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class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" alt="Judith L Green" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/10819/3653/21016275/s200_judith.green.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Judith L Green</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://ucsb.academia.edu/">University of California, Santa Barbara</a>, <a class="u-tcGrayDarker" href="https://ucsb.academia.edu/Departments/Gevirtz_Graduate_School_of_Education/Documents">Gevirtz Graduate School of Education</a>, <span class="u-tcGrayDarker">Emerita</span></div><div><a class="u-tcGrayDarker" href="https://ucsb.academia.edu/">University of California, Santa Barbara</a>, <a class="u-tcGrayDarker" href="https://ucsb.academia.edu/Departments/Education/Documents">Education</a>, <span class="u-tcGrayDarker">Faculty Member</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Judith" data-follow-user-id="10819" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" data-broccoli-component="user-info.unfollow-button" data-click-track="profile-user-info-unfollow-button" data-unfollow-user-id="10819"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">done</span>Following</button></div></div><div class="user-stats-container"><a><div class="stat-container js-profile-followers"><p class="label">Followers</p><p class="data">24,529</p></div></a><a><div class="stat-container js-profile-followees" data-broccoli-component="user-info.followees-count" data-click-track="profile-expand-user-info-following"><p class="label">Following</p><p class="data">1,364</p></div></a><a><div class="stat-container js-profile-coauthors" data-broccoli-component="user-info.coauthors-count" data-click-track="profile-expand-user-info-coauthors"><p class="label">Co-authors</p><p class="data">31</p></div></a><div class="js-mentions-count-container" style="display: none;"><a href="/JudithGreen/mentions"><div class="stat-container"><p class="label">Mentions</p><p class="data"></p></div></a></div><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="user-bio-container"><div class="profile-bio fake-truncate js-profile-about" style="margin: 0px;">Biography:<br />My teaching and research focus on teaching-learning relationships, disciplinary knowledge as socially constructed, and ethnographic research and discourse studies of the patterns of everyday life in classroom.<br /><br />Questions that I explore in my research and in my classes include:<br /><br />•  How do children gain access to school knowledge?<br />•  What counts as literacy and learning in school settings?<br />•  How is disciplinary knowledge socially constructed?<br />•  What opportunities for learning are constructed in <br />  classrooms, and who has access to these opportunities?<br />•  How does the theory you select shape your research <br />  questions, the methods you use, and the claims that you <br />  can make about a phenomenon?<br />•  How can educational reforms be evaluated using a <br />  dynamic and over time process?<br /><br />As a founding member of the Santa Barbara Classroom Discourse Group, a collaborative community of teacher ethnographers, student ethnographers and university-based ethnographers, I explore questions guided by theories on the social construction of knowledge. Our goal is to identify principles of practices that teachers (and others) use to support equity of access for all students.<br /><br /><br />My research spans 6 decades and is designed to explore education from the lived experiences of participants and how decisions inside and beyond the classroom door support and/or constrain equity of access to learning within and across disciplines and levels of schooling.  The Interactional Ethnographic research logic-of-analysis and inquiry that colleagues have I have developed is designed to support researchers in stepping back from the known and then engaging in transdisciplinary ways of entering, engaging with and learning from those whose lifeworlds I have entered or seek to engage with to learn ways of knowing, being and doing language, literacy and discipline-based processes and practices of the social group.<br /><br />Educational Background<br /><br />I have been teaching for more than 4 decades across levels of schooling (K-20). I received my M.A. in Educational Psychology from California State University, Northridge (1970), where I learned about child and language development. I received my Ph.D. from the University of California, Berkeley, where I explored the relationships between teaching and learning, literacy and knowledge construction. My recent research focuses on how classroom practices support access to students across academic disciplines in classrooms and in virtual communities. <br /><br />Emphasis:<br />Learning, Culture & Technology Studies, Research Methodology, Cultural Perspectives & Comparative Education<br /><br />Research Interests:<br />Learning within and across disciplines; Learning and technology; Classroom research; Literacy across disciplines; Learning in community; Research methods--qualitative, ethnographic; Cross case research; Action research; Early childhood education; Knowledge construction in classrooms<br /><span class="u-fw700">Supervisors: </span>Hermine Marshall, Paul Ammon, John Gumperz, Robert Ruddell, and Millie Almy<br /><span class="u-fw700">Phone: </span>805-403-2916<br /><b>Address: </b>Gevirtz Graduate School of Education<br />University of California, Santa Barbara<br />Santa Barbara, CA 93105<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="suggested-academics-container"><div class="suggested-academics--header"><p class="ds2-5-body-md-bold">Related Authors</p></div><ul class="suggested-user-card-list"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://kuleuven.academia.edu/NoelBSalazar"><img class="profile-avatar u-positionAbsolute" alt="Noel B. 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Presentations</span></a></li><li class="nav-chip more-tab" role="presentation"><a class="js-profile-documents-more-tab link-unstyled u-textTruncate" data-toggle="dropdown" role="tab">More  <i class="fa fa-chevron-down"></i></a><ul class="js-profile-documents-more-dropdown dropdown-menu dropdown-menu-right profile-documents-more-dropdown" role="menu"><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="Teaching-Documents" data-toggle="tab" href="#teachingdocuments" role="tab" style="border: none;"><span>1</span> Teaching Documents</a></li></ul></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Books" id="Books"><h3 class="profile--tab_heading_container">Books by Judith L Green</h3></div><div class="js-work-strip profile--work_container" data-work-id="113452754"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/113452754/Understanding_Teaching_and_Learning"><img alt="Research paper thumbnail of Understanding Teaching and Learning" class="work-thumbnail" src="https://attachments.academia-assets.com/110407686/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/113452754/Understanding_Teaching_and_Learning">Understanding Teaching and Learning</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">collaborative spirit of this project to showcase and promote classroom research on teaching and l...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">collaborative spirit of this project to showcase and promote classroom research on teaching and learning. All of them gave their time generously by participating in various activities associated with the projectthe workshop, the symposium as well as the timely review of chaptersthat culminated in this book. My sincere gratitude goes to Greta Morine-Dershimer and Alison Gilmore for their advice throughout this project. I am also indebted to Adrienne Alton-Lee, Wally Penetito and Judith Green for their contributions in making the symposium a resounding success through their presentations and participation. I am thankful to the Graham Nuthall Classroom Research Trust for funding this project. Jill Nuthall, Peter Allen, Jane McChesney and Keryn Davis were particularly helpful in organising the symposium and always willing to respond promptly to my requests for help. Administrative and logistical assistance sanctioned by Greg Lee, the then Head of the School of Educational Studies and Human Development at the University of Canterbury, and gladly provided by Tina Frayle, Anne Guy, Kathleen Ell and Kirsty Fraser, is gratefully acknowledged. Deb Hill worked with a great deal of humour to help me prepare the proposal for prospective publishers, and suggested the subtitle for the book. I feel fortunate to have the keen backing of my work from Jean McPhail, Kathleen Quinlivan, Fleur Harris and Sukhdeep Gill who repeatedly step up to the plate irrespective of the nature of the task or the unwieldy timeframes of my requests. Editorial expertise of Tanya Tremewan and Jenny Heine could not have come at a more opportune moment and has been crucial for completing this project. My appreciation goes to Peter de Liefde at Sense Publications who liked the idea of this book and decided to proceed with its publication. Finally, I deeply appreciate the encouragement and affirmation I receive from Avtar Chauhan for pursuing my work uninterrupted.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fc526aaf34313a4068f12dda239068c7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":110407686,"asset_id":113452754,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/110407686/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113452754"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113452754"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113452754; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="60263293"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/60263293/Multimodality_in_Problem_Based_Learning_PBL_An_Interactional_Ethnography"><img alt="Research paper thumbnail of Multimodality in Problem-Based Learning (PBL): An Interactional Ethnography" class="work-thumbnail" src="https://attachments.academia-assets.com/73787059/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/60263293/Multimodality_in_Problem_Based_Learning_PBL_An_Interactional_Ethnography">Multimodality in Problem-Based Learning (PBL): An Interactional Ethnography</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Black and William introduced the term 'inside the black box' to research in educational assessmen...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Black and William introduced the term 'inside the black box' to research in educational assessment in the late 1990s. This metaphor can be applied to current research in problem-based learning (PBL). This chapter addresses the need to look inside the 'black box' of PBL by exploring two under-researched aspects-independent study and online learning. Using the Interactional Ethnographic (IE) approach to collect and analyse data in context and over time (across contexts), we systematically examined how students learn between tutorials to explore how online learning supports independent study in a PBL curriculum. Despite PBL's 40-year history as an instructional method in undergraduate education, surprisingly few studies have examined and documented the in situ enactment of student learning in PBL contexts from an interactional perspective. While there is a growing body of student evaluation and outcomes data to support the efficacy of PBL programmes, research to date has relied mainly upon student and staff questionnaires and interviews. In dentistry, for example, the majority of studies have focused on problem design, course evaluation, and student achievement or performance. From a methodological perspective, the reliance on self-report data such as student course evaluation questionnaires across clinical education and staff surveys has come under some criticism. Concerns have been expressed regarding the status quo of this research agenda with a recent call to 'look inside PBL programmes', due to a perceived lack of studies into 'the way students experience and understand' PBL courses (Prosser, 2004, p. 204). Of critical importance is the need to contribute further interactional data and analysis on PBL-inaction to support theory building. This is particularly the case given that the central, constructivist tenet of PBL is its 'process' approach</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d7960afbcfc50931ed248bfd375aea37" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":73787059,"asset_id":60263293,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/73787059/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="60263293"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="60263293"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 60263293; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="44062436"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44062436/Positioning_Theory_Its_Origins_Definition_and_Directions_in_Education"><img alt="Research paper thumbnail of Positioning Theory: Its Origins, Definition, and Directions in Education" class="work-thumbnail" src="https://attachments.academia-assets.com/64405308/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44062436/Positioning_Theory_Its_Origins_Definition_and_Directions_in_Education">Positioning Theory: Its Origins, Definition, and Directions in Education</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ucsb.academia.edu/JudithGreen">Judith L Green</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uwyo.academia.edu/CynthiaBrock">Cynthia Brock</a></span></div><div class="wp-workCard_item"><span>Handbook of Cultural Foundations of Education</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Positioning Theory was originally developed three decades ago by Davies and Harré (1990) at the i...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Positioning Theory was originally developed three decades ago by Davies and Harré (1990) at the intersection of social and discursive psychology and feminist theories in education. It was developed as an analytic lens and explanatory theory to show how learning, and development of identity, evolves through discourse. When used as an analytic lens in education, Positioning Theory focuses researchers on examining the in and over time construction of positioning actions of teachers and students in developing episodes for learning and participating in classrooms. As an explanatory theory, Positioning Theory serves as a set of guiding principles for investigating the consequences of the discourse and the interactions of, and with, particular students and groups of students as they assume or reject particular positions or acts of positioning. Thus, Positioning Theory frames ways of examining position-positioning relationships as dynamic and developing within and across time, events/episodes, and configurations of actors, within and across social spaces in classrooms and other social contexts. The goals of this chapter are presented in two parts. The first section presents the history and development of Positioning Theory as an explanatory theory that has evolved as it has been taken up by different disciplines to examine issues of identity within particular contexts (e.g., in social and discursive psychology, management studies, nursing, and education, among others). In the second section, we present two telling case studies (Mitchell, 1984; defined later) that make transparent 1 how Positioning Theory served as an analytic lens to guide two of the co-authors of this chapter, Harris and Baker, in (re)analyzing archived records from their original longitudinal research studies to explore position-positioning relationships. The goal of these (re)analyses was to explore how Positioning Theory made visible previously unexamined processes that framed the identity potentials and performance styles of students in each site: first grade students in literacy events in Harris' study and two first-year seniors in performing public critique in an intergenerational (Grades 9-12) high school Advanced Placement studio art program (Baker, 2001).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c00c21d75fd7d504663e44d395713796" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64405308,"asset_id":44062436,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64405308/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44062436"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44062436"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44062436; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="43274877"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/43274877/Studying_the_Over_time_Construction_of_Knowledge_in_Educational_Settings_A_Microethnographic_Discourse_Analysis_Approach"><img alt="Research paper thumbnail of Studying the Over-time Construction of Knowledge in Educational Settings: A Microethnographic-Discourse Analysis Approach" class="work-thumbnail" src="https://attachments.academia-assets.com/63549082/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43274877/Studying_the_Over_time_Construction_of_Knowledge_in_Educational_Settings_A_Microethnographic_Discourse_Analysis_Approach">Studying the Over-time Construction of Knowledge in Educational Settings: A Microethnographic-Discourse Analysis Approach</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ucsb.academia.edu/JudithGreen">Judith L Green</a>, <a class="" data-click-track="profile-work-strip-authors" rel="nofollow" href="https://hku-hk.academia.edu/MChian">Monaliza M A X I M O Chian</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/CVanderhoof">Carmen Vanderhoof</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://ucf.academia.edu/AudraSkukauskaite">Audra Skukauskaite</a></span></div><div class="wp-workCard_item"><span>Review of research in education</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This review presents theoretical underpinnings supporting microethnographic-discourse analytic (M...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">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 <br />transparent how theoretical considerations of cultural perspectives on education inform <br />decisions regarding research methodology. Telling Case Study 1 makes transparent the <br />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.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1842b565741fd87082e171a609bcb9e1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63549082,"asset_id":43274877,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63549082/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43274877"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43274877"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43274877; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="42916197"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/42916197/Researching_the_Opportunities_for_Learning_for_Students_with_Learning_Difficulties_in_Classrooms_An_Ethnographic_Perspective"><img alt="Research paper thumbnail of Researching the Opportunities for Learning for Students with Learning Difficulties in Classrooms: An Ethnographic Perspective" class="work-thumbnail" src="https://attachments.academia-assets.com/63166426/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42916197/Researching_the_Opportunities_for_Learning_for_Students_with_Learning_Difficulties_in_Classrooms_An_Ethnographic_Perspective">Researching the Opportunities for Learning for Students with Learning Difficulties in Classrooms: An Ethnographic Perspective</a></div><div class="wp-workCard_item"><span>Researching the Opportunities for Learning for Students with Learning Difficulties in Classrooms: An Ethnographic Perspective</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the first chapter of this volume, Wyatt-Smith and Elkins argue that 'it is timely to review ho...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the first chapter of this volume, Wyatt-Smith and Elkins argue that 'it is timely to review how different theoretical frameworks and methodologies provide different lenses through which to study students' learning needs'. By viewing different theoretical frameworks and methodologies as potentially complementary, Wyatt-Smith, Elkins and other authors in this volume move discussions beyond debates of which method is best, to a discussion of what different theoretical traditions contribute towards research on students' learning needs1. In this chapter, we seek to contribute towards this argument by demonstrating how multiple theoretical perspectives and methods can be included in a single research study as well as in programs of research that seek to explore common phenomena from different theoretical and methodological points of view (for example Green</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ef3461f1d74ad2447f6da3740af85afb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63166426,"asset_id":42916197,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63166426/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42916197"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42916197"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42916197; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="40342262"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40342262/REVISITING_THE_RELATIONSHIP_BETWEEN_ETHNOGRAPHY_DISCOURSE_AND_EDUCATION_REVISITANDO_A_RELA%C3%87%C3%83O_ENTRE_ETNOGRAFIA_DISCURSO_E_EDUCA%C3%87%C3%83O"><img alt="Research paper thumbnail of REVISITING THE RELATIONSHIP BETWEEN ETHNOGRAPHY, DISCOURSE AND EDUCATION REVISITANDO A RELAÇÃO ENTRE ETNOGRAFIA, DISCURSO E EDUCAÇÃO" class="work-thumbnail" src="https://attachments.academia-assets.com/60587514/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40342262/REVISITING_THE_RELATIONSHIP_BETWEEN_ETHNOGRAPHY_DISCOURSE_AND_EDUCATION_REVISITANDO_A_RELA%C3%87%C3%83O_ENTRE_ETNOGRAFIA_DISCURSO_E_EDUCA%C3%87%C3%83O">REVISITING THE RELATIONSHIP BETWEEN ETHNOGRAPHY, DISCOURSE AND EDUCATION REVISITANDO A RELAÇÃO ENTRE ETNOGRAFIA, DISCURSO E EDUCAÇÃO</a></div><div class="wp-workCard_item"><span>caletroscópio</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The question of the relationship between ethnography, discourse and education has been an area of...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The question of the relationship between ethnography, discourse and education has been an area of an ongoing development for the last four decades. This paper addresses a series of questions proposed by the editors of this special issue of Calestrocópio Journal. These questions led us to a reexamination of key arguments by Shirley B. Heath, Brian V. Street and Kathryn M. Anderson-Levitt, who have influenced how ethnography can inform epistemological approaches to studying language in use in everyday settings in and out of school. In addition, we revisited the distinction between ethnography in and of education, proposed by Green and Bloome (1997), in the light of a recent reformulation focused on Anthropology in Education, of Education and for Education. This article focuses on the logic of inquiry central to understanding ethnography as epistemology. Keywords: Ethnography in and out of school; logic of inquiry; discourse; education. Resumo: A discussão sobre a relação entre etnografia, discurso e educação tem sido, nas últimas quatro décadas, uma área em desenvolvimento. Este artigo aborda um conjunto de questões que foram propostas pelos editores deste número especial da Revista Caletroscópio, que nos levou a uma reavaliação dos argumentos principais feitos por Shirley B. Heath, Brian V. Street e Kathryn M. Anderson-Levitt, que têm contribuído para a compreensão de como a etnografia embasa abordagens epistemológicas para o estudo da linguagem em uso em contextos dentro e fora da escola. Além disso, revisitamos essa distinção entre etnografia dentro e fora da escola, como proposta por Green e Bloome (1997), a partir de uma reformulação recente com foco na Antropologia em Educação, da Educação e pela Educação. Este artigo baseia-se na importância da lógica de investigação para o entendimento da etnografia como epistemologia. Palavras-chave: Etnografia dentro e fora da escola; lógica de investigação; discurso; educação. When I (Judith L. Green) received the invitation from Adail Sebastião Rodrigues-Júnior and Clézio Roberto Gonçalves, the Editors-in-chief of this journal, to share my view of ethnography in and of education, I saw this as a unique opportunity to step back and to (re)think where my understanding of ethnographic research in and of education that David Bloome and I proposed in 1997 is over two decades later. In framing this as an interview, the editors provided a series of questions to guide my understanding of their goals for this interview.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6a2766050974874a89de242ae4bee6ab" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60587514,"asset_id":40342262,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60587514/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40342262"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40342262"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40342262; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38638866"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/38638866/Technology_and_Innovation_Invention_Education"><img alt="Research paper thumbnail of Technology & Innovation: Invention Education" class="work-thumbnail" src="https://attachments.academia-assets.com/58716712/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/38638866/Technology_and_Innovation_Invention_Education">Technology & Innovation: Invention Education</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ucsb.academia.edu/JudithGreen">Judith L Green</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://mit.academia.edu/StephanieCouch">Stephanie Couch</a></span></div><div class="wp-workCard_item"><span>Technology & Education Journal</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">N o t h i n g h a s a g r e a t e r i m p a c t o n s o c i e t y t h a n i n v e n t i o n , b u...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">N o t h i n g h a s a g r e a t e r i m p a c t o n s o c i e t y t h a n i n v e n t i o n , b u t d e s p i t e t h e p r i m a c y o f i n v e n t i o n , e f f o r t s t o s u p p o r t t h e d e v e l o p m e n t o f y o u n g p e o p l e a s i n v e n t o r s a r e n e w a n d t h e r e s u l t s o f t h o s e e f f o r t s l a r g e l y u n d e r s t u d i e d. F o r t h i s r e a s o n , T e c h n o l o g y & I n n o v a t i o n p r e s e n t s I n v e n t i o n E d u c a t i o n , a s p e c i a l i s s u e t h a t h i g h l i g h t s t h e w a y s e d u c a t o r s a r e c r e a t i n g o p p o r t u n i t i e s t o f a c i l i t a t e t h e g r o w t h o f i n v e n t o r s t h r o u g h e d u c a t i o n. a n d J u d i t h G r e e n , U C S B. V o l u m e 2 0 , I s s u e 3 a c a d e m y o f i n v e n t o r s. o r g T e c h n o l o g y & I n n o v a t i o n , e d i t e d a n d p u b l i s h e d b y t h e N a t i o n a l A c a d e m y o f I n v e n t o r s ® , i s a m u l t i d i s c i p l i n a r y j o u r n a l d e d i c a t e d t o p r o v i d i n g a f o r u m f o r i n n o v a t i v e d i s c o u r s e. R e a d m o r e a t a c a d e m y o f i n v e n t o r s. o r g / t i-j o u r n a l A n d r e i I a n c u , D i r e c t o r o f t h e U. S. P a t e n t a n d T r a d e m a r k O f f i c e , i n t e r a c t s w i t h i n v e n t o r s i n t h e m a k i n g .</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1e175efb5e4117623b485999af648166" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58716712,"asset_id":38638866,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58716712/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38638866"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38638866"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38638866; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="32010455"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/32010455/The_Construction_of_Schooled_Discourse_Repertoires_An_Interactional_Sociolinguistic_Perspective_on_Learning_Talk_in_Preschool"><img alt="Research paper thumbnail of The Construction of Schooled Discourse Repertoires: An Interactional Sociolinguistic Perspective on Learning Talk in Preschool" class="work-thumbnail" src="https://attachments.academia-assets.com/52277246/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/32010455/The_Construction_of_Schooled_Discourse_Repertoires_An_Interactional_Sociolinguistic_Perspective_on_Learning_Talk_in_Preschool">The Construction of Schooled Discourse Repertoires: An Interactional Sociolinguistic Perspective on Learning Talk in Preschool</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Analysis of the discourse demands across the school year within a recurrent event, " Circle Time,...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Analysis of the discourse demands across the school year within a recurrent event, " Circle Time, " is presented to show how 3-and 4-year-old students learned to be conversationally appropriate partners within a group setting, how the teacher's interactional patterns shifted as students learned to participate in socially and academically appropriate ways within this event, and how participation in the subevents of Circle Time (Milling, Transition, Singing, Talking, and Dismissal) placed differing social and communicative demands on both teacher and students. The overtime analysis of one Circle Time subevent, Talking, is presented to illustrate how 3-and 4-year-old students, in their first school experience, construct with their teachers a schooled discourse repertoire for participating in large group discussions, and how the discourse demands on the teacher shifted across time in the Talking subevent as well as across all subevents.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a8c55a9c57e4c3bc327e8c055e03c68a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52277246,"asset_id":32010455,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52277246/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="32010455"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="32010455"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32010455; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19760780"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19760780/Context_in_Literacy"><img alt="Research paper thumbnail of Context in Literacy" class="work-thumbnail" src="https://attachments.academia-assets.com/40829282/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19760780/Context_in_Literacy">Context in Literacy</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">What counts as context in literacy is one of the key issues facing educators and researchers alik...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">What counts as context in literacy is one of the key issues facing educators and researchers alike. This was made visible by two comparative studies of the way the term context is viewed across research programs both within literacy studies and across fields concerned with language in use. Lesley Rex, Judith Green and Carol Dixon (1998) conducted a review of all uses of the term context in literacy studies published in major literacy research journals-These years were reviewed to provide a profile of publications across editorial teams and to insure that work across theoretically different periods of time were covered. The 1996 journal review was to make certain that the patterns in the earlier review were present at the time of publication and in the journal in which the publications would occur. Rex et al (1998) found little consistency in how the term context was used, few attempts to operationally or theoretically define it, and little to no overlap in citations in articles. These inconsistencies were due to a range of factors such as differences in the object of study (e.g., the society, a classroom, people interacting, a printed text, and linguistic features of a text), in theoretical perspectives (e.g., linguistic, sociocultural, behaviorist, feminist, and structuralist), and in the view of the phenomena studied (e.g., literacy, reading,</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="aa64955f016a0e70b27c2a771e811da9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":40829282,"asset_id":19760780,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/40829282/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19760780"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19760780"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19760780; 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But when I realized that this stuff was still going on, it really changed my feelings<br />about it.”<br />—Danielle, Grade 7<br /><br />A year before Danielle made the above statement to a community audience at the Gevirtz Graduate School of Education, University of California, Santa Barbara, she, along with two of her sixth grade classmates, had studied in-depth issues of the Middle Passage of the slave trade. They worked with their teacher and the Center for Literacy and Inquiry in Networking Communities (LINC) (formerly known as the Center for Teaching for Social Justice [CTSJ] <a href="http://education.ucsb.edu/linc" rel="nofollow">http://education.ucsb.edu/linc</a>) to design and present a virtual tour to 4th, 5th, and 6th grade students of an exhibit of<br />artifacts from the only known wreck of a slave ship found in the western hemisphere. In and through their work, the Santa Barbara students and their teacher made this important historical resource on the Middle Passage available to Sacramento students through a live videoconference.<br /><br />This article provides a narrative account of the multiple layers of work necessary for students to engage with complex issues of race. Underlying the presentation of the multiple layers involved in this multi-faceted project is an ethnographic perspective on the social construction of knowledge called Interactional Ethnography (e.g., Green, Dixon, and Zaharlick, 2003; Castanheira, Crawford, Dixon and Green, 2001). This approach, based on two decades of ethnographic research in classroom and community settings,<br />guided our multi-level and multi-method analysis. We draw on this<br />virtual interactive tour of the exhibit, A Slave Ship Speaks: The Wreck of 􀀙the Henrietta Marie, as an anchor for a telling case (Mitchell, 1984) for presenting what we were able to uncover (Green, Skukauskaite, Dixon, and Cordova, 2007). Through unfolding the layers of work for both audience and docents participating in the virtual tour, we demonstrate how innovative technologies have the potential to bring new dimensions and resources to students inquiring into complex issues. We use the metaphor of an archaeological dig to frame the uncovering of the layers of work undertaken by a diverse group of actors (i.e., students, teachers, museum personnel, university educators, and technology support staff) and the multiple areas of understanding made possible through this work. Central to the presentation of this work are four inter-related principles of practice guiding the development of this educational innovation: preparing the mind and building a repertoire for action, engaging in and/or with the complex content, taking action from what is learned for self or others, and going public to share what is learned. 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} }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="157126"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/157126/Handbook_of_Complementary_Methods_in_Education_ResearchComp_Methods_113x161GIF"><img alt="Research paper thumbnail of Handbook of Complementary Methods in Education ResearchComp_Methods_113x161GIF " class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/157126/Handbook_of_Complementary_Methods_in_Education_ResearchComp_Methods_113x161GIF">Handbook of Complementary Methods in Education ResearchComp_Methods_113x161GIF </a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ucsb.academia.edu/JudithGreen">Judith L Green</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://siu.academia.edu/PElmore">P. Elmore</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Handbook of Complementary Methods in Education Research is a successor volume to AERA’s earli...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Handbook of Complementary Methods in Education Research is a successor volume to AERA’s earlier and highly acclaimed editions of Complementary Methods for Research in Education. More than any book to date (including its predecessors), this new volume brings together the wide range of research methods used to study education and makes the logic of inquiry for each method clear and accessible. Each method is described in detail, including its history, its research design, the questions that it addresses, ways of using the method, and ways of analyzing and reporting outcomes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c7547c5ed77f7c23429029bd8f446f6d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":44873,"asset_id":157126,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/44873/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="157126"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="157126"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 157126; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="157129"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/157129/Logics_of_Inquiry_for_the_Analysis_of_Video_Artefacts_Researching_the_Construction_of_Disciplinary_Knowledge_in_Classrooms"><img alt="Research paper thumbnail of Logics of Inquiry for the Analysis of Video Artefacts: Researching the Construction of Disciplinary Knowledge in Classrooms " class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/157129/Logics_of_Inquiry_for_the_Analysis_of_Video_Artefacts_Researching_the_Construction_of_Disciplinary_Knowledge_in_Classrooms">Logics of Inquiry for the Analysis of Video Artefacts: Researching the Construction of Disciplinary Knowledge in Classrooms </a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Journal Special Issue on Video Analysis</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1c6622f253c15f577823beb1776878fc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":44878,"asset_id":157129,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/44878/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="157129"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="157129"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 157129; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="157127"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/157127/Multidisciplinary_Perspectives_on_Literacy_Research_Second_Edition"><img alt="Research paper thumbnail of Multidisciplinary Perspectives on Literacy Research: Second Edition" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/157127/Multidisciplinary_Perspectives_on_Literacy_Research_Second_Edition">Multidisciplinary Perspectives on Literacy Research: Second Edition</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Since publication of the first edition, literacy researchers have drawn increasingly on sociocult...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Since publication of the first edition, literacy researchers have drawn increasingly on sociocultural and sociolingustic theories of literacy learning to examine literacy-learning practices within literacy events and contexts. This second edition examines the relationships between current disciplinary and theoretical perspectives associated with these social and cultural perspectives shaping literacy research.<br />Leading literacy researchers describe how they apply particular disciplinary perspectives t their research, making explicit how those perspectives shape their research. Chapters in the first section examine the application of psychological and social science theories of research design related to issues of the validity of descriptive/qualitative versus experimental/quantitative research methods. Those in the second section examine the application of sociocultural/Activity Theory perspectives to examine literacy learning in the context of community and institutional settings. The third section draws on current linguistic and discourse analysis to examine language use and interactions in literacy events and contexts. A final section applies critical literacy and literary perspectives to issues of research on literacy and literature instruction.<br />These application of different disciplinary perspectives highlight how differences in theoretical perspectives influence not only how one conducts literacy research, but also the kinds of literacy practices one values in schools.<br /><br />Contents: MULTIPLE DISCIPLINARY PERSPECTIVES AND ISSUES OF RESEARCH DESIGN, Timothy Shanahan and Michael Kamil. Modes of Inquiry in Literacy Studies and Issues of Philsophy of Science, Timothy Shanahan. Some Issues Concerning Differences among Perspectives in Literacy Research; Reconsidering the Issues After a Decade of Change, Michael Kamil. Qualitative versus Quantitative research: A False Dichotomy, George Hillocks. Psychological Perspective on Literacy Studies, John Hayes. SOCIOCULTURAL/ACTIVITY THEORY PERSPECTIVES ON LITERACY RESEARCH Richard Beach. Vygotsky’s Contribution to Literacy Research, Holbrook Mahn and Vera John-Steiner, All That Glitters Ain’t Gold: CHAT as a Design and Analytical Tool in Literacy Research, Carol Lee and Ametha Ball. Participating in Emergent Socio-Literate Worlds: Genre, Disciplinarity, Interdisciplinarity, Charles Bazerman and Paul Prior, Settings, Speech Genres and the Institutional Settings, Richard Beach and Julie Kalnin. Community-based Local Literacies Research, Karin Tusting and David Barton.<br /><br />LINGUISTIC AND DISCOURSE ANALYSIS PERSPECTIVES ON LANGUAGE AND LITERACY RESEARCH, Judith Green. Introductions to Studying Language and Literacy, in Particular, David Bloome. Critical Discourse Analysis, James Paul Gee. Biliteracy, Nancy Hornberger. Studying the DiscursivE Construction of Texts in Classrooms Through Interactional Ethnography, Carol Dixon and Judith Green. The Discoursal Construction of Writer Identity, Roz Ivanic. CRITICAL LITERACY AND LITERACY RESEARCH, Richard Beach. Critical Literacy, Peter Freebody. Critical Literacy: Theory, Pedagogy and the Historical Imperative, Bronwyn Mellor and Annette Patterson. Author Index. Subject Index.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e3007f2d2065460a3919e6dd3a772dff" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":44875,"asset_id":157127,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/44875/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="157127"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="157127"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 157127; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="157128"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/157128/Multidisciplinary_Perspectives_on_Literacy_Research"><img alt="Research paper thumbnail of Multidisciplinary Perspectives on Literacy Research." class="work-thumbnail" src="https://attachments.academia-assets.com/39321091/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/157128/Multidisciplinary_Perspectives_on_Literacy_Research">Multidisciplinary Perspectives on Literacy Research.</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Contributors from a variety of disciplines "present their approach to language research, demonstr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Contributors from a variety of disciplines "present their approach to language research, demonstrate what data from this perspective look like, and explicate the assumptions upon which it is based" (Harste foreword, page x). <br /> <br />Part 1: "Difficulties in adopting a multidisciplinary approach" <br />  <br /> <br />Part 2: "Disciplinary perspectives and methodological approaches" <br />  <br /> <br />Part 3: "Specific disciplinary perspectives on literacy research" <br />  <br /> <br />Part 4: "Reaction papers"</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ac5547536372705a47a93e47a24a7144" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39321091,"asset_id":157128,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39321091/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="157128"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="157128"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 157128; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="157124"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/157124/What_Counts_as_Knowledge_in_Educational_Settings_Disciplinary_Knowledge_Assessment_and_Curriculum"><img alt="Research paper thumbnail of What Counts as Knowledge in Educational Settings Disciplinary Knowledge, Assessment, and Curriculum " class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/157124/What_Counts_as_Knowledge_in_Educational_Settings_Disciplinary_Knowledge_Assessment_and_Curriculum">What Counts as Knowledge in Educational Settings Disciplinary Knowledge, Assessment, and Curriculum </a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ucsb.academia.edu/JudithGreen">Judith L Green</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/GregoryKelly2">Gregory Kelly</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This volume of Review of Research in Education provides readers with multiple interpretations of ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This volume of Review of Research in Education provides readers with multiple interpretations of how changing views of knowledge across educational contexts shape curricular decisions, learning opportunities, and theories of teaching. The chapters situate various interpretations of knowledge in historical, political, and policy contexts and examine the relevance of these interpretations for education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c4c4b844cca56e1434fce389549c54b5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":44870,"asset_id":157124,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/44870/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="157124"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="157124"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 157124; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="157125"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/157125/Rethinking_Learning_What_Counts_as_Learning_and_What_Learning_Counts"><img alt="Research paper thumbnail of Rethinking Learning: What Counts as Learning and What Learning Counts" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/157125/Rethinking_Learning_What_Counts_as_Learning_and_What_Learning_Counts">Rethinking Learning: What Counts as Learning and What Learning Counts</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated"> The rapid transformations of social, economic, and cultural worlds of learners in school and no...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The rapid transformations of social, economic, and cultural worlds of learners in school and nonschool settings that we are facing today are reminiscent of the transformations that accompanied the industrial revolution at the turn of the 20th century. Like those at the turn of the 20th century, education researchers and their constituencies (e.g., students, teachers, community members, and policy makers) are faced with a series of questions: How are we to respond to the educational challenges of this new millennium? How do we engage with new forms of learning, the influence of new media on children’s lives, changing community dynamics, and many long-standing and tenacious educational and social problems? And how can research and theory constructively and critically engage with the demands and imperatives of government educational and social policies?<br /><br />In this book, the editors bring together an intergenerational group of researchers who represent both new and long-standing perspectives and debates on the shapes, definitions, and processes of learning in the context of global cultural and economic change.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="42cac9643a13d7a257913f571933e719" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":44871,"asset_id":157125,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/44871/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="157125"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="157125"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 157125; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="157131"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/157131/Multiple_Perspective_Analyses_of_Classroom_Discourse_Advances_in_Discourse_Vol_28_"><img alt="Research paper thumbnail of Multiple Perspective Analyses of Classroom Discourse (Advances in Discourse, Vol 28)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/157131/Multiple_Perspective_Analyses_of_Classroom_Discourse_Advances_in_Discourse_Vol_28_">Multiple Perspective Analyses of Classroom Discourse (Advances in Discourse, Vol 28)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ucsb.academia.edu/JudithGreen">Judith L Green</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/JudithHarker1">Judith Harker</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="157131"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="157131"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 157131; 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All of them gave their time generously by participating in various activities associated with the projectthe workshop, the symposium as well as the timely review of chaptersthat culminated in this book. My sincere gratitude goes to Greta Morine-Dershimer and Alison Gilmore for their advice throughout this project. I am also indebted to Adrienne Alton-Lee, Wally Penetito and Judith Green for their contributions in making the symposium a resounding success through their presentations and participation. I am thankful to the Graham Nuthall Classroom Research Trust for funding this project. Jill Nuthall, Peter Allen, Jane McChesney and Keryn Davis were particularly helpful in organising the symposium and always willing to respond promptly to my requests for help. Administrative and logistical assistance sanctioned by Greg Lee, the then Head of the School of Educational Studies and Human Development at the University of Canterbury, and gladly provided by Tina Frayle, Anne Guy, Kathleen Ell and Kirsty Fraser, is gratefully acknowledged. Deb Hill worked with a great deal of humour to help me prepare the proposal for prospective publishers, and suggested the subtitle for the book. I feel fortunate to have the keen backing of my work from Jean McPhail, Kathleen Quinlivan, Fleur Harris and Sukhdeep Gill who repeatedly step up to the plate irrespective of the nature of the task or the unwieldy timeframes of my requests. Editorial expertise of Tanya Tremewan and Jenny Heine could not have come at a more opportune moment and has been crucial for completing this project. My appreciation goes to Peter de Liefde at Sense Publications who liked the idea of this book and decided to proceed with its publication. Finally, I deeply appreciate the encouragement and affirmation I receive from Avtar Chauhan for pursuing my work uninterrupted.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fc526aaf34313a4068f12dda239068c7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":110407686,"asset_id":113452754,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/110407686/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113452754"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113452754"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113452754; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="60263293"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/60263293/Multimodality_in_Problem_Based_Learning_PBL_An_Interactional_Ethnography"><img alt="Research paper thumbnail of Multimodality in Problem-Based Learning (PBL): An Interactional Ethnography" class="work-thumbnail" src="https://attachments.academia-assets.com/73787059/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/60263293/Multimodality_in_Problem_Based_Learning_PBL_An_Interactional_Ethnography">Multimodality in Problem-Based Learning (PBL): An Interactional Ethnography</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Black and William introduced the term 'inside the black box' to research in educational assessmen...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Black and William introduced the term 'inside the black box' to research in educational assessment in the late 1990s. This metaphor can be applied to current research in problem-based learning (PBL). This chapter addresses the need to look inside the 'black box' of PBL by exploring two under-researched aspects-independent study and online learning. Using the Interactional Ethnographic (IE) approach to collect and analyse data in context and over time (across contexts), we systematically examined how students learn between tutorials to explore how online learning supports independent study in a PBL curriculum. Despite PBL's 40-year history as an instructional method in undergraduate education, surprisingly few studies have examined and documented the in situ enactment of student learning in PBL contexts from an interactional perspective. While there is a growing body of student evaluation and outcomes data to support the efficacy of PBL programmes, research to date has relied mainly upon student and staff questionnaires and interviews. In dentistry, for example, the majority of studies have focused on problem design, course evaluation, and student achievement or performance. From a methodological perspective, the reliance on self-report data such as student course evaluation questionnaires across clinical education and staff surveys has come under some criticism. Concerns have been expressed regarding the status quo of this research agenda with a recent call to 'look inside PBL programmes', due to a perceived lack of studies into 'the way students experience and understand' PBL courses (Prosser, 2004, p. 204). Of critical importance is the need to contribute further interactional data and analysis on PBL-inaction to support theory building. This is particularly the case given that the central, constructivist tenet of PBL is its 'process' approach</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d7960afbcfc50931ed248bfd375aea37" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":73787059,"asset_id":60263293,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/73787059/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="60263293"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="60263293"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 60263293; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="44062436"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44062436/Positioning_Theory_Its_Origins_Definition_and_Directions_in_Education"><img alt="Research paper thumbnail of Positioning Theory: Its Origins, Definition, and Directions in Education" class="work-thumbnail" src="https://attachments.academia-assets.com/64405308/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44062436/Positioning_Theory_Its_Origins_Definition_and_Directions_in_Education">Positioning Theory: Its Origins, Definition, and Directions in Education</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ucsb.academia.edu/JudithGreen">Judith L Green</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uwyo.academia.edu/CynthiaBrock">Cynthia Brock</a></span></div><div class="wp-workCard_item"><span>Handbook of Cultural Foundations of Education</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Positioning Theory was originally developed three decades ago by Davies and Harré (1990) at the i...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Positioning Theory was originally developed three decades ago by Davies and Harré (1990) at the intersection of social and discursive psychology and feminist theories in education. It was developed as an analytic lens and explanatory theory to show how learning, and development of identity, evolves through discourse. When used as an analytic lens in education, Positioning Theory focuses researchers on examining the in and over time construction of positioning actions of teachers and students in developing episodes for learning and participating in classrooms. As an explanatory theory, Positioning Theory serves as a set of guiding principles for investigating the consequences of the discourse and the interactions of, and with, particular students and groups of students as they assume or reject particular positions or acts of positioning. Thus, Positioning Theory frames ways of examining position-positioning relationships as dynamic and developing within and across time, events/episodes, and configurations of actors, within and across social spaces in classrooms and other social contexts. The goals of this chapter are presented in two parts. The first section presents the history and development of Positioning Theory as an explanatory theory that has evolved as it has been taken up by different disciplines to examine issues of identity within particular contexts (e.g., in social and discursive psychology, management studies, nursing, and education, among others). In the second section, we present two telling case studies (Mitchell, 1984; defined later) that make transparent 1 how Positioning Theory served as an analytic lens to guide two of the co-authors of this chapter, Harris and Baker, in (re)analyzing archived records from their original longitudinal research studies to explore position-positioning relationships. The goal of these (re)analyses was to explore how Positioning Theory made visible previously unexamined processes that framed the identity potentials and performance styles of students in each site: first grade students in literacy events in Harris' study and two first-year seniors in performing public critique in an intergenerational (Grades 9-12) high school Advanced Placement studio art program (Baker, 2001).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c00c21d75fd7d504663e44d395713796" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64405308,"asset_id":44062436,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64405308/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44062436"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44062436"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44062436; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="43274877"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/43274877/Studying_the_Over_time_Construction_of_Knowledge_in_Educational_Settings_A_Microethnographic_Discourse_Analysis_Approach"><img alt="Research paper thumbnail of Studying the Over-time Construction of Knowledge in Educational Settings: A Microethnographic-Discourse Analysis Approach" class="work-thumbnail" src="https://attachments.academia-assets.com/63549082/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43274877/Studying_the_Over_time_Construction_of_Knowledge_in_Educational_Settings_A_Microethnographic_Discourse_Analysis_Approach">Studying the Over-time Construction of Knowledge in Educational Settings: A Microethnographic-Discourse Analysis Approach</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ucsb.academia.edu/JudithGreen">Judith L Green</a>, <a class="" data-click-track="profile-work-strip-authors" rel="nofollow" href="https://hku-hk.academia.edu/MChian">Monaliza M A X I M O Chian</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/CVanderhoof">Carmen Vanderhoof</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://ucf.academia.edu/AudraSkukauskaite">Audra Skukauskaite</a></span></div><div class="wp-workCard_item"><span>Review of research in education</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This review presents theoretical underpinnings supporting microethnographic-discourse analytic (M...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">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 <br />transparent how theoretical considerations of cultural perspectives on education inform <br />decisions regarding research methodology. Telling Case Study 1 makes transparent the <br />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.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1842b565741fd87082e171a609bcb9e1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63549082,"asset_id":43274877,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63549082/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43274877"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43274877"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43274877; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="42916197"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/42916197/Researching_the_Opportunities_for_Learning_for_Students_with_Learning_Difficulties_in_Classrooms_An_Ethnographic_Perspective"><img alt="Research paper thumbnail of Researching the Opportunities for Learning for Students with Learning Difficulties in Classrooms: An Ethnographic Perspective" class="work-thumbnail" src="https://attachments.academia-assets.com/63166426/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42916197/Researching_the_Opportunities_for_Learning_for_Students_with_Learning_Difficulties_in_Classrooms_An_Ethnographic_Perspective">Researching the Opportunities for Learning for Students with Learning Difficulties in Classrooms: An Ethnographic Perspective</a></div><div class="wp-workCard_item"><span>Researching the Opportunities for Learning for Students with Learning Difficulties in Classrooms: An Ethnographic Perspective</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the first chapter of this volume, Wyatt-Smith and Elkins argue that 'it is timely to review ho...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the first chapter of this volume, Wyatt-Smith and Elkins argue that 'it is timely to review how different theoretical frameworks and methodologies provide different lenses through which to study students' learning needs'. By viewing different theoretical frameworks and methodologies as potentially complementary, Wyatt-Smith, Elkins and other authors in this volume move discussions beyond debates of which method is best, to a discussion of what different theoretical traditions contribute towards research on students' learning needs1. In this chapter, we seek to contribute towards this argument by demonstrating how multiple theoretical perspectives and methods can be included in a single research study as well as in programs of research that seek to explore common phenomena from different theoretical and methodological points of view (for example Green</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ef3461f1d74ad2447f6da3740af85afb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63166426,"asset_id":42916197,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63166426/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42916197"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42916197"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42916197; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="40342262"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40342262/REVISITING_THE_RELATIONSHIP_BETWEEN_ETHNOGRAPHY_DISCOURSE_AND_EDUCATION_REVISITANDO_A_RELA%C3%87%C3%83O_ENTRE_ETNOGRAFIA_DISCURSO_E_EDUCA%C3%87%C3%83O"><img alt="Research paper thumbnail of REVISITING THE RELATIONSHIP BETWEEN ETHNOGRAPHY, DISCOURSE AND EDUCATION REVISITANDO A RELAÇÃO ENTRE ETNOGRAFIA, DISCURSO E EDUCAÇÃO" class="work-thumbnail" src="https://attachments.academia-assets.com/60587514/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40342262/REVISITING_THE_RELATIONSHIP_BETWEEN_ETHNOGRAPHY_DISCOURSE_AND_EDUCATION_REVISITANDO_A_RELA%C3%87%C3%83O_ENTRE_ETNOGRAFIA_DISCURSO_E_EDUCA%C3%87%C3%83O">REVISITING THE RELATIONSHIP BETWEEN ETHNOGRAPHY, DISCOURSE AND EDUCATION REVISITANDO A RELAÇÃO ENTRE ETNOGRAFIA, DISCURSO E EDUCAÇÃO</a></div><div class="wp-workCard_item"><span>caletroscópio</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The question of the relationship between ethnography, discourse and education has been an area of...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The question of the relationship between ethnography, discourse and education has been an area of an ongoing development for the last four decades. This paper addresses a series of questions proposed by the editors of this special issue of Calestrocópio Journal. These questions led us to a reexamination of key arguments by Shirley B. Heath, Brian V. Street and Kathryn M. Anderson-Levitt, who have influenced how ethnography can inform epistemological approaches to studying language in use in everyday settings in and out of school. In addition, we revisited the distinction between ethnography in and of education, proposed by Green and Bloome (1997), in the light of a recent reformulation focused on Anthropology in Education, of Education and for Education. This article focuses on the logic of inquiry central to understanding ethnography as epistemology. Keywords: Ethnography in and out of school; logic of inquiry; discourse; education. Resumo: A discussão sobre a relação entre etnografia, discurso e educação tem sido, nas últimas quatro décadas, uma área em desenvolvimento. Este artigo aborda um conjunto de questões que foram propostas pelos editores deste número especial da Revista Caletroscópio, que nos levou a uma reavaliação dos argumentos principais feitos por Shirley B. Heath, Brian V. Street e Kathryn M. Anderson-Levitt, que têm contribuído para a compreensão de como a etnografia embasa abordagens epistemológicas para o estudo da linguagem em uso em contextos dentro e fora da escola. Além disso, revisitamos essa distinção entre etnografia dentro e fora da escola, como proposta por Green e Bloome (1997), a partir de uma reformulação recente com foco na Antropologia em Educação, da Educação e pela Educação. Este artigo baseia-se na importância da lógica de investigação para o entendimento da etnografia como epistemologia. Palavras-chave: Etnografia dentro e fora da escola; lógica de investigação; discurso; educação. When I (Judith L. Green) received the invitation from Adail Sebastião Rodrigues-Júnior and Clézio Roberto Gonçalves, the Editors-in-chief of this journal, to share my view of ethnography in and of education, I saw this as a unique opportunity to step back and to (re)think where my understanding of ethnographic research in and of education that David Bloome and I proposed in 1997 is over two decades later. In framing this as an interview, the editors provided a series of questions to guide my understanding of their goals for this interview.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6a2766050974874a89de242ae4bee6ab" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60587514,"asset_id":40342262,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60587514/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40342262"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40342262"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40342262; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38638866"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/38638866/Technology_and_Innovation_Invention_Education"><img alt="Research paper thumbnail of Technology & Innovation: Invention Education" class="work-thumbnail" src="https://attachments.academia-assets.com/58716712/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/38638866/Technology_and_Innovation_Invention_Education">Technology & Innovation: Invention Education</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ucsb.academia.edu/JudithGreen">Judith L Green</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://mit.academia.edu/StephanieCouch">Stephanie Couch</a></span></div><div class="wp-workCard_item"><span>Technology & Education Journal</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">N o t h i n g h a s a g r e a t e r i m p a c t o n s o c i e t y t h a n i n v e n t i o n , b u...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">N o t h i n g h a s a g r e a t e r i m p a c t o n s o c i e t y t h a n i n v e n t i o n , b u t d e s p i t e t h e p r i m a c y o f i n v e n t i o n , e f f o r t s t o s u p p o r t t h e d e v e l o p m e n t o f y o u n g p e o p l e a s i n v e n t o r s a r e n e w a n d t h e r e s u l t s o f t h o s e e f f o r t s l a r g e l y u n d e r s t u d i e d. F o r t h i s r e a s o n , T e c h n o l o g y & I n n o v a t i o n p r e s e n t s I n v e n t i o n E d u c a t i o n , a s p e c i a l i s s u e t h a t h i g h l i g h t s t h e w a y s e d u c a t o r s a r e c r e a t i n g o p p o r t u n i t i e s t o f a c i l i t a t e t h e g r o w t h o f i n v e n t o r s t h r o u g h e d u c a t i o n. a n d J u d i t h G r e e n , U C S B. V o l u m e 2 0 , I s s u e 3 a c a d e m y o f i n v e n t o r s. o r g T e c h n o l o g y & I n n o v a t i o n , e d i t e d a n d p u b l i s h e d b y t h e N a t i o n a l A c a d e m y o f I n v e n t o r s ® , i s a m u l t i d i s c i p l i n a r y j o u r n a l d e d i c a t e d t o p r o v i d i n g a f o r u m f o r i n n o v a t i v e d i s c o u r s e. R e a d m o r e a t a c a d e m y o f i n v e n t o r s. o r g / t i-j o u r n a l A n d r e i I a n c u , D i r e c t o r o f t h e U. S. P a t e n t a n d T r a d e m a r k O f f i c e , i n t e r a c t s w i t h i n v e n t o r s i n t h e m a k i n g .</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1e175efb5e4117623b485999af648166" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58716712,"asset_id":38638866,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58716712/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38638866"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38638866"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38638866; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="32010455"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/32010455/The_Construction_of_Schooled_Discourse_Repertoires_An_Interactional_Sociolinguistic_Perspective_on_Learning_Talk_in_Preschool"><img alt="Research paper thumbnail of The Construction of Schooled Discourse Repertoires: An Interactional Sociolinguistic Perspective on Learning Talk in Preschool" class="work-thumbnail" src="https://attachments.academia-assets.com/52277246/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/32010455/The_Construction_of_Schooled_Discourse_Repertoires_An_Interactional_Sociolinguistic_Perspective_on_Learning_Talk_in_Preschool">The Construction of Schooled Discourse Repertoires: An Interactional Sociolinguistic Perspective on Learning Talk in Preschool</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Analysis of the discourse demands across the school year within a recurrent event, " Circle Time,...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Analysis of the discourse demands across the school year within a recurrent event, " Circle Time, " is presented to show how 3-and 4-year-old students learned to be conversationally appropriate partners within a group setting, how the teacher's interactional patterns shifted as students learned to participate in socially and academically appropriate ways within this event, and how participation in the subevents of Circle Time (Milling, Transition, Singing, Talking, and Dismissal) placed differing social and communicative demands on both teacher and students. The overtime analysis of one Circle Time subevent, Talking, is presented to illustrate how 3-and 4-year-old students, in their first school experience, construct with their teachers a schooled discourse repertoire for participating in large group discussions, and how the discourse demands on the teacher shifted across time in the Talking subevent as well as across all subevents.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a8c55a9c57e4c3bc327e8c055e03c68a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52277246,"asset_id":32010455,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52277246/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="32010455"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="32010455"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32010455; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19760780"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19760780/Context_in_Literacy"><img alt="Research paper thumbnail of Context in Literacy" class="work-thumbnail" src="https://attachments.academia-assets.com/40829282/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19760780/Context_in_Literacy">Context in Literacy</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">What counts as context in literacy is one of the key issues facing educators and researchers alik...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">What counts as context in literacy is one of the key issues facing educators and researchers alike. This was made visible by two comparative studies of the way the term context is viewed across research programs both within literacy studies and across fields concerned with language in use. Lesley Rex, Judith Green and Carol Dixon (1998) conducted a review of all uses of the term context in literacy studies published in major literacy research journals-These years were reviewed to provide a profile of publications across editorial teams and to insure that work across theoretically different periods of time were covered. The 1996 journal review was to make certain that the patterns in the earlier review were present at the time of publication and in the journal in which the publications would occur. Rex et al (1998) found little consistency in how the term context was used, few attempts to operationally or theoretically define it, and little to no overlap in citations in articles. These inconsistencies were due to a range of factors such as differences in the object of study (e.g., the society, a classroom, people interacting, a printed text, and linguistic features of a text), in theoretical perspectives (e.g., linguistic, sociocultural, behaviorist, feminist, and structuralist), and in the view of the phenomena studied (e.g., literacy, reading,</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="aa64955f016a0e70b27c2a771e811da9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":40829282,"asset_id":19760780,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/40829282/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19760780"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19760780"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19760780; 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But when I realized that this stuff was still going on, it really changed my feelings<br />about it.”<br />—Danielle, Grade 7<br /><br />A year before Danielle made the above statement to a community audience at the Gevirtz Graduate School of Education, University of California, Santa Barbara, she, along with two of her sixth grade classmates, had studied in-depth issues of the Middle Passage of the slave trade. They worked with their teacher and the Center for Literacy and Inquiry in Networking Communities (LINC) (formerly known as the Center for Teaching for Social Justice [CTSJ] <a href="http://education.ucsb.edu/linc" rel="nofollow">http://education.ucsb.edu/linc</a>) to design and present a virtual tour to 4th, 5th, and 6th grade students of an exhibit of<br />artifacts from the only known wreck of a slave ship found in the western hemisphere. In and through their work, the Santa Barbara students and their teacher made this important historical resource on the Middle Passage available to Sacramento students through a live videoconference.<br /><br />This article provides a narrative account of the multiple layers of work necessary for students to engage with complex issues of race. Underlying the presentation of the multiple layers involved in this multi-faceted project is an ethnographic perspective on the social construction of knowledge called Interactional Ethnography (e.g., Green, Dixon, and Zaharlick, 2003; Castanheira, Crawford, Dixon and Green, 2001). This approach, based on two decades of ethnographic research in classroom and community settings,<br />guided our multi-level and multi-method analysis. We draw on this<br />virtual interactive tour of the exhibit, A Slave Ship Speaks: The Wreck of 􀀙the Henrietta Marie, as an anchor for a telling case (Mitchell, 1984) for presenting what we were able to uncover (Green, Skukauskaite, Dixon, and Cordova, 2007). Through unfolding the layers of work for both audience and docents participating in the virtual tour, we demonstrate how innovative technologies have the potential to bring new dimensions and resources to students inquiring into complex issues. We use the metaphor of an archaeological dig to frame the uncovering of the layers of work undertaken by a diverse group of actors (i.e., students, teachers, museum personnel, university educators, and technology support staff) and the multiple areas of understanding made possible through this work. Central to the presentation of this work are four inter-related principles of practice guiding the development of this educational innovation: preparing the mind and building a repertoire for action, engaging in and/or with the complex content, taking action from what is learned for self or others, and going public to share what is learned. 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} }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="157126"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/157126/Handbook_of_Complementary_Methods_in_Education_ResearchComp_Methods_113x161GIF"><img alt="Research paper thumbnail of Handbook of Complementary Methods in Education ResearchComp_Methods_113x161GIF " class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/157126/Handbook_of_Complementary_Methods_in_Education_ResearchComp_Methods_113x161GIF">Handbook of Complementary Methods in Education ResearchComp_Methods_113x161GIF </a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ucsb.academia.edu/JudithGreen">Judith L Green</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://siu.academia.edu/PElmore">P. Elmore</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Handbook of Complementary Methods in Education Research is a successor volume to AERA’s earli...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Handbook of Complementary Methods in Education Research is a successor volume to AERA’s earlier and highly acclaimed editions of Complementary Methods for Research in Education. More than any book to date (including its predecessors), this new volume brings together the wide range of research methods used to study education and makes the logic of inquiry for each method clear and accessible. Each method is described in detail, including its history, its research design, the questions that it addresses, ways of using the method, and ways of analyzing and reporting outcomes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c7547c5ed77f7c23429029bd8f446f6d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":44873,"asset_id":157126,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/44873/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="157126"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="157126"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 157126; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="157127"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/157127/Multidisciplinary_Perspectives_on_Literacy_Research_Second_Edition"><img alt="Research paper thumbnail of Multidisciplinary Perspectives on Literacy Research: Second Edition" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/157127/Multidisciplinary_Perspectives_on_Literacy_Research_Second_Edition">Multidisciplinary Perspectives on Literacy Research: Second Edition</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Since publication of the first edition, literacy researchers have drawn increasingly on sociocult...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Since publication of the first edition, literacy researchers have drawn increasingly on sociocultural and sociolingustic theories of literacy learning to examine literacy-learning practices within literacy events and contexts. This second edition examines the relationships between current disciplinary and theoretical perspectives associated with these social and cultural perspectives shaping literacy research.<br />Leading literacy researchers describe how they apply particular disciplinary perspectives t their research, making explicit how those perspectives shape their research. Chapters in the first section examine the application of psychological and social science theories of research design related to issues of the validity of descriptive/qualitative versus experimental/quantitative research methods. Those in the second section examine the application of sociocultural/Activity Theory perspectives to examine literacy learning in the context of community and institutional settings. The third section draws on current linguistic and discourse analysis to examine language use and interactions in literacy events and contexts. A final section applies critical literacy and literary perspectives to issues of research on literacy and literature instruction.<br />These application of different disciplinary perspectives highlight how differences in theoretical perspectives influence not only how one conducts literacy research, but also the kinds of literacy practices one values in schools.<br /><br />Contents: MULTIPLE DISCIPLINARY PERSPECTIVES AND ISSUES OF RESEARCH DESIGN, Timothy Shanahan and Michael Kamil. Modes of Inquiry in Literacy Studies and Issues of Philsophy of Science, Timothy Shanahan. Some Issues Concerning Differences among Perspectives in Literacy Research; Reconsidering the Issues After a Decade of Change, Michael Kamil. Qualitative versus Quantitative research: A False Dichotomy, George Hillocks. Psychological Perspective on Literacy Studies, John Hayes. SOCIOCULTURAL/ACTIVITY THEORY PERSPECTIVES ON LITERACY RESEARCH Richard Beach. Vygotsky’s Contribution to Literacy Research, Holbrook Mahn and Vera John-Steiner, All That Glitters Ain’t Gold: CHAT as a Design and Analytical Tool in Literacy Research, Carol Lee and Ametha Ball. Participating in Emergent Socio-Literate Worlds: Genre, Disciplinarity, Interdisciplinarity, Charles Bazerman and Paul Prior, Settings, Speech Genres and the Institutional Settings, Richard Beach and Julie Kalnin. Community-based Local Literacies Research, Karin Tusting and David Barton.<br /><br />LINGUISTIC AND DISCOURSE ANALYSIS PERSPECTIVES ON LANGUAGE AND LITERACY RESEARCH, Judith Green. Introductions to Studying Language and Literacy, in Particular, David Bloome. Critical Discourse Analysis, James Paul Gee. Biliteracy, Nancy Hornberger. Studying the DiscursivE Construction of Texts in Classrooms Through Interactional Ethnography, Carol Dixon and Judith Green. The Discoursal Construction of Writer Identity, Roz Ivanic. CRITICAL LITERACY AND LITERACY RESEARCH, Richard Beach. Critical Literacy, Peter Freebody. Critical Literacy: Theory, Pedagogy and the Historical Imperative, Bronwyn Mellor and Annette Patterson. Author Index. Subject Index.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e3007f2d2065460a3919e6dd3a772dff" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":44875,"asset_id":157127,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/44875/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="157127"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="157127"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 157127; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="157128"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/157128/Multidisciplinary_Perspectives_on_Literacy_Research"><img alt="Research paper thumbnail of Multidisciplinary Perspectives on Literacy Research." class="work-thumbnail" src="https://attachments.academia-assets.com/39321091/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/157128/Multidisciplinary_Perspectives_on_Literacy_Research">Multidisciplinary Perspectives on Literacy Research.</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Contributors from a variety of disciplines "present their approach to language research, demonstr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Contributors from a variety of disciplines "present their approach to language research, demonstrate what data from this perspective look like, and explicate the assumptions upon which it is based" (Harste foreword, page x). <br /> <br />Part 1: "Difficulties in adopting a multidisciplinary approach" <br />  <br /> <br />Part 2: "Disciplinary perspectives and methodological approaches" <br />  <br /> <br />Part 3: "Specific disciplinary perspectives on literacy research" <br />  <br /> <br />Part 4: "Reaction papers"</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ac5547536372705a47a93e47a24a7144" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39321091,"asset_id":157128,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39321091/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="157128"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="157128"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 157128; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="157124"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/157124/What_Counts_as_Knowledge_in_Educational_Settings_Disciplinary_Knowledge_Assessment_and_Curriculum"><img alt="Research paper thumbnail of What Counts as Knowledge in Educational Settings Disciplinary Knowledge, Assessment, and Curriculum " class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/157124/What_Counts_as_Knowledge_in_Educational_Settings_Disciplinary_Knowledge_Assessment_and_Curriculum">What Counts as Knowledge in Educational Settings Disciplinary Knowledge, Assessment, and Curriculum </a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ucsb.academia.edu/JudithGreen">Judith L Green</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/GregoryKelly2">Gregory Kelly</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This volume of Review of Research in Education provides readers with multiple interpretations of ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This volume of Review of Research in Education provides readers with multiple interpretations of how changing views of knowledge across educational contexts shape curricular decisions, learning opportunities, and theories of teaching. 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Mahwah, NJ: Lawrence Erlbaum, 2006</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Gives guidelines on over40 kinds of research methods or approaches to educational inquiry; update...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Gives guidelines on over40 kinds of research methods or approaches to educational inquiry; updates the second edition (1997) or Complementary Methods for Research in Education</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="125338276"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125338276"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125338276; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=125338276]").text(description); $(".js-view-count[data-work-id=125338276]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 125338276; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='125338276']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=125338276]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":125338276,"title":"Green, Judith L., Gregory Camilli, and Patricia B. 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Rethinking equity, diversity, and reform in the 21th century" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/109672855/What_counts_as_evidence_in_Educational_settings_Rethinking_equity_diversity_and_reform_in_the_21th_century">What counts as evidence in Educational settings? Rethinking equity, diversity, and reform in the 21th century</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Introduction: What Counts as Evidence and Equity? - Allan Luke, Judith Green, and Gregory J. 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href="https://www.academia.edu/109672852/Theory_and_Methods_for_Sociocultural_Research_in_Science_and_Engineering_Education"><img alt="Research paper thumbnail of Theory and Methods for Sociocultural Research in Science and Engineering Education" class="work-thumbnail" src="https://attachments.academia-assets.com/107727614/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109672852/Theory_and_Methods_for_Sociocultural_Research_in_Science_and_Engineering_Education">Theory and Methods for Sociocultural Research in Science and Engineering Education</a></div><div class="wp-workCard_item"><span>Routledge eBooks</span><span>, Dec 17, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Index viii Figures and Tables 7.1 Overview of logic of inquiry about students' emotional sense-ma...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Index viii Figures and Tables 7.1 Overview of logic of inquiry about students' emotional sense-making of climate change in an environmental science course 7.2 Subset of questions in the inquiry to explore what counted as emotional expressions 7.3 Subset of questions in the inquiry to make salient the nuances of emotional expressions 7.4 Subset of questions in the inquiry to analyze how individuals-within-the-collective emotionally engaged with particular aspects of climate change 7.5 Subset of questions in the inquiry to examine why emotions were expressed differently across time and space 8.1 Example Studio Code timeline 8.2 A section of the event map showing the highlighted transcribed events and episodes within each event 8.3 Example coding framework table 9.1 Meeting-level event map from the September 24, 2014 meeting 9.2 Excerpt of an episode-level event map of the September 24, 2014 meeting 9.3 Initial domain analysis 9.4 Excerpt from year-long event map with codes 9.5 Conversational factors that construct associated with moreand less-generative talk 9.6 Concept map: "Chemistry Phenomena" episode, September 2014 10.1 Researcher actions (x is a kind of y) 10.2 x is a kind of aspect influencing conceptualizing phenomena to be studied Tables 4.1 Phases of constructing an archive of records 4.2 Field notes example 4.3 Overview of construction of curriculum intervention 4.4 Portion of event map format 4.5 Sample transcript 5.1 A description and comparison of the activities in the experimental curriculum (EiE) and the comparison curriculum (E4C) 5.2 Descriptive statistics of the classrooms studied</span></div><div class="wp-workCard_item 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Research on Teaching the English Language Arts</span><span>, 2005</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... 6 Ethnography as a Logic of Inquiry Judith L. Green and Carol N. Dixon University of Californ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... 6 Ethnography as a Logic of Inquiry Judith L. Green and Carol N. Dixon University of California, Santa Barbara Amy Zaharlick The Ohio State University The previous version of this chapter concluded with a call for those engaged in ethnographic research in education to ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109672851"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109672851"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109672851; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="109672848"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/109672848/Developing_a_Multi_faceted_Research_Process"><img alt="Research paper thumbnail of Developing a Multi-faceted Research Process" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/109672848/Developing_a_Multi_faceted_Research_Process">Developing a Multi-faceted Research Process</a></div><div class="wp-workCard_item"><span>Markee/The Handbook of Classroom Discourse and Interaction</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Over the last four decades, researchers at the intersection of applied linguistics and education ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Over the last four decades, researchers at the intersection of applied linguistics and education have developed a rich and varied set of research perspectives to examine what is interactionally accomplished in and through discourse in classrooms. These epistemological perspectives (ways of knowing) draw on conceptual and theoretical advances in anthropology, applied linguistics, education, linguistics, psychology, and sociology. The diversity of current epistemological approaches, and the range of issues that it is possible to examine through each, challenge those seeking to understand how to construct a multi‐faceted and multi‐ layered understanding of the complex nature of what is interactionally accomplished in and through classroom discourse. In this chapter, we propose an ethnographic perspective, an orienting logic of inquiry, (Green 1983; Green and Bloome 1997), that is designed to support readers‐as‐analysts in:</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109672848"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109672848"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109672848; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=109672847]").text(description); $(".js-view-count[data-work-id=109672847]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 109672847; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='109672847']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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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 f...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8f5705d9cc243fecdefff9aca43089f5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107727512,"asset_id":109672736,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107727512/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109672736"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109672736"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109672736; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="105223161"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/105223161/Introduction_Complementary_Methods_in_Education_Research"><img alt="Research paper thumbnail of Introduction: Complementary Methods in Education Research" class="work-thumbnail" src="https://attachments.academia-assets.com/104762082/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/105223161/Introduction_Complementary_Methods_in_Education_Research">Introduction: Complementary Methods in Education Research</a></div><div class="wp-workCard_item"><span>Handbook of Complementary Methods in Education Research</span><span>, 2006</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">AERA through its advocacy and support of the Handbook of Complementary Methods in Education Resea...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">AERA through its advocacy and support of the Handbook of Complementary Methods in Education Research (CMER) continues its commitment to (1) research training for students, (2) expanding professional knowledge of research practitioners, and (3) promoting understandings about the epistemologies, techniques, and results of diverse research methods and programs of research. Accordingly, this Handbook is designed to expose graduate students and researchers to a broad range of research methods and the kinds of questions these methods address. This volume continues this professional development tradition, by making available the vibrant growth and evolution of new <br />epistemologies, perspectives, and methods for research in the field of education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7475906aebfa8ae3ced5ef4893561b38" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104762082,"asset_id":105223161,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104762082/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="105223161"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="105223161"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 105223161; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="99601155"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/99601155/Revisiting_the_relationship_between_Ethnography_Discourse_and_Education"><img alt="Research paper thumbnail of Revisiting the relationship between Ethnography, Discourse and Education" class="work-thumbnail" src="https://attachments.academia-assets.com/100646285/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/99601155/Revisiting_the_relationship_between_Ethnography_Discourse_and_Education">Revisiting the relationship between Ethnography, Discourse and Education</a></div><div class="wp-workCard_item"><span>Caletroscópio</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The question of the relationship between ethnography, discourse and education has been an area of...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The question of the relationship between ethnography, discourse and education has been an area of an ongoing development for the last four decades. This paper addresses a series of questions proposed by the editors of this special issue of Calestrocópio Journal. These questions led us to a reexamination of key arguments by Shirley B. Heath, Brian V. Street and Kathryn M. Anderson-Levitt, who have influenced how ethnography can inform epistemological approaches to studying language in use in everyday settings in and out of school. In addition, we revisited the distinction between ethnography in and of education, proposed by Green and Bloome (1997), in the light of a recent reformulation focused on Anthropology in Education, of Education and for Education. This article focuses on the logic of inquiry central to understanding ethnography as epistemology</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="704836bad72ec529aa942b9b16da55c4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100646285,"asset_id":99601155,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100646285/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="99601155"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="99601155"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 99601155; 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Under new economic, technological, and cultural conditions, increasingly diverse populations and communities are facing persistent and emergent patterns of educational inclusion and exclusion. How we name and describe, document and understand educational equality and inequality, inclusion and exclusion, centrality and marginality, then, is the issue facing educational systems in economically hard times. In this volume, we bring together reviews on different approaches to the formation and use of evidence in educational policy and reform. We asked the authors to examine different approaches to evidence and to focus on how each reflects particular ways of defining, explaining and framing inequality and equality in educational policy and practice. They also provide critical analyses of evidence-based policies to date, discussing policy assumptions about and impacts on educational equity. This volume is a companion to the last four volumes of Review of Research in Education. In our two previous edited volumes, we focused on "what counts as learning" (Vol. 30), and "what counts as knowledge" (Vol. 32). There we and our editorial boards and authors attempted to broaden and expand debates over policy and practice that were becoming narrowly circumscribed in the transnational push for accountability-driven, evidence-based policy. Our goal in these volumes was to bring state-of-the-art research and theoretical perspectives across traditions and disciplines 1</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="86cb4775a566b63496549d33898c9bb6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":97904668,"asset_id":95833085,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/97904668/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="95833085"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="95833085"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 95833085; 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Guidebook for TL-TS: Three telling Cases of the Logic In Use</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This is a conceptual guide for the Interactional Ethnography as a logic-of-inquiry and formed a b...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This is a conceptual guide for the Interactional Ethnography as a logic-of-inquiry and formed a basis for the TL-TS interview with Angel Lin and members of her TL-TS Research group. <a href="https://www.youtube.com/watch?v=978b4zBB7mU" rel="nofollow">https://www.youtube.com/watch?v=978b4zBB7mU</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="381d2542de8a2b8bace072c2ad9e38dd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63548894,"asset_id":43274842,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63548894/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43274842"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43274842"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43274842; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="32010568"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/32010568/IRMSS_Telling_cases_guidebook_Part_2"><img alt="Research paper thumbnail of IRMSS Telling cases guidebook Part 2" class="work-thumbnail" src="https://attachments.academia-assets.com/52277355/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/32010568/IRMSS_Telling_cases_guidebook_Part_2">IRMSS Telling cases guidebook Part 2</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ucsb.academia.edu/JudithGreen">Judith L Green</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://unlv.academia.edu/LeAnnPutney">LeAnn Putney</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This is a research guidebook presented at the IRMSS Summer School in Ireland on Research Methods....</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This is a research guidebook presented at the IRMSS Summer School in Ireland on Research Methods.  It contains thought problems that readers can engage in to explore the logic-in-use for Interactional Ethnography.  This powerpoint provides telling cases to illustrate and engage readers in studies that have been undertaken guided by an IE logic-of-inquiry.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0885d84b83d73461f75695ee7f05186a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52277355,"asset_id":32010568,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52277355/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="32010568"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="32010568"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32010568; 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