Studying Children in Context: Theories, Methods, and
                    Ethics

Graue, Marit; Walsh, Daniel J.; Ceglowski, Deborah; Dyson, Anne Hass; Fernie, David E.; Kantor, Rebecca; Leavitt, Robin Lynn; Miller, Peggy J.; Ting, Hsueh-Yin

doi:10.4135/9781452243153

Cited by 425 publications

(27 citation statements)

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“…We also collected syllabi from each of the PSTs’ classes to confirm assignments and reading materials the PSTs referred to in their interviews (Brown, Puckett et al, 2021). The authors also generated memos after interviews to record our initial thoughts, hunches, and insights after each interview (Graue & Walsh, 1998).…”

Section: Methodsmentioning

confidence: 99%

Examining Preservice Teachers’ Conceptions of Teaching to Consider the Impact of Policymakers’ Neoliberal Reforms on Their Sensemaking of Their New Profession

Brown

Barry

et al. 2022

Journal of Teacher Education

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Policymakers’ neoliberal education reforms have altered teaching and teacher education. These neoliberal policies reframe teaching and teacher education through conceptions of standards, academic achievement, data, and accountability. By doing so, many new and experienced teachers have left the field, and this has caused many who remain to question their ability to attain policymakers’ objectives and what it means to be a teacher. Yet, little is known about the impact of these neoliberal reforms on preservice teachers. In this article, we begin to attend to this issue by examining how a sample of preservice teachers made sense of their role as teachers and the profession they are entering. We then analyze whether such sensemaking reflects policymakers’ neoliberal framing of these constructs. Based on these findings, we outline opportunities for teacher educators to work with their preservice teachers to interpret, critique, and respond to policymakers’ neoliberal reforms.

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Section: Methodsmentioning

confidence: 99%

Examining Preservice Teachers’ Conceptions of Teaching to Consider the Impact of Policymakers’ Neoliberal Reforms on Their Sensemaking of Their New Profession

Brown

Barry

et al. 2022

Journal of Teacher Education

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“…For analysis, we used a micro-analysis of the video data (Graue & Walsh, 1998) focusing on Anne's and Tamia's implementations with two robotic manipulatives and the focal children's pre-and post-instruction drawings. Using microanalysis (Graue & Walsh, 1998), we carefully looked at the video-recorded observation data, the activity logs, and the participating children's drawings and writings about robots. Graue and Walsh explained that "microanalysis requires greater accuracy than more conventional forms of analysis," and "the level of accuracy required will depend on one's purpose" (p. 136).…”

Section: Discussionmentioning

confidence: 99%

Moving Beyond Boundaries Between Animate and Inanimate: Children's Explorative Animistic Strategy in a Robotics Class

Cho¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Drawing on Latour's (2005) Actor-Network-Theory, this qualitative case study with two second graders investigates how the children used an explorative animistic strategy in a robotics class implemented at a public elementary school in the southeastern United States. The findings of this study show that children learned about a robotic manipulative's working system while they pretended the robot was alive and experimented with their initial ideas about the robot's functions. This study points to the importance of understanding the children's explorative animistic strategy as an association with multiple elements, including the children's animistic imaginations, previous experiences with the concept of sensors, and the children's blurred animate and inanimate boundaries of robots.

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“…We also employed member-checks, shared emerging theories, and sought confirmation of our interpretations with participants. Our analyses are both inductive and deductive (Graue & Walsh, 1998). We first read and reread interview transcripts independently and sought recurring themes in the data.…”

Section: Discussionmentioning

confidence: 99%