Foreword | p. xi |
Preface | p. xiii |
About the Authors | p. xxi |
Introduction | p. 1 |
Conceptual Frameworks Explored and Defined | p. 6 |
Defining and Situating Conceptual Frameworks: Concluding Thoughts | p. 14 |
Why Conceptual Frameworks? | p. 15 |
What (and Where) Is Theory? | p. 16 |
The Many Levels of Theory: A Thought Experiment | p. 17 |
Whose Theory Is It, and Where Does It Come From? | p. 19 |
What Is a Literature Review, and What Is It for? | p. 21 |
The Case for Conceptual Frameworks: Concluding Thoughts | p. 26 |
Excavating Questions: Conceptual Frameworks and Research Design | p. 29 |
"Excavating" Research Questions | p. 29 |
About the Author | p. 30 |
Background and Context: An Overview of the Work in Focus | p. 31 |
Spillane, J. E (2002). "Local Theories of Teacher Change: The Pedagogy of District Policies and Programs" | p. 34 |
The Argument | p. 39 |
Conceptual Frameworks and Research Design | p. 42 |
The Coevolution of Conceptual Frameworks and Research Design | p. 46 |
Conceptual Frameworks and Research Design: Concluding Thoughts | p. 48 |
The Role of the Conceptual Framework in Data Collection and Fieldwork | p. 51 |
Who You Are, How You Think, and What You Study | p. 52 |
About the Author | p. 53 |
Background and Context: An Overview of the Work in Focus | p. 54 |
Fine, M., & Sirin, S. R. (2007). "Theorizing Hyphenated Selves: Researching Youth Development in and Across Contentious Political Contexts" | p. 60 |
The Argument | p. 65 |
Hyphenated Selves as a Theoretical Framework | p. 67 |
The Hyphen as Method: Positionality and Practice | p. 69 |
Conceptual Frameworks and Fieldwork: Concluding Thoughts | p. 76 |
Conceptual Frameworks and the Analysis of Data | p. 81 |
Examining the Influence of an Ever-Emerging Conceptual Framework | p. 82 |
About the Author | p. 82 |
Background and Context: An Overview of the Work in Focus | p. 83 |
Erickson, F. (1996). "Going for the Zone: The Social and Cognitive Ecology of Teacher-Student Interaction in Classroom Conversations" | p. 86 |
The Argument | p. 95 |
From Argument to Analysis | p. 97 |
Transcription as Data Analysis | p. 98 |
Evolving and Shifting Frameworks of Analysis | p. 101 |
Conceptual Frameworks and Data Analysis: Concluding Thoughts | p. 105 |
Expanding the Conversation, Extending the Argument: The Role of Conceptual Frameworks in Presenting, Explaining, and Contextualizing Findings | p. 107 |
About the Author | p. 109 |
Background and Context: An Overview of the Work in Focus | p. 109 |
Being in Conversation With Theory: Influences on Thought and Action | p. 111 |
Spencer, M., Dupree, D., & Hartmann, T. (1997). 'A Phenomenological Variant of Ecological Systems Theory (PVEST): A Self-Organizational Perspective in Context" | p. 113 |
The Argument | p. 124 |
Presenting and Discussing Findings | p. 126 |
Using Findings to Contextualize and Extend the Argument | p. 127 |
Learning From Surprises: How Findings | p. 126 |
Reshape Conceptual Frameworks | p. 129 |
Conclusion | p. 132 |
The Conceptual Framework as Guide and Ballast | p. 135 |
Developing a Conceptual Framework | p. 142 |
Starting Points: Self and Audience | p. 143 |
Making-and Breaking-Your Plans | p. 145 |
The Conversation: From Listening to Speaking | p. 146 |
Strategies and Exercises for Developing Conceptual Frameworks | p. 147 |
Identifying Your Interests, Beliefs, and Motivations for Doing Research | p. 148 |
Examination of the "Conversations Already Happening" | p. 148 |
Ongoing Questions and Concerns About the Research | p. 149 |
Concept Maps | p. 151 |
Research Memos | p. 153 |
Research Journal | p. 156 |
Reason & Rigor | p. 158 |
References | p. 161 |
Author Index | p. 167 |
Subject Index | p. 171 |
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