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Educational Research as a Reflexive Science of Constitution


by Martin Packer — 2010

The author suggests that questions in educational research are often about constitution, and that to answer such questions we want a methodology that goes beyond randomized clinical trials and customary qualitative research methods. The author focuses on the contributions of ethnographic fieldwork to research on constitution, though interviews and detailed interaction analysis are also important components.


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This article originally appeared as NSSE Yearbook Vol 109. No. 1.


Cite This Article as: Teachers College Record Volume 112 Number 13, 2010, p. 17-33
http://www.tcrecord.org ID Number: 18396, Date Accessed: 12/13/2017 11:29:03 PM

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About the Author
  • Martin Packer
    Duquesne University
    E-mail Author
    MARTIN PACKER is associate professor of psychology at Duquesne University in Pittsburgh and at the University of the Andes, in Bogotá, Colombia. He received his BA at Cambridge University and his PhD at the University of California, Berkeley. His research has explored interactions between neonates and their mothers, early childhood peer relations, conflict among adolescents, and the way that schools change the kind of person a child becomes. He has taught research methods at the University of California, Berkeley, and the University of Michigan. He is coeditor of Entering the Circle: Hermeneutic Investigation in Psychology (with Ritch Addison) and Cultural and Critical Perspectives on Human Development (with Mark Tappan) and is author of The Structure of Moral Action, of Changing Classes: School Reform and the New Economy and The Science of Qualitative Research: Towards a Historical Ontology. He is one of the founding coeditors of the journal Qualitative Research in Psychology.
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