Hugh Munby
Biographic Data
| ID | 372570 |
|---|---|
| NAME | Hugh Munby |
| GIVEN NAMES | Hugh |
| FAMILY NAME | Munby |
| SIGNATURE | MUNBY H |
| AFFILIATIONS | Queen's University |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 71 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1979 |
| LATEST PUBLICATION YEAR | 2007 |
| H-INDEX | 4 |
Teaching science for the workplace? An analysis of Canadian science curriculum documents
Epistemological Appropriation in One High School Student’s Learning in Cooperative Education
In this study, detailed observations and interviews from a high school student’s semester-long cooperative (co-op) placement in a dental practice are used to exemplify Hung’s theoretical approach to understanding situated learning. Using Hung’s theory of epistemological appropriation in an analysis of the coop supervisor’s regulatory behaviors (scaffolding, modeling, and coaching) and of the novice’s corresponding regulatory behaviors (submitting…
Changing Assessment Practices in the Classroom
This article details the challenges encountered by an elementary schoolteacher as he tried to introduce new assessment practices in his classroom. The case study seeks to identify and describe the factors that influenced this teacher's introduction of portfolios and student conferences in the context of the complexity of student assessment practices. The empirical work for the case study, which was set in the context of a collaborative research p…
Developmentally Disabled Adults in Community Living
Virtually absent from the debate surrounding the benefits and setbacks of community living for the developmentally disabled is an understanding of community life from the viewpoint of the clients. This article presents findings from an ethnographic study of seven mildly developmentally disabled adults. The study challenges the assumption that integrated community housing provides an independence similar to that enjoyed by the normal population. I…
The Authority of Experience in Learning to Teach
This paper develops idea of the authority of to explain unease about teacher education represented in comments of 19 graduate students enrolled in a preservice physics education methods course which combined on-campus classes and teaching placements. Interviews with student teachers after first half of year-long course are organized under four themes: expectations about learning to teach, observation skills, credibility of a professor who teaches…
Reflective teacher education
Novice and expert teachers' time epistemology
Teachers and Teaching
Metaphor in the study of teachers' professional knowledge
The preface to Philosophical Perspective on Metaphor contains the observation: Judging from the jump in interest in between 1940 and the present, if we extrapolate to the year 2039, there will then be more students of than there are people (Johnson, 1981, p. ix). Although we think this exaggerates the situation, our own work with metaphors suggests that it may be productive for all teachers to become students of metaphor, at least of their own me…
Metaphor and Teachers’ Knowledge
Preview this article: Metaphor and Teachers' Knowledge, Page 1 of 1 /docserver/preview/fulltext/rte/21/4/researchintheteachingofenglish15567-1.gif
Seeing Curriculum in a New Light
In many ways, Gordon does us a gratifying service by presenting a thoughtful review of Seeing Curriculum in a New Light. While we do not agree with all that he writes, we welcome the opportunity to use his perspective as a way of looking back at what we were trying to accomplish with the book eight years ago. We are encouraged in this task by Gordon's analysis of both explicit and implicit themes in the book and, like Gordon, we will focus on the…
A Perspective for Analyzing the Significance of Qualitative Research
(1983). A Perspective for Analyzing the Significance of Qualitative Research: A Response to Richard Heyman. Curriculum Inquiry: Vol. 13, No. 4, pp. 423-427
Philosophy for Children
An embarrassing number of months ago, I was invited to review Philosophy in the Classroom (Lipman, Sharp, and Oscanyan 1977) for Curriculum Inquiry, a project that initially appeared straightforward enough.' A little reading of the book revealed it to be a part of a larger piece-a whole curriculum-Philosophy for Children. The idea of reviewing this whole grew in intrigue as I received about three inches worth of material from the developers, yet …
Teachers and Teaching
Metaphor in the study of teachers' professional knowledge
The preface to Philosophical Perspective on Metaphor contains the observation: Judging from the jump in interest in between 1940 and the present, if we extrapolate to the year 2039, there will then be more students of than there are people (Johnson, 1981, p. ix). Although we think this exaggerates the situation, our own work with metaphors suggests that it may be productive for all teachers to become students of metaphor, at least of their own me…
The Authority of Experience in Learning to Teach
This paper develops idea of the authority of to explain unease about teacher education represented in comments of 19 graduate students enrolled in a preservice physics education methods course which combined on-campus classes and teaching placements. Interviews with student teachers after first half of year-long course are organized under four themes: expectations about learning to teach, observation skills, credibility of a professor who teaches…
Reflective teacher education
Novice and expert teachers' time epistemology
Seeing Curriculum in a New Light
In many ways, Gordon does us a gratifying service by presenting a thoughtful review of Seeing Curriculum in a New Light. While we do not agree with all that he writes, we welcome the opportunity to use his perspective as a way of looking back at what we were trying to accomplish with the book eight years ago. We are encouraged in this task by Gordon's analysis of both explicit and implicit themes in the book and, like Gordon, we will focus on the…
Philosophy for Children
An embarrassing number of months ago, I was invited to review Philosophy in the Classroom (Lipman, Sharp, and Oscanyan 1977) for Curriculum Inquiry, a project that initially appeared straightforward enough.' A little reading of the book revealed it to be a part of a larger piece-a whole curriculum-Philosophy for Children. The idea of reviewing this whole grew in intrigue as I received about three inches worth of material from the developers, yet …
A Perspective for Analyzing the Significance of Qualitative Research
(1983). A Perspective for Analyzing the Significance of Qualitative Research: A Response to Richard Heyman. Curriculum Inquiry: Vol. 13, No. 4, pp. 423-427
Metaphor and Teachers’ Knowledge
Preview this article: Metaphor and Teachers' Knowledge, Page 1 of 1 /docserver/preview/fulltext/rte/21/4/researchintheteachingofenglish15567-1.gif
Seeing Curriculum in a New Light
In many ways, Gordon does us a gratifying service by presenting a thoughtful review of Seeing Curriculum in a New Light. While we do not agree with all that he writes, we welcome the opportunity to use his perspective as a way of looking back at what we were trying to accomplish with the book eight years ago. We are encouraged in this task by Gordon's analysis of both explicit and implicit themes in the book and, like Gordon, we will focus on the…
Metaphor in the study of teachers' professional knowledge
The preface to Philosophical Perspective on Metaphor contains the observation: Judging from the jump in interest in between 1940 and the present, if we extrapolate to the year 2039, there will then be more students of than there are people (Johnson, 1981, p. ix). Although we think this exaggerates the situation, our own work with metaphors suggests that it may be productive for all teachers to become students of metaphor, at least of their own me…
Teachers and Teaching
Reflective teacher education
Novice and expert teachers' time epistemology
The Authority of Experience in Learning to Teach
This paper develops idea of the authority of to explain unease about teacher education represented in comments of 19 graduate students enrolled in a preservice physics education methods course which combined on-campus classes and teaching placements. Interviews with student teachers after first half of year-long course are organized under four themes: expectations about learning to teach, observation skills, credibility of a professor who teaches…
Developmentally Disabled Adults in Community Living
Virtually absent from the debate surrounding the benefits and setbacks of community living for the developmentally disabled is an understanding of community life from the viewpoint of the clients. This article presents findings from an ethnographic study of seven mildly developmentally disabled adults. The study challenges the assumption that integrated community housing provides an independence similar to that enjoyed by the normal population. I…
Changing Assessment Practices in the Classroom
This article details the challenges encountered by an elementary schoolteacher as he tried to introduce new assessment practices in his classroom. The case study seeks to identify and describe the factors that influenced this teacher's introduction of portfolios and student conferences in the context of the complexity of student assessment practices. The empirical work for the case study, which was set in the context of a collaborative research p…
Epistemological Appropriation in One High School Student’s Learning in Cooperative Education
In this study, detailed observations and interviews from a high school student’s semester-long cooperative (co-op) placement in a dental practice are used to exemplify Hung’s theoretical approach to understanding situated learning. Using Hung’s theory of epistemological appropriation in an analysis of the coop supervisor’s regulatory behaviors (scaffolding, modeling, and coaching) and of the novice’s corresponding regulatory behaviors (submitting…
Teaching science for the workplace? An analysis of Canadian science curriculum documents
Psychology (12 works) · Pedagogy (10 works) · Sociology (8 works) · Mathematics education (7 works) · Computer Science (6 works) · Epistemology (6 works) · Education and Critical Thinking Development (5 works) · Curriculum (4 works) · Philosophy (4 works) · Philosophy (4 works)