자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

Lincoln, Yvonna, and Egon Guba, "Postpositivism and the Naturalist Paradigm," pp. 14-46 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry . Beverly Hills, CA: Sage, 1985.*

การวจยเชงคณภาพ เปนเครองมอสำคญอยางหนงสำหรบทำความเขาใจสงคมและพฤตกรรมมนษย การวจยแบบการสรางทฤษฎจากขอมล กเปนหนงในหลายระเบยบวธการวจยเชงคณภาพทกำลงไดรบความสนใจ และเปนทนยมเพมสงขนเรอยๆ จากนกวชาการ และนกวจยในสาขาสงคมศาสตร และศาสตรอนๆ เชน พฤตกรรมศาสตร สงคมวทยา สาธารณสขศาสตร พยาบาลศาสตร จตวทยาสงคม ศกษาศาสตร รฐศาสตร และสารสนเทศศกษา ดงนน หนงสอเรอง “ConstructingGrounded Theory: A Practical Guide through Qualitative Analysis” หรอ “การสรางทฤษฎจากขอมล:แนวทางการปฏบตผานการวเคราะหเชงคณภาพ” จะชวยใหผอานมความรความเขาใจถงพฒนาการของปฏบตการวจยแบบสรางทฤษฎจากขอมล ตลอดจนแนวทาง และกระบวนการปฏบตการวจยอยางเปนระบบ จงเปนหนงสอทควรคาแกการอานโดยเฉพาะนกวจยรนใหม เพอเปนแนวทางในการนำความรความเขาใจไประยกตในงานวจยของตน อกทงนกวจยผเชยวชาญสามารถอานเพอขยายมโนทศนดานวจยใหกวางขวางขน

Constructing Grounded Theory: A Practical Guide through Qualitative Analysis

Coming to terms with “diversity” and “multiculturalism” in teacher education: Learning about our students, changing our practice

In this article we outline the ‘walls of whiteness’ that make it difficult to teach the sociology of race and racism and make it difficult for students at historically white colleges and universiti...

Teaching Race at Historically White Colleges and Universities: Identifying and Dismantling the Walls of Whiteness:

In this chapter, we articulate dialogue as a research stance or methodology. We begin by outlining our process in exploring dialogue. We propose that professional dialogue allows researchers to explore ideas, theories, concepts, and practice so that the understandings or assertions for action uncoffered provide a basis for confident action: physical, mental, or explanatory. Once an idea is put forward in this method of inquiry, it is met with reflection, critique, supportive anecdote, or explanation and analysis which interrogates and thus establishes the power of the learning as a basis for meaning making, understanding, or practical action. In a similar way, a situation, context, or experience is met with critique and analysis whereby competing, modified, or deeper supportive response can follow. Even if the dialogue gets passionate at times, it is not argument or disputation. In dialogue, practice, theory, and experience are intertwined. Since the investigation is focused on human interaction, the “findings” or “results” that emerge and the inquiry itself exist in an inconclusive state within a zone of maximal contact in the time frames of past, present, and future. To anchor this definition, we provide an analysis of segments of on-line chats. Next we position our ideas concerning dialogue against other historical and theoretical perspectives. We consider what dialogue is rather than what it should be; explore the use of dialogue for a purpose rather than just to converse, and, finally, articulate the dilemma of reaching consensus or truth in contrast with embracing multiple interpretations. We further support readers’ understanding of what we mean by dialogue as methodology or research stance through the presentation of our past work in terms of our current understanding of dialogue. Finally we re-present our definition of dialogue through an analysis of an audiotaped conversation recorded while writing this chapter. A method for examining professional practice must embrace the inconclusive nature of human interaction and yet allow for findings about which one can have su3cient confidence that action can be taken and that understanding from one situation can be used in analysis of another.

The Epistemological Dimensions and Dynamics of Professional Dialogue In Self-Study

This papaer examines professional dialogue as a crucial element in r self-study practice and research. Over time our group has consistently employed professional dialogue to critically explore our work. Using electronic communiques, institutional documents, informal interviews, and more we have recorded and analyzed our experiences in academia and beyond. In this work we begin to question Dialogue as either method or methodology. We consider the interweaving: how we talk about practice and how we practice teaching and teacher education individually, collectively, and individually again. We consider the themes of community, cycles, and knowledge building for knowing and using dialogue. Finally we assert that through dialogue, we come to more clearly walk our talk.

Exploring the Concept of Dialogue in the Self-Study of Teaching Practices

From an ethnographic case study of a state-funded residential school for the Deaf, the authors employed Critical Discourse Analysis to identify competing discourses in the talk of educators. These discourses are embedded in the historical oppression and labeling of deaf people as disabled and the development of Deaf culture as a counter-discourse. Implications include changing teacher/administrator hiring practices, improving professional development options, and distributing power between Deaf and hearing educators.

Peggy Placier

Papers

Coming to terms with “diversity” and “multiculturalism” in teacher education: Learning about our students, changing our practice

Teaching Race at Historically White Colleges and Universities: Identifying and Dismantling the Walls of Whiteness:

The Epistemological Dimensions and Dynamics of Professional Dialogue In Self-Study

Exploring the Concept of Dialogue in the Self-Study of Teaching Practices

Deaf Culture and Competing Discourses in a Residential School for the Deaf: "Can Do" versus "Can't Do".