Identity, Commitment, and Change Agency

2016 ◽  
pp. 29-42 ◽  
Author(s):  
Carol A. Kochhar-Bryant
Keyword(s):  
Change Agents ◽  
Doctoral Program ◽  
Theoretical Framework ◽  
Theory And Practice ◽  
Change Agency ◽  
Identity Commitment ◽  
Theory To Practice ◽  
The World ◽  
Critical Problems ◽  
Problems Of Practice

It is becoming almost cliché to assert that doctoral scholars should integrate theory and practice and address critical problems of practice. Less charted territory, however, moves beyond integration of theory and practice to the cultivation of scholars' as committed people who possess a compass of values and vision as they act as catalysts for change in the world of practice. The purpose of this chapter is to explore the kind of cultivation needed to effect the transformation required for doctoral scholars to move beyond translation of theory to practice to the next step of catalyzing change. This chapter explores the intersection of core constructs or strands for creating scholars as change agents – identity, commitment and civic agency. These elements are examined from a theoretical framework, and in context of a case example of a doctoral program that bridges the academy and the community.

Identity, Commitment, and Change Agency

2016 ◽  
pp. 1815-1828
Author(s):  
Carol A. Kochhar-Bryant
Keyword(s):  
Change Agents ◽  
Doctoral Program ◽  
Theoretical Framework ◽  
Theory And Practice ◽  
Change Agency ◽  
Identity Commitment ◽  
Theory To Practice ◽  
The World ◽  
Critical Problems ◽  
Problems Of Practice

It is becoming almost cliché to assert that doctoral scholars should integrate theory and practice and address critical problems of practice. Less charted territory, however, moves beyond integration of theory and practice to the cultivation of scholars' as committed people who possess a compass of values and vision as they act as catalysts for change in the world of practice. The purpose of this chapter is to explore the kind of cultivation needed to effect the transformation required for doctoral scholars to move beyond translation of theory to practice to the next step of catalyzing change. This chapter explores the intersection of core constructs or strands for creating scholars as change agents – identity, commitment and civic agency. These elements are examined from a theoretical framework, and in context of a case example of a doctoral program that bridges the academy and the community.

Identity, Commitment, and Change Agency

2016 ◽  
pp. 189-202
Author(s):  
Carol A. Kochhar-Bryant
Keyword(s):  
Change Agents ◽  
Doctoral Program ◽  
Theoretical Framework ◽  
Theory And Practice ◽  
Change Agency ◽  
Identity Commitment ◽  
Theory To Practice ◽  
The World ◽  
Critical Problems ◽  
Problems Of Practice

It is becoming almost cliché to assert that doctoral scholars should integrate theory and practice and address critical problems of practice. Less charted territory, however, moves beyond integration of theory and practice to the cultivation of scholars' as committed people who possess a compass of values and vision as they act as catalysts for change in the world of practice. The purpose of this chapter is to explore the kind of cultivation needed to effect the transformation required for doctoral scholars to move beyond translation of theory to practice to the next step of catalyzing change. This chapter explores the intersection of core constructs or strands for creating scholars as change agents – identity, commitment and civic agency. These elements are examined from a theoretical framework, and in context of a case example of a doctoral program that bridges the academy and the community.

Dissertation Redesign for Scholarly Practitioners in Educational Leadership

2016 ◽  
pp. 53-69 ◽  
Author(s):  
Cynthia J. MacGregor ◽  
Jennifer Fellabaum
Keyword(s):  
Educational Leadership ◽  
Doctoral Program ◽  
Practice Model ◽  
University Of Missouri ◽  
History Of ◽  
Critical Problems ◽  
Problems Of Practice ◽  
The University ◽  
The Impact ◽  
Section Form

The purpose of this chapter is to describe the innovative Dissertation-in-Practice model being implemented in the University of Missouri Statewide Cooperative Doctoral Program in Educational Leadership (EdD Program). This doctoral program develops scholarly practitioners who are able to address critical problems of practice through the use of theory, inquiry, and practice-oriented knowledge. While these skills are utilized to create purposeful, professional products throughout the program, the redesigned Dissertation-in-Practice at MU is intended to further showcase the impact of the students' work as scholarly practitioners through dissemination-ready components. The chapter includes the history of the program and a description of the process through which program faculty redesigned the dissertation from a traditional five-chapter model to its current six section form. This restructuring, which includes dissemination to scholars and practitioners, is detailed. The chapter concludes with emerging supports for the scholarly practitioner graduates.

Living Religion

2019 ◽  
Author(s):  
James W. Jones
Keyword(s):  
Religious Life ◽  
Religious Practice ◽  
Theory And Practice ◽  
Modern World ◽  
Religious Thought ◽  
Theory To Practice ◽  
Religious Person ◽  
The World ◽  
Natural Home ◽  
Opening Up

The modern tendency to separate theory and practice, reflection and contemplation, has done inestimable mischief to the life of religion in the modern world. Religion’s claims about God or the world or the nature and destiny of the human spirit have been ripped from their context in religious practice and treated as discrete doctrinal abstractions to be justified or refuted in isolation from the living religious life that is their natural home. Many of the dilemmas faced by those who think seriously about religion today arise from or are intensified by this separation of theory and practice. Trends in contemporary psychology, especially an emphasis on embodiment and relationality, can help the thoughtful religious person of any tradition by returning theory to practice and thereby opening up new avenues of religious knowing and new ways of justifying the commitment to a religiously lived life. This text moves between psychology (especially neuropsychology) and various forms of religious thought in order to demonstrate the validity of living the religiously informed life. This book argues that it is meaningful and reasonable to speak of a “spiritual sense” by discussing ways we can “sense” or “perceive” the reality of God and what that might mean for the religiously concerned person and how it might be understood psychologically and neurologically.

scholarly journals Crossing the “Theory-practice Divide”: Learning to Be(come) a Teacher

2012 ◽  
Vol 2 (2) ◽  
Author(s):  
Sarah Gravett
Keyword(s):  
Teacher Education ◽  
Theory And Practice ◽  
The Other ◽  
Philosophical Question ◽  
Common View ◽  
Theory To Practice ◽  
The World ◽  
Apply Theory ◽  
The One ◽  
The University

A common view of theory and practice as domains is that it is difficult, if not impossible, to traverse the epistemological chasm between them. After all, theories are ways of organising our world abstractly in ideas and concepts. Practice is the world that we inhabit empirically. It is a tangible world that we can see, feel, act on, act in, and so on. So, how can one even begin to argue that these apparently disparate worlds can be unified or that they are in the first instance not separate at all? My stance on this is that we, the educators of teachers, are party to the separation. In fact, we teach students that they should ‘apply’ theory to practice. Working with our own struggle at the university where I am based, I will argue that there may be ways of opening the borders between what is, on the one hand a philosophical question, and on the other, a purely empirical question. How do we teach and how do we teach the doing of teaching? My argument explores one way we might begin to restore; to whatever extent this is possible, the unity of theory and practice in teacher education.

Dissertation Redesign for Scholarly Practitioners in Educational Leadership

2017 ◽  
pp. 541-557
Author(s):  
Cynthia J. MacGregor ◽  
Jennifer Fellabaum
Keyword(s):  
Educational Leadership ◽  
Doctoral Program ◽  
Practice Model ◽  
University Of Missouri ◽  
History Of ◽  
Critical Problems ◽  
Problems Of Practice ◽  
The University ◽  
The Impact ◽  
Section Form

The purpose of this chapter is to describe the innovative Dissertation-in-Practice model being implemented in the University of Missouri Statewide Cooperative Doctoral Program in Educational Leadership (EdD Program). This doctoral program develops scholarly practitioners who are able to address critical problems of practice through the use of theory, inquiry, and practice-oriented knowledge. While these skills are utilized to create purposeful, professional products throughout the program, the redesigned Dissertation-in-Practice at MU is intended to further showcase the impact of the students' work as scholarly practitioners through dissemination-ready components. The chapter includes the history of the program and a description of the process through which program faculty redesigned the dissertation from a traditional five-chapter model to its current six section form. This restructuring, which includes dissemination to scholars and practitioners, is detailed. The chapter concludes with emerging supports for the scholarly practitioner graduates.

scholarly journals Editorial

2017 ◽  
Vol 4 (2) ◽  
pp. 560-562
Keyword(s):  
Good Practice ◽  
Conflict Theory ◽  
Theory And Practice ◽  
Eastern Africa ◽  
The European Union ◽  
Theory To Practice ◽  
The World ◽  
Conflict Intervention ◽  
Practice Knowledge

This edition of JMACA includes six examinations of conflict interventionin vastly different areas of practice. JMACA‟s mission is to publish articles that bring theory to practice. The adage that “there is nothing more practical than a good theory” holds very true in the field of conflict intervention. Practice theory is a theory of how social beingsmake and transform the world in which they live. The dynamic interaction between a system of ideas intended to explain something and the experience of the application of these ideas in the world,underpins the development of good practice. This interactive process enables the examination of conflict intervention knowledge, the purpose of interventions and builds learning, facilitatingthe development of the profession. From studies relating to workplace mediation, to the application of a systemic approach to conflict theory, an evaluation of a peer mediation programme for Irish Travellers in prison, an examination of the nature of radicalisation in Eastern Africa,and the role of the European Union in conflict resolution, the articles in this journal issue contain theory and practice knowledge across a wide and stimulating range of applications.

Dissertation Redesign for Scholarly Practitioners in Educational Leadership

2016 ◽  
pp. 357-373
Author(s):  
Cynthia J. MacGregor ◽  
Jennifer Fellabaum
Keyword(s):  
Educational Leadership ◽  
Doctoral Program ◽  
Practice Model ◽  
University Of Missouri ◽  
History Of ◽  
Critical Problems ◽  
Problems Of Practice ◽  
The University ◽  
The Impact ◽  
Section Form

The purpose of this chapter is to describe the innovative Dissertation-in-Practice model being implemented in the University of Missouri Statewide Cooperative Doctoral Program in Educational Leadership (EdD Program). This doctoral program develops scholarly practitioners who are able to address critical problems of practice through the use of theory, inquiry, and practice-oriented knowledge. While these skills are utilized to create purposeful, professional products throughout the program, the redesigned Dissertation-in-Practice at MU is intended to further showcase the impact of the students' work as scholarly practitioners through dissemination-ready components. The chapter includes the history of the program and a description of the process through which program faculty redesigned the dissertation from a traditional five-chapter model to its current six section form. This restructuring, which includes dissemination to scholars and practitioners, is detailed. The chapter concludes with emerging supports for the scholarly practitioner graduates.

scholarly journals Teachers as Change Agents: Transforming Classrooms and Communities

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Sarah R Lillo ◽  
Gerardo Joel Aponte-Safe
Keyword(s):  
Teacher Educators ◽  
Change Agents ◽  
Teacher Agency ◽  
Change Agency ◽  
Wide Scope ◽  
Special Issue ◽  
The World ◽  
Agents Of Change

Introduction to the Special Issue:This special issue explores the theme of teachers and teacher educators as agents of change. In assembling this special issue, we sought to lift up the voices and experiences of educators in order to highlight the important ways they are innovating and actively engaged in changemaking around the world. This collection of articles offers an intentionally wide scope for interpreting teacher agency: while all pieces explore ways that educators purposefully impact their students and communities, we allow authors to interpret the concept of change agency and its relevance to their respective contexts.

scholarly journals Theory and Practice

2016 ◽  
Vol 4 (1) ◽  
pp. 3
Author(s):  
Henrik Karlstrøm
Keyword(s):  
Science And Technology Studies ◽  
Experimental Testing ◽  
Theory And Practice ◽  
Theory To Practice ◽  
Actual Movement ◽  
The World ◽  
Technological Developments ◽  
Linear Movement ◽  
Simple Movement ◽  
The Relationship

<p>The relationship between theory and practice is central to science and technology studies - in many ways the field was started in an attempt to dispute representations of this relationship that were too fixed, too neatly delineated, too self-satisfied. Too often, accounts of scientific and technological developments rested on a description of the process as a linear movement from theoretical insight, through experimental testing and to final implementation. The claim of STS was that there is more going on here than a simple movement from theory to practice, from laboratory to invention, from idea to execution. Rather, more can be gained from paying attention to the actual movement back and forth between our ideas of the world and how the world operates – things may be more complex than they seem. This issue of NJSTS features three articles which, while topically different, offer an illustration of the knotty relationship between theory and practice.</p><div> </div>

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