Linking Practice-Sensitive Researchers to Research-Sensitive Practitioners

Gifford, Bernard R.; Gabelko, Nina H.

doi:10.1177/0013124587019004002

Cited by 11 publications

(3 citation statements)

References 2 publications

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“…As one recent example of this process, programs of collaborative educational research (Gifford and Gabelko 1987;Sirotnik and Goodlad 1988;Tikunoff and Ward 1983) have stimulated interest in the positive value of the second kind of interaction effect noted above. As another example, interest in the third kind of interaction effect has emerged in response to programs of "teacher-research" (Cross 1988;Goswami and Stillman 1987;Lytle and Cochran-Smith 1989;Miller 1988;Myers 1985) and in conjunction with efforts to redesign programs' professional training (Schon 1983) or liberal studies (Hursh and Borzak 1979).…”

Section: Rebuilding Educational Theory Through Action and Inquirymentioning

confidence: 99%

Administrators as Ethnographers: School as a Context for Inquiry and Action

Wagner

1990

Anthropology & Edu Quarterly

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Drawing on multiyear field observations of educational administrators, I examine several parallels between the work of educational administration and school ethnography. These parallels emerge in response to structural challenges faced by administrators who work in schools and other educational programs. The parallels themselves suggest several unexamined complementarities between ethnographic and administrative orientations toward the schools. They also challenge popular and theoretical dichotomies regarding educational “research” and “practice.” SCHOOL ADMINISTRATORS, SCHOOL ETHNOGRAPHY

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Section: Rebuilding Educational Theory Through Action and Inquirymentioning

confidence: 99%

Administrators as Ethnographers: School as a Context for Inquiry and Action

Wagner

1990

Anthropology & Edu Quarterly

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“…Teachers, like policymakers, are action oriented (e.g., Gifford & Gabelko, 1987). Their mind frames are goal driven.…”

Section: Practitioners' Mind Framesmentioning

confidence: 99%

“…Gifford & Gabelko, 1987). Especially challenging is the translation of findings into terms that bear on teachers' subjective beliefs about condition-action premises.…”

Section: Practitioners' Mind Framesmentioning

confidence: 99%