Maja Miskovic
Biographic Data
| ID | 3716163 |
|---|---|
| NAME | Maja Miskovic |
| GIVEN NAMES | Maja |
| FAMILY NAME | Miskovic |
| SIGNATURE | MISKOVIC M |
| AFFILIATIONS | National Louis University |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 3 |
Teaching Qualitative Research Online to Leadership Students: Between Firm Structure and Free Flow
The US National Science Foundation (2013, 2015) surveys of earned doctorates in education show that between 2003 and 2014, over 20,000 degrees were granted in a field broadly defined as Educational Administration. It is then important to discuss the pedagogies of teaching not only the content area courses for educational leaders, but research as well. We highlight the intertwined tensions between different discourses: the ways of thinking about r…
Beyond Inclusion: Reconsidering Policies, Curriculum, and Pedagogy for Roma Students
This paper investigates the policies and politics of including European Roma students in mainstream educational systems within the context of two European Union (EU) policies: the Decade of Roma Inclusion (2005-2015) and EU National Roma Integration Strategies (2013-2020). Drawing on the scholarship about inclusion and its practical achievements, we examine the tensions between policy planning and policy implementation. We conclude that there is …
Welcome (Back) to the Old World: A Review of Peter Swanborn's Case Study Research: What, Why and How
Case Study Research, a book by Peter Swanborn, a former chair of methodology at the Universities of Utrecht and Amsterdam, joins the collection of scholarly sources available to students, researchers and practitioners interested in doing case studies. The author situates the book within a general methodological framework, useful for graduate courses with a strong emphasis on quantitative research, mainly organizational science, information manage…
Discourse and the containment of disability in higher education: An institutional analysis
We use a social model of disability to examine disability discourse at a regional university in the mid-western United States. Using an institutional unit of analysis and several different information sources (e.g. interviews, federal regulations, syllabus texts, surveys), we illustrate the ways in which disability-as-difference is governed by an architecture of containment at the university
Action Research in Action: From University to School Classrooms
This multiyear mixed-method study was conducted to understand (a) the perceptions of the preservice and in-service teachers regarding the significance of action research in their teaching career and (b) how teachers draw on skills developed in the research courses as they initiate a reflective inquiry and conduct research in their own classrooms. Based on 176 surveys, we conclude that research plays an important role in the teachers’ professional…
Race and racial ideology in classrooms through teachers’ and students’ voices
This qualitative study examines how cultural and racial similarities and differences between teachers, regarded in their school as successful, and their African American students affect the student–teacher relationships and how these relationships shape and are shaped by racial ideology. The purpose of this paper is: (1) to offer an insight on teachers’ and students’ beliefs, expectations, and practices related to schooling and education; and (2)…
Barack Obama and the Power of Critical Personal Narrative
This article contextualizes the narrative of the US President Barack Obama to provide an understanding of critical personal narrative (CPN) and its use in mainstream curricula. The authors contend that Barack Obama's narrative serves as a means to understand racial hegemony and the politics of representation in a curricular setting. Through providing an understanding of CPN it is suggested that educational opportunities exist for African American…
Discourse and the containment of disability in higher education: An institutional analysis
We use a social model of disability to examine disability discourse at a regional university in the mid-western United States. Using an institutional unit of analysis and several different information sources (e.g. interviews, federal regulations, syllabus texts, surveys), we illustrate the ways in which disability-as-difference is governed by an architecture of containment at the university
Race and racial ideology in classrooms through teachers’ and students’ voices
This qualitative study examines how cultural and racial similarities and differences between teachers, regarded in their school as successful, and their African American students affect the student–teacher relationships and how these relationships shape and are shaped by racial ideology. The purpose of this paper is: (1) to offer an insight on teachers’ and students’ beliefs, expectations, and practices related to schooling and education; and (2)…
Beyond Inclusion: Reconsidering Policies, Curriculum, and Pedagogy for Roma Students
This paper investigates the policies and politics of including European Roma students in mainstream educational systems within the context of two European Union (EU) policies: the Decade of Roma Inclusion (2005-2015) and EU National Roma Integration Strategies (2013-2020). Drawing on the scholarship about inclusion and its practical achievements, we examine the tensions between policy planning and policy implementation. We conclude that there is …
Teaching Qualitative Research Online to Leadership Students: Between Firm Structure and Free Flow
The US National Science Foundation (2013, 2015) surveys of earned doctorates in education show that between 2003 and 2014, over 20,000 degrees were granted in a field broadly defined as Educational Administration. It is then important to discuss the pedagogies of teaching not only the content area courses for educational leaders, but research as well. We highlight the intertwined tensions between different discourses: the ways of thinking about r…
Barack Obama and the Power of Critical Personal Narrative
This article contextualizes the narrative of the US President Barack Obama to provide an understanding of critical personal narrative (CPN) and its use in mainstream curricula. The authors contend that Barack Obama's narrative serves as a means to understand racial hegemony and the politics of representation in a curricular setting. Through providing an understanding of CPN it is suggested that educational opportunities exist for African American…
Race and racial ideology in classrooms through teachers’ and students’ voices
This qualitative study examines how cultural and racial similarities and differences between teachers, regarded in their school as successful, and their African American students affect the student–teacher relationships and how these relationships shape and are shaped by racial ideology. The purpose of this paper is: (1) to offer an insight on teachers’ and students’ beliefs, expectations, and practices related to schooling and education; and (2)…
Action Research in Action: From University to School Classrooms
This multiyear mixed-method study was conducted to understand (a) the perceptions of the preservice and in-service teachers regarding the significance of action research in their teaching career and (b) how teachers draw on skills developed in the research courses as they initiate a reflective inquiry and conduct research in their own classrooms. Based on 176 surveys, we conclude that research plays an important role in the teachers’ professional…
Welcome (Back) to the Old World: A Review of Peter Swanborn's Case Study Research: What, Why and How
Case Study Research, a book by Peter Swanborn, a former chair of methodology at the Universities of Utrecht and Amsterdam, joins the collection of scholarly sources available to students, researchers and practitioners interested in doing case studies. The author situates the book within a general methodological framework, useful for graduate courses with a strong emphasis on quantitative research, mainly organizational science, information manage…
Discourse and the containment of disability in higher education: An institutional analysis
We use a social model of disability to examine disability discourse at a regional university in the mid-western United States. Using an institutional unit of analysis and several different information sources (e.g. interviews, federal regulations, syllabus texts, surveys), we illustrate the ways in which disability-as-difference is governed by an architecture of containment at the university
Beyond Inclusion: Reconsidering Policies, Curriculum, and Pedagogy for Roma Students
This paper investigates the policies and politics of including European Roma students in mainstream educational systems within the context of two European Union (EU) policies: the Decade of Roma Inclusion (2005-2015) and EU National Roma Integration Strategies (2013-2020). Drawing on the scholarship about inclusion and its practical achievements, we examine the tensions between policy planning and policy implementation. We conclude that there is …
Teaching Qualitative Research Online to Leadership Students: Between Firm Structure and Free Flow
The US National Science Foundation (2013, 2015) surveys of earned doctorates in education show that between 2003 and 2014, over 20,000 degrees were granted in a field broadly defined as Educational Administration. It is then important to discuss the pedagogies of teaching not only the content area courses for educational leaders, but research as well. We highlight the intertwined tensions between different discourses: the ways of thinking about r…
Sociology (7 works) · Pedagogy (6 works) · Psychology (5 works) · Mathematics education (4 works) · Political science (4 works) · Politics (3 works) · Teacher Education and Leadership Studies (3 works) · Computer Science (2 works) · Critical Race Theory in Education (2 works) · Curriculum (2 works)