International handbook of interpretation in educational research
著者
書誌事項
International handbook of interpretation in educational research
（Springer international handbooks of education）
Springer, c2015
- : [set]
- pt. 1
- pt. 2
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注記
Includes bibliographical references and indexes
内容説明・目次
内容説明
This handbook focuses on the often neglected dimension of interpretation in educational research. It argues that all educational research is in some sense 'interpretive', and that understanding this issue belies some usual dualisms of thought and practice, such as the sharp dichotomy between 'qualitative' and 'quantitative' research. Interpretation extends from the very framing of the research task, through the sources which constitute the data, the process of their recording, representation and analysis, to the way in which the research is finally or provisionally presented. The thesis of the handbook is that interpretation cuts across the fields (both philosophically, organizationally and methodologically).
By covering a comprehensive range of research approaches and methodologies, the handbook gives (early career) researchers what they need to know in order to decide what particular methods can offer for various educational research contexts/fields. An extensive overview includes concrete examples of different kinds of research (not limited for example to 'teaching' and 'learning' examples as present in the Anglo-Saxon tradition, but including as well what in the German Continental tradition is labelled 'padagogisch', examples from child rearing and other contexts of non-formal education) with full description and explanation of why these were chosen in particular circumstances and reflection on the wisdom or otherwise of the choice - combined in each case with consideration of the role of interpretation in the process.
The handbook includes examples of a large number of methods traditionally classified as qualitative, interpretive and quantitative used across the area of the study of education. Examples are drawn from across the globe, thus exemplifying the different 'opportunities and constraints' that educational research has to confront in different societies.
目次
- Preface: How the Handbook Came into Being
- Paul Smeyers.- General Introduction
- Morwenna Griffiths, David Bridges, Nicholas C. Burbules, and Paul Smeyers.- The Theoretical Landscape.-Varieties of Interpretation in Educational Research: How we frame the project
- Nicholas C. Burbules, David Bridges, Morwenna Griffiths, and Paul Smeyers.- Interpretation, Social Science, and Educational Research
- Deborah Kerdeman.- Ethical Problems of Interpretation in Educational Research
- Margaret D. LeCompte.- "A Demand for Philosophy": Interpretation, educational research, and transformative practice
- Michael Peters.- GENRE 1: Narrative Approaches.- 1.0 Introduction
- Marilyn Johnston-Parsons and Michael Watts.- 1.1 Historical Narratives in Ethiopia
- Amare Asgedom and Barbara Ridley.- 1.2 Interpreting Street Narratives of Children and Parents in Indonesia
- Sophie Dewayani.- 1.3 A Rhetorical Approach to Classroom Narrative Study: Interpreting narration as an ethical resource for teaching in the United States
- Mary Juzwik.- 1.4 Dialogue in Narrative Inquiry: Collaboration in doctoral study in the United States
- Yuni Sari Amalia, Daniel Johnson Mardones, Marilyn Johnston-Parsons, Wendi Shen, Yun Sun Shin and Jason Swanson.- 1.5 Narrative and the Transmission of Traditions: Informal learning among italian artisan stone carvers
- Amy Shuman.- 1.6 Ethnography of Primary School Teaching in Tanzania
- Sharon Tao.- 1.7 Life History Research and the Interpretation of Working Class Success in Higher Education in the United Kingdom
- Michael F Watts.- 1.8 An Awareness of the Feminist Subject: An example of collective biography writing in poststructuralist discourse practice
- Monne Wihlborg.- GENRE 2: Analysis of Language and Significations.- 2.0 Introduction
- Jane Mulderrig and Vally Lytra.- 2.1 Using Critical Discourse Analysis to Interpret Educational Policy on School Exclusion in England and Wales
- Yo Dunn.- 2.2 Interpreting Websites in Educational Contexts: A social-semiotic, multimodal approach
- Emilia Djonov, John S. Knox, and Sumin Zhao.- 2.3 Critical Discourse Analysis and Participatory Action Research in the Netherlands: A new approach to shared processes of interpretation in educational research
- Nicolina Montesano Montessori and Hans Schuman.- 2.4 Discourses of Intercultural Communication and Education
- Karin Zotzmann.- 2.5 Literacy in the Community: The interpretation of 'local' literacy practices through ethnography
- Kate Pahl.- 2.6 Touch Points and Tacit Practices: How videogame designers help literacy studies
- Jennifer Rowsell.- 2.7 'Enabling' Participatory Governance in Education: A corpus-based critical analysis of policy in the United Kingdom
- Jane Mulderrig.- 2.8 Moving from "Interesting Data" to a Publishable Research Article - Some interpretive and representational dilemmas in a linguistic ethnographic analysis of an English literacy lesson
- Julia Snell and Adam Lefstein.- GENRE 3: Ethnography of Education: Sociological and anthropological approaches.- 3.0 Introduction
- Francesca Gobbo and Kathryn Anderson-Levitt.- 3.1 People "of Passage": An intercultural educator's interpretation of diversity and cultural identity in Italy
- Francesca Gobbo.- 3.2 Constructing Collaborative Interpretations. Children as co-researchers in an ethnographic study in Argentina
- Diana Milstein.- 3.3 Learning to Survive in Sri Lanka: Education and training in times of catastrophe
- Mara Benadusi.- 3.4 Negotiating the Boundaries Within: An anthropologist at home in a multiethnic neighborhood in urban Japan
- Yuko Okubo.- 3.5 Us and Them - What categories reveal about Roma and non-Roma in the Czech Republic
- David Doubek, Marketa Levinska.- 3.6 Working Backwards - A methodological autobiography
- Deborah Golden.- 3.7 Observing Schools in Disadvantaged Neighborhoods in France
- Jean-Paul Payet.- 3.8 Doubly Reflexive Ethnography for Collaborative Research in Mexico
- Gunther Dietz and Aurora Alvarez Veinguer.- GENRE 4: Ethnography in Educational Research: Applying ethnographic methods in educational inquiry.- 4.0 Introduction
- Dennis Beach and Elina Lahelma.- 4.1 On the Subject of Sex: An ethnographic approach to gender, sexuality and sexual learning in England
- Mary Jane Kehily.- 4.2 The 'Gay Eye' of a Researcher and a Student in a Hungarian School: Autoethnography as critical interpretation of the subject
- Gyoergy Meszaros.- 4.3 'Of Time and the City': Young people's ethnographic accounts of identity and urban experience in Canada
- Jo-Anne Dillabough and Philip Gardner.- 4.4 Interpreting Visual (and Verbal) Data: Teenagers' views on belonging to a language minority group in Finland
- Gunilla Holm, Monica Londen and Jan-Erik Mansikka.- 4.5 Interpreting Education Policy and Primary Teachers' Work in England
- Geoff Troman and Bob Jeffrey.- 4.6 Mediating Systemic Change through Socio-Cultural Methods in Educational Systems in the United States
- Elizabeth B. Kozleski and Alfredo J. Artiles.- 4.7 Changing Teacher Education in Sweden? A meta-ethnographic analysis based on three long term policy-ethnographic investigations
- Dennis Beach, Anita Eriksson and Catarina Player-Koro.- 4.8 Problematizing Evaluative Categorisations: Collaborative and multi-sited interpretations of constructions of normality in Estonia and Finland
- Sirpa Lappalainen, Elina Lahelma and Reetta Mietola.- GENRE 5: Historical Approaches.- 5.0 Introduction
- Lynn Fendler and Marc Depaepe.- 5.1 A Footnote to Plato: Interpreting the history of secondary education in mid 20th century England
- Gary McCulloch.- 5.2 Silences and Interpretations: Historical approaches in understanding classroom teachers from the past
- Philip Gardner.- 5.3 Liminality: Interpreting research on learning in the context of the History of Childhood
- Theresa Richardson.- 5.4 Interpretation in an Historical Approach to Reading
- Anne-Marie Chartier.- 5.5 Curriculum History and Interpretation
- Barry M. Franklin and Richard K. Nye.- 5.6 Vocational Education, Gender and Inequality in Hamburg, Germany 1849-1914
- Christine Mayer.- 5.7 Educational Policy in Historical Perspective: Interpreting the macro and the micro politics of schooling
- Ines Dussel.- 5.8 Non-formal Education on Display
- Karin Priem.- GENRE 6: Philosophical Approaches.- 6.0 Introduction
- Yusef Waghid.- 6.1 Indigenous Students' Learning of School Science: A philosophical interpretation
- Lesley Le Grange.- 6.2 Teaching and Learning for Citizenship in a Post-Apartheid South African University Classroom: An interpretive interlude
- Yusef Waghid.- 6.3 Language, Meaning and the Other in Curriculum Research
- Christine Winter.- 6.4 The Open Space of Liberal Democracy: Interpreting the national tests of citizenship competencies in Colombia
- Andres Mejia.- 6.5 A "Jill" of All Trades and Mistress of One: Interpretation, school leadership and philosophy of education
- Janet Orchard.- 6.6 Philosophical Approaches to Educational Research: Justice, democracy and education
- Penny Enslin and Mary Tjiattas.- 6.7 Education Policy from the Perspective of Governmentality
- Maarten Simons.- 6.8 Philosophy at Work in the Study of Parenting and Parenting Support in Flanders
- Stefan Ramaekers.- GENRE 7 : Quantitative Approaches.- 7.0 Introduction
- Paul Smeyers.- 7.1 Interpretation in the Process of Designing Effective Learning Materials: A design-based research example
- Ellen Vanderhoven, Annelies Raes and Tammy Schellens.- 7.2 Interpretation of Research on Technology Integration in Teacher Education in the United States: Preparation and current practices
- Anne Ottenbreit-Leftwich, Peggy A. Ertmer and Jo Tondeur.- 7.3 Theory-driven Evaluation Studies: Establishing links between research, policy, and practice
- Leonidas Kyriakides.- 7.4 Juxtaposing Interpretations of Research on School Principalship
- Marta C. Azaola and Anthony Kelly.- 7.5 Researching Equity and Effectiveness in Education: Examples from the UK and Germany
- Pamela Sammons and Yvonne Anders.- 7.6 Beyond the Quantification of Irregular Migrants: From 'knowledge on the case' to 'knowing how to go on'
- Elias Hemelsoet.- 7.7 Interpreting Statistics in an English Team-based Evaluation
- Peter Bowbrick.- 7.8 Making Sense of Layers of Interpretation in Quantitative Educational Research
- Paul Smeyers.- GENRE 8: Cultural-transgressive Approaches.- 8.0 Introduction
- Robert A. Davis.- 8.1 Hermeneutics of Linguistic Ethnography: Teachers and students losing and finding their voices
- Robert A. Davis.- 8.2 Making an Appearance on the Shelves of the Room We Call Research: Autoethnography-as-storyline-as-interpretation in research
- Elisabeth Mackinlay.- 8.3 Critical Interdisciplinarity and Noticing Absences
- Heather Greenhalgh-Spencer.- 8.4 Theorizing Relational Privacy: Embodied Perspectives to Support Ethical Professional Pedagogies
- David C Lundie.- 8.5 Interpreting the International and Intra-national 'Translation' of Educational Policy and Practice: A case of opportunism, serendipity and bricolage
- David Bridges, Kairat Kurakbayev and Assel Kambatyrova.- 8.6 Five Conversations and Three Notes on the 'Soviet', or Finding a Place for Personal History in the Study of Teacher Education Policy in Kazakhstan
- Olena Fimyar.- 8.7 Masks as Methodology and the Phenomenological Turn: Issues of interpretation
- Ruth Leitch and James C. Conroy.- 8.8 Writing and the Articulation of Disciplinary Identifications: A psychoanalytic exploration of methodological practice
- Claudia Lapping.- 8.9 Strange Attractors: Myth, dream and memory in educational methodology
- Alan McManus.- Afterword
- David Bridges, Nicholas C. Burbules, Morwenna Griffiths, and Paul Smeyers.
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