Miriam Raider-Roth
Dados Biográficos
| ID | 6508061 |
|---|---|
| NOME | Miriam Raider-Roth |
| PRENOMES | Miriam |
| SOBRENOME | Raider-Roth |
| ASSINATURA | RAIDER-ROTH M |
| AFILIAÇÕES | University of Cincinnati |
| ORCID | 0000-0003-3811-8429 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAÇÕES | 3 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2006 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
“We Don’t Come in Here Knowing How We Will Leave”
This article examines the collaborative inquiry practices of the Cincinnati Critical Friends, a cross-disciplinary group of teacher educators committed to improving their teaching through action research. Situated within the field of teacher education, the study explores how faculty members use structured dialogue to examine persistent dilemmas of practice and deepen their understanding of what it means to teach well. Drawing on perspectives from…
Hospitality and Hope
We are excited to introduce 19 original articles that present a compelling argument for incorporating the values, theories, and practices of participatory action research and critical qualitative research into our shared commitment to create positive change in times of crisis. In this collection, you will find diverse stakeholders engaging in community-engaged education and research, pushing and broadening epistemological boundaries of what is co…
Participatory Action Researchers Looking for a Home at Icqi
In this article we share how we as participatory action researchers and organizers of the (p)AR Special Interest Group (SIG) came to understand our process of seeking a home at the International Congress of Qualitative Inquiry (ICQI) from 2021 to 2024. As we reflected, we became aware that we were simultaneously trying to enrich our (p)AR practice with extended epistemologies from the critical qualitative research world, while trying to nudge tha…
Bringing utopian visioning to educational leadership
This article describes the Future Creating Workshop (FCW) and explores how it can create learning forums for participatory leadership. We investigate how FCW can be an effective form of professional development for educational leaders and explore what leaders learn from implementing FCWs in their settings. The FCW, a three-phase participatory process, invites community members to identify a pressing problem, critique reality, dream about possible…
Rupture and repair
The Place of Description in Understanding and Transforming Classroom Relationships
In this article, the author illustrates how the Descriptive Process can assist teachers in shifting relationships with students because it requires both associative and reflective processes. Drawing on discussions from a teacher study group, she illustrates how associative processes can lead to a strengthening of connection with self. Similarly, she demonstrates how the process of reflection, which requires a synthesizing of the external world wi…
Presence in teaching
This article articulates a theory of ‘presence’ in teaching and seeks to establish a theoretical foundation for presence that can serve as a platform for further research. It seeks to address the current educational climate that sees teaching as a check list of behaviors, dispositions, measures, and standards, and to articulate the essential but elusive aspect of teaching we call presence. Presence is defined as a state of alert awareness, recept…
Rupture and repair
The Place of Description in Understanding and Transforming Classroom Relationships
In this article, the author illustrates how the Descriptive Process can assist teachers in shifting relationships with students because it requires both associative and reflective processes. Drawing on discussions from a teacher study group, she illustrates how associative processes can lead to a strengthening of connection with self. Similarly, she demonstrates how the process of reflection, which requires a synthesizing of the external world wi…
Presence in teaching
This article articulates a theory of ‘presence’ in teaching and seeks to establish a theoretical foundation for presence that can serve as a platform for further research. It seeks to address the current educational climate that sees teaching as a check list of behaviors, dispositions, measures, and standards, and to articulate the essential but elusive aspect of teaching we call presence. Presence is defined as a state of alert awareness, recept…
The Place of Description in Understanding and Transforming Classroom Relationships
In this article, the author illustrates how the Descriptive Process can assist teachers in shifting relationships with students because it requires both associative and reflective processes. Drawing on discussions from a teacher study group, she illustrates how associative processes can lead to a strengthening of connection with self. Similarly, she demonstrates how the process of reflection, which requires a synthesizing of the external world wi…
Rupture and repair
Bringing utopian visioning to educational leadership
This article describes the Future Creating Workshop (FCW) and explores how it can create learning forums for participatory leadership. We investigate how FCW can be an effective form of professional development for educational leaders and explore what leaders learn from implementing FCWs in their settings. The FCW, a three-phase participatory process, invites community members to identify a pressing problem, critique reality, dream about possible…
Participatory Action Researchers Looking for a Home at Icqi
In this article we share how we as participatory action researchers and organizers of the (p)AR Special Interest Group (SIG) came to understand our process of seeking a home at the International Congress of Qualitative Inquiry (ICQI) from 2021 to 2024. As we reflected, we became aware that we were simultaneously trying to enrich our (p)AR practice with extended epistemologies from the critical qualitative research world, while trying to nudge tha…
“We Don’t Come in Here Knowing How We Will Leave”
This article examines the collaborative inquiry practices of the Cincinnati Critical Friends, a cross-disciplinary group of teacher educators committed to improving their teaching through action research. Situated within the field of teacher education, the study explores how faculty members use structured dialogue to examine persistent dilemmas of practice and deepen their understanding of what it means to teach well. Drawing on perspectives from…
Hospitality and Hope
We are excited to introduce 19 original articles that present a compelling argument for incorporating the values, theories, and practices of participatory action research and critical qualitative research into our shared commitment to create positive change in times of crisis. In this collection, you will find diverse stakeholders engaging in community-engaged education and research, pushing and broadening epistemological boundaries of what is co…
Teacher Education and Leadership Studies (5 obras) · Action research (4 obras) · Pedagogy (4 obras) · Mathematics education (3 obras) · Participatory action research (3 obras) · Political science (3 obras) · Psychology (3 obras) · Citizen journalism (2 obras) · Computer Science (2 obras) · Educational and Psychological Assessments (2 obras)