Institutional ethnography and actor–network theory: a framework for researching the assessment of trainee teachers

Tummons, Jonathan

doi:10.1080/17457823.2010.511444

Cited by 39 publications

(25 citation statements)

References 13 publications

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“…The ways in which the trans-local shapes and influences the local is understood in IE to be mediated by multi-modal texts, which might be paper-based, screen-based, words, images and so forth (Kress, 2003). Thus, institutional discourses are translated into people's work through a text-reader conversation (Campbell and Gregor, 2004;Smith, 2005;Tummons, 2010), a key concept in IE, which describes the moment that a reader takes up a text and then acts upon it, or in response to it in some way. In turn, a lecturer would engage in such a conversation when reading and making meaning from a curriculum document, or from watching a YouTube video that provided instructions concerning the use of the new Videoconferencing facilities, for example.…”

Section: Institutional Ethnography (Ie) Is a Methods Of Inquiry That Umentioning

confidence: 99%

“…Knowing what we know about IE's commitment to an interpretivist, rather than positivist, epistemology, it is perhaps unsurprising that IE in turn subscribes to a social ontology (Tummons, 2010). Thus, reflecting IE's central focus on texts and textually-mediated knowing and action, fields or sites of interest (to use the language of IE) are distinguished by two characteristics.…”

Section: Wicked Problems [I]: Fieldmentioning

confidence: 99%

“…We should point out that this discussion does not seek to dismantle the methodological and empirical validity of the initial project proposal: as researchers, we are satisfied that institutional ethnography provides us with meaningful conceptual tools that are theoretically aligned to Actor-Network Theory (Law, 1994;Latour, 2005;Fenwick and Edwards, 2010;Tummons, 2010), the other significant theoretical element of our project (and the subject of another paper that is currently being prepared by some members of the research team). But is IE the 'only' way?…”

Section: Wicked Problems [Ii]: Frameworkmentioning

confidence: 99%

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Ethnographies across virtual and physical spaces: a reflexive commentary on a live Canadian/UK ethnography of distributed medical education

Tummons

MacLeod

Kits

2014

Ethnography and Education

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Kits, O. (2015) 'Ethnographies across virtual and physical spaces : a re exive commentary on a live Canadian/UK ethnography of distributed medical education.', Ethnography and education., 10 (1). pp. 107-120. Further information on publisher's website: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. between the researchers and the field of research, and to consider the ways in which methodological choices are mediated. In so doing, the article proposes an acceptance of methodological pluralism that is tempered by the need to acknowledge the sometimes-slight differences that distinguish ethnographic paradigms.

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Section: Institutional Ethnography (Ie) Is a Methods Of Inquiry That Umentioning

confidence: 99%

Section: Wicked Problems [I]: Fieldmentioning

confidence: 99%

Section: Wicked Problems [Ii]: Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

Ethnographies across virtual and physical spaces: a reflexive commentary on a live Canadian/UK ethnography of distributed medical education

Tummons

MacLeod

Kits

2014

Ethnography and Education

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“…These elements are typical of ethnography ( So, what of the field? Knowing what we know about IE's commitment to an interpretivist, rather than positivist, epistemology, it is perhaps unsurprising that IE, in turn, subscribes to a social ontology (Tummons 2010). Thus, in reflecting the IE's central focus on texts and textuallymedia ted knowing and action, fields or sites of interest (to use the language of IE) are distinguished by two characteristics.…”

Section: Wicked Problems: Fieldmentioning

confidence: 99%

IKT ir internetas kaip etnografinio tyrimo „rėmai“ ir laukas

Tummons¹

2017

ActPaed

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“…framework for qualitative inquiry derived from the work of Dorothy Smith (2005) that focuses on everyday activity -work -as a way of investigating the organisation of social life, with a particular focus on the ways in which work is mediated or ordered through text-based artefacts (Tummons, 2010). The broad aims of the project are to explore issues that surround the implementation of a new medical education curriculum that is enacted simultaneously across two locations in Canada (New Brunswick and Nova Scotia) that are approximately 300 miles or 480 kilometres apart.…”

Section: Higher Education In a Digital Economy (Hede) Is A Three-yearmentioning

confidence: 99%

Using Software for Qualitative Data Analysis: Research Outside Paradigmatic Boundaries

Tummons¹

2014

Studies in Qualitative Methodology

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Further information on publisher's website:http://dx.doi.org/10.1108/S1042-319220140000013010Publisher's copyright statement:This article is c Emerald Group Publishing and permission has been granted for this version to appear here http://dro.dur.ac.uk/13964/. Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald Group Publishing Limited. Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Design/methodology/approachThe chapter is divided into two sections. In the first, a review of literature pertaining to the use of computer software for qualitative data analysis is reported. The key themes to emerge from this review are then explored in the second section, which consists of a reflexive commentary on the use of computer software for qualitative data analysis within an ongoing three-year Canadian/UK research project. FindingsThe chapter concludes firstly by foregrounding the methodological benefits of using computer software for qualitative data analysis, and secondly by commenting on wider debates relating to the historical distinctions between quantitative and qualitative research paradigms. Practical implicationsThe chapter suggests that the uptake of computer software for qualitative data analysis should be considered as an integral element of the research design process. Originality/valueThe originality of this chapter rests in its focus on methodology rather than method, on a reflexive discussion of the place of computer software within the research process rather than a technical description of how software should be used. This chapter is of value not only to researchers who are using or considering using software for their research, but also to researchers who are engaged in wider methodological discussions relating to qualitative and quantitative research paradigms, and to research quality and generalisability.

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Institutional ethnography and actor–network theory: a framework for researching the assessment of trainee teachers

Cited by 39 publications

References 13 publications

Ethnographies across virtual and physical spaces: a reflexive commentary on a live Canadian/UK ethnography of distributed medical education

Ethnographies across virtual and physical spaces: a reflexive commentary on a live Canadian/UK ethnography of distributed medical education

IKT ir internetas kaip etnografinio tyrimo „rėmai“ ir laukas

Using Software for Qualitative Data Analysis: Research Outside Paradigmatic Boundaries

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