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International Handbook of Interpretation in Educational Research

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Table of Contents

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    Book Overview
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    Chapter 1 Varieties of Interpretation in Educational Research: How We Frame the Project
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    Chapter 2 Interpretation, Social Science, and Educational Research
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    Chapter 3 Ethical Problems of Interpretation in Educational Research
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    Chapter 4 “A Demand for Philosophy”: Interpretation, Educational Research, and Transformative Practice
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    Chapter 5 Introduction
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    Chapter 6 1.1 Historical Narratives in Ethiopia
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    Chapter 7 1.2 Interpreting Street Narratives of Children and Parents in Indonesia
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    Chapter 8 1.3 A Rhetorical Approach to Classroom Narrative Study: Interpreting Narration as an Ethical Resource for Teaching in the USA
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    Chapter 9 1.4 Dialogue in Narrative Inquiry: Collaboration in Doctoral Study in the USA
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    Chapter 10 1.5 Narrative and the Transmission of Traditions: Informal Learning Among Italian Artisan Stone Carvers
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    Chapter 11 1.6 Ethnography of Primary School Teaching in Tanzania
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    Chapter 12 1.7 Life History Research and the Interpretation of Working Class Success in Higher Education in the United Kingdom
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    Chapter 13 1.8 An Awareness of the Feminist Subject: An Example of Collective Biography Writing in Poststructuralist Discourse Practice
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    Chapter 14 Introduction
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    Chapter 15 2.1 Using Critical Discourse Analysis to Interpret Educational Policy on School Exclusion in England and Wales
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    Chapter 16 2.2 Interpreting Websites in Educational Contexts: A Social-Semiotic, Multimodal Approach
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    Chapter 17 2.3 CDA and Participatory Action Research: A New Approach to Shared Processes of Interpretation in Educational Research
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    Chapter 18 2.4 Discourses of Intercultural Communication and Education
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    Chapter 19 2.5 Literacy in the Community: The Interpretation of “Local” Literacy Practices Through Ethnography
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    Chapter 20 2.6 Touch Points and Tacit Practices: How Videogame Designers Help Literacy Studies
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    Chapter 21 International Handbook of Interpretation in Educational Research
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    Chapter 22 2.8 Moving from “Interesting Data” to a Publishable Research Article: Some Interpretive and Representational Dilemmas in a Linguistic Ethnographic Analysis of an English Literacy Lesson
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    Chapter 23 Introduction
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    Chapter 24 3.1 People “of Passage”: An Intercultural Educator’s Interpretation of Diversity and Cultural Identity in Italy
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    Chapter 25 3.2 Constructing Collaborative Interpretations: Children as Co-researchers in an Ethnographic Study in Argentina
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    Chapter 26 3.3 Learning to Survive in Sri Lanka: Education and Training in Times of Catastrophe
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    Chapter 27 3.4 Negotiating the Boundaries Within: An Anthropologist at Home in a Multiethnic Neighborhood in Urban Japan
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    Chapter 28 3.5 Us and Them: What Categories Reveal About Roma and Non-Roma in the Czech Republic
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    Chapter 29 3.6 Working Backwards: A Methodological Autobiography
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    Chapter 30 3.7 Observing Schools in Disadvantaged Neighborhoods in France
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    Chapter 31 3.8 Doubly Reflexive Ethnography for Collaborative Research in Mexico
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    Chapter 32 Introduction
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    Chapter 33 4.1 On the Subject of Sex: An Ethnographic Approach to Gender, Sexuality, and Sexual Learning in England
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    Chapter 34 4.2 The “Gay Eye” of a Researcher and a Student in a Hungarian School: Autoethnography as Critical Interpretation of the Subject
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    Chapter 35 4.3 “Of Time and the City”: Young People’s Ethnographic Accounts of Identity and Urban Experience in Canada
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    Chapter 36 4.4 Interpreting Visual (and Verbal) Data: Teenagers’ Views on Belonging to a Language Minority Group in Finland
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    Chapter 37 4.5 Interpreting Education Policy and Primary Teachers’ Work in England
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    Chapter 38 4.6 Mediating Systemic Change Through Sociocultural Methods in Educational Systems in the USA
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    Chapter 39 4.7 Changing Teacher Education in Sweden? A Meta-ethnographic Analysis Based on Three Long-Term Policy Ethnographic Investigations
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    Chapter 40 4.8 Problematizing Evaluative Categorizations: Collaborative and Multisited Interpretations of Constructions of Normality in Estonia and Finland
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    Chapter 41 Introduction
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    Chapter 42 5.1 A Footnote to Plato: Interpreting the History of Secondary Education in Mid-Twentieth-Century England
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    Chapter 43 5.2 Silences and Interpretations: Historical Approaches in Understanding Classroom Teachers from the Past
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    Chapter 44 5.3 Liminality: Interpreting Research on Learning in the Context of the History of Childhood
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    Chapter 45 5.4 Interpretation in a Historical Approach to Reading
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    Chapter 46 5.5 Curriculum History and Interpretation
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    Chapter 47 5.6 Vocational Education, Gender, and Inequality in Hamburg, Germany, 1849–1914
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    Chapter 48 5.7 Educational Policy in Historical Perspective: Interpreting the Macro and the Micro Politics of Schooling
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    Chapter 49 5.8 Nonformal Education on Display
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    Chapter 50 Introduction
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    Chapter 51 6.1 Indigenous Students’ Learning of School Science: A Philosophical Interpretation
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    Chapter 52 6.2 Teaching and Learning for Citizenship in a Postapartheid South African University Classroom: An Interpretive Interlude
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    Chapter 53 6.3 Language, Meaning, and the Other in Curriculum Research
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    Chapter 54 6.4 The Open Space of Liberal Democracy: Interpreting the National Tests of Citizenship Competencies in Colombia
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    Chapter 55 6.5 A “Jill” of All Trades and Mistress of One: Interpretation, School Leadership, and Philosophy of Education
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    Chapter 56 6.6 Philosophical Approaches to Educational Research: Justice, Democracy, and Education
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    Chapter 57 6.7 Education Policy from the Perspective of Governmentality
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    Chapter 58 6.8 Philosophy at Work in the Study of Parenting and Parenting Support in Flanders
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    Chapter 59 Introduction
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    Chapter 60 7.1 Interpretation in the Process of Designing Effective Learning Materials: A Design-Based Research Example
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    Chapter 61 7.2 Interpretation of Research on Technology Integration in Teacher Education in the USA: Preparation and Current Practices
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    Chapter 62 7.3 Theory-Driven Evaluation Studies: Establishing Links Between Research, Policy, and Practice
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    Chapter 63 7.4 Juxtaposing Interpretations of Research on School Principalship
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    Chapter 64 7.5 Researching Equity and Effectiveness in Education: Examples from the UK and Germany
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    Chapter 65 7.6 Beyond the Quantification of Irregular Migrants: From “Knowledge on the Case” to “Knowing How to Go On”
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    Chapter 66 7.7 Interpreting Statistics in an English Team-Based Evaluation
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    Chapter 67 7.8 Making Sense of Layers of Interpretation in Quantitative Educational Research
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    Chapter 68 Introduction
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    Chapter 69 8.1 Hermeneutics of Linguistic Ethnography: Teachers and Students Losing and Finding Their Voices
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    Chapter 70 8.2 Making an Appearance on the Shelves of the Room We Call Research: Autoethnography-as-Storyline-as-Interpretation in Education
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    Chapter 71 8.3 Critical Interdisciplinarity and Noticing Absences
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    Chapter 72 8.4 Theorizing Relational Privacy: Embodied Perspectives to Support Ethical Professional Pedagogies
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    Chapter 73 8.5 Interpreting the International and Intranational “Translation” of Educational Policy and Practice: A Case of Opportunism, Serendipity, and Bricolage
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    Chapter 74 8.6 Five Conversations and Three Notes on the “Soviet,” or Finding a Place for Personal History in the Study of Teacher Education Policy in Kazakhstan
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    Chapter 75 8.7 Masks as Methodology and the Phenomenological Turn: Issues of Interpretation
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    Chapter 76 8.8 Writing and the Articulation of Disciplinary Identifications: A Psychoanalytic Exploration of Methodological Practice
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    Chapter 77 8.9 Strange Attractors: Myth, Dream, and Memory in Educational Methodology
Overall attention for this book and its chapters
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Title
International Handbook of Interpretation in Educational Research
Published by
Springer Netherlands, January 2015
DOI 10.1007/978-94-017-9282-0
ISBNs
978-9-40-179281-3, 978-9-40-179282-0
Editors

Paul Smeyers, David Bridges, Nicholas C. Burbules, Morwenna Griffiths

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 166 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United Kingdom 4 2%
Germany 1 <1%
Hungary 1 <1%
Mexico 1 <1%
Philippines 1 <1%
Unknown 158 95%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 36 22%
Student > Master 28 17%
Student > Doctoral Student 25 15%
Lecturer 21 13%
Researcher 8 5%
Other 23 14%
Unknown 25 15%
Readers by discipline Count As %
Social Sciences 77 46%
Arts and Humanities 17 10%
Linguistics 12 7%
Business, Management and Accounting 5 3%
Psychology 5 3%
Other 24 14%
Unknown 26 16%