The Fecundity of the Individual Case: considerations of the pedagogic heart of interpretive work

Jardine, David W.

doi:10.1111/j.1467-9752.1992.tb00264.x

Cited by 61 publications

(32 citation statements)

References 2 publications

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“…In recent years, however, there have been growing challenges to the traditional western epistemological approaches coming from post-modernisms, post-structuralisms, feminist epistemologies, philosophy and phenomenology who argue that reliable knowledge must encompass the subjectivity and experience of groups and individuals, the dynamics of power and politics and the dialectical interaction of individual world-view and theory construction (Carr, 1989;Griffiths, 1995;Jardine, 1992) The autobiographical method, when used rigorously, is well suited to dealing with these dynamics that traditional positivist epistemologies have ignored.…”

Section: Limitations Of Studymentioning

confidence: 99%

Inventing higher purpose through suffering: The transformation of the transformational leader

Parameshwar

2006

The Leadership Quarterly

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Section: Limitations Of Studymentioning

confidence: 99%

Inventing higher purpose through suffering: The transformation of the transformational leader

Parameshwar

2006

The Leadership Quarterly

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“…Whereas some qualitative research projects gather data from or with participants until there is saturation-that is, nothing novel is emerging in themes-the number of participants is irrelevant in hermeneutic inquiry and is not a valid assurance of rigor (Jardine, 1992). What is more important is the amount of new information that the researcher can gather-from a variety of sources-to further understand the topic in general.…”

Section: Analysis and Rigormentioning

confidence: 99%

Using Qualitative Research for Complex Interventions

Thirsk

Clark

2017

International Journal of Qualitative Methods

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There is growing recognition that current methodology to understand complex interventions in health-care often falls short of comprehensively explaining the interventions. Health-care interventions need to be understood in ways that are responsive to the complexities and intricacies of programs, people, and places. Qualitative research and mixed-methods endeavors attempt to overcome the limits of measurement-based research. This article draws on published theories of complex interventions and argues that research guided by Gadamer's philosophical hermeneutics can yield research to complement our understanding of complex interventions in health-care. Specific examples from family intervention research are provided to illustrate the type of knowledge that can be generated with hermeneutic inquiry to understand complex interventions.

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“…Hermeneutics was chosen to inform the study for several reasons: (1) hermeneutics is consistent with an emergent approach to designing online learning environments (Friesen, 2009); (2) rich, descriptive, context-dependent knowledge is valuable for understanding human learning processes (Flyvbjerg, 2001); (3) the fecundity of the individual case is a powerful interpretive tool for understanding pedagogy (Jardine, 2006); (4) exploration and discovery is necessary for learning and understanding in a study (Van Manen, 1997); (5) hermeneutics permits a focus on mathematics and interactions with mathematics in accordance; and (6) hermeneutics situates the study in the lifeworld to facilitate understanding of lived experiences with mathematics online.…”

Section: Mathematics Professional Learningmentioning

confidence: 99%

Synchronous online collaborative professional development for elementary mathematics teachers

Francis¹,

Jacobsen

2013

IRRODL

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Math is often taught poorly emphasizing rote, procedural methods rather than creativity and problem solving. Alberta Education developed a new mathematics curriculum to transform mathematics teaching to inquiry driven methods. This revised curriculum provides a new vision for mathematics and creates opportunities and requirements for professional learning by teachers. Conventional offsite, after school, or weekend professional development is typically "sit and listen, maybe try on Monday". Professional development that is embedded, responsive, and personalized is known to be more effective at changing teaching practice. Alberta teachers are geographically dispersed making online professional learning a desirable alternative to on-site workshops. As access to and use of the Internet gains momentum in schools across the country, opportunities for collaborative, online professional development become more viable. The online professional development in this hermeneutic study maps on to the new vision promoted in Alberta's math curriculum, and addresses the challenge of a distributed teacher population. Thirteen geographically dispersed participants, including 10 teachers, a PhD mathematician, and two mathematics education specialists, collaborated in an online professional learning community to build knowledge for teaching mathematics. This paper describes and interprets the shared experiences of learners within an online, synchronous learning community that focused on discipline rich, focused inquiry with mathematics. Findings show that the nature and quality of the mathematics task impacted the quality and nature of the online interaction. Mathematics problems that incorporated easily drawn symbols and minimal text worked best in the online collaborative space. Members of this learning community discovered how to assert their identity in the online environment.

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The Fecundity of the Individual Case: considerations of the pedagogic heart of interpretive work

Cited by 61 publications

References 2 publications

Inventing higher purpose through suffering: The transformation of the transformational leader

Inventing higher purpose through suffering: The transformation of the transformational leader

Using Qualitative Research for Complex Interventions

Synchronous online collaborative professional development for elementary mathematics teachers

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