Margaret Olson
Biographic Data
| ID | 6487385 |
|---|---|
| NAME | Margaret Olson |
| GIVEN NAMES | Margaret |
| FAMILY NAME | Olson |
| SIGNATURE | OLSON M |
| AFFILIATIONS | St. Francis Xavier University |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 60 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2009 |
| H-INDEX | 4 |
Traveling stories
Uncovering Cover Stories
Building on the research of Crites in theology and Clandinin and Connelly in education, the authors map out three variations of cover stories lived and told by pre-service and in-service teachers in order to clarify their scholarship and inform the research of others. We examine how these narratives are formed around canonical stories that teachers publicly claim to know (or show) and actually do know (but not as favored interpretations), and per…
Opportunities and challenges in the development of teachers’ knowledge
Narrative Epistemology in Practice
(1997). Narrative Epistemology in Practice. Curriculum Inquiry: Vol. 27, No. 4, pp. 489-500
Conceptualizing narrative authority
Learning to teach
Room for Learning
Every day thousands of teachers and thousands more children spend part of their lives together in classrooms. Every year teachers return to their classroom before school starts to get ready for the day when their new students will enter. Experi enced teachers get right to it. They organize the room, ma terials, and displays, and still have time to check out what other teachers are doing. They spend time in the staff room getting reacquainted with…
Conceptualizing narrative authority
Uncovering Cover Stories
Building on the research of Crites in theology and Clandinin and Connelly in education, the authors map out three variations of cover stories lived and told by pre-service and in-service teachers in order to clarify their scholarship and inform the research of others. We examine how these narratives are formed around canonical stories that teachers publicly claim to know (or show) and actually do know (but not as favored interpretations), and per…
Opportunities and challenges in the development of teachers’ knowledge
Learning to teach
Traveling stories
Narrative Epistemology in Practice
(1997). Narrative Epistemology in Practice. Curriculum Inquiry: Vol. 27, No. 4, pp. 489-500
Room for Learning
Every day thousands of teachers and thousands more children spend part of their lives together in classrooms. Every year teachers return to their classroom before school starts to get ready for the day when their new students will enter. Experi enced teachers get right to it. They organize the room, ma terials, and displays, and still have time to check out what other teachers are doing. They spend time in the staff room getting reacquainted with…
Learning to teach
Conceptualizing narrative authority
Narrative Epistemology in Practice
(1997). Narrative Epistemology in Practice. Curriculum Inquiry: Vol. 27, No. 4, pp. 489-500
Opportunities and challenges in the development of teachers’ knowledge
Uncovering Cover Stories
Building on the research of Crites in theology and Clandinin and Connelly in education, the authors map out three variations of cover stories lived and told by pre-service and in-service teachers in order to clarify their scholarship and inform the research of others. We examine how these narratives are formed around canonical stories that teachers publicly claim to know (or show) and actually do know (but not as favored interpretations), and per…
Traveling stories
Pedagogy (6 works) · Psychology (5 works) · Sociology (5 works) · Education and Critical Thinking Development (4 works) · Educator Training and Historical Pedagogy (4 works) · Epistemology (4 works) · Narrative (4 works) · Narrative inquiry (4 works) · Philosophy (4 works) · Philosophy (4 works)