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International Handbook of Interpretation in Educational Research, 2015 ed.
◆Springer Handbooks セール開催中！：2025年4月27日(日)ご注文分まで
※上記表示の販売価格は割引適用後の価格です 出版済み 3週間でお届けいたします。 Series: Springer International Handbooks of Education Author: Smeyers, Paul / Bridges, David / Burbules, Nicholas C. / Griffiths, Morwenna(Editor) Publisher: Springer ISBN: 9789401792813 Cover: HARDCOVER Date: 2015年01月 DESCRIPTION このハンドブックは教育研究における解釈について、軽視されることの多い側面に着目した。すべての教育研究はある意味「解釈によって導かれる」ものであり、「質的」研究と「量的」研究がはっきり二分されるように、この問題を理解することと、思考と実地からなる一般的な二元論を信じることとは異なると言われている。 解釈は研究課題のまさに枠組みから、データを構成する資料、データの記録プロセス、説明プロセス、解析プロセスまで広がり、最終的または暫定的に研究を発表する方法までに及ぶ。 このハンドブックのテーマは、解釈は（哲学的、組織的、方法論的に）分野を超える点である。また、広範囲な研究アプローチや方法論を網羅することで、各方法が種々の教育的研究の内容／分野に何を示せるか決定するために知っておくべきことを示している。広範な概要には、種々の研究の具体例を示し（限定はしないが、アングロサクソンの伝統にみられるような「教えること」と「学ぶこと」だけではなく、German Continentalの伝統にみられるように、たとえば小児を育てることから、非公式な教育にまで及ぶ”padagogisch”をも含む）、特定の環境と叡智を反映するか、あるいはプロセスにおける解釈の役割を考察しながら、各事例を組み合わせて選択したか、その理由を十分記述し説明する。 本書には、伝統的に質的、解釈的、量的に分類される多くの方法のうち、教育研究領域全体で使用される方法の事例を含む。世界中から事例を導いているため、教育研究が異なる社会において立ち向かわねばならない各「機会や制約」を例証している。 This handbook focuses on the often neglected dimension of interpretation in educational research. It argues that all educational research is in some sense 'interpretive', and that understanding this issue belies some usual dualisms of thought and practice, such as the sharp dichotomy between 'qualitative' and 'quantitative' research. Interpretation extends from the very framing of the research task, through the sources which constitute the data, the process of their recording, representation and analysis, to the way in which the research is finally or provisionally presented. The thesis of the handbook is that interpretation cuts across the fields (both philosophically, organizationally and methodologically).By covering a comprehensive range of research approaches and methodologies, the handbook gives (early career) researchers what they need to know in order to decide what particular methods can offer for various educational research contexts/fields. An extensive overview includes concrete examples of different kinds of research (not limited for example to 'teaching' and 'learning' examples as present in the Anglo-Saxon tradition, but including as well what in the German Continental tradition is labelled 'padagogisch', examples from child rearing and other contexts of non-formal education) with full description and explanation of why these were chosen in particular circumstances and reflection on the wisdom or otherwise of the choice combined in each case with consideration of the role of interpretation in the process. The handbook includes examples of a large number of methods traditionally classified as qualitative, interpretive and quantitative used across the area of the study of education. Examples are drawn from across the globe, thus exemplifying the different 'opportunities and constraints' that educational research has to confront in different societies. ? TABLE OF CONTENTS The Theoretical Landscape Varieties of Interpretation in Educational Research: How We Frame the Project Nicholas C. Burbules, David Bridges, Morwenna Griffiths, Paul Smeyers Interpretation, Social Science, and Educational Research Deborah Kerdeman Ethical Problems of Interpretation in Educational Research Margaret D. LeCompte “A Demand for Philosophy”: Interpretation, Educational Research, and Transformative Practice Michael A. Peters Genre 1 Narrative Approaches Introduction Marilyn Johnston-Parsons, Michael F. Watts 1.1 Historical Narratives in Ethiopia Amare Asgedom, Barbara Ridley 1.2 Interpreting Street Narratives of Children and Parents in Indonesia Sophie Dewayani 1.3 A Rhetorical Approach to Classroom Narrative Study: Interpreting Narration as an Ethical Resource for Teaching in the USA Mary M. Juzwik 1.4 Dialogue in Narrative Inquiry: Collaboration in Doctoral Study in the USA Yuni Sari Amalia, Daniel F. Johnson-Mardones, Marilyn Johnston-Parsons, Wendi Shen, Yun-Sun (Ellie) Shin, Jason A. Swanson 1.5 Narrative and the Transmission of Traditions: Informal Learning Among Italian Artisan Stone Carvers Amy Shuman 1.6 Ethnography of Primary School Teaching in Tanzania Sharon Tao 1.7 Life History Research and the Interpretation of Working Class Success in Higher Education in the United Kingdom Michael F. Watts 1.8 An Awareness of the Feminist Subject: An Example of Collective Biography Writing in Poststructuralist Discourse Practice Monne Wihlborg Genre 2 Analysis of Language and Significations Introduction Jane Mulderrig, Vally Lytra 2.1 Using Critical Discourse Analysis to Interpret Educational Policy on School Exclusion in England and Wales Yo Dunn 2.2 Interpreting Websites in Educational Contexts: A Social-Semiotic, Multimodal Approach Emilia Djonov, John S. Knox, Sumin Zhao 2.3 CDA and Participatory Action Research: A New Approach to Shared Processes of Interpretation in Educational Research Nicolina Montesano Montessori, Hans Schuman 2.4 Discourses of Intercultural Communication and Education Karin Zotzmann 2.5 Literacy in the Community: The Interpretation of “Local” Literacy Practices Through Ethnography Kate Pahl 2.6 Touch Points and Tacit Practices: How Videogame Designers Help Literacy Studies Jennifer Rowsell 2.7 “Enabling” Participatory Governance in Education: A Corpus-Based Critical Analysis of Policy in the United Kingdom Jane Mulderrig 2.8 Moving from “Interesting Data” to a Publishable Research Article: Some Interpretive and Representational Dilemmas in a Linguistic Ethnographic Analysis of an English Literacy Lesson Julia Snell, Adam Lefstein Genre 3 Ethnography of Education: Sociological and Anthropological Approaches Introduction Francesca Gobbo, Kathryn Anderson-Levitt 3.1 People “of Passage”: An Intercultural Educator’s Interpretation of Diversity and Cultural Identity in Italy Francesca Gobbo 3.2 Constructing Collaborative Interpretations: Children as Co-researchers in an Ethnographic Study in Argentina Diana Milstein 3.3 Learning to Survive in Sri Lanka: Education and Training in Times of Catastrophe Mara Benadusi 3.4 Negotiating the Boundaries Within: An Anthropologist at Home in a Multiethnic Neighborhood in Urban Japan Yuko Okubo 3.5 Us and Them: What Categories Reveal About Roma and Non-Roma in the Czech Republic David Doubek, Marketa Levinska 3.6 Working Backwards: A Methodological Autobiography Deborah Golden 3.7 Observing Schools in Disadvantaged Neighborhoods in France Jean-Paul Payet 3.8 Doubly Reflexive Ethnography for Collaborative Research in Mexico Gunther Dietz, Aurora Alvarez Veinguer Genre 4 Ethnography in Educational Research: Applying Ethnographic Methods in Educational Inquiry Introduction Dennis Beach, Elina Lahelma 4.1 On the Subject of Sex: An Ethnographic Approach to Gender, Sexuality, and Sexual Learning in England Mary Jane Kehily 4.2 The “Gay Eye” of a Researcher and a Student in a Hungarian School: Autoethnography as Critical Interpretation of the Subject Gyorgy Meszaros 4.3 “Of Time and the City”: Young People’s Ethnographic Accounts of Identity and Urban Experience in Canada Jo-Anne Dillabough, Philip Gardner 4.4 Interpreting Visual (and Verbal) Data: Teenagers’ Views on Belonging to a Language Minority Group in Finland Gunilla Holm, Monica Londen, Jan-Erik Mansikka 4.5 Interpreting Education Policy and Primary Teachers’ Work in England Geoff Troman, Bob Jeffrey 4.6 Mediating Systemic Change Through Sociocultural Methods in Educational Systems in the USA Elizabeth B. Kozleski, Alfredo J. Artiles 4.7 Changing Teacher Education in Sweden? A Meta-ethnographic Analysis Based on Three Long-Term Policy Ethnographic Investigations Dennis Beach, Anita Eriksson, Catarina Player-Koro 4.8 Problematizing Evaluative Categorizations: Collaborative and Multisited Interpretations of Constructions of Normality in Estonia and Finland Sirpa Lappalainen, Elina Lahelma, Reetta Mietola Genre 5 Historical Approaches Introduction Lynn Fendler, Marc Depaepe 5.1 A Footnote to Plato: Interpreting the History of Secondary Education in Mid-Twentieth-Century England Gary McCulloch 5.2 Silences and Interpretations: Historical Approaches in Understanding Classroom Teachers from the Past Philip Gardner 5.3 Liminality: Interpreting Research on Learning in the Context of the History of Childhood Theresa Richardson 5.4 Interpretation in a Historical Approach to Reading Anne-Marie Chartier 5.5 Curriculum History and Interpretation Barry M. Franklin, Richard K. Nye 5.6 Vocational Education, Gender, and Inequality in Hamburg, Germany, 1849-1914 Christine Mayer 5.7 Educational Policy in Historical Perspective: Interpreting the Macro and the Micro Politics of Schooling Ines Dussel 5.8 Nonformal Education on Display Karin Priem Genre 6 Philosophical Approaches Introduction Yusef Waghid 6.1 Indigenous Students’ Learning of School Science: A Philosophical Interpretation Lesley Le Grange 6.2 Teaching and Learning for Citizenship in a Postapartheid South African University Classroom: An Interpretive Interlude Yusef Waghid 6.3 Language, Meaning, and the Other in Curriculum Research Christine Winter 6.4 The Open Space of Liberal Democracy: Interpreting the National Tests of Citizenship Competencies in Colombia Andres Mejia 6.5 A “Jill” of All Trades and Mistress of One: Interpretation, School Leadership, and Philosophy of Education Janet Orchard 6.6 Philosophical Approaches to Educational Research: Justice, Democracy, and Education Penny Enslin, Mary Tjiattas 6.7 Education Policy from the Perspective of Governmentality Maarten Simons 6.8 Philosophy at Work in the Study of Parenting and Parenting Support in Flanders Stefan Ramaekers Genre 7 Quantitative Approaches Introduction Paul Smeyers 7.1 Interpretation in the Process of Designing Effective Learning Materials: A Design-Based Research Example Ellen Vanderhoven, Annelies Raes, Tammy Schellens 7.2 Interpretation of Research on Technology Integration in Teacher Education in the USA: Preparation and Current Practices Anne T. Ottenbreit-Leftwich, Peggy A. Ertmer, Jo Tondeur 7.3 Theory-Driven Evaluation Studies: Establishing Links Between Research, Policy, and Practice Leonidas Kyriakides 7.4 Juxtaposing Interpretations of Research on School Principalship Marta C. Azaola, Anthony Kelly 7.5 Researching Equity and Effectiveness in Education: Examples from the UK and Germany Pamela Sammons, Yvonne Anders 7.6 Beyond the Quantification of Irregular Migrants: From “Knowledge on the Case” to “Knowing How to Go On” Elias Hemelsoet 7.7 Interpreting Statistics in an English Team-Based Evaluation Peter Bowbrick 7.8 Making Sense of Layers of Interpretation in Quantitative Educational Research Paul Smeyers Genre 8 Cultural-Transgressive Approaches Introduction Robert A. Davis 8.1 Hermeneutics of Linguistic Ethnography: Teachers and Students Losing and Finding Their Voices Robert A. Davis 8.2 Making an Appearance on the Shelves of the Room We Call Research: Autoethnography-as-Storyline-as-Interpretation in Education Elizabeth Mackinlay 8.3 Critical Interdisciplinarity and Noticing Absences Heather Greenhalgh-Spencer 8.4 Theorizing Relational Privacy: Embodied Perspectives to Support Ethical Professional Pedagogies David C. Lundie 8.5 Interpreting the International and Intranational “Translation” of Educational Policy and Practice: A Case of Opportunism, Serendipity, and Bricolage David Bridges, Kairat Kurakbayev, Assel Kambatyrova 8.6 Five Conversations and Three Notes on the “Soviet,” or Finding a Place for Personal History in the Study of Teacher Education Policy in Kazakhstan Olena Fimyar 8.7 Masks as Methodology and the Phenomenological Turn: Issues of Interpretation Ruth M. Leitch, James C. Conroy 8.8 Writing and the Articulation of Disciplinary Identifications: A Psychoanalytic Exploration of Methodological Practice Claudia Lapping 8.9 Strange Attractors: Myth, Dream, and Memory in Educational Methodology Alan McManus
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