Elizabeth Hatton
Dados Biográficos
| ID | 194381 |
|---|---|
| NOME | Elizabeth Hatton |
| PRENOMES | Elizabeth |
| SOBRENOME | Hatton |
| ASSINATURA | HATTON E |
| AFILIAÇÕES | Charles Sturt University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAÇÕES | 43 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1985 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 1997 |
| ÍNDICE H | 4 |
Teacher educators and the production of bricoleurs
This paper reports and discusses data from an ethnographic study of teacher educators (Hatton, 1990) in which a metaphor for teachers' work as bricolage (Hatton, 1988, 1989) generated a hypothesis about teacher education as a conservative determinant of teachers' work. The hypothesis was tested during two years of ethnographic fieldwork involving chiefly participant observation and intensive interviewing with nine teacher educators. The paper des…
Teaching Children in Poverty
Studies of pedagogical relationships offer insights into policies and practices which have the capacity to promote progressive change in educational practice for children in poverty. This paper focuses on relationships established in three differently‐located Australian primary schools: Greytown, a medium sized inner‐city school in New South Wales; Mungar, a large suburban school in Queensland; and Meiki, a small rural school in New South Wales. …
Dealing with Diversity
Teachers' Work
Lévi-Strauss's Bricolage and Theorizing Teachers' Work
The concept of bricolage, as it is developed by Lévi-Strauss, is useful in characterizing the form of teachers' work. It subsumes extensive research concerning teachers' work and provides a heuristic device for developing causal explanations of teachers' work. This article begins with an account of bricolage on the technical plane and bricolage on the plane of speculation. The latter is distinguished from abstract science. Those features of teach…
Teachers’ Work as Bricolage
The concept of bricolage, as it is developed by Levi‐Strauss, is useful in characterising the form of teachers’ work, it subsumes extensive research on the form of teachers’ work and provides a heuristic device for developing causal explanations of the form of teachers’ work as well as drawing together and unifying explanations developed in the literature. This assists and informs interventions to promote progressive pedagogy. The paper begins wi…
Determinants of teacher work
Equality, Class and Power
Connell et al. (1982) distinguish between ruling class schools which are articulated with their clients through a market and working class schools which are articulated with their clients through a bureaucracy. These distinct kinds of articulations between schools and clients feature in a subsequent explanation of inequitable distributions of educational benefits which explanation suggests certain equalitarian policies. However, the explanatory m…
Equality, Class and Power
Connell et al. (1982) distinguish between ruling class schools which are articulated with their clients through a market and working class schools which are articulated with their clients through a bureaucracy. These distinct kinds of articulations between schools and clients feature in a subsequent explanation of inequitable distributions of educational benefits which explanation suggests certain equalitarian policies. However, the explanatory m…
Lévi-Strauss's Bricolage and Theorizing Teachers' Work
The concept of bricolage, as it is developed by Lévi-Strauss, is useful in characterizing the form of teachers' work. It subsumes extensive research concerning teachers' work and provides a heuristic device for developing causal explanations of teachers' work. This article begins with an account of bricolage on the technical plane and bricolage on the plane of speculation. The latter is distinguished from abstract science. Those features of teach…
Teachers’ Work as Bricolage
The concept of bricolage, as it is developed by Levi‐Strauss, is useful in characterising the form of teachers’ work, it subsumes extensive research on the form of teachers’ work and provides a heuristic device for developing causal explanations of the form of teachers’ work as well as drawing together and unifying explanations developed in the literature. This assists and informs interventions to promote progressive pedagogy. The paper begins wi…
Determinants of teacher work
Teacher educators and the production of bricoleurs
This paper reports and discusses data from an ethnographic study of teacher educators (Hatton, 1990) in which a metaphor for teachers' work as bricolage (Hatton, 1988, 1989) generated a hypothesis about teacher education as a conservative determinant of teachers' work. The hypothesis was tested during two years of ethnographic fieldwork involving chiefly participant observation and intensive interviewing with nine teacher educators. The paper des…
Dealing with Diversity
Teaching Children in Poverty
Studies of pedagogical relationships offer insights into policies and practices which have the capacity to promote progressive change in educational practice for children in poverty. This paper focuses on relationships established in three differently‐located Australian primary schools: Greytown, a medium sized inner‐city school in New South Wales; Mungar, a large suburban school in Queensland; and Meiki, a small rural school in New South Wales. …
Equality, Class and Power
Connell et al. (1982) distinguish between ruling class schools which are articulated with their clients through a market and working class schools which are articulated with their clients through a bureaucracy. These distinct kinds of articulations between schools and clients feature in a subsequent explanation of inequitable distributions of educational benefits which explanation suggests certain equalitarian policies. However, the explanatory m…
Determinants of teacher work
Teachers’ Work as Bricolage
The concept of bricolage, as it is developed by Levi‐Strauss, is useful in characterising the form of teachers’ work, it subsumes extensive research on the form of teachers’ work and provides a heuristic device for developing causal explanations of the form of teachers’ work as well as drawing together and unifying explanations developed in the literature. This assists and informs interventions to promote progressive pedagogy. The paper begins wi…
Teachers' Work
Lévi-Strauss's Bricolage and Theorizing Teachers' Work
The concept of bricolage, as it is developed by Lévi-Strauss, is useful in characterizing the form of teachers' work. It subsumes extensive research concerning teachers' work and provides a heuristic device for developing causal explanations of teachers' work. This article begins with an account of bricolage on the technical plane and bricolage on the plane of speculation. The latter is distinguished from abstract science. Those features of teach…
Teaching Children in Poverty
Studies of pedagogical relationships offer insights into policies and practices which have the capacity to promote progressive change in educational practice for children in poverty. This paper focuses on relationships established in three differently‐located Australian primary schools: Greytown, a medium sized inner‐city school in New South Wales; Mungar, a large suburban school in Queensland; and Meiki, a small rural school in New South Wales. …
Dealing with Diversity
Teacher educators and the production of bricoleurs
This paper reports and discusses data from an ethnographic study of teacher educators (Hatton, 1990) in which a metaphor for teachers' work as bricolage (Hatton, 1988, 1989) generated a hypothesis about teacher education as a conservative determinant of teachers' work. The hypothesis was tested during two years of ethnographic fieldwork involving chiefly participant observation and intensive interviewing with nine teacher educators. The paper des…
Sociology (8 obras) · Pedagogy (6 obras) · Psychology (6 obras) · Mathematics education (5 obras) · Teacher Education and Leadership Studies (5 obras) · Epistemology (4 obras) · Political science (4 obras) · Bricolage (3 obras) · Education Systems and Policy (3 obras) · Social Psychology (3 obras)