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ERIC Number: EJ1037744
Record Type: Journal
Publication Date: 2013-Dec
Pages: 15
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0826-4805
Teaching and Teacher Education: Complexity Redux
Jordan, Michelle E.; Kleinsasser, Robert C.; Roe, Mary F.
Interchange: A Quarterly Review of Education, v44 n3-4 p275-289 Dec 2013
Using narrative inquiry, these authors explored the diverse types of reasoning that seem to direct stakeholders' approaches to educational decision-making. They labeled these approaches as simple, complicated, and complex. They begin their account by explaining the attributes of narrative inquiry that guided their work. Through the scholarly space their conversations created, they charted distinctions within the field of education between simple, complicated, and complex reasonings and solutions. They then turned to a selection of anchor texts from existing scholarship that furthered their grasp of these three approaches and their application to educational challenges. As suggested by the title, their ultimate leanings favored complexity. In combination, their ideas strengthened a claim that the choice of a decision making option differentially influences policy and classroom actions.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A