LEADER 05327nam 22007815 450 001 9910483049403321 005 20250610110307.0 010 $a9789401792820 010 $a9401792828 024 7 $a10.1007/978-94-017-9282-0 035 $a(CKB)3710000000332486 035 $a(EBL)1968053 035 $a(OCoLC)899738665 035 $a(SSID)ssj0001424507 035 $a(PQKBManifestationID)11832257 035 $a(PQKBTitleCode)TC0001424507 035 $a(PQKBWorkID)11367546 035 $a(PQKB)10898698 035 $a(DE-He213)978-94-017-9282-0 035 $a(MiAaPQ)EBC1968053 035 $z(PPN)258854790 035 $a(PPN)183520866 035 $a(MiAaPQ)EBC29095392 035 $a(EXLCZ)993710000000332486 100 $a20150106d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aInternational Handbook of Interpretation in Educational Research /$fedited by Paul Smeyers, David Bridges, Nicholas C. Burbules, Morwenna Griffiths 205 $a1st ed. 2015. 210 1$aDordrecht :$cSpringer Netherlands :$cImprint: Springer,$d2015. 215 $a1 online resource (1645 p.) 225 1 $aSpringer International Handbooks of Education,$x2197-196X 300 $aDescription based upon print version of record. 311 08$a9789401792813 311 08$a940179281X 320 $aIncludes bibliographical references and indexes. 327 $aPreface: How the Handbook Came into Being; Paul Smeyers -- General Introduction; Morwenna Griffiths, David Bridges, Nicholas C. Burbules and Paul Smeyers -- The Theoretical Landscape -- GENRE 1: Narrative Approaches -- GENRE 2: Analysis of Language and Significations -- GENRE 3: Ethnography of Education: Sociological and anthropological approaches -- GENRE 4: Ethnography in Educational Research: Applying ethnographic methods in educational inquiry -- GENRE 5: Historical Approaches -- GENRE 6: Philosophical Approaches -- GENRE 7: Quantitative Approaches -- GENRE 8: Cultural-transgressive Approaches -- Afterword; David Bridges, Nicholas C. Burbules, Morwenna Griffiths and Paul Smeyers. 330 $aThis handbook focuses on the often neglected dimension of interpretation in educational research. It argues that all educational research is in some sense ?interpretive?, and that understanding this issue belies some usual dualisms of thought and practice, such as the sharp dichotomy between ?qualitative? and ?quantitative? research. Interpretation extends from the very framing of the research task, through the sources which constitute the data, the process of their recording, representation and analysis, to the way in which the research is finally or provisionally presented. The thesis of the handbook is that interpretation cuts across the fields (both philosophically, organizationally and methodologically). By covering a comprehensive range of research approaches and methodologies, the handbook gives (early career) researchers what they need to know in order to decide what particular methods can offer for various educational research contexts/fields. An extensive overview includes concrete examples of different kinds of research (not limited for example to ?teaching? and ?learning? examples as present in the Anglo-Saxon tradition, but including as well what in the German Continental tradition is labelled ?pädagogisch?, examples from child rearing and other contexts of non-formal education) with full description and explanation of why these were chosen in particular circumstances and reflection on the wisdom or otherwise of the choice ? combined in each case with consideration of the role of interpretation in the process. The handbook includes examples of a large number of methods traditionally classified as qualitative, interpretive and quantitative used across the area of the study of education. Examples are drawn from across the globe, thus exemplifying the different ?opportunities and constraints? that educational research has to confront in different societies. 410 0$aSpringer International Handbooks of Education,$x2197-196X 606 $aEducation$xPhilosophy 606 $aSociology$xMethodology 606 $aPhilosophy and social sciences 606 $aEducational Philosophy 606 $aSociological Methods 606 $aPhilosophy of Education 606 $aPhilosophy of the Social Sciences 615 0$aEducation$xPhilosophy. 615 0$aSociology$xMethodology. 615 0$aPhilosophy and social sciences. 615 14$aEducational Philosophy. 615 24$aSociological Methods. 615 24$aPhilosophy of Education. 615 24$aPhilosophy of the Social Sciences. 676 $a107 676 $a300.1 676 $a370 676 $a370.1 702 $aSmeyers$b Paul$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aBridges$b David$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aBurbules$b Nicholas C$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aGriffiths$b Morwenna$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910483049403321 996 $aInternational Handbook of Interpretation in Educational Research$92849634 997 $aUNINA