Vague Concepts in the Educational Sciences: Implications for Researchers

Scandinavian Journal of Educational Research

Volumn 58, Issue 5, 2014, Pages 528-539

  Blikstad Balas, Marte ^a  

^a UNIVERSITY OF OSLO   (Norway)

Author keywords

practice in educational sciences; practice theory; vague terms; vagueness

Indexed keywords

EID: 84905586386     PISSN: 00313831     EISSN: 14701170     Source Type: Journal    
DOI: 10.1080/00313831.2013.773558     Document Type: Article

References (33)

1. Alston, W.P. (1964). Philosophy of language. Englewood Cliffs, NJ: Prentice-Hall.
2. Barton, D., & Hamilton, M. (2000). Situated literacies. Reading and writing in context. London: Routledge.
3. Carr, W. (1995). For education: Towards critical educational inquiry. Buckingham, UK: Open University Press.
4. Clarke, D. (2006). Using international research to contest prevalent oppositional dichotomies. ZDM: The International Journal on Mathematics Education, 38(5), 376-387. doi: 10.1007/BF02652799
5. Cobb, P., Stephan, M., McClain, K., & Gravemeijer, K. (2001). Participating in classroom mathematical practices. Journal of the Learning Sciences, 10(1-2), 113-163. doi: 10.1207/S15327809JLS10-1-2_6
6. Davidson, C. (2012). Seeking the green basilisk lizard: Acquiring digital literacy practices in the home. Journal of Early Childhood Literacy, 12(1), 24-45. doi: 10.1177/1468798411416788
7. Evans, G. (1978). Can there be vague objects? Analyses 38(208), reprinted in Gareth Evans' Collected Papers. Oxford University Press.
8. Greeno, J.G. (1998). The Situativity of Knowing, Learning, and Research. American Psychologist, 53(1), 5-26. doi: 10.1037/0003-066X.53.1.5
9. Hammersley, M. (2008). Questioning qualitative inquiry: Critical essays. London: Sage.
10. Hyde, D. (2008). 'Sorites Paradox'. In E.N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy (Fall 2008 Edition), Retrieved from http://plato.stanford.edu/archives/fall2008/entries/sorites-paradox.
11. Keefe, R., & Smith, P. (1999). Vagueness: A reader. Cambridge, MA: MIT Press.
12. Klette, K (2010). Blindness to change within processes of spectacular change? What do educational researchers learn from classroom studies?. In A. Hargreaves, & M. Fullan (Eds.), Second Handbook of Educational Change (pp. 1001-1016), Springer International Handbooks of Education 23, part 4.
13. Kvernbekk, T. My practice, our practice (Unpublished paper), University of Oslo.
14. Labov, W. (1973). The boundaries of words and their meanings. In R.W. Shuy & C.-J.N. Bailey (Eds.), New ways of analyzing variation in English (pp. 340-373). Washington, DC: Georgetown University Press.
15. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
16. Lemke, J. (1990). Talking science: Language, learning and values. Westport: Praeger Greenwood.
17. Lemke, J. (2000). Across the scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind Culture and Activity, 7(4), 273-290. doi: 10.1207/S15327884MCA0704_03
18. Macintyre, A. (1985). After virtue: A study in moral theory. London: Duckworth.
19. Maskiewicz, A.C., & Winters, V.A. (2012). Understanding the co-construction of inquiry practices: A case study of a responsive teaching environment. Journal of Research in Science Teaching, 49(4), 429-464. doi: 10.1002/tea.21007
20. Miller, P.J., Potts, R., Fung, H., Hoogstra, L., & Mintz, J. (2009). Narrative practices and the social construction of self in childhood. American Ethnologist, 17(2), 292-311. doi: 10.1525/ae.1990.17.2.02a00060
21. Mjøset, L. (2009). The contextualist approach to social science methodology. In Byrne, & Ragin (Eds.), The Sage handbook of case-based methods (pp. 39-69). London: Sage.
22. Popkewitz, T. (2000). The denial of change in educational change: Systems of ideas in the construction of national policy and evaluation. Educational Researcher, 29(1), 17-29. doi: 10.3102/0013189X029001017
23. Rescher, N. (2008). Vagueness: A variant approach. Informal Logic, 28(4), 282-294.
24. Rescher, N. (2009). Ignorance: On the wider implications of deficient knowledge. Pittsburgh: University of Pittsburgh Press.
25. Scardamelia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In R.K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 97-115). Cambridge: Cambridge University Press.
26. Scribner, S., & Cole, M. (1981). The psychology of literacy. Cambridge, MA: Harvard University Press.
27. Sorensen, R.A. (2001). Vagueness and contradiction. Oxford: Clarendon Press.
28. Sorensen, R. (2008). Vagueness. In E.N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy (Fall 2008 Edition), Retrieved from http://plato.stanford.edu/archives/fall2008/entries/vagueness.
29. Tye, M. (1990). Vague objects. Mind, 99(396), 535-557. doi: 10.1093/mind/XCIX.396.535
30. Varzi, A. (2001). Vagueness, logic, and ontology. The Dialogue. Yearbooks for Philosophical Hermeneutics, 1, 135-154.
31. Wallerstein, I. (1991). Unthinking social science: The limits of nineteenth-century paradigms. Cambridge: Polity Press.
32. Williamson, T. (1996). Vagueness. New York: Routledge.
33. Wittek, L., & Kvernbekk, T. (2011). On the problems of asking for a definition of quality in education. Scandinavian Journal of Educational Research, 55(6), 671-684. doi: 10.1080/00313831.2011.594618