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International Handbook of Interpretation in Educational Research

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 ‘pädagogisch’, 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 educatio

Gedetalleerde informatie over het boek. - International Handbook of Interpretation in Educational Research


EAN (ISBN-13): 9789402408058
ISBN (ISBN-10): 9402408053
pocket book
Verschijningsjaar: 2017
Uitgever: Springer

Boek bevindt zich in het datenbestand sinds 2017-06-30T19:30:45+02:00 (Amsterdam)
Detailpagina laatst gewijzigd op 2022-12-15T22:08:50+01:00 (Amsterdam)
ISBN/EAN: 9789402408058

ISBN - alternatieve schrijfwijzen:
94-024-0805-3, 978-94-024-0805-8


Gegevens van de uitgever

Auteur: Paul Smeyers; David Bridges; Nicholas C. Burbules; Morwenna Griffiths
Titel: Springer International Handbooks of Education; International Handbook of Interpretation in Educational Research
Uitgeverij: Springer; Springer Netherland
1662 Bladzijden
Verschijningsjaar: 2018-02-22
Dordrecht; NL
Gedrukt / Gemaakt in
Gewicht: 2,897 kg
Taal: Engels
588,49 € (DE)
604,99 € (AT)
648,50 CHF (CH)
POD
XXIV, 1662 p. 81 illus., 35 illus. in color. In 2 volumes, not available separately.

SA; BC; Previously published in hardcover; Hardcover, Softcover / Pädagogik/Bildungswesen; Pädagogik: Theorie und Philosophie; Verstehen; Cultural-transgressive approaches in educational research; Dualism between quantitative and qualitative research; Educational contexts; Ethical considerations in educational research; Ethnography in educational research; Historical approaches in educational research; Interpretation in educational research; Interpretation in the process of research; Language and significations in educational research; Narrative approaches in educational research; Philosophical approaches in educational research; Qualitative, interpretive and quantitative methods; Quantitative approaches in educational research; The ethics of interpretation and consideration; Theory and practice of education; B; Educational Philosophy; Methodology of the Social Sciences; Philosophy of Education; Philosophy of the Social Sciences; Educational Philosophy; Sociological Methods; Philosophy of Education; Philosophy of the Social Sciences; Education; Soziologie; Soziale und politische Philosophie; BB

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 ‘pädagogisch’, 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.  

.

Paul Smeyers Morwenna Griffiths, David Bridges, Nicholas C. Burbules, and Paul Smeyers The Theoretical Landscape.- Nicholas C. Burbules, David Bridges, Morwenna Griffiths, and Paul Smeyers Deborah Kerdeman Margaret D. LeCompte Michael Peters GENRE 1: Narrative Approaches Marilyn Johnston-Parsons and Michael Watts Amare Asgedom and Barbara Ridley Sophie Dewayani Mary Juzwik Yuni Sari Amalia, Daniel Johnson Mardones, Marilyn Johnston-Parsons, Wendi Shen, Yun Sun Shin and Jason Swanson Amy Shuman Sharon Tao Michael F Watts Monne Wihlborg GENRE 2: Analysis of Language and Significations . Jane Mulderrig and Vally Lytra Yo Dunn Emilia Djonov, John S. Knox, and Sumin Zhao Nicolina Montesano Montessori and Hans Schuman Karin Zotzmann Kate Pahl Jennifer Rowsell Jane Mulderrig Julia Snell and Adam Lefstein GENRE 3: Ethnography of Education: Sociological and anthropological approaches. Francesca Gobbo and Kathryn Anderson-Levitt Francesca Gobbo Diana Milstein Mara Benadusi Yuko Okubo David Doubek, Marketa Levinska Deborah Golden Jean-Paul Payet Gunther Dietz and Aurora Álvarez Veinguer GENRE 4: Ethnography in Educational Research: Applying ethnographic methods in educational inquiry. Dennis Beach and Elina Lahelma Mary Jane Kehily György Mészáros Jo-Anne Dillabough and Philip Gardner Gunilla Holm, Monica Londen and Jan-Erik Mansikka Geoff Troman and Bob Jeffrey Elizabeth B. Kozleski and Alfredo J. Artiles Dennis Beach, Anita Eriksson and Catarina Player-Koro Sirpa Lappalainen, Elina Lahelma and Reetta Mietola GENRE 5: Historical Approaches. Lynn Fendler and Marc Depaepe Gary McCulloch Philip Gardner Theresa Richardson Anne-Marie Chartier Barry M. Franklin and Richard K. Nye Christine Mayer Inés Dussel Karin Priem GENRE 6: Philosophical Approaches. Yusef Waghid Lesley Le Grange Yusef Waghid Christine Winter Andrés Mejía Janet Orchard Penny Enslin and Mary Tjiattas Maarten Simons Stefan Ramaekers GENRE 7 : Quantitative Approaches. Paul Smeyers Ellen Vanderhoven, Annelies Raes and Tammy Schellens Anne Ottenbreit-Leftwich, Peggy A. Ertmer and Jo Tondeur Leonidas Kyriakides Marta C. Azaola and Anthony Kelly.- Pamela Sammons and Yvonne Anders Elias Hemelsoet Peter Bowbrick Paul Smeyers GENRE 8: Cultural-transgressive Approaches . Robert A. Davis Robert A. Davis Elisabeth Mackinlay Heather Greenhalgh-Spencer David C Lundie David Bridges, Kairat Kurakbayev and Assel Kambatyrova Olena Fimyar Ruth Leitch and James C. Conroy Claudia Lapping Alan McManus David Bridges, Nicholas C. Burbules, Morwenna Griffiths, and Paul Smeyers

Questions prevalent dichotomies that divide discussion within the field

Shows the use of methods through case studies instead of offering only a meta-discussion

Presents no less than 65 exemplars of successful educational research

Focuses on and makes transparent the role of interpretation in educational research

Includes contributions from all over the world in a wide range of educational contexts

Includes supplementary material: sn.pub/extras



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