The Experts below are selected from a list of 19212 Experts worldwide ranked by ideXlab platform
Arlene L Grierson - One of the best experts on this subject based on the ideXlab platform.
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changing conceptions of effective teacher education the journey of a novice teacher educator
Studying Teacher Education, 2010Co-Authors: Arlene L GriersonAbstract:This article examines my three-year journey developing a personal pedagogy of teacher education. As an Autobiographical Self-study, nodal moments are revealed that raise and reflect the tensions I experienced and the challenges I encountered. These included developing an awareness of my incomplete understandings of key components of teacher education, particularly the importance of fostering critical reflection. Acknowledgement of the benefits and complexities of first facilitating and later assessing reflective practice followed next. My transformation from a confident school-board resource teacher to an uncertain teacher educator, who reiteratively questions her practices as she comes to understand and teach to promote conceptual change, resonates with the uncertain terrain of teacher education. I explore the implications of this Self-study by discussing the need for support, suggesting that teacher educators, particularly part-time instructors, be provided with opportunities to examine their teacher ed...
Thomas Meindl - One of the best experts on this subject based on the ideXlab platform.
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a case of persistent retrograde amnesia following a dissociative fugue neuropsychological and neurofunctional underpinnings of loss of Autobiographical memory and Self awareness
Neuropsychologia, 2008Co-Authors: Kristina Hennigfast, Franziska Meister, Thomas Frodl, Anna Beraldi, Frank Padberg, Rolf R Engel, Maximilian F Reiser, Hansjurgen Moller, Thomas MeindlAbstract:Autobiographical memory relies on complex interactions between episodic memory contents, associated emotions and a sense of Self-continuity over the course of one's life. This paper reports a study based upon the case of the patient NN who suffered from a complete loss of Autobiographical memory and awareness of identity subsequent to a dissociative fugue. Neuropsychological, behavioral, and functional neuroimaging tests converged on the conclusion that NN suffered from a selective retrograde amnesia following an episode of dissociative fugue, during which he had lost explicit knowledge and vivid memory of his personal past. NN's loss of Self-related memories was mirrored in neurobiological changes after the fugue whereas his semantic memory remained intact. Although NN still claimed to suffer from a stable loss of Autobiographical, Self-relevant memories 1 year after the fugue state, a proportionate improvement in underlying fronto-temporal neuronal networks was evident at this point in time. In spite of this improvement in neuronal activation, his anterograde visual memory had been decreased. It is posited that our data provide evidence for the important role of visual processing in Autobiographical memory as well as for the efficiency of protective control mechanisms that constitute functional retrograde amnesia.
Johnson Ben - One of the best experts on this subject based on the ideXlab platform.
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Towards a post-heteronormative habitus:Teachers’ perspectives on embedding LGBT+ inclusive education in UK primary shools
Lancaster University, 2020Co-Authors: Johnson BenAbstract:This thesis explores how teachers negotiate heteronormative discourse to embed LGBT+ inclusive education. It examines motivations for prioritising this work, how structural constraints are negotiated and makes recommendations for educators wanting to embed this work. It argues that more needs to be done in schools to embed LGBT+ inclusive education to reflect wider changes in UK society and to benefit LGBT+ youth who continue to be a vulnerable sub-section of society. This thesis addresses a gap in the literature by exploring the experiences of teachers driven to disrupt heteronormativity in schools over long periods of time. This thesis addresses a need to understand how teachers develop support networks to embed inclusivity work and create post-heteronormative spaces in educational settings. To achieve this aim, I use Bourdieu’s conceptual tools of habitus, capital and field to offer new insights into how heteronormativity can be disrupted in schools. A narrative inquiry methodological framework is employed with 12 UK participants interviewed. The principle findings from the research are that the participants are powerful agents in disrupting heteronormativity in schools and through critical Self-reflection, engagement with wider networks they successfully build support, knowledge and strength to create LGBT+ inclusive educational cultures. Participants anticipate challenges by developing staff confidence in the wider language of gender and sexuality and develop training to challenge misconceptions around educating for LGBT+ visibility. These findings are important as they provide valuable insights into how teachers can exert their agency in disrupting heteronormativity through Autobiographical Self-reflection and through deploying social and cultural capital as a source of support when challenges arise. Ultimately, participants found this work challenging but empowering helping them to align their social justice oriented values with their teaching practice
Kristina Hennigfast - One of the best experts on this subject based on the ideXlab platform.
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a case of persistent retrograde amnesia following a dissociative fugue neuropsychological and neurofunctional underpinnings of loss of Autobiographical memory and Self awareness
Neuropsychologia, 2008Co-Authors: Kristina Hennigfast, Franziska Meister, Thomas Frodl, Anna Beraldi, Frank Padberg, Rolf R Engel, Maximilian F Reiser, Hansjurgen Moller, Thomas MeindlAbstract:Autobiographical memory relies on complex interactions between episodic memory contents, associated emotions and a sense of Self-continuity over the course of one's life. This paper reports a study based upon the case of the patient NN who suffered from a complete loss of Autobiographical memory and awareness of identity subsequent to a dissociative fugue. Neuropsychological, behavioral, and functional neuroimaging tests converged on the conclusion that NN suffered from a selective retrograde amnesia following an episode of dissociative fugue, during which he had lost explicit knowledge and vivid memory of his personal past. NN's loss of Self-related memories was mirrored in neurobiological changes after the fugue whereas his semantic memory remained intact. Although NN still claimed to suffer from a stable loss of Autobiographical, Self-relevant memories 1 year after the fugue state, a proportionate improvement in underlying fronto-temporal neuronal networks was evident at this point in time. In spite of this improvement in neuronal activation, his anterograde visual memory had been decreased. It is posited that our data provide evidence for the important role of visual processing in Autobiographical memory as well as for the efficiency of protective control mechanisms that constitute functional retrograde amnesia.
Qi Wang - One of the best experts on this subject based on the ideXlab platform.
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externalising the Autobiographical Self sharing personal memories online facilitated memory retention
Memory, 2017Co-Authors: Qi WangAbstract:ABSTRACTInternet technology provides a new means of recalling and sharing personal memories in the digital age. What is the mnemonic consequence of posting personal memories online? Theories of transactive memory and Autobiographical memory would make contrasting predictions. In the present study, college students completed a daily diary for a week, listing at the end of each day all the events that happened to them on that day. They also reported whether they posted any of the events online. Participants received a surprise memory test after the completion of the diary recording and then another test a week later. At both tests, events posted online were significantly more likely than those not posted online to be recalled. It appears that sharing memories online may provide unique opportunities for rehearsal and meaning-making that facilitate memory retention.
