By M. Elizabeth Graue
The paintings and technology of doing qualitative study regarding youngsters is the topic of this booklet. Elizabeth Graue and Daniel Walsh talk about the examine method, dealing succinctly with time-honored matters yet emphasizing the place paintings with kids provides its personal specific demanding situations. half One seems to be around the examine company, conceptualizing it as an holistic task. half makes a speciality of fieldwork, and the ultimate half examines the interpretive and reporting points of qualitative examine.
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Extra info for Studying children in context: theories, methods, and ethics
Bissex, G. (1980). Gnys at wrk: A child learns to write and read. Cambridge, MA: Harvard University Press. Boggs, S. T. (1985). Speaking, relating, and learning: A study of Hawaiian children at home and at school. Norwood, NJ: Ablex. Clark, C. D. (1995). Flights of fancy, leaps of faith: Children's myths in contemporary America. Chicago: University of Chicago Press. Corsaro, W. , & Miller, P. J. ). (1992). Interpretive approaches to children's socialization. San Francisco: Jossey-Bass. Cox, S. T.
As windows to universal laws, children, most often examined in laboratories, become raw materials for the construction of theories of development and learning. Although we have come a long way from the Page 2 bizarre recapitulationism of G. Stanley Hall, who believed that by listening carefully to children one could hear the distant calls of our ancestors (Kliebard, 1986), the quest for universal laws remains alive and well, as is evidenced by the remarkable tenacity of Piagetian theory. As indicators of treatment effects, children, most often in institutional settings, provide pre- and post-test results.
The most important facet of any context is the other people who share a particular here and now. Mehan (1980) described the social aspect of context in this way: Contexts are not to be equated with the physical surrounding of settings like classrooms, kitchens, and churches; they are constructed by the people present in varying combinations of participants and audience (Erickson & Schultz, 1977; McDermott & Roth, 1978). As McDermott and Roth have put it, contexts are constituted by what people are doing, as well as when and where they are doing it.
Studying children in context: theories, methods, and ethics by M. Elizabeth Graue