Great Minds Think Alike, or Do They? Juxtaposing Contextual and Peripheral Perspectives on Data

Autor/inn/en	Putney, LeAnn G.; Jones, Suzanne H.
Titel	Great Minds Think Alike, or Do They? Juxtaposing Contextual and Peripheral Perspectives on Data
Quelle	In: Educational Research: Theory and Practice, 32 (2021) 1, S.109-114 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2637-8965
Schlagwörter	Educational Research; Classroom Environment; Grade 5; Sociolinguistics; Teacher Behavior; Social Influences; Expectation; Teaching Styles; Student Attitudes; Student Behavior; Elementary School Teachers; Elementary School Students + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Klassenklima; Unterrichtsklima; School year 05; 5. Schuljahr; Schuljahr 05; Soziolinguistik; Teacher behaviour; Lehrerverhalten; Sozialer Einfluss; Expectancy; Erwartung; Lehrstil; Unterrichtsstil; Schülerverhalten; Student behaviour; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The purpose of this study was to explore different interpretations made through the dialogic interplay of a classroom ethnographic researcher (contextual researcher) and a research analyst (peripheral researcher) as we collaborated on interpretations of data from an elementary school classroom. Using sociolinguistic discourse technique, we examined two events involving guest teachers, the first of which was a frame clash that illustrated an outsider view of a classroom culture. In contrast, the second event provided more of an insider understanding of the classroom culture. This resulting contrastive analysis stemmed from the dialogic interpretation of both researchers and combining of theoretical perspectives. The interplay of perspectives between the researchers revealed a higher level of analysis and interpretation that led to a more robust synthesis and a more complex explanation of the findings. (As Provided).
Anmerkungen	Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01