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Relevant bibliographies by topics / Ethnography in education

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Academic literature on the topic 'Ethnography in education'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Ethnography in education"

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Goodson, Leigh, and Matt Vassar. "An overview of ethnography in healthcare and medical education research." Journal of Educational Evaluation for Health Professions 8 (April 25, 2011): 4. http://dx.doi.org/10.3352/jeehp.2011.8.4.

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Research in healthcare settings and medical education has relied heavily on quantitative methods. However, there are research questions within these academic domains that may be more adequately addressed by qualitative inquiry. While there are many qualitative approaches, ethnography is one method that allows the researcher to take advantage of relative immersion in order to obtain thick description. The purpose of this article is to introduce ethnography, to describe how ethnographic methods may be utilized, to provide an overview of ethnography's use in healthcare and medical education, and to summarize some key limitations with the method.

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Gillingham, Philip, and Yvonne Smith. "Epistemological Siblings: Seven Reasons to Teach Ethnography in Social Work Education." British Journal of Social Work 50, no. 7 (December 10, 2019): 2233–51. http://dx.doi.org/10.1093/bjsw/bcz153.

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Abstract Ethnographic studies of people at the margins of society, struggling with complex and intertwined personal and social problems, have provided useful insights to social work students and practitioners. Similarly, ethnographic studies of social work practice have provided deeper understandings of how professionals work with individuals, groups and organizations. It has been argued that, given the similarities in the skills required to be an ethnographer and a professional social worker, ethnography should be included in social work curricula, both as an approach to research and as a way to enhance practice skills. The main contribution of this article is to extend this argument using the novel approach of exploring the similarities and divergences between the epistemological approaches of ethnography and social work, in terms of how knowledge is sought, constructed and critically questioned.

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Ravindran, Aisha, Jing Li, and Steve Marshall. "Learning Ethnography Through Doing Ethnography: Two Student—Researchers’ Insights." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692095129. http://dx.doi.org/10.1177/1609406920951295.

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In this article, we present the accounts of the field experiences and challenges of two graduate student-researchers practising ethnographic methodology, conducting fieldwork, and writing up “post-modern” ethnographies that are both creative and “integrative”. We describe the complexities and tensions when two student-researchers negotiated many issues in the field and “behind the desk” as they transformed the texts: epistemology and ontology, reflexivity and auto-ethnography, and writing researchers and participants in and out of accounts. We conclude with a discussion on pedagogical implications, and consider the value of learning ethnography through doing ethnography.

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Frank, Carolyn R., and Frederick L. Uy. "Ethnography for Teacher Education." Journal of Teacher Education 55, no. 3 (May 2004): 269–83. http://dx.doi.org/10.1177/0022487104263978.

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Bank, Adrianne. "Ethnography in education evaluation." Evaluation and Program Planning 9, no. 2 (1986): 180–83. http://dx.doi.org/10.1016/0149-7189(86)90039-x.

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Levitan, Joseph, Davin Carr-Chellman, and Alison Carr-Chellman. "Accidental ethnography: A method for practitioner-based education research." Action Research 18, no. 3 (May 16, 2017): 336–52. http://dx.doi.org/10.1177/1476750317709078.

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This article presents and discusses Accidental Ethnography (AccE), a methodology for practitioners to examine past experiences and contribute their findings to scholarly discourse. Accidental ethnography is the systematic analysis of prior fieldwork. It utilizes extant data “accidentally” gathered (i.e. the data were not collected as part of a predesigned study) to provide insight into a phenomenon, culture, or way of life. The accidental ethnography method—a nascent method in research literature—was developed to provide a means of in-depth exploration of past practitioner learning experiences beyond personal reflection. This article organizes, advances, and systematizes an accidental ethnography method for practitioner–researchers. We propose here a method that encompasses broader intentionality on the part of the researcher and a potentially unorthodox chronology of steps in the ethnographic research process. For practitioners in education, where much is learned through action and reflection, accidental ethnography offers a methodological approach for rigorous reflective research by front-line practitioners who have traditionally had difficulty finding time to make rigorous contributions to the discipline. This article introduces the methodological approach, elaborates the accidental ethnography research process, situates the method within action research methodology, and provides an example of an accidental ethnography project.

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Pearson, Allen T., and Martyn Hammersley. "Classroom Ethnography." British Journal of Educational Studies 39, no. 3 (August 1991): 363. http://dx.doi.org/10.2307/3121164.

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PREISSLE, JUDITH, and LINDA GRANT. "EXPLORING THE ETHNOGRAPHY OF EDUCATION." Journal of Contemporary Ethnography 27, no. 1 (April 1998): 3–9. http://dx.doi.org/10.1177/089124198027001001.

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Hardman, John. "Book Review: Ethnography for Education." Journal of Research in International Education 4, no. 1 (April 2005): 110–13. http://dx.doi.org/10.1177/147524090500400107.

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Schostak, John. "Book Review: Ethnography for Education." Theory and Research in Education 4, no. 3 (November 2006): 376–79. http://dx.doi.org/10.1177/1477878506069111.

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Dissertations / Theses on the topic "Ethnography in education"

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Bird, Alison Gwendy. "Astrology in education : an ethnography." Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435613.

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Farias, Lauren. "Ethnography: Journey to Teaching." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/122.

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This paper is an ethnography, meaning the study of a group of people more closely related to the customs and culture of the group of people. This was done as part of the coursework to receive a Masters in Education and a Preliminary Multiple Subject teaching credential in California. I began by looking at how the varying experiences throughout my life have shaped me into wanting to become a teacher. This is a place in the ethnography where I evaluate my own schooling and look at who impacted my life academically. Through looking at these people, I was able to see the kind of learning style I flourish in, which lead me into how I plan on teaching. Once I wrote about how I plan on teaching I evaluated why I want to teach special education. The next phase of this writing is looking at three specific students in my classroom and is an analytical view of who the child is and why they are the way they are. We were told we needed to look at an English Learner, a student who had experienced a significant life experience, and a student on an IEP. This process was very helpful in being able to understand the child holistically because we needed to participate in a home visit. We also needed to look at the child’s personality, strengths, and weaknesses in and out of school. All of these steps helped me to better understand my students. As the research continued I looked at the community and my classroom. Looking at the history of the community through research and through a personal interview allowed me to see the community and be able to understand more. I was able to see how the community has evolved and how their passion for education has remained the same through it all. When looking at my classroom, I saw the growth my students had made over the course of the school year.

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Keith, Karin, and Renee Rice Moran. "Qualitative Ethnography." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1002.

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Alcantar, Seleni. "Learning Journey as an Educator Ethnography." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/145.

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What makes an effective teacher? This is the question I have tried to answer as I developed this ethnographic narrative. What is written here for you to read is an outline of what my experiences have been for the past two years, although it could have been my first year of teaching, but because I set back in the program, I will talk about both my first and second year of teaching. It traces back to the early expectations and hopes to more complex understandings of my students and myself. It has been 19 months since I started writing my ethnography, therefore you will notice my verb tense throughout the whole writing process. There are also new perspectives for each section. The project begins with a reflective piece about my personal educational experiences and my journey to become a teacher. I do wish to warn you that I have included specifically, details about my personal upbringing that may make a few people uncomfortable, but all in all this is who I am and what has helped shaped me through out the years. The work of this ethnography centers on my experience in my current position as an Intern teacher at a high school in Pomona, California. This opens with a study of three focus students who I had the privilege of visiting in their homes. This allowed me to discover who my students truly are and lay a foundation for my teaching goals. It is then followed by a section on the school, classroom, and community environment because this is what helps further analyze what shapes my students and it opens up opportunities to understanding where, how and why my students perform at the level they do. Finally, this project although the majority analytical, it is also very personal. In the last section presented, I reflect on the journey as an educator and what changes can be made to better suit my students. This section allows me to analyze how effective I have been and continue to be as an educator.

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Burke, Penny Jane. "Accessing education : a feminist post/structuralist ethnography of widening educational participation." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/10006638/.

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This thesis represents a small-scale ethnography of access education. Using methods of auto/biography, I study the field of access education through students' life stories, spoken narratives and diary entries, while writing myself and aspects of my own auto/biography into the research. My analytical approach is framed by feminist post/structural theories, drawing on analytical tools such as deconstruction and discourse analysis and conceptual tools including power, collaboration through praxis, reflexivity, subjectivity and experience. The thesis focuses on a group of students returning to learning through various 'access courses' available at their local FE College within the context of burgeoning national policy on widening educational participation. In examining the competing discourses within the field of access education, it reveals the hidden dynamics in which access students are re/positioned in complex, contradictory and multiple ways. The research examines the implications of educational participation for access students and explores the effectiveness of interactive and collaborative approaches to the research and education of marginalised groups. The ethnography situates students and researcher as co-participants. Placing mature students' representations of educational experiences at the centre of knowledge production, the thesis argues that we must understand the backgrounds, interests and experiences of the particular social groups that policy seeks to target. I argue for the revitalisation of lively discussions about pedagogy within access education rooted in reflexive praxis that are committed to a politics of difference and to anticlassist, anti(hetero )sexist and antiracist practices. New forms of access practices that are inclusive and responsive to fluidity and context are presented through the insights of co-participants.

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Corroto, Carla. "Constructing architects : a critical ethnography." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1240236778.

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Bibic, Sasa. "An Ethnographic Approach to Education: Learning Through Relationships." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/118.

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The purpose of the ethnographic narrative project was to understand ourselves and our students in a more in-depth manner. The ethnographic narrative project has allowed me to explore myself, my students, my classroom, the community I teach in, and the link each of these has to social justice. In order to best serve our students as educators, we must comprehend all of the funds of knowledge our students possess and utilize these facets to aid their learning. I have found that understanding my students cultural, social, academic assets is critical to fulfilling their needs both as students and individuals. I have also explored my own strengths and areas of growth as an educator and solidified my teaching identity. As educators we must not only teach our students academic skills teach social and emotional assets as well.

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LeDrew, June Elizabeth. "Women and primary physical education, a feminist critical ethnography." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21939.pdf.

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Fisk, Paul. "Non-Traditional Bilingual Education: An Ethnography of Hillcrest Elementary." Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/755.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf
Bachelors
Arts and Sciences
Liberal Studies

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Muzyka, Diann Milaves. "An ethnography of community college presidents from continuing education." Ohio : Ohio University, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1108145190.

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Books on the topic "Ethnography in education"

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Pole, Christopher J. Ethnography for education. Berkshire, England: Open University Press, 2003.

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Matus, Claudia, ed. Ethnography and Education Policy. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8445-5.

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Wieser, Clemens, and Angela Pilch Ortega, eds. Ethnography in Higher Education. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-30381-5.

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Particularities: Collected essays on ethnography and education. New York: P. Lang, 1999.

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1947-, Atkinson Paul, ed. Fighting familiarity: Essays on education and ethnography. Cresskill, N.J: Hampton Press, 1995.

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The micro/politics of inclusive education: An ethnography. Buckingham: Open University Press, 2002.

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service), SpringerLink (Online, ed. Evolution and Religion in American Education: An Ethnography. Dordrecht: Springer Science+Business Media B.V., 2011.

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Inside schools: Ethnography in educational research. London: Routledge, 2002.

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Inside schools: Ethnography in educational research. London: Routledge & Kegan Paul, 1986.

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Researching the art of teaching: Ethnography for educational use. London: Rouledge, 1996.

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Book chapters on the topic "Ethnography in education"

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Madsen, Lian Malai, and Martha Sif Karrebæk. "Hip Hop, Education and Polycentricity." In Linguistic Ethnography, 246–65. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137035035_13.

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Watson-Gegeo, Karen Ann. "Classroom Ethnography." In Encyclopedia of Language and Education, 135–44. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4535-0_13.

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May, Stephen A. "Critical Ethnography." In Encyclopedia of Language and Education, 197–206. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4535-0_19.

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Creese, Angela, and Fiona Copland. "Linguistic Ethnography." In Research Methods in Language and Education, 339–51. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02249-9_25.

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Palmer, Deborah, and Blanca Caldas. "Critical Ethnography." In Research Methods in Language and Education, 381–92. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02249-9_28.

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Creese, Angela, and Fiona Copland. "Linguistic Ethnography." In Research Methods in Language and Education, 1–13. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02329-8_25-1.

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Palmer, Deborah, and Blanca Caldas. "Critical Ethnography." In Research Methods in Language and Education, 1–12. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02329-8_28-1.

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Figueroa, Ariana Mangual. "Ethnography and Language Education." In Research Methods in Language and Education, 269–82. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02249-9_20.

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Mangual Figueroa, Ariana. "Ethnography and Language Education." In Research Methods in Language and Education, 1–14. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02329-8_20-1.

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Farah, Iffat. "Ethnography of Communication." In Encyclopedia of Language and Education, 125–33. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4535-0_12.

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Conference papers on the topic "Ethnography in education"

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Sobolewska, Emilia, Colin F. C. Smith, and Phil Turner. "Auto-Ethnography: Problems, Pitfalls and Promise." In HCI Educators 2009 - playing with our education. BCS Learning & Development, 2009. http://dx.doi.org/10.14236/ewic/hcied2009.9.

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Marwah, Sopa Siti, and Vina Adriany. "Playing, Space and Gender - A Focused Ethnography Study." In 2nd Asian Education Symposium. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007300501670171.

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Bianco, Rosella. "Refugees Education: An Ethnography Of Teaching Experiences In Jordan." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.5.

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Schorr, Ruth, Martina Voigt, and Lotte Rose. "On Teaching Intercultural Competencies Using Ethnography and Cultural Dimension Theory." In 2019 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2019. http://dx.doi.org/10.1109/educon.2019.8725156.

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Lai, Heather L., and Tara Eaton. "The Use of Qualitative Data Analysis for the Evaluation of Design Ethnography Training Among Undergraduate Engineering Students." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-10494.

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Abstract While qualitative data analysis (QDA) is an established method in education research, QDA is less common in engineering research and may be a challenge for engineering faculty not formally trained in qualitative methods to apply it in engineering education. The following describes the collaborative effort between an engineering design instructor and an anthropologist who used QDA to evaluate the implementation of design ethnography training in a third-year biomedical engineering design course. In their partnership, the study investigators examined student perspectives regarding design ethnography training and how such training in an engineering curriculum may prepare students for careers in biomedical design. Data for the study consisted of reflective essays (N = 42) that the students completed following two primary exercises dedicated to design ethnography skills training. Investigators input typed and anonymized text files of the student essays into ATLAS.ti X7, a qualitative data analysis software program, for qualitative content analysis. QDA was conducted using the constant comparison method to inductively identify pertinent themes. Throughout the QDA process, the investigators routinely met to discuss, merge and interpret themes as needed. Upon the finalization of themes, researchers re-reviewed the data using the finalized codebook (a list of themes and their definitions) for coding reliability. This regular contact was invaluable for the engineering instructor, providing instruction on the process necessary for proper application of QDA. The unique partnership between investigators offered the engineering design instructor the opportunity to evaluate engineering student perceptions of a new curriculum implementation in an in-depth manner not commonly attempted in engineering education. Results from the QDA showed that the incorporation of design ethnography skills training into an engineering design curriculum increased student awareness of the value of ethnography in understanding user environments while offering engineering students the opportunity to develop better observation skills. This study was successful not only in demonstrating efficacy of design ethnography training among undergraduate engineering students, but it also serves as an example of how QDA may be applied by engineering instructors for the evaluation of student experience and work in engineering education.

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Jubaidah, Siti, and Emzir Emzir. "At Darunnajah Islamic Boarding School Jakarta (An Ethnography Study)." In Proceedings of the 5th Asia Pasific Education Conference (AECON 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aecon-18.2018.38.

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Oktaviana, Fadilla, Emzir, and Yumna Rasyid. "Information, Communication, and Technology-Based English Instruction: An Ethnography Research." In 1st International Multidisciplinary Conference on Education, Technology, and Engineering (IMCETE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200303.086.

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Permata Sari, Ni Wayan Ayu, Zuriyati, and Yumna Rasyid. "Maxim of Quantity in the Police Officers’ Speech Acts: An Ethnography of Communication." In International Conference on Education, Language, and Society. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0008998703440348.

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Gazca, Lourdes, Enrique Palou, Aurelio Lopez-Malo, and Juan Manuel Garibay. "Ethnography of a first-year design experience in the Introduction to Engineering Design course." In 2009 39th IEEE Frontiers in Education Conference. Imagining and Engineering Future CSET Education (FIE 2009). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350830.

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Sukiani, Ni Ketut, and I. Gusti Wira Hadijaya. "The Elements of Ethnography “Speaking” in Fist Fight Movies (2017)." In Proceedings of the First International Seminar Social Science, Humanities and Education, ISSHE 2020, 25 November 2020, Kendari, Southeast Sulawesi, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.25-11-2020.2306671.

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Reports on the topic "Ethnography in education"

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Princehouse, Caroline. You don't have to have a high school education to work here : an ethnography of a chainstore. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5470.

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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.

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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.

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