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The Status of Claims in "Qualitative" Educational Research
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 25, Heft 3, S. 271-292
ISSN: 1467-873X
The Status of Claims in "Qualitative" Educational Research
In: Curriculum Inquiry, Band 25, Heft 3, S. 271
Constructionism in the rhetoric and practice of fourth generation evaluation
In: Evaluation and Program Planning, Band 18, Heft 1, S. 51-61
Constructionism in the Rhetoric and Practice of Fourth Generation Evaluation
In: Evaluation and program planning: an international journal, Band 18, Heft 1, S. 51-61
ISSN: 0149-7189
Ethnomethodology, Cultural Phenomenology, and Literacy Activities
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 21, Heft 1, S. 109-117
ISSN: 1467-873X
Reading as Cultural Activities: Enabling and Reflective Texts
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 21, Heft 1, S. 11-39
ISSN: 1467-873X
Sociologies in and of Education: A Reply to Hammersley
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 17, Heft 2, S. 239-242
ISSN: 1467-873X
Assuming Transmission or Studying Production: a Reply to Delamont
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 16, Heft 3, S. 331-333
ISSN: 1467-873X
Cultural Logic and Schema Theory: A Reply to Bereiter
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 16, Heft 1, S. 73-86
ISSN: 1467-873X
Discourse in the Production of Classroom Knowledge: Reading Lessons
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 15, Heft 3, S. 245
ISSN: 1467-873X
Discourse in the production of classroom knowledge: Reading lessons
In: Curriculum inquiry: a journal from the Ontario Institute for Studies in Education, Band 15, Heft 3, S. 245-280
ISSN: 0362-6784
Frames and Knowledge in a Science Lesson: A Dialogue with Professor Heyman
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 13, Heft 4, S. 397-417
ISSN: 1467-873X
Authority as a Question of Reasonable Claims: A Reply to John Willinsky
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 11, Heft 3, S. 227-230
ISSN: 1467-873X
What Counts as Reading: Limits to Certainty in Assessment
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 10, Heft 3, S. 265-292
ISSN: 1467-873X