Examining the Consequences of Our Practice as Interventions in Multiple Education Landscapes: A Collaborative Self-Study

• In Event: Imagination, Play, and Creativity as Sustainable Self-Study Practice

Abstract

This self-study examines our practice as an “intervention” (as defined above) in the education experiences of our students, our parents, and teachers with whom we work and with whom we engage in practice. Counter to Tyler’s (1957) perspective of curriculum as “all of the learning of students which is planned by and directed by the school to attain its educational goals'' (p. 79), we take a broader view of curriculum as life (Aoki, 1990; Clandinin & Connelly, 1992; Connelly & Clandinin, 1988) and include such aspects of teacher/learning as unplanned learning, teachable moments, and student/teacher exchanges of ideas. We see self-study as an intentional act to reflect and take action about our practice as a consequential act or intervening.

Authors

• Michaelann Kelley, Mount St. Joseph University
  Presenting Author

• Gayle A. Curtis, University of Houston
  Presenting Author

• Annette Easley, Aldine Independent School District
  Presenting Author

• Cheryl J. Craig, Texas A&M University
  Presenting Author