Writing Ethnographic Fieldnotes, Second Edition

Emerson, Robert M.; Fretz, Rachel I.; Shaw, Linda L.

doi:10.7208/chicago/9780226206868.001.0001

Cited by 2,231 publications

(1,071 citation statements)

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“…When observing the literacy practices in these three cases, the empirical material was collected in accordance with Heath and Street's (2008) methods of relating educational issues to ethnography in education, situating literacy in the context of social practices. The ethnographic techniques include video recordings of participatory classroom observations, field notes, photographs, semi-structured interviews and collections of pupils' text compositions (Kawulich, 2005;Emerson et al, 2011).…”

Section: Data and Methodsologymentioning

confidence: 99%

Screen-based literacy practices in Swedish primary schools

Andersson

Hashemi

2016

NJDL

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This paper contributes to the discussion of digital literacies in early literacy education. We focus on the nature of screen-based literacy practices in relation to print-based, paper-pen practices in the early years of schooling when pupils learn to read and write (aged 7-8). Our results show that pupils engage in several diverse screen-based practices, although they are conventional in nature. However, aspects of blogging and tweeting do approach the characteristics of "new literacies" as defined in previous research.

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Section: Data and Methodsologymentioning

confidence: 99%

Screen-based literacy practices in Swedish primary schools

Andersson

Hashemi

2016

NJDL

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“…I developed codes that captured the requirements and components of the 4K assessment in Lakeville, including: "district assessment requirements," "state assessment requirements," and "response to the PALS mandate." As I applied these descriptive codes, I also wrote memos about the themes that emerged from the data (Emerson, Fretz, & Shaw, 2011). After this initial coding cycle, I used values coding to analyze "participant's values, attitudes, and beliefs, representing his or her perspectives or worldview" (Saldana, 2016, p. 131).…”

Section: Methodsmentioning

confidence: 99%

Knowing and interpreting prekindergarten policy: A Bakhtinian analysis

Wilinski

2017

EPAA

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Many state-funded prekindergarten (preK) programs are implemented through school-community partnerships, which has been promoted as a way to increase preK access, to meet the needs of families, and to ensure program quality (Schumacher, Ewen, Hart, & Lombardi, 2005). In spite of the potential benefits of such partnerships, there are also challenges to bringing together the K-12 and ECE systems (McCabe & Sipple, 2011). In this paper I use Bakhtin's (1981) notions of authoritative and internally persuasive discourse to analyze the discourse that staff members at a Lakeville, Wisconsin, ECE partner site used to situate their approach to assessment in opposition to state and district assessment policy. ECE partner site staff drew on their institution's long history and strong sense of best practice in early education to characterize required preK assessments as unnecessary, too aligned with the elementary grades, and a duplication of other approaches to assessment that they valued. Yet, even as they Education Policy Analysis Archives Vol. 25 No. 27 SPECIAL ISSUE 2 resisted the assessments, ECE partners' internally persuasive discourse shifted slightly over time; staff members conceded that some aspects of the assessment policy had a positive effect on their program. This discursive analysis provides insight into some of the challenges associated with bringing together the ECE and K-12 systems. It points to the need for policy to address the particular challenges faced by ECE partners as they encounter new mandates in public preK and for the need to ensure that partnerships are characterized by mutual understanding. Keywords: early childhood education; prekindergarten policy; discourse; assessment Conocer e interpretar las políticas de jardín de infancia: Un análisis BakhtinianoResumen: Muchos programas de pre-escolares (preK) financiados por el Estado son implementados a través de una escuela y una comunidad, que han sido promovidos como forma de aumentar la educación, para atender las necesidades de las familias y garantizar una c alidad del programa (Schumacher, Ewen, Hart & Lombardi, 2005). A pesar de los beneficios potenciales de tales parcerias, también hay retos para los sistemas K-12 y de Educación Pre-Escolar (ECE) (McCabe & Sipple, 2011). Este artículo, utilizó como nociones de discurso autoritario e internamente persuasivo de Bakhtin (1981) para el análisis del discurso de los miembros de la unidad en el sector de la educación, localizado en Lakeville, Wisconsin, Estados Unidos, usará su enfoque de evaluación en la oposición a la política de la estadística y del distrital. A equipe baseou-se en la historia de la institución y no hay un fuerte sentido de las buenas prácticas en la educación infantil para caracterizar como las revisiones requeridas de "prek" como desesperadas, con un gramo de elementos y una duplicación de otras estrategias de evaluación que valorizaban. Sin embargo, cuando se resistira a las críticas, su discurso internamente persuasivo mudou ligeiramente al largo del tiempo; u...

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“…This means that an approach which involved endeavouring to avoid having any influence and to stay completely out of the way might, paradoxically, also result in worse data, i.e. in observations that provide less information about the situations of interest and the work of the police (Emerson, Fretz, & Shaw, 2011;Holmberg, 2003;Sollund, 2006).…”

Section: The Studymentioning

confidence: 99%

Complaints as Opportunity for Change in Encounters between Youths and Police Officers

Pettersson

2014

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The presence of distrust in the police and how they perform their work among ethnic minority youths in socially underprivileged areas is well established. Experiences of, or beliefs about, unfair treatment from the police can be viewed both as an indicator and a consequence of exclusion. It is well-known that negative experiences of the police are more significant for trust in the police and their legitimacy than positive ones, with some even suggesting that positive experiences do not matter at all. However, from a procedural justice perspective it has been suggested that some positive experience do matter, particularly if the police are considered to perform their work in line with procedural fairness. On the basis of a participant observation study, this article discusses situations in which youths express complaints about the police in different ways. In response to such situations, the police can act in both exclusionary and inclusive ways. It is argued that youths' complaints can be used as an opportunity for change if the police treat the youths concerned with fairness and in inclusive rather than exclusionary ways.

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Writing Ethnographic Fieldnotes, Second Edition

Cited by 2,231 publications

References 0 publications

Screen-based literacy practices in Swedish primary schools

Screen-based literacy practices in Swedish primary schools

Knowing and interpreting prekindergarten policy: A Bakhtinian analysis

Complaints as Opportunity for Change in Encounters between Youths and Police Officers

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