Stephanie Chitpin

Published: Dec 06, 2018 by Educational Philosophy and Theory
Authors: Stephanie Chitpin

This chapter begins by describing how educational leadership has been defined over centuries past. The chapter then considers how educational leadership is being redefined in our postmodern age. At issue here is how new brain based research has begun to change how leaders work.

Published: Jan 01, 2018 by Teacher Education & Practice
Authors: Brianna McElroy & Stephanie Chitpin
Subjects: Education

In this article, we use the Objective Knowledge Growth Framework (OKGF), a model based on the critical rationalism of Sir Karl Popper, to show how the instructor has used the OKGF in redesigning two sections of the Curriculum Design and Evaluation course at the University of Ottawa. The redesign of the course attempts to support pre-service teachers' knowledge growth, based on student feedback, different curriculum delivery approaches, and assessment methods.

Published: Jan 01, 2017 by International Journal of Educational Management
Authors: Stephanie Chitpin
Subjects: Education

This paper illustrates that Popper's approach on associationism is robust and applicable in an educational organizations and a variety of contexts, and suggests that the approach showcases our irrationality, and helps us understand when and where to make erroneous decisions.

Published: Jan 01, 2017 by Internaltional Journal of Educational Management
Authors: Jeremy Sebastian Chitpin & Stephanie Chitpin
Subjects: Education

Through a series of critical discussions on Karl Popper's evolutionary analysis of learning and the non-authoritarian values it promotes, the purpose of this paper is to advocate a Popperian approach for building medical student knowledge.

Published: Oct 05, 2016 by Open Review of Educational Research
Authors: Stephanie Chitpin
Subjects: Education

The current provincial education policies across Canada require that principals focus on (1) increasing the proportion of students who meet educational expectations and (2) reducing the ‘achievement gaps’ amongst sub-groups of students within the public school system. This article is concerned with how school can adopt Karl Popper’s theory of learning for school improvement efforts.

Published: Jan 01, 2015 by Internaltional Journal of Educational Management
Authors: Stephanie Chitpin
Subjects: Education

The purpose of this paper is to utilize the Objective Knowledge Growth Framework (OKGF) to promote a better understanding of the evaluating tenure and promotion processes.

Published: Jan 01, 2015 by Educational Philosophy and Theory
Authors: Stephanie Chitpin & Ken Jones
Subjects: Education

This paper examines a model of decision-making within the context of current and emerging regimes of accountability being proposed and implemented for school systems in a number of jurisdictions. These approaches to accountability typically involve the use of various measurable student learning outcomes as well as other measures of performance to do with teachers and schools in general, often having high-stakes consequences.

Published: Jan 01, 2014 by International Journal of Education Management
Authors: Stephanie Chitpin
Subjects: Education

The paper presents the inception of the CPLN, to assist principals in making decisions and resolving common problems. Second, the evolution of the CPLN web site is presented and recount the challenges faced and collaborative solved by principals. Finally, the paper describes the OKGF based on the critical rationalism of Karl Popper and how principals, engaging and interacting in an online learning community (CPLN) informed their decision-making process.

Published: Aug 01, 2013 by Educational Philosophy and Theory
Authors: Stephanie Chitpin
Subjects: Education

The intent of this article is not to persuade educators to adopt Popper’s approach uncritically to build their professional knowledge. Rather, it presents a discussion on the need for teachers to adopt a critical approach in eliminating what is inadequate and preserve what is adequate by modifying or abandoning whatever traditions or practices that are inadequate to improve their teaching practice.

Published: Jan 01, 2011 by Professional Development in Education
Authors: Stephanie Chitpin
Subjects: Education

This article explores elements of the professional development of a pre-tenured teacher education professor. I am that professor and I trace my journey of growth, which was aided by peer mentoring. It documents my struggles to improve my teaching at the university level. In narrating my journey I am not presenting a model of best practice but, rather, highlighting how mentoring allowed me to reflect on and improve my teaching practice.

Published: Apr 01, 2010 by The International Journal of Education
Authors: Stephanie Chitpin
Subjects: Education

This paper advocates a Popperian approach for empowering teachers to build knowledge when faced with uncertainty or obstacles. It begins with a discussion of the need for schools to use a critical approach for knowledge development and sharing of knowledge. Popper's three core concepts of critical rationalism are discussed to illustrate its relevance in teacher knowledge development, followed by a description of how journal keeping can be situated in Popper's Three Worlds.

Published: Jan 01, 2009 by Australian Journal of Education
Authors: Stephanie Chitpin & Marielle Simon
Subjects: Education

This study was conducted with 15 pre-service teachers enrolled in the Reflective Practice Seminar in primary/junior division at a Canadian university. This article considers the issue of how constructing a professional portfolio helps pre-service teachers examine their identity as learners. The findings highlight their perceptions around purpose, process and impact.

Published: Jan 01, 2008 by Teaching and Teacher Education
Authors: Stephanie Chitpin, Marielle Simon, & James Galipeau
Subjects: Education

This empirical study, conducted in a Canadian university, argues that the objective knowledge growth framework (OKGF), a self-directed reflective approach, can contribute to the professional development of pre-service teachers in dealing with the complexities of teaching. The paper seeks to answer the following research question: How do pre-service teachers use the OKGF as a self-directed professional development tool to solve teaching practice issues that arise during their practicum?

Published: Feb 01, 2006 by Teaching Education
Authors: Stephanie Chitpin
Subjects: Education

This study explores the effectiveness of journal keeping as a means of developing reflective practice in pre‐service teachers using the Popperian knowledge‐building framework. The data focus on the entries of 28 pre‐service teachers. The theoretical framework used in this study not only provides pre‐service teachers with a place to reflect on the identified problems but also allows them to use the information to formulate a tentative theory or solution to solve the problems

Published: Jan 01, 2006 by Teaching Education
Authors: Stephanie Chitpin & Marielle Simon
Subjects: Education

The study reported in this article is derived from a critical analysis of the work of 28 pre‐service teachers enrolled in the course “Teaching elementary language arts” in a Bachelor of Education concurrent program in a southern State university. The pre‐service teachers were taught how to use an innovative knowledge‐building framework based on the ideas of the philosopher of science, Karl Popper.

Published: Aug 01, 2005 by Teachers and Teaching
Authors: Stephanie Chitpin & Colin Evers

This paper offers an analysis of how six experienced teachers, and two in particular, used portfolios to aid and chart steps in their own professional development.

Published: May 01, 2003 by Change: Transformations in Education
Authors: Stephanie Chitpin

Why should teachers use portfolio assessment as a form of authentic assessment in today's classroom? What are some of the guiding principles involved in developing student portfolios in order for students to take ownership of their learning in a heterogeneous class? The use of student portfolios for assessing students' learning are becoming increasing important as an alternative to traditional standardized assessment practices, particularly in North America.

Published: Jan 01, 2003 by Change: Transformation in Education
Authors: Stephanie Chitpin
Subjects: Education

Two questions explored in this article are, "Why should teachers use portfolio assessment as a form of authentic alternative assessment in today's classroom?" and "What are some of the guiding principles involved in developing student portfolios in order for students to take ownership of their learning in a heterogeneous class?". The use of student portfolios for assessing students' learning are becoming increasingly important as an alternative to traditional standardized assessment practices.