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Qualitative research for education: An introduction to theories and methods

From the Publisher: 
A Question of Identity 
Life on the Screen is a fascinating and wide-ranging investigation of the impact of computers and networking on society, peoples' perceptions of themselves, and the individual's relationship to machines. Sherry Turkle, a Professor of the Sociology of Science at MIT and a licensed psychologist, uses Internet MUDs (multi-user domains, or in older gaming parlance multi-user dungeons) as a launching pad for explorations of software design, user interfaces, simulation, artificial intelligence, artificial life, agents, "bots," virtual reality, and "the on-line way of life." 
Turkle's discussion of postmodernism is particularly enlightening. She shows how postmodern concepts in art, architecture, and ethics are related to concrete topics much closer to home, for example AI research (Minsky's "Society of Mind") and even MUDs (exemplified by students with X-window terminals who are doing homework in one window and simultaneously playing out several different roles in the same MUD in other windows). Those of you who have (like me) been turned off by the shallow, pretentious, meaningless paintings and sculptures that litter our museums of modern art may have a different perspective after hearing what Turkle has to say. 
This is a psychoanalytical book, not a technical one. However, software developers and engineers will find it highly accessible because of the depth of the author's technical understanding and credibility. Unlike most other authors in this genre, Turkle does not constantly jar the technically-literate reader with blatant errors or bogus assertions about how things work. Although I personally don't have time or patience for MUDs,view most of AI as snake-oil, and abhor postmodern architecture, I thought the time spent reading this book was an extremely good investment.

스크린 위의 삶 = Life on the screen : identity in the age of the internet

The culture of education

This is a review of Collected Works of John Tate. Parts I, II, edited by Barry Mazur and Jean-Pierre Serre. American Mathematical Society, Providence, Rhode Island, 2016. For several decades it has been clear to the friends and colleagues of John Tate that a “Collected Works” was merited. The award of the Abel Prize to Tate in 2010 added impetus, and finally, in Tate’s ninety-second year we have these two magnificent volumes, edited by Barry Mazur and Jean-Pierre Serre. Beyond Tate’s published articles, they include five unpublished articles and a selection of his letters, most accompanied by Tate’s comments, and a collection of photographs of Tate. For an overview of Tate’s work, the editors refer the reader to [4]. Before discussing the volumes, I describe some of Tate’s work. 1. Hecke L-series and Tate’s thesis Like many budding number theorists, Tate’s favorite theorem when young was Gauss’s law of quadratic reciprocity. When he arrived at Princeton as a graduate student in 1946, he was fortunate to find there the person, Emil Artin, who had discovered the most general reciprocity law, so solving Hilbert’s ninth problem. By 1920, the German school of algebraic number theorists (Hilbert, Weber, . . .) together with its brilliant student Takagi had succeeded in classifying the abelian extensions of a number field K: to each group I of ideal classes in K, there is attached an extension L of K (the class field of I); the group I determines the arithmetic of the extension L/K, and the Galois group of L/K is isomorphic to I. Artin’s contribution was to prove (in 1927) that there is a natural isomorphism from I to the Galois group of L/K. When the base field contains an appropriate root of 1, Artin’s isomorphism gives a reciprocity law, and all possible reciprocity laws arise this way. In the 1930s, Chevalley reworked abelian class field theory. In particular, he replaced “ideals” with his “idèles” which greatly clarified the relation between the local and global aspects of the theory. For his thesis, Artin suggested that Tate do the same for Hecke L-series. When Hecke proved that the abelian L-functions of number fields (generalizations of Dirichlet’s L-functions) have an analytic continuation throughout the plane with a functional equation of the expected type, he saw that his methods applied even to a new kind of L-function, now named after him. Once Tate had developed his harmonic analysis of local fields and of the idèle group, he was able prove analytic continuation and functional equations for all the relevant L-series without Hecke’s complicated theta-formulas. Received by the editors September 5, 2016. 2010 Mathematics Subject Classification. Primary 01A75, 11-06, 14-06. c ©2017 American Mathematical Society

The collected works

A catalogue record for this book is available from the British Library ISBN 0 521 82347 1 hardback ISBN 0 521 53032 6 paperback Contents List of tables page vii Preface to the second edition ix Preface to the first edition xii 1 Why a global language? 1 What is a global language? 3 What makes a global language? 7 Why do we need a global language? 11 What are the dangers of a global language? 14 Could anything stop a global language? 25 A critical era 27 2 Why English? The historical context 29 Origins 30 America 31 Canada 36 The Caribbean 39 Australia and New Zealand 40 South Africa 43 South Asia 46 Former colonial Africa 49 Southeast Asia and the South Pacific 54 A world view 59 v Contents

English as a global language

Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups

This structured review examined (academic) publications on flipped or inverted classrooms based on all Scopus database (n = 530) references available until mid-June 2016. The flipped or inverted classroom approach has gained widespread attention during the latest decade and is based on the idea of improving student learning by prepared self-studies via technology-based resources (‘flips’) followed by high-quality, in-class teaching and learning activities. However, only a few attempts have been made to review the knowledge of the field of interest more systematically. This article seeks to address this problem and investigates what constitutes the research on flipped classrooms and, in particular, to examine the knowledge contributions with the field so far in relation to the wider research topic of educational technology. This review found that the current state of flipped classrooms as a field of interest is growing fast, with a slight conference preference and a focus on higher education and STEM (science, technology, engineering and math) area contributions, with the US as the predominant geographical context. It is concluded that studies on flipped classrooms are dominated by studies in higher education sector and are relatively local in character. The research tends not to interact beyond the two clusters of general education/educational technology and subject-specific areas. This implies that knowledge contributions related to the flipped classroom approach are relatively siloed and fragmented and have yet to stabilise. Academically and socially, the research is quite scattered, and only local evidence and experiences are available. The knowledge contributions within this field of interest seem to be anecdotal rather than systematically researched. To a large extent, the research lacks anchoring in, for example, learning theory or instructional design known from educational technology traditions and which would have helped much of the flipped classroom research to examine aspects of the flipped classroom approach more fully.

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Higher education dominance and siloed knowledge: a systematic review of flipped classroom research

Young people’s interaction online is rapidly increasing, which enables new spaces for communication; the impact on learning, however, is not yet acknowledged in education. The aim of this exploratory case study is to scrutinize how students frame their interaction in social networking sites (SNS) in school practices and what that implies for educational language teaching and learning practices. Analytically, the study departs from a sociocultural perspective on learning, and adopts conceptual distinctions of frame analysis. The results based on ethnographic data from a Facebook group in English-learning classes, with 60 students aged between 13 and 16 from Colombia, Finland, Sweden and Taiwan indicate that there is a possibility for boundary crossing, which could generate extended spaces for collaborative language-learning activities in educational contexts where students combine their school subject of learning language and their communicative use of language in their everyday life. Such extended spaces are, however, difficult to maintain and have to be recurrently negotiated. To take advantage of young people’s various dynamic communicative uses of language in their everyday life in social media, the implementation of such media for educational purposes has to be deliberately, collaboratively and dynamically negotiated by educators and students to form a new language-learning space with its own potentials and constraints.

Crossing boundaries in Facebook: Students’ framing of language learning activities as extended spaces

The point of departure for this article is an assumed gap between the different communities concerned with the practices of teaching or researching information literacy. Its purpose is to discuss some critical features of teaching information literacy identified in three previous research studies with a view toward understanding how they support meaningful learning outcomes and what the implications of this understanding are for information literacy education. The analysis is framed by a sociocultural perspective of learning that views information seeking and learning as social practices set within the discursive practice of school. The findings indicate that teacher/student interaction with a focus on learning goals and content is a vital condition for students' meaningful learning. Focus on the object of teaching, away from information seeking skills toward an emphasis on the quality of students' research questions, on negotiating learning goals between pedagogues and students, and on the critical evaluation of information sources related to the knowledge contents of students' assignments improves learning. The conclusions are that observing such critical features of information literacy in teaching may allow the discursive practice of school to be reshaped in favour of more genuine research-based learning. A second conclusion is that there are mutual benefits in a closer interaction between the communities of teaching and researching information literacy.

Annika Lantz-Andersson

Papers

Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups

Higher education dominance and siloed knowledge: a systematic review of flipped classroom research

Crossing boundaries in Facebook: Students’ framing of language learning activities as extended spaces

What matters? Shaping meaningful learning through teaching information literacy

What Matters? Shaping Meaningful Learning through Teaching Information Literacy