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Doing Qualitative Research in Education Settings
A step-by-step guide to qualitative research in the field of education. J. Amos Hatch offers a methods book that speaks directly to novice qualitative researchers in the field of education, providing a step-by-step guide to the development of a research project. Written in accessible language, the book emphasizes learning how to do qualitative work. Specific examples from real studies, using real data, and demonstrating real analyses are provided throughout. The book is designed to guide doctoral candidates through the dissertation process, from unpacking assumptions and identifying research questions, through project design, data collection, and analysis, to writing the final draft. Recommendations for writing and publishing qualitative work are included.
Early Childhood Qualitative Research
How can qualitative researchers make the case for the value of their work in a climate that emphasizes so-called "scientifically-based research?" What is the future of qualitative research when such approaches do not meet the narrow criteria being raised as the standard? In this timely collection, editor J. Amos Hatch and contributors argue that the best argument for the efficacy of qualitative studies in early childhood is the new generation of high quality qualitative work. This collection brings together studies and essays that represent the best work being done in early childhood qualitative studies, descriptions of a variety of research methods, and discussions of important issues related to doing early childhood qualitative research in the early 21st century. Taking a unique re-conceptualist point of view, the collection includes materials spanning the full range of early childhood settings and provides cutting edge views by leading educators of new methods and perspectives.
Early Childhood Qualitative Research
How can qualitative researchers make the case for the value of their work in a climate that emphasizes so-called "scientifically-based research?" What is the future of qualitative research when such approaches do not meet the narrow criteria being raised as the standard? In this timely collection, editor J. Amos Hatch and contributors argue that the best argument for the efficacy of qualitative studies in early childhood is the new generation of high quality qualitative work. This collection brings together studies and essays that represent the best work being done in early childhood qualitative studies, descriptions of a variety of research methods, and discussions of important issues related to doing early childhood qualitative research in the early 21st century. Taking a unique re-conceptualist point of view, the collection includes materials spanning the full range of early childhood settings and provides cutting edge views by leading educators of new methods and perspectives.
Life History and Narrative
Narrative inquiry refers to a subset of qualitative research design in which stories are used to describe human action. This book contains current ideas in this field of research, and will be of interest to qualitative researchers.
Critical Pedagogy and Teacher Education in the Neoliberal Era
Susan L. Groenke and J. Amos Hatch It does not feel safe to be critical in university-based teacher education programs right now, especially if you are junior faculty. In the neoliberal era, critical teacher education research gets less and less funding, and professors can be denied tenure or lose their jobs for speaking out against the status quo. Also, we know that the pedagogies critical teacher educators espouse can get beginning K–12 teachers fired or shuffled around, especially if their students’ test scores are low. This, paired with the resistance many of the future teachers who come through our programs—predominantly White, middle-class, and happy with the current state of aff...
Reclaiming the Teaching Profession
Reclaiming the Teaching Profession gives educators (especially teachers and future teachers) and their allies a clear overview of the massive effort to dismantle public education in the United States, which includes a direct attack on teachers. The book details, and provides a systematic critique of, the shaky assumptions at the foundation of the market-based reform initiatives that dominate the contemporary education scene. It names and exposes the motives and methods of the powerful philanthropists, politicians, business moguls, and education entrepreneurs who are behind the reform movement. It provides counter narratives that public school advocates can use to talk back to those who would destroy the teaching profession and public education. It includes examples of successful acts of resistance and identifies resources for challenging reformers’ taken for granted primacy in the education debate. It concludes with strategies educators can use to “speak truth to power,” reclaim their professional status, and reshape the education landscape in ways that serve all of America’s children and preserve our democracy.
Teaching in the New Kindergarten
Teaching in the New Kindergarten prepares early education students, kindergarten teachers and supervisors to serve the educational needs of children while satisfying the academic expectations that have arisen from standards-based reform efforts. This text encourages the student to rethink what constitutes good practice and gives guidance in organizing classrooms and programs in ways that apply what we know about learning and teaching in a balanced kindergarten curriculum. It offers a clear idea of what should be taught in each subject matter area based on the latest recommendations from scholarly organizations, state and district curriculum guides, widely adopted texts and published advice f...
Curriculum in Early Childhood Education
Curriculum in Early Childhood Education: Re-examined, Reclaimed, Renewed critically and thoroughly examines key questions, aims, and approaches in early childhood curricula. Designed to provide a theoretical and philosophical foundation for examining teaching and learning in the early years, this fully updated and timely second edition provokes discussion and analysis among all readers. What influences operate (both historically and currently) to impact what happens in young children's classrooms? Whose perspectives are dominant and whose are ignored? What values are explicit and implicit? Each chapter gives readers a starting point for re-examining key topics, encourages a rich exchange of ...
The Compleat Observer?
Combining anecdotal accounts, inter-professional experiences, critical debate and practical pointers to being a good observer, this book explores issues surrounding observation in social science-orientated research.
