Papers by P Tim Martindell
Braided Lives: Multiple ways of knowing, flowing in and out of knowledge communities
Studying Teacher Education, 2013
ABSTRACT This collaborative self-study uses the metaphor of a braided river to both illustrate an... more ABSTRACT This collaborative self-study uses the metaphor of a braided river to both illustrate and interpret the interwoven, interconnected professional lives of members of the Portfolio Group, a 14-year professional relationship among educators (teachers, specialists, administrators, consultants, professors, researchers) in the southwestern USA. The research is grounded in self-study methodology. Employing a transformation framework, the inquiry identifies and explores shared experiences characterized as transformative for the group or for individuals. The study draws attention to how conversations around important, unsolvable and long-standing concerns are shaped by changing experiences and shifting landscapes. It also highlights the role of shared experience and language in developing cohesion between collaborating educators from disparate contexts and in generating more meaningful interaction. Furthermore, it illustrates the way in which reflection streams continuously throughout our work together.
A Narrative Inquiry Into the Influence of Coaching
This narrative inquiry studied the influences of coaching methodology, critical incidents, and cr... more This narrative inquiry studied the influences of coaching methodology, critical incidents, and critical relationships on three specific teacher knowledge communities – the Portfolio Group, the Houston ISD literacy coach network, and the Imperial ISD Secondary English Language Arts helping teacher workgroup. This inquiry is situated within the culturally, economically, and ethnically diverse metropolitan region of a large southwestern city, Houston, and the adjoining community, Cane Towne. The purpose of this narrative inquiry is to uncover the characteristics of peer coaching and to investigate the possible influences of critical relationships and critical incidents in specific teacher knowledge communities all situated within and impacted by alternative models of professional learning communities. This dissertation addresses the following research questions: What role does coaching in a knowledge community play in the formation of reflective practice? How do critical incidents and vii relationships influence the members of a knowledge community? The field texts for this inquiry included the following: journals, the Hardy Academy Portfolios, archived emails, the traveling journals and transcripts from the Portfolio Group, and transcribed interviews conducted with members from all three groups. The researcher employed Clandinin and Connelly’s (2000) narrative tools of broadening, burrowing and restorying the narratives in this study. In addition, the newsletters and publications created by and about the Portfolio Group, Critical Friends Groups, and the Houston ISD literacy coach network illuminated and provided additional perspectives of each group.Curriculum and Instruction, Department o
Relationships, Cross-Pollination, and Extended Collaborations (2002–Present)
The Story Before the Story: The Pathway to Knowledge Communities and the Portfolio Group
Becoming Teacher Researchers (2004–2009)
Evidencing School Reform Through School Portfolios (1998–2002)
Knowledge Communities in Teacher Education, 2020
A narrative inquiry into the influence of coaching methodology on three specific teacher knowledge communities
Traveling Journals as Inquiry and Professional Development (2004–2006)
Knowledge Communities in Teacher Education, 2020
Palgrave Studies on Leadership and Learning in Teacher Education, 2020
The series focuses on original and research informed writing related to teachers and leaders' wor... more The series focuses on original and research informed writing related to teachers and leaders' work as it addresses teacher education in the 21st century. The editors of this series adopt a more comprehensive definition of Teacher Education to include pre-service, induction and continuing professional development of the teacher. The contributions will deal with the challenges and opportunities of learning and leading in teacher education in a globalized era. It includes the dimensions of practice, policy, research and university school partnership. The distinctiveness of this book series lies in the comprehensive and interconnected ways in which learning and leading in teacher education are understood. In the face of global challenges and local contexts it is important to address leadership and learning in teacher education as it relates to different levels of education as well as opportunities for teacher candidates, teacher educators education leaders and other stakeholders to learn and develop. The book series draws upon a wide range of methodological approaches and epistemological stances and covers topics including teacher education, professionalism, leadership and teacher identity.
Negotiating Career Pathway Challenges (1998–Present)
Engaging in Self-Study Research (2011–Present)
Reflective Conversation on the Value of Longevity as Collaborators in Education
Post Translational Modification (PTM) is defined as the alteration of protein sequence upon inter... more Post Translational Modification (PTM) is defined as the alteration of protein sequence upon interaction with different macromolecules after the translation process. Glutarylation is considered one of the most important PTMs, which is associated with a wide range of cellular functioning, including metabolism, translation, and specified separate subcellular localizations. During the past few years, a wide range of computational approaches has been proposed to predict Glutarylation sites. However, despite all the efforts that have been made so far, the prediction performance of the Glutarylation sites has remained limited. One of the main challenges to tackle this problem is to extract features with significant discriminatory information. To address this issue, we propose a new machine learning method called BiPepGlut using the concept of a bi-peptide-based evolutionary method for feature extraction. To build this model, we also use the Extra-Trees (ET) classifier for the classification purpose, which, to the best of our knowledge, has never been used for this task. Our results demonstrate BiPepGlut is able to significantly outperform previously proposed models to tackle this problem. BiPepGlut achieves 92.
Introducing the Portfolio Group (1998–Present)
Becoming and Sustaining Critical Friends (1998–Present)
Knowledge Communities in Teacher Education
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Papers by P Tim Martindell