Bridging the Gap between Theory and Practice in Educational Research: Methods at the Margins

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Sonst. Personen	Winkle-Wagner, Rachelle (Hrsg.); Hunter, Cheryl A. (Hrsg.); Ortloff, Debora Hinderliter (Hrsg.)
Titel	Bridging the Gap between Theory and Practice in Educational Research: Methods at the Margins
Quelle	(2009), (284 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-2306-1072-2; 978-0-2306-1072-9
Schlagwörter	American Indian History; Educational Research; Models; Research Methodology; American Indians; Citizenship Education; American Indian Education; Theory Practice Relationship; Learning Processes; Sexuality; Qualitative Research; Statistical Analysis; Disproportionate Representation; Politics of Education; Scholarship; Activism; Epistemology; Hispanic American Students; Racial Factors; Empowerment; Social Bias; Critical Theory; Adolescents; Homosexuality; Language Usage; Global Approach; Educational Policy; Foreign Countries + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Analogiemodell; Research method; Forschungsmethode; American Indian; Indianer; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Theorie-Praxis-Beziehung; Learning process; Lernprozess; Sexualität; Qualitative Forschung; Statistische Analyse; Educational policy; Bildungspolitik; Scholarships; Stipendium; Aktivismus; Politischer Protest; Erkenntnistheorie; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Kritische Theorie; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Homosexualität; Sprachgebrauch; Globales Denken; Politics of education; Ausland
Abstract	This book provides new ways of thinking about educational processes, using quantitative and qualitative methodologies. Concrete examples of research techniques are provided for those conducting research with marginalized populations or about marginalized ideas. This volume asserts theoretical models related to research methods and the study of underrepresented groups. Ultimately, it aims at expanding knowledge itself--altering the center by allowing the margins to inform it--allowing it to be created and extended to include those ways of knowing that have historically been unexplored or ignored. This book is divided into three parts. Part I, Theory, contains the following: (1) The Politics of Knowledge: What an examination of the Margins can Offer (Barbara Dennis); (2) On the Tasks of the Critical Educational Scholar/Activist (Michael Apple); (3) Making Sense of the Call for Scientifically Based Research in Education (Ginette Delandshere); (4) Playing at the Margins: Methodological Innovations With a Purpose (Phil Carspecken); and (5) Theory of the Margins: Liberating Research in Education (Barbara Dennis). Part II, Methodology, contains the following: (6) Uncloaking Epistemologies through Methodology (Adrea Lawrence); (7) Research as if Place Mattered: Towards a Methodology of Emplacement (Joshua Hunter); (8) Twisted Time: The Educative Chronologies of American Indian History (Don Warren); (9) Researching Hispanic Undergraduates: Conceptual and Methodological Unease (Amaury Nora); and (10) Cross-racial Validation: The Process of Validating Research Across Racial Lines (Rachelle Winkle-Wagner). Part III, Exemplars, contains the following: (11) Engaging the Margins: Working Toward a Methodology of Empowerment (Joshua Hunter); (12) Educating the "Savage" and "Civilized": Santa Clara Pueblo Indians at the 1904 St. Louis Expo (Adrea Lawrence); (13) "Intimately Biased": Creating Purposeful Research in American Indian Education with Appropriate and Authentic Methodology (Tarajean Yazzie-Mintz); (14) Lesbian Youth and the "Not Girl" Gender: Explorations of Adolescent Lesbian Lives through Critical Life Story Research (Elizabethe Payne); (15) Breaking the Hymen and Reclaiming the "Cherry": Adolescent Language Use in Negotiations of Autonomy in a Sexuality Education Program (Cheryl A. Hunter); (16) Citizenship Education in the Global Era (Debora Hinderliter Ortloff); and (17) Quantitative Approaches as a Bridge from the Invisible to the Visible: The Case of Basic Education Policy in a Disadvantaged Nation (Aki Yonehara). (ERIC).
Anmerkungen	Palgrave Macmillan. 175 Fifth Avenue, New York, NY 10010. Tel: 888-830-8477; Fax: 800-672-2054; Web site: http://www.palgrave-usa.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10