Search results for: Ethnographic study
Page 6/7 61 items
When Does the Action Start and Finish? Making the Case for an Ethnographic Action Research in Educational Research
This article examines how ethnographic and action research methodologies can be justifiably combined to create a new methodological approach in educational research. It draws on existing examples in both educational research and development studies that have discussed the use of ethnography and action research in specific projects.
Updated: Nov. 25, 2009
This article describes a journey of exploration in which the author takes a hitherto unexamined aspect of her teaching practice, the use of disruption, and subject it to interrogation. The journey is an exercise in auto-ethnographic research in that the author is her own subject, located within the context of the classroom. Her purpose is to surface the beliefs that underpin this pedagogic strategy and to locate it within theories of teaching and learning in higher education.
Updated: Nov. 25, 2009
In this study, the author examines how a model of self was cultivated through the social practices of a transformative professional development program for urban public school leaders. She combines insights from ethnography and discourse analysis. 17 administrators and building leaders participated in the study. The author identified three practices that were used at the retreats to facilitate participants’ access to an essential and true inner self: (a) Modeling of multiple ways of talking about an inner self; (b) ritual experience of the self in relation to others; and (c) the connection of the self to a natural order.
Updated: Sep. 22, 2009
The authors investigate the methodological possibilities of dual observation and 'inter-reflexive' interpretation as they have experienced this in a longitudinal ethnographic case study of music teaching and learning in an English Cathedral Choir School. The authors' goal is to understand the ways in which their particular historical, social and cultural perspectives lead them to partial yet complementary sensings, seeings, hearings and feelings in this setting.
Updated: Aug. 31, 2009
Realizing the Equity-Minded Aspirations of Detracking and Inclusion: Toward a Capacity-Oriented Framework for Teacher Education
Drawing on ethnographic research in detracked and inclusion classrooms, this paper analyzes the nature and sources of the tensions and dilemmas felt by teachers working in intentionally heterogeneous settings. It argues that the implementation of these policies is not often accompanied by a serious interrogation of the taken-for-granted understandings of ability, standards, and structural inequality that pervade educational discourse inside schools.
Updated: Jul. 06, 2009
Doth The Lady Protest Too Much? Pre-Service Teachers and The Experience of Dissonance As A Catalyst for Development
This article presents findings from an ethnographic study of 34 beginning pre-service teachers enrolled in a large U.S. teacher preparation program. Discussion focuses on participants' identity development as examined through the lens of the stories they learn and tell during and about their initial experiences of becoming teachers.
Updated: Apr. 01, 2009
The paper reveals the findings of a participatory ethnography with post-secondary students enrolled in a large West Coast University in British Columbia. These students had previously been identified as 'learning disabled' and thus, the 'recipients' of special educational policy interventions. The study uncovers the performative work the students engage as they negotiate the contradictory ideologies of meritocracy and equal opportunity while living with the label and realities of various 'learning disabilities'. The students' discourses are read in relation to and against the dominant common-sense ideologies of special education. The study takes into account the students readings in light of their positionalities as racialized, classed, gendered, in addition to living with the label of learning disability.
Updated: Mar. 12, 2009
The goal of the study was use cognitive developmental learning theory to explore shifts in preservice teachers' perceptions about using personal digital assistants (PDAs) to enhance instruction in physical education, and to identify factors leading to their shifts in thinking. The authors used interpretive ethnographic methods to study 7 preservice teachers as they participated in a six-month project aimed at integrating PDAs into their teaching.The discussion centers on explaining the findings in light of current technology research and theory, and their implications for teacher education.
Updated: Feb. 11, 2009
Assessment and Academic Identity: Using Embedded Assessment as an Instrument for Academic Socialization in Science Education
This research explores using a teaching approach that attempts to balance test preparation with creating “teachable moments” for students. This approach involves the use of a sequence of assessments to introduce topics through formative assessment in order to identify students’ understanding, and beginning instruction based on an evaluation of students’ knowledge and alternative conceptions. In an attempt to balance classroom instruction and large-scale test preparation, this science teacher attempted to use a teachable moment assessment approach as a teaching tool.
Updated: Dec. 17, 2008
The teacher work samples are one tool for helping teacher candidates learn to systematically connect their actions to the learning of each student. To connect teaching and learning effectively, candidates must understand well the teaching and learning context. To deepen candidates' abilities to analyze the teaching and learning context and plan for working most effectively within it, candidates engaged in ethnographic analysis of their mentor teachers' classroom cultures.
Updated: Oct. 05, 2008