Kas archyvuojama etnografiniame archyve? Parodomasis atvejis: iššūkiai tiriant aukštajame moksle besivystančias interdisciplinines programas

Green, John; Chian, Monaliza Maximo; Stewart, Ethny; Couch, Stephanie

doi:10.15388/actpaed.2017.39.11485

Cited by 3 publications

(1 citation statement)

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“…Furthermore, the fact that Baker and Kelly had extensive archives, which supported multiple levels of (re)analysis, makes clear how archived records can support multiple studies at different points in time and, thus, the development of deeper theories of learning through multifaceted iterative, recursive, and abductive research processes (Green et al, 2015;Green et al, 2017). These telling case studies make it apparent how one study may lead to the need for further analyses and the creation of new data sets to construct an intertextual web of understandings that lead to deeper theoretically and empirically grounded claims (Heap, 1995) about what counts as learning processes and practices for particular participants engaged in particular events with particular configurations of actors at particular points in time within particular communities of learners.…”

Section: Closing and Opening: On What Was Learned From The Telling Camentioning

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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Section: Closing and Opening: On What Was Learned From The Telling Camentioning

confidence: 99%