Cooper, Victoria and Ellis, Carole
(2011).
|
Due to copyright restrictions, this file is not available for public download Click here to request a copy from the OU Author. |
| Google Scholar: | Look up in Google Scholar |
|---|
Abstract
Ethnographic research has become a method of choice for many practitioner researchers and has attained increased status in response to a series of initiatives which have targeted it as a vehicle to enhance professional practice (the Common Core of Skills and Knowledge: CWDC, 2010; the Early Years Foundation Stage: DCSF, 2008a). Ethnographic researchers have been strident in their reflective accounts of the benefits of using both ethnographic instruments and critical reflection as a means to capture rich educational experience (Clark and Moss, 2001; Tricoglus, 2001). Few accounts of practitioner experiences of designing and conducting research have surfaced. Who better to describe the coal-face experience of doing ethnographic practitioner research than the practitioners themselves? This chapter attempts to address this issue and utilises the recent student experience of a family support worker, Carole, who completed a small-scale ethnographic study as part of her Foundation Degree in Early Years, to illustrate the key features of this approach.
| Item Type: | Book Chapter |
|---|---|
| Copyright Holders: | 2011 Victoria Cooper and Carole Ellis |
| ISBN: | 0-85702-175-3, 978-0-85702-175-5 |
| Academic Unit/Department: | Education and Language Studies > Childhood, Development and Learning |
| Interdisciplinary Research Centre: | Centre for Research in Education and Educational Technology (CREET) |
| Item ID: | 29029 |
| Depositing User: | Victoria Cooper |
| Date Deposited: | 15 Sep 2011 08:29 |
| Last Modified: | 25 Oct 2012 03:52 |
| URI: | http://oro.open.ac.uk/id/eprint/29029 |
Actions (login may be required)
| View Item | |
| Public: Report issue / request change |