Elizabeth Bondy's research while affiliated with University of Florida and other places
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Publications (4)
Creating transformative experiences for teacher candidates around issues of critical social justice literacy requires that teacher educators anticipate and prepare for obstacles to learning that arise when knowledge residing in students’ bodies is challenged by course content. Scholars have argued that the imprint of students’ emotions, experiences...
This qualitative study, conducted in the context of a graduate course entitled 'Teaching Adults,' investigates the teaching beliefs and practices of eleven award-winning faculty in diverse disciplines at a research-intensive university in the southeastern U.S. Drawing from the framework of humanizing pedagogy, the findings demonstrate that the inst...
How can instructors in higher education understand and address the challenges of cultivating critical social justice knowledge and perspectives? In this paper an embodied knowledge framework is used to interpret the accounts of two former doctoral students within a US research institution who, while expressing appreciation for a graduate seminar de...
Practitioner scholarship encompasses the dispositions and skills necessary for educators to effect change for marginalised students in their local contexts. Ed.D. programmes play a role in helping educators develop these traits. Understanding what practitioner scholarship can look like post-graduation could inform programme planning as well as insp...
Citations
... We posit that award-winning instructors are expert instructors based on their selections as the best in their respective institutions for their online teaching and learning practices. A few researchers have studied award-winning instructors (Ita Olszewska, Bondy, Hagler, & Jinna Kim, 2021;Kay, Summers, & Svinicki, 2011;Maxwell, Vincent, & Ball, 2011) and specifically, a few researchers have also studied award-winning online instructor practices (Martin et al., 2019b;Bailey & Card, 2009;Baran, Correia, & Thompson, 2013). ...
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... Understanding the conditions of community-based learning is important because it can aid us in providing quality learner experiences. Moreover, given that EdDs have traditionally been positioned to effect social change in schools and communities when developing context-based, or 'practitioner scholarship' (Kennedy et al. 2019), knowledge of these factors can increase the value these programmes add to the communities they serve. To explore and analyse these conditions, I turn attention to the resources of practice theory, in particular the concept of 'practice architectures' (Kemmis et al. 2014) that provides frames to understand and improve educational practices (Mahon, Francisco, and Kemmis 2016). ...
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