Judith L Green - University of California, Santa Barbara (original) (raw)

Books by Judith L Green

collaborative spirit of this project to showcase and promote classroom research on teaching and l... more collaborative spirit of this project to showcase and promote classroom research on teaching and learning. All of them gave their time generously by participating in various activities associated with the projectthe workshop, the symposium as well as the timely review of chaptersthat culminated in this book. My sincere gratitude goes to Greta Morine-Dershimer and Alison Gilmore for their advice throughout this project. I am also indebted to Adrienne Alton-Lee, Wally Penetito and Judith Green for their contributions in making the symposium a resounding success through their presentations and participation. I am thankful to the Graham Nuthall Classroom Research Trust for funding this project. Jill Nuthall, Peter Allen, Jane McChesney and Keryn Davis were particularly helpful in organising the symposium and always willing to respond promptly to my requests for help. Administrative and logistical assistance sanctioned by Greg Lee, the then Head of the School of Educational Studies and Human Development at the University of Canterbury, and gladly provided by Tina Frayle, Anne Guy, Kathleen Ell and Kirsty Fraser, is gratefully acknowledged. Deb Hill worked with a great deal of humour to help me prepare the proposal for prospective publishers, and suggested the subtitle for the book. I feel fortunate to have the keen backing of my work from Jean McPhail, Kathleen Quinlivan, Fleur Harris and Sukhdeep Gill who repeatedly step up to the plate irrespective of the nature of the task or the unwieldy timeframes of my requests. Editorial expertise of Tanya Tremewan and Jenny Heine could not have come at a more opportune moment and has been crucial for completing this project. My appreciation goes to Peter de Liefde at Sense Publications who liked the idea of this book and decided to proceed with its publication. Finally, I deeply appreciate the encouragement and affirmation I receive from Avtar Chauhan for pursuing my work uninterrupted.

Black and William introduced the term 'inside the black box' to research in educational assessmen... more Black and William introduced the term 'inside the black box' to research in educational assessment in the late 1990s. This metaphor can be applied to current research in problem-based learning (PBL). This chapter addresses the need to look inside the 'black box' of PBL by exploring two under-researched aspects-independent study and online learning. Using the Interactional Ethnographic (IE) approach to collect and analyse data in context and over time (across contexts), we systematically examined how students learn between tutorials to explore how online learning supports independent study in a PBL curriculum. Despite PBL's 40-year history as an instructional method in undergraduate education, surprisingly few studies have examined and documented the in situ enactment of student learning in PBL contexts from an interactional perspective. While there is a growing body of student evaluation and outcomes data to support the efficacy of PBL programmes, research to date has relied mainly upon student and staff questionnaires and interviews. In dentistry, for example, the majority of studies have focused on problem design, course evaluation, and student achievement or performance. From a methodological perspective, the reliance on self-report data such as student course evaluation questionnaires across clinical education and staff surveys has come under some criticism. Concerns have been expressed regarding the status quo of this research agenda with a recent call to 'look inside PBL programmes', due to a perceived lack of studies into 'the way students experience and understand' PBL courses (Prosser, 2004, p. 204). Of critical importance is the need to contribute further interactional data and analysis on PBL-inaction to support theory building. This is particularly the case given that the central, constructivist tenet of PBL is its 'process' approach

Handbook of Cultural Foundations of Education, 2020

Positioning Theory was originally developed three decades ago by Davies and Harré (1990) at the i... more Positioning Theory was originally developed three decades ago by Davies and Harré (1990) at the intersection of social and discursive psychology and feminist theories in education. It was developed as an analytic lens and explanatory theory to show how learning, and development of identity, evolves through discourse. When used as an analytic lens in education, Positioning Theory focuses researchers on examining the in and over time construction of positioning actions of teachers and students in developing episodes for learning and participating in classrooms. As an explanatory theory, Positioning Theory serves as a set of guiding principles for investigating the consequences of the discourse and the interactions of, and with, particular students and groups of students as they assume or reject particular positions or acts of positioning. Thus, Positioning Theory frames ways of examining position-positioning relationships as dynamic and developing within and across time, events/episodes, and configurations of actors, within and across social spaces in classrooms and other social contexts. The goals of this chapter are presented in two parts. The first section presents the history and development of Positioning Theory as an explanatory theory that has evolved as it has been taken up by different disciplines to examine issues of identity within particular contexts (e.g., in social and discursive psychology, management studies, nursing, and education, among others). In the second section, we present two telling case studies (Mitchell, 1984; defined later) that make transparent 1 how Positioning Theory served as an analytic lens to guide two of the co-authors of this chapter, Harris and Baker, in (re)analyzing archived records from their original longitudinal research studies to explore position-positioning relationships. The goal of these (re)analyses was to explore how Positioning Theory made visible previously unexamined processes that framed the identity potentials and performance styles of students in each site: first grade students in literacy events in Harris' study and two first-year seniors in performing public critique in an intergenerational (Grades 9-12) high school Advanced Placement studio art program (Baker, 2001).

Review of research in education, 2020

This review presents theoretical underpinnings supporting microethnographic-discourse analytic (M... more This review presents theoretical underpinnings supporting microethnographic-discourse analytic (ME/DA) approaches to studying educational phenomena. The review is presented in two parts. Part 1 provides an analytic review of two seminal reviews of literature that frame theoretical and methodological developments of microethnography and functions language in classrooms with diverse learners. Part 2 presents two telling case studies that illustrate the logic-of-inquiry of (ME/DA) approaches. These telling case studies make
transparent how theoretical considerations of cultural perspectives on education inform
decisions regarding research methodology. Telling Case Study 1 makes transparent the
logic-of-inquiry undertaken to illustrate how microanalyses of discourse and action among participants in a physics class provided an empirical grounding for identifying how different groups undertook a common task. This case study shows how ethnographically informed discourse analyses formed a foundation to theoretically identify social processes of knowledge construction. Telling Case Study 2 makes transparent multiple levels of analysis undertaken to examine ways that creative processes of interpretation of art were communicated and taken up in an art studio class across multiple cycles of activity. Taken together, these telling case studies provide evidence of how ME/DA provides a theoretically grounded logic-of-inquiry for investigating complex learning processes in different educational contexts.

Researching the Opportunities for Learning for Students with Learning Difficulties in Classrooms: An Ethnographic Perspective, 2010

In the first chapter of this volume, Wyatt-Smith and Elkins argue that 'it is timely to review ho... more In the first chapter of this volume, Wyatt-Smith and Elkins argue that 'it is timely to review how different theoretical frameworks and methodologies provide different lenses through which to study students' learning needs'. By viewing different theoretical frameworks and methodologies as potentially complementary, Wyatt-Smith, Elkins and other authors in this volume move discussions beyond debates of which method is best, to a discussion of what different theoretical traditions contribute towards research on students' learning needs1. In this chapter, we seek to contribute towards this argument by demonstrating how multiple theoretical perspectives and methods can be included in a single research study as well as in programs of research that seek to explore common phenomena from different theoretical and methodological points of view (for example Green

caletroscópio, 2019

The question of the relationship between ethnography, discourse and education has been an area of... more The question of the relationship between ethnography, discourse and education has been an area of an ongoing development for the last four decades. This paper addresses a series of questions proposed by the editors of this special issue of Calestrocópio Journal. These questions led us to a reexamination of key arguments by Shirley B. Heath, Brian V. Street and Kathryn M. Anderson-Levitt, who have influenced how ethnography can inform epistemological approaches to studying language in use in everyday settings in and out of school. In addition, we revisited the distinction between ethnography in and of education, proposed by Green and Bloome (1997), in the light of a recent reformulation focused on Anthropology in Education, of Education and for Education. This article focuses on the logic of inquiry central to understanding ethnography as epistemology. Keywords: Ethnography in and out of school; logic of inquiry; discourse; education. Resumo: A discussão sobre a relação entre etnografia, discurso e educação tem sido, nas últimas quatro décadas, uma área em desenvolvimento. Este artigo aborda um conjunto de questões que foram propostas pelos editores deste número especial da Revista Caletroscópio, que nos levou a uma reavaliação dos argumentos principais feitos por Shirley B. Heath, Brian V. Street e Kathryn M. Anderson-Levitt, que têm contribuído para a compreensão de como a etnografia embasa abordagens epistemológicas para o estudo da linguagem em uso em contextos dentro e fora da escola. Além disso, revisitamos essa distinção entre etnografia dentro e fora da escola, como proposta por Green e Bloome (1997), a partir de uma reformulação recente com foco na Antropologia em Educação, da Educação e pela Educação. Este artigo baseia-se na importância da lógica de investigação para o entendimento da etnografia como epistemologia. Palavras-chave: Etnografia dentro e fora da escola; lógica de investigação; discurso; educação. When I (Judith L. Green) received the invitation from Adail Sebastião Rodrigues-Júnior and Clézio Roberto Gonçalves, the Editors-in-chief of this journal, to share my view of ethnography in and of education, I saw this as a unique opportunity to step back and to (re)think where my understanding of ethnographic research in and of education that David Bloome and I proposed in 1997 is over two decades later. In framing this as an interview, the editors provided a series of questions to guide my understanding of their goals for this interview.

Analysis of the discourse demands across the school year within a recurrent event, " Circle Time,... more Analysis of the discourse demands across the school year within a recurrent event, " Circle Time, " is presented to show how 3-and 4-year-old students learned to be conversationally appropriate partners within a group setting, how the teacher's interactional patterns shifted as students learned to participate in socially and academically appropriate ways within this event, and how participation in the subevents of Circle Time (Milling, Transition, Singing, Talking, and Dismissal) placed differing social and communicative demands on both teacher and students. The overtime analysis of one Circle Time subevent, Talking, is presented to illustrate how 3-and 4-year-old students, in their first school experience, construct with their teachers a schooled discourse repertoire for participating in large group discussions, and how the discourse demands on the teacher shifted across time in the Talking subevent as well as across all subevents.

Teaching and Teacher Education, 1997

The user has requested enhancement of the downloaded file. All in-text references underlined in b... more The user has requested enhancement of the downloaded file. All in-text references underlined in blue are added to the original docum and are linked to publications on ResearchGate, letting you access and read them immediately.

What counts as context in literacy is one of the key issues facing educators and researchers alik... more What counts as context in literacy is one of the key issues facing educators and researchers alike. This was made visible by two comparative studies of the way the term context is viewed across research programs both within literacy studies and across fields concerned with language in use. Lesley Rex, Judith Green and Carol Dixon (1998) conducted a review of all uses of the term context in literacy studies published in major literacy research journals-These years were reviewed to provide a profile of publications across editorial teams and to insure that work across theoretically different periods of time were covered. The 1996 journal review was to make certain that the patterns in the earlier review were present at the time of publication and in the journal in which the publications would occur. Rex et al (1998) found little consistency in how the term context was used, few attempts to operationally or theoretically define it, and little to no overlap in citations in articles. These inconsistencies were due to a range of factors such as differences in the object of study (e.g., the society, a classroom, people interacting, a printed text, and linguistic features of a text), in theoretical perspectives (e.g., linguistic, sociocultural, behaviorist, feminist, and structuralist), and in the view of the phenomena studied (e.g., literacy, reading,

Research Methodologies and Methods in Education, 2012

“I didn’t really know all that much about slaves and how poorly African-Americans were treated, b... more “I didn’t really know all that much about slaves and how
poorly African-Americans were treated, but once I experienced
this whole slave ship idea, I realized how horrible it must have been for them and how they were discriminated against and I never really realized how bad it was for them and this changed my opinion … because in a lot of ways I think I had not really been around the African-American discrimination. But when I realized that this stuff was still going on, it really changed my feelings
about it.”
—Danielle, Grade 7

A year before Danielle made the above statement to a community audience at the Gevirtz Graduate School of Education, University of California, Santa Barbara, she, along with two of her sixth grade classmates, had studied in-depth issues of the Middle Passage of the slave trade. They worked with their teacher and the Center for Literacy and Inquiry in Networking Communities (LINC) (formerly known as the Center for Teaching for Social Justice [CTSJ] http://education.ucsb.edu/linc) to design and present a virtual tour to 4th, 5th, and 6th grade students of an exhibit of
artifacts from the only known wreck of a slave ship found in the western hemisphere. In and through their work, the Santa Barbara students and their teacher made this important historical resource on the Middle Passage available to Sacramento students through a live videoconference.

This article provides a narrative account of the multiple layers of work necessary for students to engage with complex issues of race. Underlying the presentation of the multiple layers involved in this multi-faceted project is an ethnographic perspective on the social construction of knowledge called Interactional Ethnography (e.g., Green, Dixon, and Zaharlick, 2003; Castanheira, Crawford, Dixon and Green, 2001). This approach, based on two decades of ethnographic research in classroom and community settings,
guided our multi-level and multi-method analysis. We draw on this
virtual interactive tour of the exhibit, A Slave Ship Speaks: The Wreck of 􀀙the Henrietta Marie, as an anchor for a telling case (Mitchell, 1984) for presenting what we were able to uncover (Green, Skukauskaite, Dixon, and Cordova, 2007). Through unfolding the layers of work for both audience and docents participating in the virtual tour, we demonstrate how innovative technologies have the potential to bring new dimensions and resources to students inquiring into complex issues. We use the metaphor of an archaeological dig to frame the uncovering of the layers of work undertaken by a diverse group of actors (i.e., students, teachers, museum personnel, university educators, and technology support staff) and the multiple areas of understanding made possible through this work. Central to the presentation of this work are four inter-related principles of practice guiding the development of this educational innovation: preparing the mind and building a repertoire for action, engaging in and/or with the complex content, taking action from what is learned for self or others, and going public to share what is learned. These principles will be examined as the layers are uncovered.

Ethnography and Language in Educational Settings: (Advances in Discourse Processes)

EthnographyThe Holistic Approach to Understanding Schooling 3 Persuasive TalkThe Social Organiz... more EthnographyThe Holistic Approach to Understanding Schooling
3
Persuasive TalkThe Social Organization of Childrens Talk
25ethnography, illocutionary force, linguistic
Ethnography vs MicroEthnography
52

ethnography, , thick description
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Key words and phrases
ethnographic, participant observation, sociolinguistic, conversational analysis, ethnomethodology, action research, proxemic, linguistic, discourse units, illocutionary force, Kent State University, videotape, triangulated, anthropologist, paralinguistic, kindergarten, propositional knowledge, Black dialect, Martha King, theoretical sampling

Handbook of Complementary Methods in Education ResearchComp_Methods_113x161GIF

The Handbook of Complementary Methods in Education Research is a successor volume to AERA’s earli... more The Handbook of Complementary Methods in Education Research is a successor volume to AERA’s earlier and highly acclaimed editions of Complementary Methods for Research in Education. More than any book to date (including its predecessors), this new volume brings together the wide range of research methods used to study education and makes the logic of inquiry for each method clear and accessible. Each method is described in detail, including its history, its research design, the questions that it addresses, ways of using the method, and ways of analyzing and reporting outcomes.

Logics of Inquiry for the Analysis of Video Artefacts: Researching the Construction of Disciplinary Knowledge in Classrooms

Journal Special Issue on Video Analysis

Multidisciplinary Perspectives on Literacy Research: Second Edition

Since publication of the first edition, literacy researchers have drawn increasingly on sociocult... more Since publication of the first edition, literacy researchers have drawn increasingly on sociocultural and sociolingustic theories of literacy learning to examine literacy-learning practices within literacy events and contexts. This second edition examines the relationships between current disciplinary and theoretical perspectives associated with these social and cultural perspectives shaping literacy research.
Leading literacy researchers describe how they apply particular disciplinary perspectives t their research, making explicit how those perspectives shape their research. Chapters in the first section examine the application of psychological and social science theories of research design related to issues of the validity of descriptive/qualitative versus experimental/quantitative research methods. Those in the second section examine the application of sociocultural/Activity Theory perspectives to examine literacy learning in the context of community and institutional settings. The third section draws on current linguistic and discourse analysis to examine language use and interactions in literacy events and contexts. A final section applies critical literacy and literary perspectives to issues of research on literacy and literature instruction.
These application of different disciplinary perspectives highlight how differences in theoretical perspectives influence not only how one conducts literacy research, but also the kinds of literacy practices one values in schools.

Contents: MULTIPLE DISCIPLINARY PERSPECTIVES AND ISSUES OF RESEARCH DESIGN, Timothy Shanahan and Michael Kamil. Modes of Inquiry in Literacy Studies and Issues of Philsophy of Science, Timothy Shanahan. Some Issues Concerning Differences among Perspectives in Literacy Research; Reconsidering the Issues After a Decade of Change, Michael Kamil. Qualitative versus Quantitative research: A False Dichotomy, George Hillocks. Psychological Perspective on Literacy Studies, John Hayes. SOCIOCULTURAL/ACTIVITY THEORY PERSPECTIVES ON LITERACY RESEARCH Richard Beach. Vygotsky’s Contribution to Literacy Research, Holbrook Mahn and Vera John-Steiner, All That Glitters Ain’t Gold: CHAT as a Design and Analytical Tool in Literacy Research, Carol Lee and Ametha Ball. Participating in Emergent Socio-Literate Worlds: Genre, Disciplinarity, Interdisciplinarity, Charles Bazerman and Paul Prior, Settings, Speech Genres and the Institutional Settings, Richard Beach and Julie Kalnin. Community-based Local Literacies Research, Karin Tusting and David Barton.

LINGUISTIC AND DISCOURSE ANALYSIS PERSPECTIVES ON LANGUAGE AND LITERACY RESEARCH, Judith Green. Introductions to Studying Language and Literacy, in Particular, David Bloome. Critical Discourse Analysis, James Paul Gee. Biliteracy, Nancy Hornberger. Studying the DiscursivE Construction of Texts in Classrooms Through Interactional Ethnography, Carol Dixon and Judith Green. The Discoursal Construction of Writer Identity, Roz Ivanic. CRITICAL LITERACY AND LITERACY RESEARCH, Richard Beach. Critical Literacy, Peter Freebody. Critical Literacy: Theory, Pedagogy and the Historical Imperative, Bronwyn Mellor and Annette Patterson. Author Index. Subject Index.

Contributors from a variety of disciplines "present their approach to language research, demonstr... more Contributors from a variety of disciplines "present their approach to language research, demonstrate what data from this perspective look like, and explicate the assumptions upon which it is based" (Harste foreword, page x).

Part 1: "Difficulties in adopting a multidisciplinary approach"

Part 2: "Disciplinary perspectives and methodological approaches"

Part 3: "Specific disciplinary perspectives on literacy research"

Part 4: "Reaction papers"

What Counts as Knowledge in Educational Settings Disciplinary Knowledge, Assessment, and Curriculum

This volume of Review of Research in Education provides readers with multiple interpretations of ... more This volume of Review of Research in Education provides readers with multiple interpretations of how changing views of knowledge across educational contexts shape curricular decisions, learning opportunities, and theories of teaching. The chapters situate various interpretations of knowledge in historical, political, and policy contexts and examine the relevance of these interpretations for education.

Rethinking Learning: What Counts as Learning and What Learning Counts

The rapid transformations of social, economic, and cultural worlds of learners in school and no... more The rapid transformations of social, economic, and cultural worlds of learners in school and nonschool settings that we are facing today are reminiscent of the transformations that accompanied the industrial revolution at the turn of the 20th century. Like those at the turn of the 20th century, education researchers and their constituencies (e.g., students, teachers, community members, and policy makers) are faced with a series of questions: How are we to respond to the educational challenges of this new millennium? How do we engage with new forms of learning, the influence of new media on children’s lives, changing community dynamics, and many long-standing and tenacious educational and social problems? And how can research and theory constructively and critically engage with the demands and imperatives of government educational and social policies?

In this book, the editors bring together an intergenerational group of researchers who represent both new and long-standing perspectives and debates on the shapes, definitions, and processes of learning in the context of global cultural and economic change.

Multiple Perspective Analyses of Classroom Discourse (Advances in Discourse, Vol 28)

Papers by Judith L Green

Epistemology and Educational Research: Gregory J. Kelly, The Pennsylvania State University

Handbook of Cultural Foundations of Education, 2020

Review of research in education, 2020

Researching the Opportunities for Learning for Students with Learning Difficulties in Classrooms: An Ethnographic Perspective, 2010

caletroscópio, 2019

Teaching and Teacher Education, 1997

Research Methodologies and Methods in Education, 2012

Ethnography and Language in Educational Settings: (Advances in Discourse Processes)

ethnography, , thick description
18 other sections not shown

Handbook of Complementary Methods in Education ResearchComp_Methods_113x161GIF

Logics of Inquiry for the Analysis of Video Artefacts: Researching the Construction of Disciplinary Knowledge in Classrooms

Journal Special Issue on Video Analysis

Multidisciplinary Perspectives on Literacy Research: Second Edition

Part 1: "Difficulties in adopting a multidisciplinary approach"

Part 2: "Disciplinary perspectives and methodological approaches"

Part 3: "Specific disciplinary perspectives on literacy research"

Part 4: "Reaction papers"

What Counts as Knowledge in Educational Settings Disciplinary Knowledge, Assessment, and Curriculum

Rethinking Learning: What Counts as Learning and What Learning Counts

Multiple Perspective Analyses of Classroom Discourse (Advances in Discourse, Vol 28)

Epistemology and Educational Research: Gregory J. Kelly, The Pennsylvania State University

Green, Judith L., Gregory Camilli, and Patricia B. Elmore, eds., Handbook of Complementary Methods in Education Research. Mahwah, NJ: Lawrence Erlbaum, 2006

Gives guidelines on over40 kinds of research methods or approaches to educational inquiry; update... more Gives guidelines on over40 kinds of research methods or approaches to educational inquiry; updates the second edition (1997) or Complementary Methods for Research in Education

Positioning Theory and Discourse Analysis

Handbook of the Cultural Foundations of Learning, 2020

Languaging the Social Construction of Everyday Life in Classrooms

Interactional Ethnography

Routledge eBooks, Apr 19, 2018

Framing Issues of Theory and Methods for the Study of Science and Engineering Education

Routledge eBooks, Dec 17, 2018

Classrooms as Cultures: Understanding the Constructed Nature of Life in Classrooms

Primary Voices K, 1999

What counts as evidence in Educational settings? Rethinking equity, diversity, and reform in the 21th century

Introduction: What Counts as Evidence and Equity? - Allan Luke, Judith Green, and Gregory J. Kell... more Introduction: What Counts as Evidence and Equity? - Allan Luke, Judith Green, and Gregory J. Kelly The Uses of Evidence for Educational Policymaking: Global Contexts and International Trends - Alexander W. Wiseman Naming and Classifying: Theory, Evidence, and Equity in Education - Samuel R. Lucas and Lauren Beresford Education Rights and Classroom-Based Litigation: Shifting the Boundaries of Evidence - Kevin Welner Beyond Academic Outcomes - James G. Ladwig Defining Equity: Multiple Perspectives to Analyzing the Performance of Diverse Learners - Will J. Jordan New Technology and Digital Worlds: Analyzing Evidence of Equity in Access, Use, and Outcomes - Mark Warschauer and Tina Matuchniak Evidence of the Impact of School Reform on Systems Governance and Educational Bureaucracies in the United States - Gail L. Sunderman What Counts as Evidence of Educational Achievement? The Role of Constructs in the Pursuit of Equity in Assessment - Dylan Wiliam The Teacher Workforce and Problems of Educational Equity - Judith Warren Little and Lora Bartlett The Changing Social Spaces of Learning: Mapping New Mobilities - Kevin M. Leander, Nathan C. Phillips, Katherine Headrick Taylor

Ethnographic Spaces of Possibilities

Routledge eBooks, Jun 21, 2022

Classroom Interaction, Situated Learning

Springer eBooks, 2016

Routledge eBooks, Dec 17, 2018

Index viii Figures and Tables 7.1 Overview of logic of inquiry about students' emotional sense-ma... more Index viii Figures and Tables 7.1 Overview of logic of inquiry about students' emotional sense-making of climate change in an environmental science course 7.2 Subset of questions in the inquiry to explore what counted as emotional expressions 7.3 Subset of questions in the inquiry to make salient the nuances of emotional expressions 7.4 Subset of questions in the inquiry to analyze how individuals-within-the-collective emotionally engaged with particular aspects of climate change 7.5 Subset of questions in the inquiry to examine why emotions were expressed differently across time and space 8.1 Example Studio Code timeline 8.2 A section of the event map showing the highlighted transcribed events and episodes within each event 8.3 Example coding framework table 9.1 Meeting-level event map from the September 24, 2014 meeting 9.2 Excerpt of an episode-level event map of the September 24, 2014 meeting 9.3 Initial domain analysis 9.4 Excerpt from year-long event map with codes 9.5 Conversational factors that construct associated with moreand less-generative talk 9.6 Concept map: "Chemistry Phenomena" episode, September 2014 10.1 Researcher actions (x is a kind of y) 10.2 x is a kind of aspect influencing conceptualizing phenomena to be studied Tables 4.1 Phases of constructing an archive of records 4.2 Field notes example 4.3 Overview of construction of curriculum intervention 4.4 Portion of event map format 4.5 Sample transcript 5.1 A description and comparison of the activities in the experimental curriculum (EiE) and the comparison curriculum (E4C) 5.2 Descriptive statistics of the classrooms studied

Ethnography as a Logic of Inquiry

Methods of Research on Teaching the English Language Arts, 2005

... 6 Ethnography as a Logic of Inquiry Judith L. Green and Carol N. Dixon University of Californ... more ... 6 Ethnography as a Logic of Inquiry Judith L. Green and Carol N. Dixon University of California, Santa Barbara Amy Zaharlick The Ohio State University The previous version of this chapter concluded with a call for those engaged in ethnographic research in education to ...

Technology & Innovation, 2019

International Journal of Educational Research, 2016

Developing a Multi-faceted Research Process

Markee/The Handbook of Classroom Discourse and Interaction, 2015

Over the last four decades, researchers at the intersection of applied linguistics and education ... more Over the last four decades, researchers at the intersection of applied linguistics and education have developed a rich and varied set of research perspectives to examine what is interactionally accomplished in and through discourse in classrooms. These epistemological perspectives (ways of knowing) draw on conceptual and theoretical advances in anthropology, applied linguistics, education, linguistics, psychology, and sociology. The diversity of current epistemological approaches, and the range of issues that it is possible to examine through each, challenge those seeking to understand how to construct a multi‐faceted and multi‐ layered understanding of the complex nature of what is interactionally accomplished in and through classroom discourse. In this chapter, we propose an ethnographic perspective, an orienting logic of inquiry, (Green 1983; Green and Bloome 1997), that is designed to support readers‐as‐analysts in:

Multiple Perspective Analyses of Classroom Discourse

Language, 1990

SIDALC - Alianza de Servicios de Información Agropecuaria.

Review of Research in Education, 2020

Handbook of Complementary Methods in Education Research, 2006

AERA through its advocacy and support of the Handbook of Complementary Methods in Education Resea... more AERA through its advocacy and support of the Handbook of Complementary Methods in Education Research (CMER) continues its commitment to (1) research training for students, (2) expanding professional knowledge of research practitioners, and (3) promoting understandings about the epistemologies, techniques, and results of diverse research methods and programs of research. Accordingly, this Handbook is designed to expose graduate students and researchers to a broad range of research methods and the kinds of questions these methods address. This volume continues this professional development tradition, by making available the vibrant growth and evolution of new
epistemologies, perspectives, and methods for research in the field of education.

Caletroscópio

Why interactional ethnography? Guidebook for TL-TS: Three telling Cases of the Logic In Use, 2020

This is a conceptual guide for the Interactional Ethnography as a logic-of-inquiry and formed a b... more This is a conceptual guide for the Interactional Ethnography as a logic-of-inquiry and formed a basis for the TL-TS interview with Angel Lin and members of her TL-TS Research group. https://www.youtube.com/watch?v=978b4zBB7mU

This is a guidebook for Interactional Ethnography developed for the National Conference Teachers ... more This is a guidebook for Interactional Ethnography developed for the National Conference Teachers of English Assembly for Research Meeting.

This is a research guidebook presented at the IRMSS Summer School in Ireland on Research Methods.... more This is a research guidebook presented at the IRMSS Summer School in Ireland on Research Methods. It contains thought problems that readers can engage in to explore the logic-in-use for Interactional Ethnography.

Groundhog Day as a telling case of an interactional ethnography approach to analysis, 2019

This powerpoint provides a way of tracing the logic-of-analysis that constitutes an Interactional... more This powerpoint provides a way of tracing the logic-of-analysis that constitutes an Interactional Ethnographic logic-of-analysis of a movie-- Groundhog Day as a telling case