http://hdl.handle.net/10294/2950 exploring our connective educational landscape 2013-06-19T13:54:21Z http://hdl.handle.net/10294/3376 Epistemic Terrains and Epistemic Potential: A Review of "How I Should Know? Preservice Teachers' Images of Knowing (By Heart) in Mathematics and Science" Walshaw, Margaret A book review of Kathleen T. Nolan's How Should I Know? Preservice Teachers’ Images of Knowing (by heart) in Mathematics and Science (238 pp.). Rotterdam: Sense Publishers. 2011-01-01T00:00:00Z http://hdl.handle.net/10294/3375 A Review of "A New Literacies Sampler" Mulholland, Val A book review of Knobel's and Lankshear's (2007), A New Literacies Sampler. New York: Peter Lang. ISBN 978-0-8204-9523-1 2011-01-01T00:00:00Z http://hdl.handle.net/10294/3374 "Being with" Bipolar disorder Reynolds, J. Karen In this paper, I explore the impact of bipolar disorder on the experiences of two groups of postsecondary students. I theorize that Bourdieu’s (1986) theory of forms of capital provides a lens for understanding how these students negotiate social, cultural, institutional, and symbolic forms of capital in their daily academic lives. I analyze the studies using a constant comparative method often used in research employing ethnographic techniques. The findings examine students’ concerns around learning and achievement within university settings and the debilitating effects of stigma on individuals identified with bipolar disorder. In doing so, the findings reinforce Bourdieu’s theory of capital, because students require relevant support to increase their access to capital in terms of educational certification, employment, finances, and membership in valued groups. However, Bourdieu’s theory has significant limitations. For the bipolar students in these studies, a form of intrapersonal capital, or personal power, was needed to take responsibility for their education and lives, and to positively influence those around them. The implications suggest that instructors in higher education need to accept students with bipolar disorders, while students with bipolar disorders need to reach out to instructors and share their needs. 2011-01-01T00:00:00Z http://hdl.handle.net/10294/3373 Administrators’ Lessons Learned: Considerations in Establishing Demonstration Classrooms Gallagher, Tiffany; Grierson, Arlene L. This paper presents the perspectives of some administrators whose school sites hosted demonstration classrooms that were implemented as part of a board-wide professional development initiative. Administrators highlighted the challenges of balancing the competing needs of their school system with those of their individual school communities and identified: (a) the need for advance planning; (b) the importance of consistency and communication; and (c) the complexities of acknowledging the dual roles and responsibilities held by demonstration classroom teachers. Demonstration classroom professional development programs may hold the potential to enhance teachers’ knowledge and skills. However, this study found that effective implementation of such programs requires skilled administrative collaboration and coordination. 2011-01-01T00:00:00Z