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Research and Development in School
Grounded in Cultural Historical Activity Theory
Author:
Research and Development in School: Grounded in Cultural Historical Activity Theory intends to give student teachers, teachers and school leaders research knowledge about which methodologies (research approaches) and methods (data collection and analysis methods) they can use as tools when researching the day-to-day affairs of school and classroom practice. Cultural historical activity theory (CHAT) is presented as the framework. When grounded in CHAT the intention of the research will be to produce useful knowledge whether the aim is to promote development when the research is conducted or incoming development processes. The text is useful in connection with CHAT-informed development work research (DWR), where development work and research are combined in a common project, and in connection with on-going practices in school without the person studying them supporting the on-going development work there and then, but with the intention and understanding that the constructed knowledge can be used in subsequent development processes. This book is also useful for teacher educators/researchers who supervise student teachers or collaborate with practitioners in schools. The wish is that CHAT and its models will be able to contribute to the development processes we want to see in school, which in turn will promote the pupilsâ learning outcome.
May Britt Postholm, Ph.D., is professor in pedagogy and qualitative methodology at the Norwegian University of Science and Technology, Department of Teacher Education. She has published articles on teaching and learning and qualitative methodology in both national and international journals.
Preface
List of Figures
1 Introduction
1 âDevelopment Work Research and Research in School
2 âDWR and Research at Valen School
3 âThe Aim of the Book
4 âThe Structure of the Book
2 Theoretical Perspectives and Cultural Historical Activity Theory
1 âDifferent Theoretical Perspectives
2 âCultural Historical Activity Theory
3 âThe Activity System: Its Origin and Development
4 âResearching Development Processes
3 The Qualitative Method: Its Historical and Theoretical Roots and Characteristics
1 âHistorical Roots
2 âTheoretical Roots
3 âCharacteristics of the Qualitative Method
4 Researcher Roles and Access to the Research Field
1 âResearcher Roles and the Aim of the Research
2 âAccess to the Research Field
5 Qualitative Research Approaches and Analysis
1 âCase Studies
2 âEthnographic Studies
3 âPhenomenological Studies
4 âNarrative Studies
5 âText Analysis
6 âConversation Analysis
/
6 Data Collection
1 âObservation as a Data Collection Strategy
2 âDifferent Observer Roles
3 âInterviews as a Data Collection Strategy
4 âTypes of Interviews
5 âQuestions That Help the Researcher Achieve Understanding
6 âConnection between Interview and Observation
7 âPractical Advice
7 Analysing the Data Material Using the Constant Comparative Analysis Method and D-Analysis
1 âIntroduction
2 âThe Point of Departure and Purpose of the Constant Comparative Analysis Method
3 âThe Importance of Theory When Using the Constant Comparative Analysis Method
4 âAnalytical Procedures in the Constant Comparative Analysis Method
5 âAnalysis of an On-Going Process
6 âContextual Circumstances in the Analysis
7 âAsking Questions and Making Comparisons
8 âStrategies in the Analytical Work
9 âCategories and Structure in a Written Presentation
10 âBackground for the Project Used as an Example for the Constant Comparative Analysis Method and D-Analysis
11 âConcluding Reflection
8 Quality and Ethics
1 âIntroduction
2 âKnowledge â Constructed and Intersubjective
3 âConcepts Representing Quality
4 âEthical Principles in Research
5 âQuality and Ethics â A Summary
9 Writing up the Research Project
1 âIntroduction
2 âThe Thesis and the Researcherâs Position
3 âThe Recipients of the Thesis
4 âThe Introduction in the Thesis
5 âThick and Thin Descriptions
6 âHow to Structure the Text
7 âDescriptions as the Starting Point for Further Analysis
8 âQuotations Embedded in the Text
9 âThe Connecting Theme in the Masterâs Thesis
References
Appendices
Appendix 1
Appendix 2
Appendix 3
Index
List of Figures
1 Introduction
1 âDevelopment Work Research and Research in School
2 âDWR and Research at Valen School
3 âThe Aim of the Book
4 âThe Structure of the Book
2 Theoretical Perspectives and Cultural Historical Activity Theory
1 âDifferent Theoretical Perspectives
2 âCultural Historical Activity Theory
3 âThe Activity System: Its Origin and Development
4 âResearching Development Processes
3 The Qualitative Method: Its Historical and Theoretical Roots and Characteristics
1 âHistorical Roots
2 âTheoretical Roots
3 âCharacteristics of the Qualitative Method
4 Researcher Roles and Access to the Research Field
1 âResearcher Roles and the Aim of the Research
2 âAccess to the Research Field
5 Qualitative Research Approaches and Analysis
1 âCase Studies
2 âEthnographic Studies
3 âPhenomenological Studies
4 âNarrative Studies
5 âText Analysis
6 âConversation Analysis
/
6 Data Collection
1 âObservation as a Data Collection Strategy
2 âDifferent Observer Roles
3 âInterviews as a Data Collection Strategy
4 âTypes of Interviews
5 âQuestions That Help the Researcher Achieve Understanding
6 âConnection between Interview and Observation
7 âPractical Advice
7 Analysing the Data Material Using the Constant Comparative Analysis Method and D-Analysis
1 âIntroduction
2 âThe Point of Departure and Purpose of the Constant Comparative Analysis Method
3 âThe Importance of Theory When Using the Constant Comparative Analysis Method
4 âAnalytical Procedures in the Constant Comparative Analysis Method
5 âAnalysis of an On-Going Process
6 âContextual Circumstances in the Analysis
7 âAsking Questions and Making Comparisons
8 âStrategies in the Analytical Work
9 âCategories and Structure in a Written Presentation
10 âBackground for the Project Used as an Example for the Constant Comparative Analysis Method and D-Analysis
11 âConcluding Reflection
8 Quality and Ethics
1 âIntroduction
2 âKnowledge â Constructed and Intersubjective
3 âConcepts Representing Quality
4 âEthical Principles in Research
5 âQuality and Ethics â A Summary
9 Writing up the Research Project
1 âIntroduction
2 âThe Thesis and the Researcherâs Position
3 âThe Recipients of the Thesis
4 âThe Introduction in the Thesis
5 âThick and Thin Descriptions
6 âHow to Structure the Text
7 âDescriptions as the Starting Point for Further Analysis
8 âQuotations Embedded in the Text
9 âThe Connecting Theme in the Masterâs Thesis
References
Appendices
Appendix 1
Appendix 2
Appendix 3
Index
Student teachers, teachers, leaders and teacher educators/researchers who want to conduct research on day to day affairs in school and classroom practice and also support development of practice in school.