Richard D Heyman
Datos Biográficos
| ID | 237257 |
|---|---|
| NOMBRE | Richard D Heyman |
| NOMBRES | Richard D |
| APELLIDO | Heyman |
| FIRMA | HEYMAN R D |
| AFILIACIONES | University of Calgary |
| VERIFICADO | No |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAS | 36 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1972 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2017 |
| ÍNDICE H | 4 |
The ontology and epistemology of society, culture and meaning in intercultural communication
One of the most telling observations I ever read regarding studies of social phenomena I found in a chapter in Jack Douglas’ book, Understanding everyday life (1974, 11). This is what he wrote: We
Pedagogy and the 'Cultural Turn' in Geography
Wotherspoon, Terry. The Sociology of Education in Canada
Paideia in Action
Reading as Cultural Activities
Although still a relatively young scholar, James Heap has amassed a distinguished body of research in the area of ethnomethodological studies of It is only fitting, therefore, that he has turned his attention in this current paper to a study of text as the logical antecedent of Heap sees written text as a vital part of the process that reproduces and maintains culture. Text, he argues, can be seen as variant in its form, and it is these variation…
Formulating topic in the classroom
Basic Issues in the Interpretive Paradigm
We have been asked by the Editor to respond to comments on our paper, Clarifying Meaning Through Classroom Talk (1983), made by three thoughtful and distinguished colleagues in education studies, Messrs. Heap, Munby, and Olson. This offer we enthusiastically accept as it allows us the opportunity to explore, however briefly, some important ontological, epistemological, and conceptual questions which both the content and genre of our work entails.…
Clarifying Meaning Through Classroom Talk
We hope that the following analysis will serve as an illustration of a useful line of research which, over the past 10-15 years, has stimulated increasing interest in the analysis of classroom interaction as a way to providing a better way to understand the processual nature of teaching and learning. Our work addresses a number of issues which transcend the classroom as well as issues which are of immediate practical concern to teachers and stude…
Analyzing the curriculum
Comparative Education from an Ethnomethodological Perspective
In a 1977 issue of the Comparative Education Review two of its editors (Andreas Kazamias and Karl Schwartz) wrote: Despite considerable intellectual endeavor, the expansion of institutional programs for teaching and research, the growth of an international professional organization, and the publication of a respected scholarly journal, comparative education continues to be highly problematic (Comparative Education Review, 21, p. 151). This paper …
A Political Economy of Minority Group Knowledge Demands
C. T. Loram
C. T. Loram has been referred to as pioneer of race relation studies and famous expert on Native education, and is generally regarded as having been influential in race relations activities in South Africa, other areas of black Africa, and the United States.' In spite of his active involvement in race relations in South Africa in the 1920s and in the United States in the 1930s, he has remained a relatively obscure figure, yet his leadership in es…
Nigerian Students Abroad
Pedagogy and the 'Cultural Turn' in Geography
Comparative Education from an Ethnomethodological Perspective
In a 1977 issue of the Comparative Education Review two of its editors (Andreas Kazamias and Karl Schwartz) wrote: Despite considerable intellectual endeavor, the expansion of institutional programs for teaching and research, the growth of an international professional organization, and the publication of a respected scholarly journal, comparative education continues to be highly problematic (Comparative Education Review, 21, p. 151). This paper …
Formulating topic in the classroom
Clarifying Meaning Through Classroom Talk
We hope that the following analysis will serve as an illustration of a useful line of research which, over the past 10-15 years, has stimulated increasing interest in the analysis of classroom interaction as a way to providing a better way to understand the processual nature of teaching and learning. Our work addresses a number of issues which transcend the classroom as well as issues which are of immediate practical concern to teachers and stude…
C. T. Loram
C. T. Loram has been referred to as pioneer of race relation studies and famous expert on Native education, and is generally regarded as having been influential in race relations activities in South Africa, other areas of black Africa, and the United States.' In spite of his active involvement in race relations in South Africa in the 1920s and in the United States in the 1930s, he has remained a relatively obscure figure, yet his leadership in es…
The ontology and epistemology of society, culture and meaning in intercultural communication
One of the most telling observations I ever read regarding studies of social phenomena I found in a chapter in Jack Douglas’ book, Understanding everyday life (1974, 11). This is what he wrote: We
Analyzing the curriculum
C. T. Loram
C. T. Loram has been referred to as pioneer of race relation studies and famous expert on Native education, and is generally regarded as having been influential in race relations activities in South Africa, other areas of black Africa, and the United States.' In spite of his active involvement in race relations in South Africa in the 1920s and in the United States in the 1930s, he has remained a relatively obscure figure, yet his leadership in es…
Nigerian Students Abroad
A Political Economy of Minority Group Knowledge Demands
Comparative Education from an Ethnomethodological Perspective
In a 1977 issue of the Comparative Education Review two of its editors (Andreas Kazamias and Karl Schwartz) wrote: Despite considerable intellectual endeavor, the expansion of institutional programs for teaching and research, the growth of an international professional organization, and the publication of a respected scholarly journal, comparative education continues to be highly problematic (Comparative Education Review, 21, p. 151). This paper …
Analyzing the curriculum
Basic Issues in the Interpretive Paradigm
We have been asked by the Editor to respond to comments on our paper, Clarifying Meaning Through Classroom Talk (1983), made by three thoughtful and distinguished colleagues in education studies, Messrs. Heap, Munby, and Olson. This offer we enthusiastically accept as it allows us the opportunity to explore, however briefly, some important ontological, epistemological, and conceptual questions which both the content and genre of our work entails.…
Clarifying Meaning Through Classroom Talk
We hope that the following analysis will serve as an illustration of a useful line of research which, over the past 10-15 years, has stimulated increasing interest in the analysis of classroom interaction as a way to providing a better way to understand the processual nature of teaching and learning. Our work addresses a number of issues which transcend the classroom as well as issues which are of immediate practical concern to teachers and stude…
Formulating topic in the classroom
Reading as Cultural Activities
Although still a relatively young scholar, James Heap has amassed a distinguished body of research in the area of ethnomethodological studies of It is only fitting, therefore, that he has turned his attention in this current paper to a study of text as the logical antecedent of Heap sees written text as a vital part of the process that reproduces and maintains culture. Text, he argues, can be seen as variant in its form, and it is these variation…
Paideia in Action
Wotherspoon, Terry. The Sociology of Education in Canada
Pedagogy and the 'Cultural Turn' in Geography
The ontology and epistemology of society, culture and meaning in intercultural communication
One of the most telling observations I ever read regarding studies of social phenomena I found in a chapter in Jack Douglas’ book, Understanding everyday life (1974, 11). This is what he wrote: We
Sociology (9 obras) · Philosophy (6 obras) · Psychology (6 obras) · Epistemology (5 obras) · Political science (5 obras) · Mathematics education (4 obras) · Philosophy (4 obras) · Anthropology (3 obras) · Computer Science (3 obras) · Language, Discourse, Communication Strategies (3 obras)