Studying the Over-Time Construction of Knowledge in Educational Settings: A Microethnographic Discourse Analysis Approach

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Review of Research in Education Pub Date : 2020-03-01 DOI:10.3102/0091732X20903121
Judith L. Green, W. Baker, M. Chian, Carmen Vanderhoof, L. Hooper, G. J. Kelly, Audra Skukauskaitė, Melinda Kalainoff
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引用次数: 20

Abstract

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.
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教育环境下知识的长期建构研究:微观图像语篇分析方法
本文综述了支持微民族志话语分析(ME/DA)方法研究教育现象的理论基础。全文分为两部分。第1部分分析了两篇开创性的文献综述,这些文献综述构建了微民族志的理论和方法发展,并在不同学习者的课堂上发挥了语言的作用。第2部分提供了两个生动的案例研究,说明了(ME/DA)方法的探究逻辑。这些生动的案例研究使教育文化视角的理论考虑如何为研究方法的决策提供信息变得透明。有意义的案例研究1使探究逻辑变得透明,以说明物理课堂上参与者之间的话语和行为的微观分析如何为确定不同群体如何承担共同任务提供经验基础。本个案研究展示了民族志话语分析如何为从理论上识别知识建构的社会过程奠定基础。讲述案例研究2进行了透明的多层次分析,以检查艺术解释的创造性过程在艺术工作室课堂上跨多个活动周期进行交流和采用的方式。综上所述,这些生动的案例研究为ME/DA如何为调查不同教育背景下的复杂学习过程提供了理论基础的探究逻辑提供了证据。
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来源期刊
Review of Research in Education
Review of Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
15.70
自引率
0.00%
发文量
14
期刊介绍: Review of Research in Education (RRE), published annually since 1973 (approximately 416 pp./volume year), provides an overview and descriptive analysis of selected topics of relevant research literature through critical and synthesizing essays. Articles are usually solicited for specific RRE issues. There may also be calls for papers. RRE promotes discussion and controversy about research problems in addition to pulling together and summarizing the work in a field.
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