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[Xmca-l] Re: job-CSU Sacramento



Hey Kris,

It would be great to have your paper—looking
Forward to reading it—  And, I agree with Julian’s
point, or my take on it, that is, we need creatively dynamic and
fluild methodological approaches to capture and better understand
A constantly changing social and cultural world—  So, just to share,
at present I’m in the middle of Karen Barad’s work—she draws from
Her understanding of quantum physics to consider agency and identity—it’s
fun stuff—

  
 -lynda






Lynda Stone, Ph.D.
Professor
Child Development
CSUS/UC-Links After-school Program Director





On 10/18/17, 9:00 AM, "xmca-l-bounces@mailman.ucsd.edu on behalf of mike
cole" <xmca-l-bounces@mailman.ucsd.edu on behalf of mcole@ucsd.edu> wrote:

>Not my pint, Kris... Julian’s.
>Why not send around your paper?
>Mike
>
>On Wed, Oct 18, 2017 at 8:40 AM Kris Gutierrez <gutierkd@gmail.com> wrote:
>
>> Apropos your comment Mike,  Fred Erickson and I wrote a relevant piece
>> entitled “Culture and Rigor” (Ed Researcher, 2002) that aligns with your
>> point.
>>
>> Sent from my iPhone
>>
>> > On Oct 18, 2017, at 8:22 AM, mike cole <mcole@ucsd.edu> wrote:
>> >
>> > Hi Julian & Huw-
>> >
>> > This seems just right to me:
>> >
>> > Every quantitative analysis/result demands a qualitative
>> > framework/interpretation; and almost all, or anyway more than we think
>> > qualitative research opens the possibility of quantitative models.
>> >
>> > And its interesting to think of quality as a "measure" of systems
>> > properties. Sounds positively quantitative!
>> >
>> > mike
>> >
>> >
>> >
>> > On Wed, Oct 18, 2017 at 12:59 AM, Julian Williams <
>> > julian.williams@manchester.ac.uk> wrote:
>> >
>> >> Lynda
>> >>
>> >> Just to say for the list that I appreciate your need for qualitative
>> >> expertise, especially in a culture where perhaps 'quantitative
>> researchers'
>> >> dominate (here its the opposite: we have a struggle to keep some
>> >> quantitative courses on our training programmes).
>> >>
>> >> Innumerate/illiterate may sound unkind and if so I apologise: no
>>offence
>> >> meant.
>> >>
>> >> I still sigh at the term 'qualitative researcher' and even more
>> >> 'quantitative researcher', which seems often to imply a specialism
>>and
>> even
>> >> a closing of doors to new work. Every quantitative analysis/result
>> demands
>> >> a qualitative framework/interpretation; and almost all, or anyway
>>more
>> than
>> >> we think qualitative research opens the possibility of quantitative
>> models.
>> >> If a research identity is bound up with the division we close doors.
>> >>
>> >> Julian
>> >>
>> >> ________________________________________
>> >> From: xmca-l-bounces@mailman.ucsd.edu
>>[xmca-l-bounces@mailman.ucsd.edu]
>> >> on behalf of Kris Gutierrez [gutierkd@gmail.com]
>> >> Sent: 18 October 2017 04:53
>> >> To: eXtended Mind, Culture, Activity
>> >> Subject: [Xmca-l] Re: job-CSU Sacramento
>> >>
>> >> Well said, Lynda!
>> >>
>> >> Kris D. Gutiérrez
>> >> Carol Liu Professor
>> >> Graduate School of Education
>> >> Prolepsis Design Collaborative
>> >> University of California, Berkeley
>> >> 5629 Tolman Hall
>> >> Berkeley, CA 94720-1670
>> >> gutierrkd@berkeley.edu
>> >>
>> >>
>> >>
>> >>
>> >>> On Oct 17, 2017, at 8:30 PM, Stone, Lynda <lstone@skymail.csus.edu>
>> >> wrote:
>> >>>
>> >>> Hi again Julian‹just saw this response.
>> >>>
>> >>> There was a reason for the qualitative emphasis and it had more to
>>do
>> >> with
>> >>> competencies with
>> >>> qualitative rather than lack of quantitative methodological
>>knowledge‹I
>> >> am
>> >>> assuming folks would have both.
>> >>> However, I have discovered that those who attain there PhD¹s here in
>> >>> traditional human development programs (at least those who
>> >>> apply for our positions) often have only a superficial knowledge of
>> >>> qualitative research and no experience with it, as this is the case
>> >>> with many of our faculty who are well trained to do laboratory
>> research‹-
>> >>> The best approach, of course, is to generate an interesting research
>> >>> question and then utilize whatever methods are appropriate for this
>> >>> question. So the emphasis in the job call was to meet programmatic
>> needs.
>> >>> I hope this helps you understand why ³qualitative² was placed in the
>> >>> requirement‹ My guess is that degrees in human development in your
>> >>> setting might offer course work and practical experience in both
>> methods,
>> >>> as did my training.
>> >>>
>> >>> Sincerely,
>> >>> -lynda
>> >>>
>> >>>
>> >>>
>> >>>
>> >>>
>> >>>
>> >>> Lynda Stone, Ph.D.
>> >>> Professor
>> >>> Child Development
>> >>> CSUS/UC-Links After-school Program Director
>> >>>
>> >>>
>> >>>
>> >>>
>> >>>
>> >>> On 10/17/17, 2:35 PM, "xmca-l-bounces@mailman.ucsd.edu on behalf of
>> >> Julian
>> >>> Williams" <xmca-l-bounces@mailman.ucsd.edu on behalf of
>> >>> julian.williams@manchester.ac.uk> wrote:
>> >>>
>> >>>> Lynda
>> >>>>
>> >>>> Always depressed to see researchers described as 'qualitative'
>> >> presumably
>> >>>> as opposed to 'quantitative' and therefore presumed to be
>>innumerate,
>> >>>> instead perhaps of being illiterate.
>> >>>>
>> >>>> Sigh.
>> >>>>
>> >>>> Julian
>> >>>>
>> >>>>> On 17 Oct 2017, at 21:06, Stone, Lynda <lstone@skymail.csus.edu>
>> >> wrote:
>> >>>>>
>> >>>>>
>> >>>>> Hello All!
>> >>>>>
>> >>>>> Here is a description of job opening for a qualitative researcher
>> >>>>> grounded in human development and interested in educational
>>settings‹
>> >>>>>
>> >>>>>
>> >>>>> Responsibilities include:
>> >>>>> € Teaching undergraduate and graduate courses in Child/Human
>> >>>>> Development, specifically courses related to qualitative research
>> >>>>> methodology and areas of interest;
>> >>>>> € Maintaining a rigorous program of research related to school-
>> and/or
>> >>>>> community-based qualitative research;
>> >>>>> € Supervising and sponsoring student scholarship; assisting with
>> >>>>> advising and curriculum development/assessment;
>> >>>>> € Working collegially with other faculty; and
>> >>>>> € Contributing to service in the department, college, university,
>>and
>> >>>>> profession.
>> >>>>>
>> >>>>>
>> >>>>> Required Qualifications
>> >>>>>
>> >>>>> € An earned Ph.D. in Child/Human Development, Applied
>>Developmental
>> >>>>> Psychology, Developmental Psychology, Developmental Science,
>> Education,
>> >>>>> and
>> >>>>> Psychology, or an equivalent program. ABD candidates will be
>> >>>>> considered. If ABD, all degree requirements must be completed by
>> August
>> >>>>> 2018
>> >>>>> € Specialization in qualitative research methods with a strong
>> emphasis
>> >>>>> in developmental theory.
>> >>>>>
>> >>>>>
>> >>>>> Preferred Qualifications
>> >>>>>
>> >>>>> € Demonstrated leadership potential;
>> >>>>> € Interpersonal skills;
>> >>>>> € Ability to work with children, students, families, and
>>communities
>> >>>>> representing diverse populations from diverse backgrounds;
>> >>>>> € Demonstrated experience and effectiveness in college level,
>> >>>>> undergraduate, and/or graduate level teaching;
>> >>>>> € Clearly defined interdisciplinary program of qualitative
>>research
>> and
>> >>>>> publication focusing on children, adolescents, and/or young
>>adults,
>> or
>> >>>>> demonstrated potential for establishing such a record;
>> >>>>> € Experience in educational settings and/or curriculum
>>development.
>> >>>>>
>> >>>>>
>> >>>>>
>> >>>>>
>> >>>>>
>> >>>>>
>> >>>>>
>> >>>>>
>> >>>>> Lynda Stone, Ph.D.
>> >>>>> Professor
>> >>>>> Child Development
>> >>>>> CSUS/UC-Links After-school Program Director
>> >>>>>
>> >>>>
>> >>>
>> >>>
>> >>
>> >>
>>
>>