Contents
Series Editor’s Foreword: “Seeing Is Believing”
Figures and Tables
Figures
Tables
Notes on Original Publications
Introduction
Notes
References
1. Photography as a Research Method with Learners in Compulsory Education: A Research Review
Abstract
Keywords
1 Introduction
2 Visual and Photographic Methods in Social Research
3 Scope of This Review and Search Strategy
4 Research Review Themes
4.1 Why Photography Is Used: Representation, Participation and Emancipation
4.2 How Photography and Photographs Are Used: Pre-generated, Researcher-generated and Participant-generated Photographs
5 Summary and Reflecting on the Prospects for Photography as a Research Method in Education
Acknowledgement
References
Review Articles
2. Visual Surplus: A Method for Examining ECE Becomings
1 Introduction
2 Visual Methods in ECE Research
3 Visual Surplus
3.1 Visual Surplus and Becoming
3.2 Polyphony as a Portal to Visual Surplus
4 Application of Visual Surplus in Early Childhood Education Research
5 Materials and Methods
6 What Did Teachers ‘See’?
7 Challenges and Opportunities/Strengths and Weaknesses
8 Ethical Considerations
9 Applications beyond ECE
10 Summary: Every Picture Paints Multiple Stories
Note
References
3. Visual Research Methods: Qualifying and Quantifying the Visual
Abstract
Keywords
1 Introduction
2 Methodological Consideration Using Visual Methods
2.1 Realist Positivism vs. Social Constructivism
2.2 Analysis and Interpretation of Visual Materials
2.3 Grounded Theory and Visual Analysis
3 Description of the Research Scenario
3.1 Internet-based Visual Data
3.2 Researcher and Participant-generated Visual Material
3.3 Visual/Photo-elicited Data
4 Summary and Conclusions
Acknowledgements
References
4. Analysis of Youth-Oriented Websites: An Introduction to the Qualitative Image-Analytical Methods
Abstract
Keywords
1 Preliminary Remarks, Questions and Purpose of This Investigation
2 Methodological Sketch
2.1 The Constitution Theory of Objective Hermeneutics
2.2 Basic Methodological Assumptions
2.3 Some Important Differences to Other Methods of Image Analysis
2.4 The Exploration Power of Sequence Analytical Techniques
2.5 Brief Overview of the Most Important Methodological Steps (Research Guidelines)
3 Basic Information about the Website “A Thin Line” and about mtv
4 The Analysis of the mtv Website “A Thin Line”
4.1 Preliminary Remarks on the Media Structure of Websites in General
4.2 Universal Picture Elements and Picture Dimensions
4.3 Conspicuous Features in the Overall Design of the atl-Website
4.3.1 Staged Look behind the Scenes – Independent Design
4.3.2 The Hierarchy of Image Segments as Implicit Sequentiality
4.3.3 You Can Choose! – The User as a Consumer
4.3.4 You Have to Decide Quickly!
4.4 Analysis of the Individual Image Segments
4.4.1 Analysis of the Logo
4.5 The Centered Photo
4.5.1 The Inscription on the Photo
4.5.2 The Centered Photo in Detail
4.6 “DRAW YOUR LINE” – The Lower Left Image Segment
4.6.1 The Text Sequences
4.6.2 The Picture Elements
4.7 “TAKE” – The Lower, Right Image Segment
5 Conclusion
5.1 Preliminary Remarks
5.2 The Website as a Socializational Context
6 Conclusion
Acknowledgement
Note
References
5. Looking for More Possibilities: Classroom Video Analysis in Educational Research
Abstract
Keywords
1 Brief Historical Context of Classroom Video Analysis
1.1 Stage 1: 1955–1985
1.2 Stage 2: 1986–2000
1.3 Stage 3: 2001–2019
1.4 Stage 4: 2020–Date
2 Classroom Video Analysis Tools
3 Data Set for Classroom Video Analysis
4 The Value of Classroom Video Analysis
4.1 Providing Opportunities for Reflection on Teachers’ Professional Development
4.2 Providing Multi-modal Data to Increase the Richness and Possibility of Interpretation
4.3 The Several Aspects Should Be Considered about Classroom Video Analysis
5 Conclusion and Future Study
References
6. Photo Elicitation and Its Application in Education Research
Abstract
Keywords
1 Introduction
2 Literature Review
3 Theoretical Foundations
4 Methodology
4.1 Selecting Appropriate Images
4.2 Interview Structure and Questioning
4.3 Analyzing Visual and Narrative Data
5 Applications in Education Studies
6 Recent Studies
7 Conclusion
References
7. Photovoice as a Tool for Critical Reflection in Communities of Practice for Teachers’
Abstract
Keywords
1 Introduction
2 The Limitations of Critical Reflection Tools
3 Photovoice as a New Critical Reflection Tool
4 Photovoice, Community of Practice, and Professional Identity Development
5 Implementing Photovoice Reflection with Community of Practice
6 Conclusion
Acknowledgement
References
8. Exploring Preservice Teachers’ Perception on Rural Teaching and Education through the Mediation
Abstract
Keywords
1 Introduction
2 Literature Review
2.1 pst s’ Perception
2.2 Methods to Explore pst s’ Perception
2.3 An Additional Mediation Tool to Examine pst’s Perception: Photovoice
3 Methodology
3.1 Settings and Participants
3.2 Data Collection
3.3 Data Analysis
4 Findings
4.1 pst’s Individual Perception
4.1.1 Individual Perception and Reflection
4.1.2 The Influencing Factors for pst s’ Perception Concern
4.1.3 Collective Reflection and Discussion Triggered by the Photovoice
5 Discussion
6 Conclusion
Notes
References
9. Using Photovoice as Methodology, Pedagogy and Assessment Tool in Education
Abstract
Keywords
1 Introduction
2 Literature Review
2.1 Visual Research
2.2 Photovoice as a Participatory Methodology
2.3 Photovoice as a Pedagogical Tool and Its Potential as an Assessment Tool
2.4 Challenges for Photovoice
3 Research Method
3.1 Participants
3.2 Photovoice as an Assessment Tool
3.3 Photovoice as Methodology and Pedagogy
3.4 Ethical Considerations
3.5 Data Analysis
4 Findings
4.1 Selected Photographs and Narratives
4.2 Reflections on Experiences with Photovoice
5 Discussion
5.1 Research Implications
5.2 Limitations of the Study
5.3 Directions for Future Research
6 Conclusion
Acknowledgements
References
10. Photovoice Data Analysis: Critical Approach, Phenomenological Approach, and Beyond
Abstract
Keywords
1 The Critical Approach to Photovoice
2 Phenomenological Approach to Photovoice
3 A Proposed Data Analysis Strategy for Photovoice
3.1 Photograph Analysis based on the Researcher’s Interpretations
3.2 Photograph Analysis based on the Participants’ Interpretations
3.3 Cross-comparison
3.4 Theorization
4 Conclusion
Acknowledgement
References
Index