Dilemmas in crossing the boundaries: From K-12 to higher education and back again Academic Article

abstract

• For the purpose of reflective analysis, this article, which employs narrative inquiry as a research methodology, combines two "crossing the boundaries" dilemmas I experienced over the course of a decade. While the dilemmas relate to different issues that emerged in my career (standardized testing as a K-12 teacher and the formal evaluation of a reform program as a tenured, full professor), I trace the roots of the dilemmas to the same source: the hegemonic relationship between theory and practice which, despite the passage of time, continues to persist in the field of education and to shape the professional experiences of educators, some of which are miseducative. I argue that until the relationship between educational practices in schools and educational practices in universities are addressed, school reform that benefits children cannot be fully realized. 2006 Elsevier Ltd. All rights reserved.

authors

• Craig, Cheryl

published proceedings

• TEACHING AND TEACHER EDUCATION

author list (cited authors)

• Craig, C. J.

citation count

• 4

complete list of authors

• Craig, Cheryl J

publication date

• January 2007

publisher

• Elsevier  Publisher

published in

• Teaching and Teacher Education : An International Journal of Research and Studies  Journal

keywords

• Educational Dilemmas
• Evaluation
• Higher Education
• Narrative Inquiry
• Reflective Practice

Digital Object Identifier (DOI)

• 10.1016/j.tate.2006.10.005

start page

• 1165

end page

• 1176

volume

• 23

issue

• 7

URL

• http://dx.doi.org/10.1016/j.tate.2006.10.005

user-defined tag

• 4 Quality Education