Researching the Opportunities for Learning for Students with Learning Difficulties in Classrooms: An Ethnographic Perspective

Green, Judith; Castanheira, Maria Lucia; Yeager, Beth

doi:10.1007/978-1-4020-8864-3_3

Cited by 7 publications

(4 citation statements)

References 45 publications

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“…In this respect, research on learning literacy and numeracy showed that harnessing a range of theoretical orientations and methodologies can generate insights not otherwise possible (e.g., Wyatt-Smith, Elkins, & Gunn, 2011). An example of the use of a qualitative approach concerning student school learning is provided by Green, Castanheira, and Yeager (2011). They discussed that in classroom-discourse studies the focus is on over-time interactions among teacher and students to explore the opportunities for student learning.…”

Section: Discussionmentioning

confidence: 99%

Educational Researchers and Practicality

Velzen¹

2013

American Educational Research Journal

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In this article, an attempt to identify further directions in research designs that researchers can use to contribute to the relevance of educational research findings, by including teachers’ practicality issues, is presented. Sixty experienced teachers in secondary education read the reporting of modified experimental research findings about an unfamiliar teaching method for promoting students’ conceptual understanding via historical information and filled in open-ended questions that included general opinion, professional judgment, and research interpretation to capture their practicality issues. The teachers’ answers were analyzed to deduce a hierarchy of themes. The results suggest that the teachers’ practicality issues, which included mainly (a) students’ long-term achievement results, (b) the utility of the teaching method, (c) student experiences, and (d) comparison with other teaching methods, can point to a research program that includes teachers’ practicality issues.

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Section: Discussionmentioning

confidence: 99%

Educational Researchers and Practicality

Velzen¹

2013

American Educational Research Journal

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“…Actions of actors in developing events may be added to the boundaries to capture the flow of activity within an event. These actions are written as present continuous verbs (when presented in English) with the object of action/activity and form a running record of the processes and their object of action Green, Castanheira, & Yeager, 2011;Baker & Green, 2007). For example, a teacher may signal the following actions -ringing the chimes for shift in activity, proposing the new focus, presenting steps in activity, signaling future activity in the day (or other times).…”

Section: Approach To Reading Within and Across Chaptersmentioning

confidence: 99%

Theory and Methods for Sociocultural Research in Science and Engineering Education

Kelly¹,

Green

2018

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Index viii Figures and Tables 7.1Overview of logic of inquiry about students' emotional sense-making of climate change in an environmental science course 7.2 Subset of questions in the inquiry to explore what counted as emotional expressions 7.3 Subset of questions in the inquiry to make salient the nuances of emotional expressions 7.4 Subset of questions in the inquiry to analyze how individuals-within-the-collective emotionally engaged with particular aspects of climate change 7.5 Subset of questions in the inquiry to examine why emotions were expressed differently across time and space 8.1 Example Studio Code timeline 8.2 A section of the event map showing the highlighted transcribed events and episodes within each event 8.3 Example coding framework table 9.1 Meeting-level event map from the September 24, 2014 meeting 9.2 Excerpt of an episode-level event map of the September 24, 2014 meeting 9.3 Initial domain analysis 9.4 Excerpt from year-long event map with codes 9.5 Conversational factors that construct associated with moreand less-generative talk 9.6 Concept map: "Chemistry Phenomena" episode, September 2014 10.1 Researcher actions (x is a kind of y) 10.2 x is a kind of aspect influencing conceptualizing phenomena to be studied Tables 4.1 Phases of constructing an archive of records 4.2 Field notes example 4.3 Overview of construction of curriculum intervention 4.4 Portion of event map format 4.5 Sample transcript 5.1 A description and comparison of the activities in the experimental curriculum (EiE) and the comparison curriculum (E4C) 5.2 Descriptive statistics of the classrooms studied

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“…Endnotes 5 For examples of our collaborative publications related to defining interactional ethnography and issues in ethnography see: Castanheira, Crawford, Dixon & Green, 2000;Castanheira, Green & Yeager, 2008;Green, Castanheira & Yeager, 2011;Castanheira & Green, 2012;Green, Castanheira, Skukauskaite & Hammond, 2015;Yeager, Castanheira & Green, in press;Bloome & Green, in press;Green & Bloome, in press. For published collaborative work in Portuguese see: Castanheira, Green & Dixon, 2007a; As we will make visible throughout this interview, this dialogic process led us to (re)engage with the authors of texts the editors framed in their questions.…”

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confidence: 99%

Revisiting the relationship between Ethnography, Discourse and Education

Green¹,

Castanheira²

2019

CAL

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The question of the relationship between ethnography, discourse and education has been an area of an ongoing development for the last four decades. This paper addresses a series of questions proposed by the editors of this special issue of Calestrocópio Journal. These questions led us to a reexamination of key arguments by Shirley B. Heath, Brian V. Street and Kathryn M. Anderson-Levitt, who have influenced how ethnography can inform epistemological approaches to studying language in use in everyday settings in and out of school. In addition, we revisited the distinction between ethnography in and of education, proposed by Green and Bloome (1997), in the light of a recent reformulation focused on Anthropology in Education, of Education and for Education. This article focuses on the logic of inquiry central to understanding ethnography as epistemology

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Researching the Opportunities for Learning for Students with Learning Difficulties in Classrooms: An Ethnographic Perspective

Cited by 7 publications

References 45 publications

Educational Researchers and Practicality

Educational Researchers and Practicality

Theory and Methods for Sociocultural Research in Science and Engineering Education

Revisiting the relationship between Ethnography, Discourse and Education

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