Title: The Third ACCLAIM Research Symposium. Mathematics Education: Reform and Resistance in the Life-Worlds of Rural Schools and Communities. A Proceedings Document (3rd, Newark, Ohio, May 18-20, 2006). Occasional Paper No. 14
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Noran Moffett: Research and Resistance to the Status Quo in Education
Title:
The Third ACCLAIM Research Symposium. Mathematics Education: Reform and Resistance in the Life-Worlds of Rural Schools and Communities. A Proceedings Document (3rd, Newark, Ohio, May 18-20, 2006). Occasional Paper No. 14
Authors:
N/A
Descriptors:
Rural Schools; Rural Areas; Mathematics Education; Faculty; Graduate Students; Doctoral Programs; Educational Change; Resistance to Change; Civil Disobedience; Educational Research; Grades (Scholastic); Doctoral Dissertations
Source:
Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM)
Peer-Reviewed:
N/A
Publisher:
Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM). Research Initiative, McCracken Hall, College of Education, Ohio University, Athens, OH 45710. Tel: 740-593-9869; Web site: http://www.acclaim-math.org/clearinghouse.aspx
Publication Date:
2006-09-00
Pages:
48
Pub Types:
Reports - Descriptive; Speeches/Meeting Papers
Abstract:
This document summarizes the proceedings of the Third ACCLAIM Research Symposium, which took place over three days from May 18 through May 20, 2006. The Center's doctoral students took prominent roles, especially the entire second cohort of doctoral students. Three members of the first cohort also participated in events. Overall, the symposium staged a generative mix of voices new and familiar to the Center, of rural and urban voices, and of voices articulating varied cultures--and it brought both rising and established scholars together as colleagues: more than 40 altogether. Events were divided between three plenary talks on the one hand (by David Gruenewald, Marta Civil, and Sarah Lubienski) and on the other hand by eight small-group conversations (sponsored and led by Ted Coladarci, Alan DeYoung, Rico Gutstein, Aimee Howley, Craig Howley, Jim Lewis, Noran Moffett, and Paul Theobald). ACCLAIM doctoral students cordially and effectively facilitated each of these events, and prepared notes. Their notes inform this proceedings document. The more formally arranged sessions (plenary talks and conversations) were punctuated, as well, by six panels. Three panels composed of two doctoral students and a faculty member opened the responses to the plenary talks. In addition, the symposium convened three stand-alone panels: (1) What Does Resistance to Best Practice Mean? (all panelists were faculty); (2) Students Interrogate Participants (all panelists were students, posing questions to faculty participants); and (3) Students Sum Up (all panelists were students, reflecting on issues and dilemmas raised). Appended to this document are: (1) Speculations about the Symposium's Theme; (2) Agenda; and (3) Participant List. (Contains 2 footnotes.)
Abstractor:
Author
Reference Count:
0
Note:
N/A
Identifiers:
Ohio
Record Type:
Non-Journal
Level:
N/A
Institutions:
Ohio Univ., Athens. Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics.
Sponsors:
National Science Foundation, Arlington, VA.
ISBN:
N/A
ISSN:
N/A
Audiences:
N/A
Languages:
English
Education Level:
N/A
Direct Link:
ERIC Record: ED495030: Shared ERIC Record
