Using Educational Criticism and Connoisseurship for Qualitative Research

1. Auflage 2016
ISBN: 978-1-138-67763-0
Verlag: Routledge

Buch, Englisch, 100 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 326 g

Using Educational Criticism and Connoisseurship for Qualitative Research develops the practical elements of educational criticism, a form of qualitative inquiry that takes its lead from the work that critics have done in fields such as the visual arts, music, literature, drama and dance. Written by leading scholars in the field of curriculum studies, and research methods, this book explores the interpretive and evaluative aspects of educational criticism, through which the educational critic offers means for understanding and attributing significance to educational events. Featuring chapter-by-chapter activities, guiding questions, and key terms, this volume addresses matters of study design, pedagogy, and trends in doing educational criticism and connoisseurship. By offering a uniquely in-depth account of this research method, Using Educational Criticism and Connoisseurship for Qualitative Research is accessible to researchers and students in curriculum and instruction, educational leadership, and higher education.

Zielgruppe

Undergraduate Core

Autoren/Hrsg.

Uhrmacher, P Bruce

McConnell Moroye, Christy

Flinders, David J.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein Empirische Sozialforschung, Statistik

Inhaltsverzeichnis

Contents

Chapter 1: Introduction

Chapter 2: Connoisseurship: The Arts of Perception and Discernment

Chapter 3: Study Design

Chapter 4: Description and Interpretation

Chapter 5: Evaluation and Thematics

Chapter 6: Trends and Variations

Über Autor(innen)

P. Bruce Uhrmacher is Professor of Education and Research Methods at the Morgridge College of Education, University of Denver, USA, and Faculty Advisor for the Institute for Creative Teaching. He previously served as President of the American Association for Teaching and Curriculum. His research interests include arts-based research, qualitative research, alternative school settings, curriculum theory and practice, andWaldorf education.

Christy McConnell Moroye is Associate Professor of Educational Foundations and Curriculum Studies in the College of Education and Behavioral Sciences at the University of Northern Colorado, USA. She is Co-Editor of Curriculum and Teaching Dialogue and is interested in ecological and aesthetic perspectives of education.

David J. Flinders is Professor of Curriculum Studies at Indiana University, Bloomington, USA. His interests focus on qualitative research methods, secondary school reform, curriculum theory, and peace studies.