Karen Goodnough
Biographic Data
| ID | 5166980 |
|---|---|
| NAME | Karen Goodnough |
| GIVEN NAMES | Karen |
| FAMILY NAME | Goodnough |
| SIGNATURE | GOODNOUGH K |
| AFFILIATIONS | Memorial University of Newfoundland |
| ORCID | 0000-0003-2385-0641 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
On being reviewed: From ghosts that haunt in isolation toward connection and unexpected agency
Our group of early- and mid-career women faculty members in a mid-sized Canadian university examined the peer review process and our experiences of being reviewed. Using post-structural feminist literature, we theorised how subjectivities are shaped by the pressures of neoliberal incursions into university work. The impact of peer review can be severe and feel highly personal. The peer review system contains assumptions that create conditions for…
Professional Learning and the Canadian Journal of Science, Mathematics and Technology Education: Reflections of a Science Teacher Educator
Adopting Drone Technology in STEM (Science, Technology, Engineering, and Mathematics): An Examination of Elementary Teachers’ Pedagogical Content Knowledge
Introduction to the Special Issue on Science, Technology, Engineering, and Mathematics (STEM) Education
Views on and Practices of Integrating Theory and Practice in Teacher Education Programs in Atlantic Canada
The need for and lack of integration of theory and practice in initial teacher education programs has been discussed as a central issue for teacher education. This article reports on a study that surveyed university-based teacher educators in Atlantic Canada on their perspectives regarding how theory and practice can be integrated, how they and the programs they work in integrate theory and practice, and what challenges they perceive for the inte…
Canadian Journal of Science, Mathematics and Technology Education Special Issue on Science, Technology, Engineering, and Mathematics (STEM) Education/ Revue canadienne d'enseignement des sciences, des…
Engaging Elementary Teachers’ Pedagogical Content Knowledge: Adopting Problem-Based Learning in the Context of Science Teaching and Learning
Exploring a triad model of student teaching: Pre-service teacher and cooperating teacher perceptions
Issues in modified problem‐based learning: A self‐study in pre‐service science‐teacher education
Fostering a Community of Practice: Reflections on the Evolution of a Teacher Inquiry Group
Changing Teacher Beliefs about Giftedness and Differentiation Practices
This study explored the developing belief of a group of pre-senice and in-senice teachers (n=28) about the nature of giftedness and of teaching and learning of gifted learners as they participated in a six-week undergraduate introductory course in gifted education. Case study method, field notes, interviews, and open-ended questionnaires were used and triangulated to interpret the nature and extent of changes in teacher beliefs. Through participa…
Implementing multiple intelligences theory in a grade 9 science classroom: The experiences of a high school teacher
Changing Teacher Beliefs about Giftedness and Differentiation Practices
This study explored the developing belief of a group of pre-senice and in-senice teachers (n=28) about the nature of giftedness and of teaching and learning of gifted learners as they participated in a six-week undergraduate introductory course in gifted education. Case study method, field notes, interviews, and open-ended questionnaires were used and triangulated to interpret the nature and extent of changes in teacher beliefs. Through participa…
Implementing multiple intelligences theory in a grade 9 science classroom: The experiences of a high school teacher
Fostering a Community of Practice: Reflections on the Evolution of a Teacher Inquiry Group
Issues in modified problem‐based learning: A self‐study in pre‐service science‐teacher education
Engaging Elementary Teachers’ Pedagogical Content Knowledge: Adopting Problem-Based Learning in the Context of Science Teaching and Learning
Exploring a triad model of student teaching: Pre-service teacher and cooperating teacher perceptions
Canadian Journal of Science, Mathematics and Technology Education Special Issue on Science, Technology, Engineering, and Mathematics (STEM) Education/ Revue canadienne d'enseignement des sciences, des…
Views on and Practices of Integrating Theory and Practice in Teacher Education Programs in Atlantic Canada
The need for and lack of integration of theory and practice in initial teacher education programs has been discussed as a central issue for teacher education. This article reports on a study that surveyed university-based teacher educators in Atlantic Canada on their perspectives regarding how theory and practice can be integrated, how they and the programs they work in integrate theory and practice, and what challenges they perceive for the inte…
Introduction to the Special Issue on Science, Technology, Engineering, and Mathematics (STEM) Education
Adopting Drone Technology in STEM (Science, Technology, Engineering, and Mathematics): An Examination of Elementary Teachers’ Pedagogical Content Knowledge
Professional Learning and the Canadian Journal of Science, Mathematics and Technology Education: Reflections of a Science Teacher Educator
On being reviewed: From ghosts that haunt in isolation toward connection and unexpected agency
Our group of early- and mid-career women faculty members in a mid-sized Canadian university examined the peer review process and our experiences of being reviewed. Using post-structural feminist literature, we theorised how subjectivities are shaped by the pressures of neoliberal incursions into university work. The impact of peer review can be severe and feel highly personal. The peer review system contains assumptions that create conditions for…
Mathematics education (11 works) · Pedagogy (10 works) · Psychology (10 works) · Science education (5 works) · Computer Science (4 works) · Sociology (4 works) · Teaching method (4 works) · Innovative Teaching and Learning Methods (3 works) · Mathematics (3 works) · Teacher Education and Leadership Studies (3 works)