Epistemological Issues in the Analysis of Video Records: Interactional Ethnography as a Logic of Inquiry

Video Research in the Learning Sciences

Volumn , Issue , 2014, Pages 115-132

  Green, Judith ^a   Skukauskaite, Audra ^b   Dixon, Carol ^a   Córdova, Ralph ^c  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b TEXAS A AND M UNIVERSITY   (United States)

^c SOUTHERN ILLINOIS UNIVERSITY EDWARDSVILLE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85145851191     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203877258-14     Document Type: Chapter

References (44)

1. Agar, M. (1994). Language shock: Understanding the culture of conversation. New York:Morrow.
2. Bakhtin, M. M. (1986). Speech genres and other late essays. Austin: University of Texas Press.
3. Bloome, D., Carter, S. P., Christian, B. M., Otto, S., & Shuart-Faris, N. (2005). Discourse analysis and the study of classroom language and literacy events: A microethnographic perspective. Mahwah, NJ: Lawrence Erlbaum Associates.
4. Bloome, D., & Egan-Robertson, A. (1993). The social construction of intertextuality in classroom reading and writing lessons. Reading Research Quarterly, 28(4), 304-334.
5. Castanheira, M., Crawford, T., Dixon, C., & Green, J. (2001). Interactional ethnography:An approach to studying the social construction of literate practices. Linguistics and education: Analyzing the discourse demands of the curriculum, 11(4), 353-400.
6. Collins, E., & Green, J. L. (1992). Learning in classroom settings: Making or breaking a culture. In H. Marshall (Ed.), Redefining student learning: Roots of educational restructuring (pp. 59-85). Norwood, NJ: Ablex.
7. Collins, J. (1987). Using cohesion analysis to understand access to knowledge. In D. Bloome (Ed.), Literacy and schooling (pp. 67-97). Norwood, NJ: Ablex.
8. Dixon, C., Green, J., Yeager, B., Baker, D., & Franquiz, M. (2000). “I used to know that”:What happens when reform gets through the classroom door. Bilingual Education Research Journal, 24(1 & 2), 113-126.
9. Edwards, D., & Mercer, N. (1987). Common knowledge: The development of understanding in the classroom. New York: Falmer.
10. Erickson, F. (1986). Qualitative research. In M. Wittrock (Ed.), The handbook of research on teaching (3rd ed., pp. 119-161). New York: Macmillan.
11. Erickson, F., & Shultz, J. (1981). When is a context? Some issues and methods in the analysis of social competence. In J. L. Green & C. Wallat (Eds.), Ethnography and language in educational settings (pp. 147-150). Norwood, NJ: Ablex.
12. Fairclough, N. (1992). Discourse and social change. Cambridge, England: Polity Press.
13. Fairclough, N. (1995). Critical discourse analysis: The critical study of language. London:Longman.
14. Gee, J., & Green, J. (1998). Discourse analysis, learning, and social practice: A methodological study. Review of Research in Education, 23, 119-169.
15. Geertz, C. (1983). Local knowledge: Further essays in interpretive anthropology. New York: Basic Books.
16. Goodenough, W. (1981). Culture, language, and society. Menlo Park, CA: Cummings.
17. Green, J., & Bloome, D. (1997). Ethnography and ethnographers of and in education: A situated perspective. In J. Flood, S. Heath, & D. Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts (pp. 181-202). New York: Simon & Schuster Macmillan.
18. Green, J., & Dixon, C. (1993). Introduction to special issue, “Talking knowledge into being:Discursive and social practices in classrooms.” Linguistics and Education, 5(3 & 4), 231-239.
19. Green, J. L., Dixon, C. N., & Zaharlick, A. (2003). Ethnography as a logic of inquiry. In J. Flood, D. Lapp, J. R. Squire, & J. M. Jensen (Eds.), Handbook of research on the teaching of the English language arts (2nd ed., pp. 201-224). Mahwah, NJ: Lawrence Erlbaum Associates.
20. Green, J. L., & Meyer, L. A. (1991). The embeddedness of reading in classroom life. In C. Baker & A. Luke (Eds.), Towards a critical sociology of reading pedagogy (pp. 141-160). Philadelphia: John Benjamins.
21. Green, J. L., & Wallat, C. (Eds.). (1981). Ethnography and language in educational settings. Norwood, NJ: Ablex.
22. Green, J. L., & Wallat, C. (1979). What is an instructional context? An exploratory analysis of conversational shifts across time. In O. Garnica & M. King (Eds.), Language, children, and society (pp. 159-174). New York: Pergamon.
23. Gumperz, J. (1982). Discourse strategies. Cambridge, England: Cambridge University Press.
24. Gumperz, J. (1986). Interactive sociolinguistics on the study of schooling. In J. Cook-Gumperz (Ed.), The social construction of literacy (pp. 45-68). New York: Cambridge University Press.
25. Gumperz, J., & Levinson, S. (1996). Rethinking linguistic relativity. Cambridge, England:Cambridge University Press.
26. Heap, J. L. (1991). A situated perspective of what counts as reading. In C. D. Raver & A. Luke (Eds.), Towards a critical sociology of reading pedagogy (pp. 103-139). Philadelphia:John Benjamin.
27. Heap, J. L. (1980) What counts as reading: limits to certainty in assessment. Curriculum Inquiry, 10(3), 265-292.
28. Heath, S. B. (1982). Ethnography in education: Defining the essentials. In P. Gillmore & A. Glatthorn (Eds.), Children in and out of school: Ethnography and education (pp. 33-55). Washington, DC: Center for Applied Linguistics.
29. Heras, A. I. (1993). The construction of understanding in a sixth grade bilingual classroom. Linguistics and Education, 5(3 & 4), 275-299.
30. Ivanic, R. (1994). I is for interpersonal: Discoursal construction of writer identities and the teaching of writing. Linguistics and Education, 6, 3-15.
31. Larson, J. (1995). Talk matters: The role of pivot in the distribution of literacy knowledge among novice writers. Linguistics and Education, 7(4), 277-302.
32. Lin, L. (1993). Language of and in the classroom: Constructing the patterns of social life. Linguistics and Education, 5(3 & 4), 367-409.
33. McDermott, R. P. (1976). Kids made sense: An ethnographic account of the interactional management of success and failure in one first-grade classroom. Unpublished doctoral dissertation, Stanford University, Stanford, CA.
34. Ochs, E. (1979). Transcription as theory. In E. Ochs & . B. B. Schefflin (Eds.), Developmental pragmatics (pp. 43-72). New York: Academic Press.
35. Ortner, S. B. (1984). Theory in anthropology since the sixties. Society for Comparative Study of Society and History, 26, 126-166.
36. Putney, L. (1997). Collective-individual development in a fifth grade bilingual classroom:An interactional ethnographic analysis of historicity and consequentiality. Unpublished dissertation, University of California at Santa Barbara.
37. Putney, L. G., Green, J. L., Dixon, C., Duran, R., & Yeager, B. (1999). Consequential progressions:Exploring collective-individual development in a bilingual classroom. In C. D. Lee, P. Smagorinsky, R. Pea, J. S. Brown, & C. Heath (Eds.), Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry (pp. 86-126). New York: Cambridge University Press.
38. Reveles, R., Córdova, R., & Kelly, G. (in press). Science literacy and academic identity formulation. Journal of Research on Science Teaching, 41(10), 1111-1144.
39. Rex, L. A. (Ed.). (2004). Discourse of opportunity:How talk in learning situations creates and constrains-Interactional ethnographic studies in teaching and learning. Cresskill, NJ: Hampton Press.
40. Santa Barbara Classroom Discourse Group. (1992a). Constructing literacy in classrooms:Literate action as social accomplishment. In H. Marshall (Ed.), Redefining learning:Roots of educational restructuring (pp. 119-150). Norwood, NJ: Ablex.
41. Santa Barbara Classroom Discourse Group. (1992b). Do you see what we see? The referential and intertextual nature of classroom life. Journal of Classroom Interaction, 27(2), 29-36.
42. Souza Lima, E. (1995). Culture revisited: Vygotsky’s ideas in Brazil. Anthropology & Education Quarterly, 26(4), 443-457.
43. Spradley, J. (1980). Participant observation. New York: Holt, Rinehart & Winston.
44. Yeager, B., Floriani, A., & Green, J. (1998). Learning to see learning in the classroom: Developing an ethnographic perspective. In D. Bloome & A. Egan-Robertson (Eds.), Students as inquirers of language and culture in their classrooms (pp. 115-139). Cresskill, NJ: Hampton Press.