James L Heap
Biographic Data
| ID | 293696 |
|---|---|
| NAME | James L Heap |
| GIVEN NAMES | James L |
| FAMILY NAME | Heap |
| SIGNATURE | HEAP J L |
| AFFILIATIONS | Institute for Christian Studies |
| VERIFIED | No |
| TOTAL WORKS | 30 |
| TOTAL CITATIONS | 168 |
| AUTHOR COUNT | 30 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1972 |
| LATEST PUBLICATION YEAR | 2002 |
| H-INDEX | 5 |
Institutional Ethnography
Plus Ça Change, Plus C'est la Même Chose: Advancing the Dialogue
The Status of Claims in "Qualitative" Educational Research
The Status of Claims in “Qualitative” Educational Research
(1995). The Status of Claims in “Qualitative” Educational Research. Curriculum Inquiry: Vol. 25, No. 3, pp. 271-292
Reading as Cultural Activities: Enabling and Reflective Texts
Fluent reading is best conceived as rational action, rather than solely as cognitive processes. Information processing theories focus only on two conditions of rational reading: the nature and the medium of cognitive processing. There are three cultural conditions of rational reading: the materials read, the purposes for reading, and the circumstances of reading. Consideration of the origins of writing and the organization of literacy activities …
Ethnomethodology, Cultural Phenomenology, and Literacy Activities
understanding of one's claims and what has been taken for granted. I value Professor Heyman's commentary in just this way. In forcefully putting forward ethnomethodological criteria for evaluating my argument he raises a number of important issues. Among them is the issue of the perspective from which the argument is generated. While I have worked in the area of the ethnomethodology of literacy activities, my article was not intended as a contrib…
Applied ethnomethodology: Looking for the local rationality of reading activities
Writing as social action
1989). Writing as social action. Theory Into Practice: Vol. 28, Learning Through Text, pp. 148-153
Sociologies in and of Education: A Reply to Hammersley
Assuming Transmission or Studying Production: A Reply to Delamont
Dr. Sara Delamont provides clear grounds for distinguishing between two different traditions of work in England, and also in Britain, concerned with the question of what goes on in classrooms. I am perplexed, though, as to why Dr. Delamont draws her distinction in relation to my article (1985a). An obvious reason for drawing such a distinction is to warn readers not to assume that the criticisms which I leveled in that
Cultural Logic and Schema Theory: A Reply to Bereiter
Occasionally, one has the rare good fortune of being treated to a serious treatment and extension of one's work. Carl Bereiter's commentary is my good fortune. It shows a direction which can be taken for pursuing the question of what acculturation is, and how it might be best accomplished. As well, his commentary is noteable as a commitment to considering work from multiple disciplinary perspectives. Here, I wish to demonstrate a similar commitme…
Discourse in the Production of Classroom Knowledge: Reading Lessons
The question What goes on in classrooms? is an abiding concern to social scientists, educators, politicians, parents, and, of course, students. In advanced industrial or postindustrial societies, this question touches almost everyone. One answer to it comes from the English ethnographic tradition, identified in the early seventies as the new sociology of education.' That answer, by and large, has it that knowledge transmission is what goes on in …
Frames and Knowledge in a Science Lesson: A Dialogue with Professor Heyman
Practical reasoning in depression: A practice
Authority as a Question of Reasonable Claims: A Reply to John Willinsky
John Willinsky's response to What Counts as Reading: Limits to Certainty in Assessment (Heap 1980) is most welcome, for it introduces issues and points relevant to the context of reading assessment. I find particularly intriguing his suggestion that behavior in the classroom is the defining criterion of learning to read. Close attention to the details and organization of lessons is needed to decide the strength and wisdom of this claim. There are…
What Counts as Reading: Limits to Certainty in Assessment
Any assessment of reading ability, processes, or skills is culturally and socially organized. Assessment requires concerted activity between assessor and assessee, teacher and student. Assessment is accomplished using presuppositions, assumptions, expectations, conventions, and rules which are sensible (at least to assessors) as culturally possible, warranted and wise ways of organizing an activity. The very ways that reading activities are cultu…
Description in ethnomethodology
Free-phantasy, language, and sociology: A criticism of the Methodist theory of essence
Warranting interpretations: A demonstration
Understanding Social Life: The Method Called Verstehen
Verstehen, Language and Warrants
The problem of warranting interpretations of social action is discussed in terms of the controversy over aktuelles Verstehen. Warriner's solution is presented and criticized from the perspective of ethnomethodology. From ordinary language philosophy an alternative solution is proposed which furnishes a probable warrant for interpretations while recognizing the reflexivity and indexicality of action
Reconceiving the social
What Are Sense Making Practices
The formation of the concept 'sense making practices' in ethnomethodology receives attention. The referents and uses of the concept suggest that 'sense making practices' form a family rather than a class. Family membership is a matter of family resemblance. Thus claims about new family members run a risk of intelligibility. Finally, the search for universully invariant properties is fundamentally misguided
Discovering and recovering reading
Everybody's Canada: The Vertical Mosaic Reviewed and Re-Examined
On Phenomenological Sociology
Discourse in the Production of Classroom Knowledge: Reading Lessons
The question What goes on in classrooms? is an abiding concern to social scientists, educators, politicians, parents, and, of course, students. In advanced industrial or postindustrial societies, this question touches almost everyone. One answer to it comes from the English ethnographic tradition, identified in the early seventies as the new sociology of education.' That answer, by and large, has it that knowledge transmission is what goes on in …
Applied ethnomethodology: Looking for the local rationality of reading activities
What Counts as Reading: Limits to Certainty in Assessment
Any assessment of reading ability, processes, or skills is culturally and socially organized. Assessment requires concerted activity between assessor and assessee, teacher and student. Assessment is accomplished using presuppositions, assumptions, expectations, conventions, and rules which are sensible (at least to assessors) as culturally possible, warranted and wise ways of organizing an activity. The very ways that reading activities are cultu…
Description in ethnomethodology
What Are Sense Making Practices
The formation of the concept 'sense making practices' in ethnomethodology receives attention. The referents and uses of the concept suggest that 'sense making practices' form a family rather than a class. Family membership is a matter of family resemblance. Thus claims about new family members run a risk of intelligibility. Finally, the search for universully invariant properties is fundamentally misguided
Writing as social action
1989). Writing as social action. Theory Into Practice: Vol. 28, Learning Through Text, pp. 148-153
Verstehen, Language and Warrants
The problem of warranting interpretations of social action is discussed in terms of the controversy over aktuelles Verstehen. Warriner's solution is presented and criticized from the perspective of ethnomethodology. From ordinary language philosophy an alternative solution is proposed which furnishes a probable warrant for interpretations while recognizing the reflexivity and indexicality of action
Reconceiving the social
Non-Indexical Action
Warranting interpretations: A demonstration
Assuming Transmission or Studying Production: A Reply to Delamont
Dr. Sara Delamont provides clear grounds for distinguishing between two different traditions of work in England, and also in Britain, concerned with the question of what goes on in classrooms. I am perplexed, though, as to why Dr. Delamont draws her distinction in relation to my article (1985a). An obvious reason for drawing such a distinction is to warn readers not to assume that the criticisms which I leveled in that
Frames and Knowledge in a Science Lesson: A Dialogue with Professor Heyman
Everybody's Canada: The Vertical Mosaic Reviewed and Re-Examined
Reply to Holzner
Conceptual and Theoretical Problems in the Vertical Mosaic
L'ouvrage de Porter, The Vertical Mosaic, est ré‐étudié et on y trouve des problèmes conceptuels et théoriques reliés aux notions de ≪ classe ≫ et ≪ pouvoir ≫. L'auteur prétend que l'importante distinction de Porter entre ≪ la vraie classe moyenne ≫ et ≪ la majorité moyenne ≫ viole ses positions théoriques originales sur la notion de classe et est de peu d'utilité pour les fins poursuivies. De plus il n'explique pas les fondements théoriques du c…
The Status of Claims in "Qualitative" Educational Research
Sociologies in and of Education: A Reply to Hammersley
Cultural Logic and Schema Theory: A Reply to Bereiter
Occasionally, one has the rare good fortune of being treated to a serious treatment and extension of one's work. Carl Bereiter's commentary is my good fortune. It shows a direction which can be taken for pursuing the question of what acculturation is, and how it might be best accomplished. As well, his commentary is noteable as a commitment to considering work from multiple disciplinary perspectives. Here, I wish to demonstrate a similar commitme…
Conceptual and Theoretical Problems in the Vertical Mosaic
L'ouvrage de Porter, The Vertical Mosaic, est ré‐étudié et on y trouve des problèmes conceptuels et théoriques reliés aux notions de ≪ classe ≫ et ≪ pouvoir ≫. L'auteur prétend que l'importante distinction de Porter entre ≪ la vraie classe moyenne ≫ et ≪ la majorité moyenne ≫ viole ses positions théoriques originales sur la notion de classe et est de peu d'utilité pour les fins poursuivies. De plus il n'explique pas les fondements théoriques du c…
On Phenomenological Sociology
Phenomenology, Language and the Social Sciences
Introduction Part 1: The Philosophical Schools 1. Phenomenology 2. Conceptual Analysis 3. Logical Empiricism and the Reductionist Idea of Psycho-social Science Part 2: The Relationship of the Schools to Psychology and Sociology 4. Behaviourist Psychology 5. Gestalt Psychology 6. Freudian Psychology 7. Humanistic Psychiatry and Sociology 8. Weber's Sociology 9. Conclusion: Humanistic Philosophy and Sociology
Reply to Holzner
Discovering and recovering reading
Everybody's Canada: The Vertical Mosaic Reviewed and Re-Examined
Non-Indexical Action
Reconceiving the social
What Are Sense Making Practices
The formation of the concept 'sense making practices' in ethnomethodology receives attention. The referents and uses of the concept suggest that 'sense making practices' form a family rather than a class. Family membership is a matter of family resemblance. Thus claims about new family members run a risk of intelligibility. Finally, the search for universully invariant properties is fundamentally misguided
Verstehen, Language and Warrants
The problem of warranting interpretations of social action is discussed in terms of the controversy over aktuelles Verstehen. Warriner's solution is presented and criticized from the perspective of ethnomethodology. From ordinary language philosophy an alternative solution is proposed which furnishes a probable warrant for interpretations while recognizing the reflexivity and indexicality of action
Warranting interpretations: A demonstration
Understanding Social Life: The Method Called Verstehen
Free-phantasy, language, and sociology: A criticism of the Methodist theory of essence
What Counts as Reading: Limits to Certainty in Assessment
Any assessment of reading ability, processes, or skills is culturally and socially organized. Assessment requires concerted activity between assessor and assessee, teacher and student. Assessment is accomplished using presuppositions, assumptions, expectations, conventions, and rules which are sensible (at least to assessors) as culturally possible, warranted and wise ways of organizing an activity. The very ways that reading activities are cultu…
Description in ethnomethodology
Authority as a Question of Reasonable Claims: A Reply to John Willinsky
John Willinsky's response to What Counts as Reading: Limits to Certainty in Assessment (Heap 1980) is most welcome, for it introduces issues and points relevant to the context of reading assessment. I find particularly intriguing his suggestion that behavior in the classroom is the defining criterion of learning to read. Close attention to the details and organization of lessons is needed to decide the strength and wisdom of this claim. There are…
Practical reasoning in depression: A practice
Frames and Knowledge in a Science Lesson: A Dialogue with Professor Heyman
Discourse in the Production of Classroom Knowledge: Reading Lessons
The question What goes on in classrooms? is an abiding concern to social scientists, educators, politicians, parents, and, of course, students. In advanced industrial or postindustrial societies, this question touches almost everyone. One answer to it comes from the English ethnographic tradition, identified in the early seventies as the new sociology of education.' That answer, by and large, has it that knowledge transmission is what goes on in …
Assuming Transmission or Studying Production: A Reply to Delamont
Dr. Sara Delamont provides clear grounds for distinguishing between two different traditions of work in England, and also in Britain, concerned with the question of what goes on in classrooms. I am perplexed, though, as to why Dr. Delamont draws her distinction in relation to my article (1985a). An obvious reason for drawing such a distinction is to warn readers not to assume that the criticisms which I leveled in that
Cultural Logic and Schema Theory: A Reply to Bereiter
Occasionally, one has the rare good fortune of being treated to a serious treatment and extension of one's work. Carl Bereiter's commentary is my good fortune. It shows a direction which can be taken for pursuing the question of what acculturation is, and how it might be best accomplished. As well, his commentary is noteable as a commitment to considering work from multiple disciplinary perspectives. Here, I wish to demonstrate a similar commitme…
Sociologies in and of Education: A Reply to Hammersley
Writing as social action
1989). Writing as social action. Theory Into Practice: Vol. 28, Learning Through Text, pp. 148-153
Applied ethnomethodology: Looking for the local rationality of reading activities
Reading as Cultural Activities: Enabling and Reflective Texts
Fluent reading is best conceived as rational action, rather than solely as cognitive processes. Information processing theories focus only on two conditions of rational reading: the nature and the medium of cognitive processing. There are three cultural conditions of rational reading: the materials read, the purposes for reading, and the circumstances of reading. Consideration of the origins of writing and the organization of literacy activities …
Sociology (27 works) · Epistemology (18 works) · Philosophy (18 works) · Philosophy (13 works) · Language, Discourse, Communication Strategies (12 works) · Linguistics (12 works) · Psychology (11 works) · Social science (8 works) · Computer Science (7 works) · Pedagogy (7 works)