard of Hearing (DHH) students manage to get a passing mark in French language at elementary level. As at date, literature suggests that there is hardly any French language learning tools connected with pedagogical knowledge and technological tools suitable for those children. The rationale behind this paper is to show how gamification of French learning resources can positively affect SEN and especially DHH students' understanding and level of achievement in the language. Research questions were posed about the difficulties faced when students of that specific group learn to read and write in French, about how the gamification of textual resources can be used to improve the students' learning, and the impact the games have on the students. The aim of this research is to embed gamification in the teaching and learning process of French language. Advocating for both qualitative and quantitative methods, the project based itself on the pragmatic paradigm while the theoretical framework is based on action research. Using my methodological inventiveness, data was gathered using techniques such as surveys, interviews, observations and focus group discussions through the lenses of narrative inquiry. On average, most students already did quite well when subjected to their teachers' teaching methods only and showed a slight improvement for some students when games were added as learning aid.
Gifts, Talents and Education a Living Theory Approach, 2012
I remember a particular time when my philosophy, methodology and practice were unified: Molly was... more I remember a particular time when my philosophy, methodology and practice were unified: Molly was an elective mute. When she came to the school she had not been speaking for several months. She engaged in all the activities, except speaking of course. I felt sorry for her. She seemed a sad little soul to me. Some teachers suggested we should force her to speak. That rather reminded me of first - world war soldiers who were muted by their traumatic experiences in the trenches, and subsequently, in order to make them fit for service again, were given electric shock treatment and other savageries to force them to speak. This little girl seemed to me to have been engaged in her own kind of trench warfare. Anyway, I was always gentle and kind to her. She occasionally smiled at me but not a word she spoke. I put her in situations, which showed I “ colluded ” with her choice not to speak, telling her she wasn’t allowed to speak in this role and so on.
The educational significance of the teaching model for the creation of a culture of inquiry inclu... more The educational significance of the teaching model for the creation of a culture of inquiry includes a response to Ball's and Tyson's (2011) view that in relation to the Mission of AERA, educational researchers have been vigilant in fulfilling the first half of the mission to advance knowledge about education and to encourage scholarly inquiry related to education. They say that we have been less vigilant and less effective in fulfilling the second half of the mission to promote the use of educational research to improve education and serve the public good. By focusing on questions concerned with improving practice with values related to the public good we intend to contribute to educational knowledge in a way that shows how to fulfill both halves of the AERA mission. The mode of inquiry uses Whitehead's (2009) living theory methodology, McNiff's (2009) form of narrative for the generation of living theories and Delong's (2002) inclusive way of being in the development of a culture of inquiry. Action reflection cycles are used in forming, researching and answering questions of the kind, 'How do I improve what I am doing?' The cycles include: the expression of concerns when values are not being lived as fully as the practitioner-researcher believes to be possible; imagining possible improvements; choosing one to act on; act and gather data to make a judgment on the effectiveness of actions; evaluating the effectiveness of actions; modifying the concerns, ideas and actions in the light of the evaluations and the production of an explanation of learning that is submitted to a validation group to help to strengthen the validity of the explanation (McNiff & Whitehead, 2011). Visual narratives with digital technology are used with a method of empathetic resonance for communicating the meanings of values that are embodied in educational practices. These values, which flow with energy, form explanatory principles in the teaching model for the creation of a culture of inquiry. The paper flows from the following headings: 1. Introduction 2. Introducing the teaching model and inquiry process.