Ruth Kane
Biographic Data
| ID | 4145126 |
|---|---|
| NAME | Ruth Kane |
| GIVEN NAMES | Ruth |
| FAMILY NAME | Kane |
| SIGNATURE | KANE R |
| AFFILIATIONS | University of Ottawa |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 2 |
It’s My Safe Space”: Student Voice, Teacher Education, and the Relational Space of an Urban High School
White Canadian teacher candidates are brought into direct dialogue with urban high school students through a yearlong immersion in a high school with a “demonized” image in the broader community. Interviews with students reveal experiences of school as “my safe space” and the predominance of a student culture not characterized by resistance, but by a positive experience of school as an autonomous relational space. We argue that attention to stude…
Teacher action research and student voice: Making sense of learning in secondary school
The Making Sense of Learning project began with the premise that for teachers to understand the ways in which their practice influences student learning, they need to invite and listen to students’ accounts of their learning experiences. Initiated by classroom teachers, supported by a university researcher, and informed by student voice, this teacher action research involved the empirical-reflective (self-) study by teachers of their practice as …
New Teachers’ Career Intentions: Factors Influencing New Teachers’ Decisions to Stay or to Leave the Profession
This study examines the relationship between the reported career intentions and perceptions of preparedness of graduating secondary teachers in Quebec, across a two- year period, in an effort to identify factors which contribute to growing attrition rates among beginning teachers. The study reveals that those beginning teachers most concerned with their lack of preparation in the areas of classroom management and assessment of students’ learning …
The power of the ‘object’ to influence teacher induction outcomes
Inclusive education policy in New Zealand: Reality or ruse
New Zealand, like many countries, is beginning the journey towards a more inclusive education system. This paper examines inclusive education in New Zealand, and in particular policy related to inclusive education. New Zealand has the chance to make inclusion a reality, but as Skrtic (1991 Skrtic, T. M. 1991. Behind Special Education. A Critical Analysis of Professional Culture and School Organization, Denver, CO: Love. [Google Scholar]) points o…
Getting to the heart of learning to teach: Realistic teacher education. Linking practice and theory: the pedagogy of realistic teacher education
Telling Half the Story: A Critical Review of Research on the Teaching Beliefs and Practices of University Academics
A critical review of research on teaching beliefs and practices of university academics revealed that the espoused theories of action of academics have not been distinguished from their theories-in-use in some studies. It is our contention that research that examines only what university teachers say about their practice and does not directly observe what they do is at risk of telling half the story. Our review revealed several unsupported claims…
Teacher action research and student voice: Making sense of learning in secondary school
The Making Sense of Learning project began with the premise that for teachers to understand the ways in which their practice influences student learning, they need to invite and listen to students’ accounts of their learning experiences. Initiated by classroom teachers, supported by a university researcher, and informed by student voice, this teacher action research involved the empirical-reflective (self-) study by teachers of their practice as …
Inclusive education policy in New Zealand: Reality or ruse
New Zealand, like many countries, is beginning the journey towards a more inclusive education system. This paper examines inclusive education in New Zealand, and in particular policy related to inclusive education. New Zealand has the chance to make inclusion a reality, but as Skrtic (1991 Skrtic, T. M. 1991. Behind Special Education. A Critical Analysis of Professional Culture and School Organization, Denver, CO: Love. [Google Scholar]) points o…
It’s My Safe Space”: Student Voice, Teacher Education, and the Relational Space of an Urban High School
White Canadian teacher candidates are brought into direct dialogue with urban high school students through a yearlong immersion in a high school with a “demonized” image in the broader community. Interviews with students reveal experiences of school as “my safe space” and the predominance of a student culture not characterized by resistance, but by a positive experience of school as an autonomous relational space. We argue that attention to stude…
The power of the ‘object’ to influence teacher induction outcomes
Getting to the heart of learning to teach: Realistic teacher education. Linking practice and theory: the pedagogy of realistic teacher education
Telling Half the Story: A Critical Review of Research on the Teaching Beliefs and Practices of University Academics
A critical review of research on teaching beliefs and practices of university academics revealed that the espoused theories of action of academics have not been distinguished from their theories-in-use in some studies. It is our contention that research that examines only what university teachers say about their practice and does not directly observe what they do is at risk of telling half the story. Our review revealed several unsupported claims…
Getting to the heart of learning to teach: Realistic teacher education. Linking practice and theory: the pedagogy of realistic teacher education
Inclusive education policy in New Zealand: Reality or ruse
New Zealand, like many countries, is beginning the journey towards a more inclusive education system. This paper examines inclusive education in New Zealand, and in particular policy related to inclusive education. New Zealand has the chance to make inclusion a reality, but as Skrtic (1991 Skrtic, T. M. 1991. Behind Special Education. A Critical Analysis of Professional Culture and School Organization, Denver, CO: Love. [Google Scholar]) points o…
The power of the ‘object’ to influence teacher induction outcomes
New Teachers’ Career Intentions: Factors Influencing New Teachers’ Decisions to Stay or to Leave the Profession
This study examines the relationship between the reported career intentions and perceptions of preparedness of graduating secondary teachers in Quebec, across a two- year period, in an effort to identify factors which contribute to growing attrition rates among beginning teachers. The study reveals that those beginning teachers most concerned with their lack of preparation in the areas of classroom management and assessment of students’ learning …
Teacher action research and student voice: Making sense of learning in secondary school
The Making Sense of Learning project began with the premise that for teachers to understand the ways in which their practice influences student learning, they need to invite and listen to students’ accounts of their learning experiences. Initiated by classroom teachers, supported by a university researcher, and informed by student voice, this teacher action research involved the empirical-reflective (self-) study by teachers of their practice as …
It’s My Safe Space”: Student Voice, Teacher Education, and the Relational Space of an Urban High School
White Canadian teacher candidates are brought into direct dialogue with urban high school students through a yearlong immersion in a high school with a “demonized” image in the broader community. Interviews with students reveal experiences of school as “my safe space” and the predominance of a student culture not characterized by resistance, but by a positive experience of school as an autonomous relational space. We argue that attention to stude…
Pedagogy (7 works) · Psychology (6 works) · Mathematics education (5 works) · Sociology (5 works) · Teacher Education and Leadership Studies (3 works) · Action research (2 works) · Children's Rights and Participation (2 works) · Collaborative Teaching and Inclusion (2 works) · Innovative Education and Learning Practices (2 works) · Situated (2 works)