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The aim of this study was to provide guidance to improve the completeness and clarity of meta‐ethnography reporting. Evidence‐based policy and practice require robust evidence syntheses which can further understanding of people's experiences and associated social processes. Meta‐ethnography is a rigorous seven‐phase qualitative evidence synthesis methodology, developed by Noblit and Hare. Meta‐ethnography is used widely in health research, but reporting is often poor quality and this discourages trust in and use of its findings. Meta‐ethnography reporting guidance is needed to improve reporting quality. The eMERGe study used a rigorous mixed‐methods design and evidence‐based methods to develop the novel reporting guidance and explanatory notes. The study, conducted from 2015 to 2017, comprised of: (1) a methodological systematic review of guidance for meta‐ethnography conduct and reporting; (2) a review and audit of published meta‐ethnographies to identify good practice principles; (3) international, multidisciplinary consensus‐building processes to agree guidance content; (4) innovative development of the guidance and explanatory notes. Recommendations and good practice for all seven phases of meta‐ethnography conduct and reporting were newly identified leading to 19 reporting criteria and accompanying detailed guidance.The bespoke eMERGe Reporting Guidance, which incorporates new methodological developments and advances the methodology, can help researchers to report the important aspects of meta‐ethnography. Use of the guidance should raise reporting quality. Better reporting could make assessments of confidence in the findings more robust and increase use of meta‐ethnography outputs to improve practice, policyand service user outcomes in health and other fields. This is the first tailored reporting guideline for meta‐ethnography. This article is being simultaneously published in the following journals: Journal of Advanced Nursing, Psycho‐oncology, Review of Education, PLoS One and BMC Medical Research Methodology. [ABSTRACT FROM AUTHOR]

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Aims: The aim of this study was to provide guidance to improve the completeness and clarity of meta-ethnography reporting.Background: Evidence-based policy and practice require robust evidence syntheses which can further understanding of people's experiences and associated social processes. Meta-ethnography is a rigorous seven-phase qualitative evidence synthesis methodology, developed by Noblit and Hare. Meta-ethnography is used widely in health research, but reporting is often poor quality and this discourages trust in and use of its findings. Meta-ethnography reporting guidance is needed to improve reporting quality.Design: The eMERGe study used a rigorous mixed-methods design and evidence-based methods to develop the novel reporting guidance and explanatory notes.Methods: The study, conducted from 2015 to 2017, comprised of: (1) a methodological systematic review of guidance for meta-ethnography conduct and reporting; (2) a review and audit of published meta-ethnographies to identify good practice principles; (3) international, multidisciplinary consensus-building processes to agree guidance content; (4) innovative development of the guidance and explanatory notes.Findings: Recommendations and good practice for all seven phases of meta-ethnography conduct and reporting were newly identified leading to 19 reporting criteria and accompanying detailed guidance.Conclusion: The bespoke eMERGe Reporting Guidance, which incorporates new methodological developments and advances the methodology, can help researchers to report the important aspects of meta-ethnography. Use of the guidance should raise reporting quality. Better reporting could make assessments of confidence in the findings more robust and increase use of meta-ethnography outputs to improve practice, policy, and service user outcomes in health and other fields. This is the first tailored reporting guideline for meta-ethnography. This article is being simultaneously published in the following journals: Journal of Advanced Nursing, Psycho-oncology, Review of Education, and BMC Medical Research Methodology. [ABSTRACT FROM AUTHOR]

We have reified the concept of economy. I review some illustrations of the current use of economy and argue for making the economy our concept. It is too important to leave to economists. [ABSTRACT FROM PUBLISHER]

Despite questions about autoethnography in the ethnography and education research family, autoethnography is published in selective peer-reviewed journals in education and in the social and health sciences. Even critics of autoethnographic studies note their ‘rising acceptance in the past 15 years’ [Delamont, S. 2009. “The Only Honest Thing: Autoethnography, Reflexivity and Small Crises in Fieldwork.”Ethnography and Education4 (1): 51–63]. However, there has been less effort towards qualitative meta-synthesis to learn what other insights might be gained from collections of studies. With the advent of meta-autoethnography [Ellis, C. 2009.Revision: Autoethnographic Reflections of Life and Work. Walnut Creek, CA: Left Coast Press], each author can find a way to synthesise her/his own autoethnographic works, however, synthesising autoethnographies of different authors has received no attention. This article examines a critical, systematic approach to the meta-ethnography of autoethnographies and offers a worked example of the method using educational studies. [ABSTRACT FROM PUBLISHER]

This self-study involves instructors of a Social Justice in Education course at a large university who engaged preservice teacher education students with assignments intended to solicit their critical self-reflection and to facilitate an awareness of themselves as sociocultural beings. Our work responds to the continued need to involve preservice teachers in experiences that foster critical consciousness and cognizance of their own socialization. For the assignments, students were first asked to describe key moments in their educational experience in the form of a multimedia submission and reflection. After a semester of critical discussions and readings, students were then asked to revisit their initial projects and critique those using course concepts. In addition, they were prompted to include plans for themselves as future social justice educators. In this article, we analyze those student submissions, and we find that many reached new conclusions about social justice topics such as race and gender, critiqued personal and social artifacts, and recognized the connections between privilege and meritocracy. Despite the limitations in class size and structure, we affirm the potential value of a multistage autobiography assignment. We also explore instances of student resistance, wherein students avoided the assigned task and our requirement for self-reflection. We conclude by offering implications for teacher education and posit considerations for future adaptions of the assignment, including the necessity to engage students in opportunities to take social action and to move beyond critique. [ABSTRACT FROM PUBLISHER]

The late Professor Derrick Bell is renowned as the intellectual architect who drafted the blueprints that guided the initial development of critical race theory (CRT). Prior to the advent of CRT, Professor Bell wrote extensively on initiatives designed to improve the lives of African Americans. Among his most influential scholarship, ‘Serving Two Masters’ from the 1976Yale Law Reviewemerged as a seminal foundational piece for CRT. We found that Bell’s post-Brownlitigation and frustrations were captured in several powerful law review journals from 1970–1976. During this time, he wrote extensively on minority admissions programs, school litigation strategies, racial remediation, equal employment, and of course theBrowndecision and its aftermath. These early works attended to the details of how legal remediation for racism in various forms could be considered and approached, but more often were ignored and denied. These same works showed the contradictions built into legal strategies. By working through the details of specific racial remediation strategies, Derrick Bell realized the ubiquity of the negative influences of post-Brownintegration goals in all aspects of African American life, including the law. His seminal 1976Yale Law Reviewpiece emerged not from theory, per se, but from very specific engagements with reasoning about post-Brownpolicies and practices that failed to serve the interests of most African American families. For Bell, hope seemed to wax and wane as clarity emerged. This article analyses Bell’s law review articles that were published between 1970 and 1976, when he began full-fledged writing that ultimately provided a blueprint for the CRT movement in the academy. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the author provides a cultural context for articles on topics related to science education including the language in which science is taught in Nigeria, science curricula in China and Australia, and the relationship between race and science education.

Our society increasingly uses educational institutions to punish our people. We see this in zero tolerance policies, school-based arrests, and alternative schooling for 'troublesome youth.' This means that schools are actively engaged in criminalizing our youth than ever before. The introduction offers insight into the broader context of the punitive society where schools and prisons collide. [ABSTRACT FROM AUTHOR]

Critical race theory (CRT) is a relatively new theory that has been little used in evaluation practice. The authors explore an example of critical race evaluation working with James Comer's School Development Program. In this evaluation common tropes associated with CRT were used to construct a counternarrative of school reform. The authors conclude that CRT has a place in evaluation, but that it also makes some demands on evaluators and those being evaluated that may make it less likely to be used than other theories. © Wiley Periodicals, Inc., and the American Evaluation Association. [ABSTRACT FROM AUTHOR]

The article discusses various reports published within the issue, a special issue pertaining to the legacy of the 1954 Brown versus the Topeka Board of Education court decision, including a qualitative study by Thandeka K. Chapman, and a document analysis of James Redmond's busing proposal by Dionne Danns.

The authors present their study which was designed to examine how urban school districts in the U.S. facilitated the implementation of James Comer's School Development Program (SDP) and assess whether such program was prompted by the accountability policy in education. They then discuss their research in four urban school districts and how it illuminated the ways in which school districts were struggling to find their role on the redefined scene of public policy. The authors also provide suggestions on some ideas for reconceptualizing school districts themselves. They believed that rethinking school districts as public institutions will ultimately be structured by how the wider society defines the future of democracy.

The article focuses on the problem of applying the concept of a priori to education. It states that a priori can be harsh if it is integrated in education as a social institution. It emphasizes that education involves the questioning of assumptions in order to practice the manner of knowing. The Pygmalion effect argues the assumption that ability is natural in a person and it helps motivate teachers to reconsider the notions that minority students are problematic learners.

In an era of pressure toward evidence-based health care, we are witnessing a new enthusiasm for qualitative metasynthesis as an enterprise distinct from conventional literature reviews, secondary analyses, and the many other scholarly endeavors with which it is sometimes confused. This article represents the reflections of five scholars, each of whom has authored a distinct qualitative metasynthesis strategy. By providing the reader a glimpse into the tradition of their various qualitative metasynthesis projects, these authors offer a finely nuanced examination of the tensions between comparison and integration, deconstruction and synthesis, and reporting and integration within the metasynthesis endeavor. In so doing, they account for many of the current confusions about representation and generalization within the products of these inquiries. Through understanding the bases of their unique angles of vision, the reader is invited to engage in their commitment to scholarly integrity and intellectual credibility in this emerging methodological challenge. [ABSTRACT FROM AUTHOR]

The American Educational Studies Association (AESA) has been struggling over how knowledge is to meet identity. The field has moved through disciplinarity and interdisciplinarity, which centered knowledge and marginalized identity. More recently, AESA has centered identity-making disciplinarity and interdisciplinarity tools of identity. This address was a performance exploring this history and possibilities for the future. [ABSTRACT FROM AUTHOR]

The American Educational Studies Association (AESA) has been struggling over how knowledge is to meet identity. The field has moved through disciplinarity and interdisciplinarity, which centered knowledge and marginalized identity. More recently, AESA has centered identity-making disciplinarity and interdisciplinarity tools of identity. This address was a performance exploring this history and possibilities for the future. [ABSTRACT FROM AUTHOR]

Analyzes the case studies of ten of the first year charter schools in North Carolina. Methodology of the case studies; Objectives of the case studies; Implementation issues; Promising practices; School outcomes.

The article discusses a study on the reading development of two Hispanic children during their first-grade year of school. The study was conducted in the first author's classroom during her reassignment as a university professor of literacy studies. The literacy emergence of the two children was portrayed in relation to the expectations of the teacher and the classroom balanced reading program. The reading development of the children was interpreted following the current controversies in second language learning, including whether there is a necessary precedence of English orality to literacy.

The article focuses on the ethical process surrounding the study of trouble or deviance, in a broad sense, within powerless populations. Sociology has long been enamored with the study of powerless peoples whether they are racial minorities, deviants, women, or just plain poor. These peoples have one basic common characteristic, a lack of power to protect themselves from either study or manipulation. These peoples, however, are pawns to more than just the research itself. It is from such research, commissioned or co-opted by governmental agencies, that governmental policies arise. Policies that vitally affect all our lives can be most dramatic for the powerless. Such policies include U.S. President Richard Nixon's proposed Family Assistance Plan, housing plans, future industrial development, and the entire gamut of community organizations. The article also discusses various issues like the source of funding of research on trouble, the coercion involved in research, problems in having knowledge of trouble, the validity of this type of social research and several designs that will be helpful in terms of protection of rights of subject.

This study investigates children's language and interaction patterns during sharing time in a first grade classroom. When sharing time shifted from a teacher‐led to a child‐led event, corresponding changes appeared in children's language, including in discourse routines, style, content, and frequency of verbal interactions. In child‐led formats, peer culture flourished. Several linguistic routines were developed and used by children as a means of social control, as an agent for group bonding, and as expressions of care and concern. Two different child‐led formats revealed how the event's structure regulated participation and length of turn during sharing sessions. We suggest that teachers create speech situations that children are allowed to control. Such occasions encourage children's language development, learning through language, and the kind of collaboration essential for growth of peer culture. [ABSTRACT FROM PUBLISHER]

Rituals are about time and participation, and usually we study them in other people. In this article, we examine a study of ourselves in which time returns rather than progresses and in which participation is dialogic. The article represents a departure from realist ethnography and is rendered as a conversation. [ABSTRACT FROM AUTHOR]

Desegregation and "white flighf" have been subject to much emotional debate since the release of Coleman's "white flight" report of 1975. Unfortunately, the debate and quantitative studies used to buttress the arguments have not resolved the problems. The authors suggest that the white‐flight/school desegregation relationship is more complex that Coleman, Pettigrew, Green and others suggest by their studies. Large scale studies are helpful but need to be supplemented by case studies of desegregation in particular cities. Many case studies using a variety of research methods are needed to supplement the large scale investigations if we are to better understand and document the desegregation of large city school systems. The authors propose that ethnographic or field studies not only generate hypotheses, but serve as a check on the quantitatively derived "facts" and the causal relationships suggested by these "facts." From their study of Memphis the authors conclude that Coleman may have overestimated the effect of desegregation on "white flight." One reason is the quantitative studies missed the distinction between "white flight" and "school flight." From this same study they concluded that many non‐school factors also contributed to "white flight" whereas "school flight," especially to church related schools, was directly attributed to court‐ordered desegregation, the school system's response to it, and the racial attitudes of whites.

Attempts to reconstruct the culture of an historically African-American school and to describe the impact of school closure on that cultural narrative. Relationship between the school and the community in which it was located; Cultural ignorance of what made African-American schools good and what was culturally and educationally constructive about them.

Looks at how reform of the education system in the United States has affected changes made to the system. Changes affected by reform; Nature of these changes; Comparative case study used to determine the effects of micropolitics in schools.

Presents a study which examined the association of delinquent subcultural involvement and school status in juvenile delinquency. Methodology; Findings and discussion; Conclusions.

Caring with respect to teachers and students is usually defined as a reciprocal reciprocal relationship. The power of the teacher is not always apparent in this definition. This article examines how power, in the caring perspective, can be sects as moral authority. The ethnographic study reported here examines the classroom of a traditional teacher-centered leather and the way she constructed caring using her power. Her construction implies a critique of our usual ways of thinking about power. Because in this ethnography the researcher was part of the social scene of the classroom and was dramatically affected by the study, this article is written in the ‘I-witnessing’ or ‘confessional’ genre. [ABSTRACT FROM AUTHOR]

Presents information on a study which uses a metaphor from the environment of a university and argues that it is significant in the internal dynamics of the educational organization. Metaphors and educational organizations; Coal mining culture; Context and culture in higher education.

Focuses on the interrelationships among administrative styles, deterrence, commitment and disruption. Role of schools in creating school crime; Enforcement of school rules; Dynamics of power and order in a desegregated high school.

Discusses action research as an agent for developing teachers' communicative competence. Simplistic notion of change; Story of one third grade teacher's involvement in action research; Primary assumption behind encouraging teachers to engage in action research; Definition of communicative competence.

This article focuses on an ethnographic approach to education. In applied research and particularly in an applied ethnography of "politics," the gap between theory and practice is a gap in orientation and conceptualization. Applied ethnography may be well served if it can transform itself into a "science of becoming" and replace the notion of prediction with the notion of anticipation, which may be best understood as the creative construction of possibilities. The strengths of applied ethnography are in areas that vitally need research and will inform about the areas where rationalism and positivism cannot. An applied ethnography that is truly practical must incorporate two ideas 1) Those who demand of politics as a science that teaches norms and ends should consider that this demand implies actually the denial of the reality of politics 2) Syntheses in thought styles are not made only by those who are primarily synthesists and who more or less consciously attempt to comprehend a whole epoch in their thinking.

Are in-school suspension programs accomplishing what they should? No, say the authors, who conducted a study of 10 "successful" ISS programs. [ABSTRACT FROM PUBLISHER]

The use of the case study as an approach for improving the practice of consultants as well as contributing to the research and training aspects of the consultation process has received increasing attention in the literature. This article (a) presents a rationale for considering case study methodology, (b) discusses the range and types of case studies which have been proposed, and (c) introduces qualitative case study methodology as particularly suited to practitioners' needs. A brief description of guidelines for conducting qualitative case studies within the consultation context is also included. [ABSTRACT FROM AUTHOR]

The article reports on the appointment of Sherick Hughes as the new editor of the journal in 2018.

Aims: The aim of this study was to provide guidance to improve the completeness and clarity of meta-ethnography reporting.Background: Evidence-based policy and practice require robust evidence syntheses which can further understanding of people's experiences and associated social processes. Meta-ethnography is a rigorous seven-phase qualitative evidence synthesis methodology, developed by Noblit and Hare. Meta-ethnography is used widely in health research, but reporting is often poor quality and this discourages trust in and use of its findings. Meta-ethnography reporting guidance is needed to improve reporting quality.Design: The eMERGe study used a rigorous mixed-methods design and evidence-based methods to develop the novel reporting guidance and explanatory notes.Methods: The study, conducted from 2015 to 2017, comprised of: (1) a methodological systematic review of guidance for meta-ethnography conduct and reporting; (2) a review and audit of published meta-ethnographies to identify good practice principles; (3) international, multidisciplinary consensus-building processes to agree guidance content; (4) innovative development of the guidance and explanatory notes.Findings: Recommendations and good practice for all seven phases of meta-ethnography conduct and reporting were newly identified leading to 19 reporting criteria and accompanying detailed guidance.Conclusion: The bespoke eMERGe Reporting Guidance, which incorporates new methodological developments and advances the methodology, can help researchers to report the important aspects of meta-ethnography. Use of the guidance should raise reporting quality. Better reporting could make assessments of confidence in the findings more robust and increase use of meta-ethnography outputs to improve practice, policy, and service user outcomes in health and other fields. This is the first tailored reporting guideline for meta-ethnography. This article is being simultaneously published in the following journals: Journal of Advanced Nursing, Psycho-oncology, Review of Education, and BMC Medical Research Methodology. [ABSTRACT FROM AUTHOR]

Off Whiter Readings on Race, Power, and Society. Michelle Fine, Lois Weis, Linda C. Powell and L. Mun Wong eds. New York: Routledge, 1997. 366 pp. [ABSTRACT FROM AUTHOR]