Interactional Ethnography

Green, Judith L.; Bridges, Susan

doi:10.4324/9781315617572-46

Cited by 22 publications

(24 citation statements)

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“…Interactional ethnographic approach was chosen for this research. The logic of interactional ethnography guides outsider (ethnographer) as he or she seeks to develop understandings of what insiders need knows and understands (Green & Bridges, 2018). Ethnographic studies are a good way to really understand insiders and the challenges they may face while going about their everyday lives.…”

Section: Methodsmentioning

confidence: 99%

Religiousness and Spirituality in Coping With a Disability of the Relatives: Qualitative Study

Skarbalienė

Skarbalius

Vasyliūtė

2019

SIE

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The diagnosis of disability is always a critical and negative life event both for individual and family members. In many cases, this leads to complex psychological problems. The aim of this research was to add more understanding of the domain by using a interactional ethnographic approach to learn do (and how) spirituality and religion help individuals impacted by the relative person’s disability survive and cope successfully with their lives in spite of overwhelming despair. Interactional ethnographic approach was chosen for this research. The results revealed that spirituality and religion help in creating emotinal well-being, in finding and keeping hope. They help to make sence of disability and accept the disability. While participating in religious communities adds much to the emotional well-being and gives support from the community.

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Section: Methodsmentioning

confidence: 99%

Religiousness and Spirituality in Coping With a Disability of the Relatives: Qualitative Study

Skarbalienė

Skarbalius

Vasyliūtė

2019

SIE

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“…Importantly, the transcription process shown in Figure 2 made it possible to identify the nonverbal communication, the eye gaze, and the proxemics of the groups, and thus their orientations to particular dimensions of the lab task (cf. Bloome & Theodorou, 1988; Green & Bridges, 2018; Gumperz, 1982).…”

Section: Telling Case Studies: Making Transparent Microethnographic Dmentioning

confidence: 99%

“…We also made transparent the chains of decisions, actions, and theories that were guided by a microethnographic discourse analytic logic that constituted the particular approach to microethnography, that is, interactional ethnography , undertaken by Kelly and Baker (cf. Castanheira et al, 2000; Green & Bridges, 2018; Kelly & Green, 2019).…”

Section: Telling Case Studies: Making Transparent Microethnographic Dmentioning

confidence: 99%

Studying the Over-Time Construction of Knowledge in Educational Settings: A Microethnographic Discourse Analysis Approach

Green

Baker

Chian

et al. 2020

Review of Research in Education

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This review presents theoretical underpinnings supporting microethnographic-discourse analytic (ME/DA) approaches to studying educational phenomena. The review is presented in two parts. Part 1 provides an analytic review of two seminal reviews of literature that frame theoretical and methodological developments of microethnography and functions language in classrooms with diverse learners. Part 2 presents two telling case studies that illustrate the logic-of-inquiry of (ME/DA) approaches. These telling case studies make transparent how theoretical considerations of cultural perspectives on education inform decisions regarding research methodology. Telling Case Study 1 makes transparent the logic-of-inquiry undertaken to illustrate how microanalyses of discourse and action among participants in a physics class provided an empirical grounding for identifying how different groups undertook a common task. This case study shows how ethnographically informed discourse analyses formed a foundation to theoretically identify social processes of knowledge construction. Telling Case Study 2 makes transparent multiple levels of analysis undertaken to examine ways that creative processes of interpretation of art were communicated and taken up in an art studio class across multiple cycles of activity. Taken together, these telling case studies provide evidence of how ME/DA provides a theoretically grounded logic-of-inquiry for investigating complex learning processes in different educational contexts.

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“…The Triple Jump in Problem-Based Learning gaining momentum (see Imafuku & Bridges' (2016) Special Issue in this journal), adding to the body of quantitative studies adopting psychometric analyses of learning outcomes and self-reported perceptions (Yew & Schmidt, 2009). Central to the recent growth in ethnographically informed studies is the goal of gaining deeper understanding of the relationship between cognitive development-building processes and social (co)construction of knowledge across contexts and over time (Green & Bridges, 2018). Specifically, the uniting focus of these research studies is the exploration of how students learn within the context of the PBL process and how the PBL processes support and/or constrain learning development.…”

Section: Assessment In Problem-based Learningmentioning

confidence: 99%

The Triple Jump in Problem-Based Learning: Unpacking Principles and Practices in Designing Assessment for Curriculum Alignment

Chian¹,

Bridges²,

Lo³

2019

Interdisciplinary Journal of Problem-Based Learning

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Interactional Ethnography

Cited by 22 publications

References 0 publications

Religiousness and Spirituality in Coping With a Disability of the Relatives: Qualitative Study

Religiousness and Spirituality in Coping With a Disability of the Relatives: Qualitative Study

Studying the Over-Time Construction of Knowledge in Educational Settings: A Microethnographic Discourse Analysis Approach

The Triple Jump in Problem-Based Learning: Unpacking Principles and Practices in Designing Assessment for Curriculum Alignment

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