J. Amos Hatch – författare

How can qualitative researchers make the case for the value of their work in a climate that emphasizes so-called "scientifically-based research?" What is the future of qualitative research when such approaches do not meet the narrow criteria being raised as the standard? In this timely collection, editor J. Amos Hatch and contributors argue that the best argument for the efficacy of qualitative studies in early childhood is the new generation of high quality qualitative work. This collection brings together studies and essays that represent the best work being done in early childhood qualitative studies, descriptions of a variety of research methods, and discussions of important issues related to doing early childhood qualitative research in the early 21st century. Taking a unique re-conceptualist point of view, the collection includes materials spanning the full range of early childhood settings and provides cutting edge views by leading educators of new methods and perspectives.

How can qualitative researchers make the case for the value of their work in a climate that emphasizes so-called "scientifically-based research?" What is the future of qualitative research when such approaches do not meet the narrow criteria being raised as the standard? In this timely collection, editor J. Amos Hatch and contributors argue that the best argument for the efficacy of qualitative studies in early childhood is the new generation of high quality qualitative work. This collection brings together studies and essays that represent the best work being done in early childhood qualitative studies, descriptions of a variety of research methods, and discussions of important issues related to doing early childhood qualitative research in the early 21st century. Taking a unique re-conceptualist point of view, the collection includes materials spanning the full range of early childhood settings and provides cutting edge views by leading educators of new methods and perspectives.

Narrative inquiry refers to a subset of qualitative research design in which stories are used to describe human action. This book contains current ideas in this emerging field of research. Chapters include a qualitative analysis of narrative data; criteria for evaluating narrative inquiry, linking emotion and reason through narrative voice, audience and the politics of narrative; trust in educational storytelling; narrative strategies for case reports; life history narratives and women's gender identity; and issues in life history and narrative inquiry. This text is intended to be of interest to all qualitative researchers and education researchers studying forms of narrative.

Narrative inquiry refers to a subset of qualitative research design in which stories are used to describe human action. This book contains current ideas in this emerging field of research. Chapters include a qualitative analysis of narrative data; criteria for evaluating narrative inquiry, linking emotion and reason through narrative voice, audience and the politics of narrative; trust in educational storytelling; narrative strategies for case reports; life history narratives and women's gender identity; and issues in life history and narrative inquiry. This text is intended to be of interest to all qualitative researchers and education researchers studying forms of narrative.

This book aims to broaden the teaching repertoires of pre-service and in-service early childhood teachers so they can better meet the needs of the children they teach. Covering 16 early childhood teaching strategies—ranging from traditional play-based approaches through direct teaching and technology-assisted instruction to postmodern methods—each chapter focuses on a different pedagogical approach, explaining what it is, why it’s important, and how it can be implemented in Pre-K–3 classrooms. Chapters conclude with detailed examples of how the strategies can be utilized to cover specific instructional objectives drawn from published standards. Diversified Teaching Strategies for Early Childhood Classrooms is essential reading for undergraduate students studying early childhood education, as well as graduate students, early childhood teacher educators, and any practicing Pre-K–Grade 3 teachers. It offers readers a richer set of tools for making good decisions about how to teach real content in ways that are effective and meet the needs of young children in a complex and rapidly changing world.

This book aims to broaden the teaching repertoires of pre-service and in-service early childhood teachers so they can better meet the needs of the children they teach. Covering 16 early childhood teaching strategies—ranging from traditional play-based approaches through direct teaching and technology-assisted instruction to postmodern methods—each chapter focuses on a different pedagogical approach, explaining what it is, why it’s important, and how it can be implemented in Pre-K–3 classrooms. Chapters conclude with detailed examples of how the strategies can be utilized to cover specific instructional objectives drawn from published standards. Diversified Teaching Strategies for Early Childhood Classrooms is essential reading for undergraduate students studying early childhood education, as well as graduate students, early childhood teacher educators, and any practicing Pre-K–Grade 3 teachers. It offers readers a richer set of tools for making good decisions about how to teach real content in ways that are effective and meet the needs of young children in a complex and rapidly changing world.

Susan L. Groenke and J. Amos Hatch It does not feel safe to be critical in university-based teacher education programs right now, especially if you are junior faculty. In the neoliberal era, critical teacher education research gets less and less funding, and professors can be denied tenure or lose their jobs for speaking out against the status quo. Also, we know that the pedagogies critical teacher educators espouse can get beginning K–12 teachers fired or shuffled around, especially if their students’ test scores are low. This, paired with the resistance many of the future teachers who come through our programs—predominantly White, middle-class, and happy with the current state of affairs—show toward critical pedagogy, makes it seem a whole lot easier, less risky, even smart not to “do” critical pedagogy at all. Why bother? We believe this book shows we have lots of reasons to “bother” with critical pe- gogy in teacher education, as current educational policies and the neoliberal discourses that vie for the identities of our own local contexts increasingly do not have education for the public good in mind. This book shows teacher educators taking risks, seeking out what political theorist James Scott has called the “small openings” for resistance in the contexts that mark teacher education in the early twenty-first century.

An up-to-date, clearly written, user-friendly guide that students and experienced scholars alike will find invaluable as they plan, implement, and write up qualitative research projects.Doing Qualitative Research in Education Settings, Second Edition is a methods book that speaks directly to qualitative researchers in the field of education, providing a step-by-step guide to the development of a research project. Written in accessible language, the book emphasizes learning how to do qualitative work. Specific examples from real studies, using real data and demonstrating real analyses, are provided throughout. The book is designed to guide doctoral candidates through the dissertation process, from unpacking assumptions and identifying research questions, through project design, data collection and analysis, to writing the final draft. Recommendations for publishing qualitative work are included.New to the second edition are a comprehensive updating of citations and references, new sections addressing the impact of computer-mediated communication (especially as related to data collection and analysis), an overview of the recent history of qualitative research, and an overall refresh that acknowledges the many changes that have occurred in society and academe since the original publication.

An up-to-date, clearly written, user-friendly guide that students and experienced scholars alike will find invaluable as they plan, implement, and write up qualitative research projects.Doing Qualitative Research in Education Settings, Second Edition is a methods book that speaks directly to qualitative researchers in the field of education, providing a step-by-step guide to the development of a research project. Written in accessible language, the book emphasizes learning how to do qualitative work. Specific examples from real studies, using real data and demonstrating real analyses, are provided throughout. The book is designed to guide doctoral candidates through the dissertation process, from unpacking assumptions and identifying research questions, through project design, data collection and analysis, to writing the final draft. Recommendations for publishing qualitative work are included.New to the second edition are a comprehensive updating of citations and references, new sections addressing the impact of computer-mediated communication (especially as related to data collection and analysis), an overview of the recent history of qualitative research, and an overall refresh that acknowledges the many changes that have occurred in society and academe since the original publication.

Reclaiming the Teaching Profession gives educators (especially teachers and future teachers) and their allies a clear overview of the massive effort to dismantle public education in the United States, which includes a direct attack on teachers. The book details, and provides a systematic critique of, the shaky assumptions at the foundation of the market-based reform initiatives that dominate the contemporary education scene. It names and exposes the motives and methods of the powerful philanthropists, politicians, business moguls, and education entrepreneurs who are behind the reform movement. It provides counter narratives that public school advocates can use to talk back to those who would destroy the teaching profession and public education. It includes examples of successful acts of resistance and identifies resources for challenging reformers’ taken for granted primacy in the education debate. It concludes with strategies educators can use to “speak truth to power,” reclaim their professional status, and reshape the education landscape in ways that serve all of America’s children and preserve our democracy.

Reclaiming the Teaching Profession gives educators (especially teachers and future teachers) and their allies a clear overview of the massive effort to dismantle public education in the United States, which includes a direct attack on teachers. The book details, and provides a systematic critique of, the shaky assumptions at the foundation of the market-based reform initiatives that dominate the contemporary education scene. It names and exposes the motives and methods of the powerful philanthropists, politicians, business moguls, and education entrepreneurs who are behind the reform movement. It provides counter narratives that public school advocates can use to talk back to those who would destroy the teaching profession and public education. It includes examples of successful acts of resistance and identifies resources for challenging reformers’ taken for granted primacy in the education debate. It concludes with strategies educators can use to “speak truth to power,” reclaim their professional status, and reshape the education landscape in ways that serve all of America’s children and preserve our democracy.

This is a book for teachers, especially new and soon-to-be teachers. It’s a book from one teacher to other teachers who care deeply about what goes on in schools, who see teaching as a calling, who want to make their time in classrooms life changing for the students they are lucky enough to teach. This book is meant to inspire as much as instruct.The lessons that make up the body of this book are organized around five questions that every teacher needs to consider: (1) What can I do to be sure I realize my dream of making a positive difference in the lives of my students? (2) How can I make my teaching effective by building on vital human connections with my students? (3) How can I make my classroom management effective, while encouraging my students to become self-regulating agents of their own behavior? (4) What are instructional approaches that will engage my students in shaping their own development and learning? (5) What can I do to ensure my successful initiation into the teaching profession and avoid burnout in the future? Four lessons are included in each of the five parts defined by these questions.This book celebrates the passion, commitment and intelligence that teachers bring to their profession. Bright, caring individuals are called to teaching because they feel a powerful drive to touch the lives of young people and to make a difference in the world. The approaches advocated in these pages seek to take advantage of the commitment, drive, and brainpower teachers bring to their avocation. The lessons explored foreground the humanity of teaching and highlight ways teachers can experience the satisfaction of sharing meaningful, learning-filled connections with their students.

This is a book for teachers, especially new and soon-to-be teachers. It’s a book from one teacher to other teachers who care deeply about what goes on in schools, who see teaching as a calling, who want to make their time in classrooms life changing for the students they are lucky enough to teach. This book is meant to inspire as much as instruct.The lessons that make up the body of this book are organized around five questions that every teacher needs to consider: (1) What can I do to be sure I realize my dream of making a positive difference in the lives of my students? (2) How can I make my teaching effective by building on vital human connections with my students? (3) How can I make my classroom management effective, while encouraging my students to become self-regulating agents of their own behavior? (4) What are instructional approaches that will engage my students in shaping their own development and learning? (5) What can I do to ensure my successful initiation into the teaching profession and avoid burnout in the future? Four lessons are included in each of the five parts defined by these questions.This book celebrates the passion, commitment and intelligence that teachers bring to their profession. Bright, caring individuals are called to teaching because they feel a powerful drive to touch the lives of young people and to make a difference in the world. The approaches advocated in these pages seek to take advantage of the commitment, drive, and brainpower teachers bring to their avocation. The lessons explored foreground the humanity of teaching and highlight ways teachers can experience the satisfaction of sharing meaningful, learning-filled connections with their students.

Susan L. Groenke and J. Amos Hatch It does not feel safe to be critical in university-based teacher education programs right now, especially if you are junior faculty. In the neoliberal era, critical teacher education research gets less and less funding, and professors can be denied tenure or lose their jobs for speaking out against the status quo. Also, we know that the pedagogies critical teacher educators espouse can get beginning K–12 teachers fired or shuffled around, especially if their students’ test scores are low. This, paired with the resistance many of the future teachers who come through our programs—predominantly White, middle-class, and happy with the current state of affairs—show toward critical pedagogy, makes it seem a whole lot easier, less risky, even smart not to “do” critical pedagogy at all. Why bother? We believe this book shows we have lots of reasons to “bother” with critical pe- gogy in teacher education, as current educational policies and the neoliberal discourses that vie for the identities of our own local contexts increasingly do not have education for the public good in mind. This book shows teacher educators taking risks, seeking out what political theorist James Scott has called the “small openings” for resistance in the contexts that mark teacher education in the early twenty-first century.