Böcker i Bold Visions in Educational Research-serien

The author takes readers on a journey of a large number of issues in designing actual studies of knowing and learning in the classroom, exploring actual data, and putting readers face to face with problems that he actually or possibly encountered, and what he has done or possibly could have done. The reader subsequently sees the results of data collection in the different analyses provided. The author shows how one writes very different studies using the same data sources but very different theoretical assumptions and analytic technique. The author brings his publication experience in very different disciplines-including science education, mathematics education, teacher education, curriculum, applied cognitive science, linguistics, social studies of science, and epistemology-into play to provide readers with way of experiencing research as praxis. The book is organized around six major themes (sections), in the course of which it develops the practical problems an educational researcher might face in a large variety of settings. In Part A, Collecting Data, the author introduces design experiments and ethnographic designs; in Part B, Analyzing Data, finding the right zoom level and focus, cognitive phenomenology, discourse analysis, and conversation analysis constitute the organizing themes. For each theme, the author uses one of his extensive databases to draw on examples, problems, decisions, solutions, and so on.The book was written to be used by upper undergraduate and graduate students taking courses in research design; because of its practical approach, it is highly suitable for those contexts where research methods courses do not exist. The audience also includes professors, who want to have a reference on design and methodology, and those who have not yet had the opportunity to employ a particular method.

Transformations in Urban Education: Urban Teachers and Students Working Collaboratively addresses pressing problems in urban education, contextualized in research in New York City and nearby school districts on the Northeast Coast of the United States. The schools and insti-tutions involved in empirical studies range from elementary through college and include public and private schools, alternative schools for dropouts, and museums. Difference is regarded as a resource for learning and equity issues are examined in terms of race, ethnicity, language proficiency, designation as special education, and gender. The contexts for research on teach-ing and learning involve science, mathematics, uses of technology, literacy, and writing comic books. A dual focus addresses research on teaching and learning, and learning to teach in ur-ban schools.Collaborative activities addressed explicitly are teachers and students enacting roles of re-searchers in their own classrooms, cogenerative dialogues as activities to allow teachers and students to learn about one another's cultures and express their perspectives on their experi-enced realities and negotiate shared recommendations for changes to enacted curricula. Coteaching is also examined as a means of learning to teach, teaching and learning, and under-taking research.The scholarship presented in the constituent chapters is diverse, reflecting multi-logicality with-in sociocultural frameworks that include cultural sociology, cultural historical activity theory, prosody, sense of place, and hermeneutic phenomenology. Methodologies employed in the research include narratology, interpretive, reflexive, and authentic inquiry, and multi-level inquiries of video resources combined with interpretive analyses of social artifacts selected from learning environments.This edited volume provides insights into research of places in which social life is enacted as if there were no research being undertaken. The research was intended to improve practice. Teachers and learners, as research participants, were primarily concerned with teaching and learning and, as a consequence, as we learned from research participants were made aware of what we learned-the purpose being to improve learning environments. Accordingly, research designs are contingent on what happens and emergent in that what we learned changed what happened and expanded possibilities to research and learn about transformation through heightening participants' awareness about possibilities for change and developing interventions to improve learning.