Validity through Dialogue

Validity through Dialogue

Teaching & Learning Inquiry takes responsibility for engaging in what Senge (2006) calls “reflective openness,” encouraging a range of appropriate epistemologies to study teaching and learning. The journal, like its parent organization, embodies the role of “intermediary” through the practice of...

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Main Author: Barbara Cambridge
Format: Article
Language:English
Published: University of Calgary 2013-03-01
Series:Teaching & Learning Inquiry: The ISSOTL Journal
Online Access:http://tlijournal.com/tli/index.php/TLI/article/view/27
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spelling doaj-8abfc0605388461ca0bccac3a2d6fb462020-11-25T03:22:53ZengUniversity of CalgaryTeaching & Learning Inquiry: The ISSOTL Journal2167-47792167-47872013-03-0111192110.20343/teachlearninqu.1.1.199Validity through DialogueBarbara Cambridge0National Council of Teachers of EnglishTeaching & Learning Inquiry takes responsibility for engaging in what Senge (2006) calls “reflective openness,” encouraging a range of appropriate epistemologies to study teaching and learning. The journal, like its parent organization, embodies the role of “intermediary” through the practice of continual examination of ideas and the provisions of “stability, expert depth, and fieldwide reach” (Bacchetti & Ehrlich, 2006) for the Scholarship of Teaching and Learning.http://tlijournal.com/tli/index.php/TLI/article/view/27
collection DOAJ
language English
format Article
sources DOAJ
author Barbara Cambridge
spellingShingle Barbara Cambridge
Validity through Dialogue
Teaching & Learning Inquiry: The ISSOTL Journal
author_facet Barbara Cambridge
author_sort Barbara Cambridge
title Validity through Dialogue
title_short Validity through Dialogue
title_full Validity through Dialogue
title_fullStr Validity through Dialogue
title_full_unstemmed Validity through Dialogue
title_sort validity through dialogue
publisher University of Calgary
series Teaching & Learning Inquiry: The ISSOTL Journal
issn 2167-4779
2167-4787
publishDate 2013-03-01
description Teaching & Learning Inquiry takes responsibility for engaging in what Senge (2006) calls “reflective openness,” encouraging a range of appropriate epistemologies to study teaching and learning. The journal, like its parent organization, embodies the role of “intermediary” through the practice of continual examination of ideas and the provisions of “stability, expert depth, and fieldwide reach” (Bacchetti & Ehrlich, 2006) for the Scholarship of Teaching and Learning.
url http://tlijournal.com/tli/index.php/TLI/article/view/27
work_keys_str_mv AT barbaracambridge validitythroughdialogue
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