A preliminary examination of a theoretical model for researching educator beliefs
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James B Schreiber
James B. Schreiber (b. 1969). His research interests include beliefs, reasoning, learning theories, and statistical modeling. His recent publications include ‘Epistemological beliefs of community college students and their learning processes’ (with David Shinn, 2003); and ‘Belief, doubt, and reason: C. S. Peirce on education’ (with Donald Cunningham and Connie Moss, 2005).
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Connie M Moss
Connie M. Moss (b. 1950). Her research interests include systematic and intentional inquiry, and belief formation and transformation. Her recent publications include ‘Belief, doubt, and reason: C. S. Peirce on education’ (with Donald Cunningham and James Schreiber, 2005).
Janice M. Staab (b. 1966) is a Philosophical Coach in private practice. Her research interests include habit development and change and C. S. Peirce.
Abstract
This paper introduces the concept of the palimpsest as a tool for examining teacher and administrator beliefs about teaching, learning, and managing. The palimpsest is integrated into a Peircean semeiotic framework utilizing von Uexküll's Lebenswelt. Three typical cases enrolled in a learning program that engages teachers in a process of systematic and intentional inquiry were chosen. Raw responses from the three cases were examined. Of particular interest, all three participants tended to reason from premises that currently fit their belief structures and seem to hand pick clues to examine. Finally, the palimpsest appears to be a useful and flexible concept to examine the consistencies and inconsistencies of beliefs.
About the authors
James B. Schreiber (b. 1969). His research interests include beliefs, reasoning, learning theories, and statistical modeling. His recent publications include ‘Epistemological beliefs of community college students and their learning processes’ (with David Shinn, 2003); and ‘Belief, doubt, and reason: C. S. Peirce on education’ (with Donald Cunningham and Connie Moss, 2005).
Connie M. Moss (b. 1950). Her research interests include systematic and intentional inquiry, and belief formation and transformation. Her recent publications include ‘Belief, doubt, and reason: C. S. Peirce on education’ (with Donald Cunningham and James Schreiber, 2005).
Janice M. Staab (b. 1966) is a Philosophical Coach in private practice. Her research interests include habit development and change and C. S. Peirce.
© Walter de Gruyter
Articles in the same Issue
- Educating the semiotic mind: Introduction to special issue on ‘Semiotics and education’
- Diagrammatic reasoning and hypostatic abstraction in statistics education
- The give and take between semiotics and second-order cybernetics
- Conversational structures of ‘reports’ in writing class group work
- Semiosis as an educational instrument: The irrelevance of mediation and the relevance of social capital
- The complementarity of a representational and an epistemological function of signs in scientific activity
- Semiotics and classroom interaction: Mediated discourse, distributed cognition, and the multimodal semiotics of Maguru Panggul pedagogy in two Balinese Gamelan classrooms in the United States
- A preliminary examination of a theoretical model for researching educator beliefs
- Learners' idiosyncratic links as affordances for meaning making in the semiotic process
- Towards a semiotic theory of learning: Deleuze's philosophy and educational experience
- Regina Rex or, a semiotic fable from the end of education
- Reflections on semiotics, visual culture, and pedagogy
- Education à la Silhouette: The need for semiotically-informed curriculum consciousness
Articles in the same Issue
- Educating the semiotic mind: Introduction to special issue on ‘Semiotics and education’
- Diagrammatic reasoning and hypostatic abstraction in statistics education
- The give and take between semiotics and second-order cybernetics
- Conversational structures of ‘reports’ in writing class group work
- Semiosis as an educational instrument: The irrelevance of mediation and the relevance of social capital
- The complementarity of a representational and an epistemological function of signs in scientific activity
- Semiotics and classroom interaction: Mediated discourse, distributed cognition, and the multimodal semiotics of Maguru Panggul pedagogy in two Balinese Gamelan classrooms in the United States
- A preliminary examination of a theoretical model for researching educator beliefs
- Learners' idiosyncratic links as affordances for meaning making in the semiotic process
- Towards a semiotic theory of learning: Deleuze's philosophy and educational experience
- Regina Rex or, a semiotic fable from the end of education
- Reflections on semiotics, visual culture, and pedagogy
- Education à la Silhouette: The need for semiotically-informed curriculum consciousness
