hmmm. guess attachment didn't go through. I'm pasting it below.
VISITING PROFESSOR--QUALITATIVE RESEARCH METHODS
The Social Research Methodology Division at the Graduate
School of Education & Information Studies, University of California,
Los Angeles invites an experienced practitioner and teacher of
qualitative research methods as a visiting professor for the academic
year 2006-2007. GSE&IS is a vibrant intellectual community with an
emphasis on issues of urban education and equity in education. The
visiting professor will teach one course each term in a sequence of
qualitative research methods in education, a sequence in which
doctoral students are primarily enrolled. (Fall Quarter,
Introduction; Winter Quarter, Fieldwork Practicum; Spring Quarter,
Data Analysis and Reporting) and will also be available to students
for research mentoring. Applicants must hold a Ph.D. or Ed.D. in
education or in a social science discipline and must have research
methods teaching experience at the associate or full professor level
(or at an equivalent level in a research agency or firm, with
experience in teaching graduate students).
The candidate will be affiliated with the Division of Social Research
Methodology. The division honors a wide range of methodologies and
interests, and strives to incorporate multiple methodological
perspectives into research and teaching. The Division of Social
Research Methodology supports mixed methods and has a strong
commitment to qualitative work.
TO APPLY: Send an application letter describing your research and
teaching interests, along with a vitae, sample syllabi, and the names
of three references to the address below:
Sandra Graham, Chair
Department of Education
University of California, Los Angeles
Los Angeles, CA 90095-1521
SALARY: Commensurate with qualifications and experience.
STARTING DATE: September 2006
DEADLINE: Screening of applications will begin on March 16 and
continue until the position is filled.
FOR MORE INFO: Contact Marilyn Salinger, staff assistant
(salinger@gseis.ucla.edu), Professor Frederick Erickson
(ferickson@ucla.edu) or Professor Kris Gutierrez
(gutierrez@gseis.ucla.edu). Please include "SRM Visiting Prof
Search" in the subject line.
UCLA is an Equal Opportunity/Affirmative Action Employer
Kris D. Gutierrez
Professor
Social Research Methodology
Graduate School of Education & Information Studies
Moore Hall 1026
UCLA
Los Angeles, CA 90095-1521
310-825-7467
On Feb 23, 2006, at 10:59 PM, Kris Gutierrez wrote:
> Fred Erickson and I will both be on leave next year at the Center
> for Advanced Studies. I am attaching the announcement for a
> visiting professor to teach the qualitative methods series that we
> usually teach.
> Please distribute to relevant groups and individuals. Kris
>
> Kris D. Gutierrez
> Professor
> Social Research Methodology
> Graduate School of Education & Information Studies
> Moore Hall 1026
> UCLA
> Los Angeles, CA 90095-1521
> 310-825-7467
>
> On Feb 23, 2006, at 3:24 PM, Mike Cole wrote:
>
>
>> This discussion IS on xmca and is very interesting.
>> mike
>>
>> On 2/23/06, Peg Griffin <Peg.Griffin@worldnet.att.net> wrote:
>>
>>
>>>
>>>
>>>
>>> -----Original Message-----
>>> From: Natalia Gajdamaschko [mailto:nataliag@sfu.ca]
>>> Sent: Thursday, February 23, 2006 10:20 AM
>>> To: Peg.Griffin@worldnet.att.net
>>> Subject: Re: [xmca] Creativity
>>>
>>>
>>> Hi Peg,
>>>
>>> This is very interesting. I also have been thinking about it in
>>> connection
>>> to curriculum development for younger children. By the way, did
>>> you notice
>>> that we wondered off the XMCA space somehow -- should we re-post
>>> our chat
>>> there so more people could jump in and comment? How do we do that?
>>>
>>> Cheers,
>>> Natalia.
>>>
>>> On Thu, 23 Feb 2006 10:04:18 -0800 Peg.Griffin@worldnet.att.net
>>> wrote:
>>>
>>>
>>>> Natalia, yes that it what I've noticed, ""genuine
>>>> metaphor" (that could
>>>> pop-up suddenly in the situation of play)".
>>>> It's exactly what I am tempted to think of as epiphoric.
>>>> That way we could reserve "meta" for the less
>>>> pop-up-held-within-the-play-activity forms or instances.
>>>> The later appearing forms are more likely to be "defensible" or
>>>> "explicable"
>>>> by the user/creator even if the activity that gave rise is
>>>> interfered
>>>>
>>>>
>>> with
>>>
>>>
>>>> somehow (by atrophy over time or change in participant structure or
>>>> imposition of interfering questions from an experimenter or
>>>> teacher or
>>>> editor...).
>>>> But while maybe not fully "meta" controlled, an emotive aesthetic
>>>>
>>>>
>>> reaction
>>>
>>>
>>>> to the epiphor by at least some participant in the play activity
>>>> may
>>>> be what
>>>> contributes to the germ yielding the later growth of meptaphor?
>>>>
>>>> I've also been thinking that the "epi" and "meta" difference may
>>>> be or
>>>>
>>>>
>>> be
>>>
>>>
>>>> very close related to the "everyday" and "scientific" distinction.
>>>>
>>>> And finally, I've been thinking along these lines because I've been
>>>> thinking
>>>> about "mathematization" that early childhood mathematics
>>>> educators talk
>>>> about. The main idea is that in play and life kids are in
>>>> situations
>>>>
>>>>
>>> where
>>>
>>>
>>>> mathematics is and when parents/teachers "mathematize" the
>>>> situation
>>>> there's
>>>> a better chance for kids to capitalize on their experiences
>>>> during later
>>>> schooling in mathematics.
>>>> Here's an example: a classroom full of kids is about to do a
>>>> project
>>>> that is
>>>> too messy for the whole class to do at once. They need to divide
>>>> into
>>>> teams.
>>>> The kids walk into spaces to divide themselves; they use a deck
>>>> of cards
>>>> with classmates' pictures and names to divide; they use hearts on a
>>>>
>>>>
>>> magnet
>>>
>>>
>>>> board with dry erase marked columns to divide. It is all
>>>> division by
>>>> dealing or distribution: 1, 1, 1; 2, 2, 2, 3, 3, 3... And they try
>>>> bigger or
>>>> smaller "teams" as they figure out what will be not too messy
>>>> but have
>>>> enough kids to do the project and have fun. The mathematization
>>>> on the
>>>>
>>>>
>>> dry
>>>
>>>
>>>> erase magnetized board with columns lets them see (and some fall
>>>> in love
>>>> with) the calculus of more teams/fewer people on a team.
>>>>
>>>> By the way I have never had creativity demand so much to be
>>>> noticed and
>>>> appreciated as it is among the mathematics loving preschoolers
>>>> I've met.
>>>> Peg
>>>>
>>>> -----Original Message-----
>>>> From: Natalia Gajdamaschko [mailto:nataliag@sfu.ca]
>>>> Sent: Thursday, February 23, 2006 7:08 AM
>>>> To: Peg.Griffin@worldnet.att.net
>>>> Subject: Re: [xmca] Creativity
>>>>
>>>>
>>>>
>>>> On Wed, 22 Feb 2006 09:45:54 -0800 Peg.Griffin@worldnet.att.net
>>>> wrote:
>>>>
>>>>
>>>>> Metaphorical thinking ascribed to kids has also worried me, not so
>>>>>
>>>>>
>>> much
>>>
>>>
>>>>> about thinking in complexes (although now it will!) but about the
>>>>>
>>>>>
>>>> contrast
>>>>
>>>>
>>>>> with not-metaphor. I think what is called metaphor use by a
>>>>> little
>>>>>
>>>>>
>>>> one is
>>>>
>>>>
>>>>> sometimes not shown to be in a system of opposition with
>>>>>
>>>>>
>>> non-figurative
>>>
>>>
>>>>> language/thought. So, diachronically speaking, maybe metaphor
>>>>> for kids
>>>>>
>>>>>
>>> is
>>>
>>>
>>>>> not the same as for others; if that's so, the door is open for the
>>>>>
>>>>>
>>> worry
>>>
>>>
>>>>> about what it is synchronically (i.e., maybe thinking in
>>>>> complexes).
>>>>>
>>>>>
>>>>
>>>>
>>>>
>>>>> Do we
>>>>> want to think of it in the same way as it may become later in the
>>>>>
>>>>>
>>> little
>>>
>>>
>>>>> one's life trajectory? Or do we want to see the germ cell that
>>>>> yields
>>>>>
>>>>>
>>> a
>>>
>>>
>>>>> subsequent form?
>>>>>
>>>>>
>>>>
>>>>
>>>> Yes, exactly, Peg! If metaphor for younger kids is not the same
>>>> as it
>>>> may be for others, in what way it would be different from, say,
>>>> metaphor for
>>>> an adolescent? Is it not necessary for us to keep in mind
>>>> that it
>>>>
>>>>
>>> could be
>>>
>>>
>>>> based inside different psychological systems, not least in order
>>>> to be
>>>>
>>>>
>>> able
>>>
>>>
>>>> to show that imagination and creativity are developing?
>>>>
>>>> Or, another way to ask the same question: if we assume that
>>>> metaphorical
>>>> thinking in younger children is a process of maturation, how do we
>>>> distinguish between possible "genuine metaphor" (that could pop-up
>>>>
>>>>
>>> suddenly
>>>
>>>
>>>> in the situation of play) and "non-figurative" thinking, which is
>>>>
>>>>
>>> thinking
>>>
>>>
>>>> in complexes (in the situation of problem solving)?
>>>>
>>>> Best wishes,
>>>> Natalia.
>>>> P.S. Thank you for "epiphoric" idea and references.
>>>>
>>>>
>>>>
>>>>
>>>
>>> _______________________________________________
>>> xmca mailing list
>>> xmca@weber.ucsd.edu
>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>
>>>
>>>
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>>
>
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