Ruth G Kane
Biographic Data
| ID | 6006949 |
|---|---|
| NAME | Ruth G Kane |
| GIVEN NAMES | Ruth G |
| FAMILY NAME | Kane |
| SIGNATURE | KANE R G |
| AFFILIATIONS | University of Ottawa |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| 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 …
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…
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…
Children's Rights and Participation (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Situated (2 works) · Sociology (2 works) · Action (physics (1 works) · Action research (1 works) · Dialog box (1 works) · Early Childhood Education and Development (1 works)