Session Information
19 SES 09, Extended/ Alternative School or Educational Activities
Paper Session
Contribution
Method
Expected Outcomes
References
Blumer, H. (1986). Symbolic Interactionism. Perspective and Method. Berkeley, Los Angeles, London: University of California Press. Holland, D. & Quinn, N. (Eds.). (1987). Cultural Models in Language and Thought. Cambridge: Cambridge University Press. Troman, Geoff & Jeffrey, Bob (2007). Die Erarbeitung eines Rahmens für ein “geteiltes Repertoire” in einem international vergleichenden Forschungsprojekt. In B. Hünersdorf, C. Maeder , & B. Müller (Eds.), Ethnographie und Erziehungswissenschaft. Methodologische Reflexionen und empirische Annäherung (pp. 245-265). München: Juventa Verlag. Maeder, C. (2002). Everyday Routine, Social Structure and Sociological Theory: Using Ethnographic Semantics for Research on Prisons. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal], 3/1, [26 paragraphs]. Maeder, C. (2008). Streiten in der Schule. Zur Ethnosemantik einer alltäglichen Aushandlungsordnung. In B. Hünersdorf, C. Maeder , & B. Müller (Eds.), Ethnographie und Erziehungswissenschaft. Methodologische Reflexionen und empirische Annäherung (pp. 161-169). München: Juventa Verlag. Nadai, E. & Maeder, C. (2005). Fuzzy Fields. Multi-sited Ethnography in Sociological Research. Forum Qualitative Sozialforschung, 6/3, on line journal [24 paragraphs]. Powell, J.W. (2006). Special education and the risk of becoming less educated. European Societies 8/4: 577-599. Silverman, D. (1993). Interpreting Qualitative Data - Methods for Analysing Talk, Text and Interaction. London, Thousand Oaks, New Dehli: Sage. Spradley, J. P. (1980). Participant Observation. New York: Holt, Rinehart & Winston. Strauss, A. L. & Corbin, J. (1999). Basics of Qualitative Research. Techniques and Procedures for Developing Grounded Theory. Newbury ParkLondon: Sage.
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