Background
Huberman, Alan Michael was born on December 25, 1940 in Cambridge, Massachusetts, United States. Son of Joel Milton and Dorothy (Frankel) Huberman.
(School improvement, like motherhood, has many advocates. ...)
School improvement, like motherhood, has many advocates. Everyone is for it, without having to campaign actively on its behalf. And just as the 100% of people who have had mothers think they know how mothering could be done better, so the (nearly) 100% of people who have been pupils in schools, or have even taught in or managed them, think they know how schools can be im proved. More precisely, they are sure that schools ought to be improved. The trouble is that they propose a staggering, conflicting range of methods of improving the schools, from ;'back to the woodshed" to teacher merit pay, a stiffer curriculum, a stronger tax base, reorganization, a more humane climate, "teacher-proof" innovations, community involvement-the list is nearly end less. Furthermore, the issues are not merely technical, but normative and po litical. The term improvement is itself problematic. One person's version of improvement is another's version of wastefulness or even of worsening the schools. Furthermore, the versions that win out in any particular school are not Improvement sometimes turns out to be merely a necessarily technically "best. " code word for the directives that administrators have successfully put into place, or for the agreements that teachers have lobbied into being. How much do we really know about school improvement? The available research literature is quite substantial, but not as helpful as it might be.
http://www.amazon.com/gp/product/030641693X/?tag=2022091-20
(School improvement, like motherhood, has many advocates. ...)
School improvement, like motherhood, has many advocates. Everyone is for it, without having to campaign actively on its behalf. And just as the 100% of people who have had mothers think they know how mothering could be done better, so the (nearly) 100% of people who have been pupils in schools, or have even taught in or managed them, think they know how schools can be im proved. More precisely, they are sure that schools ought to be improved. The trouble is that they propose a staggering, conflicting range of methods of improving the schools, from ;'back to the woodshed" to teacher merit pay, a stiffer curriculum, a stronger tax base, reorganization, a more humane climate, "teacher-proof" innovations, community involvement-the list is nearly end less. Furthermore, the issues are not merely technical, but normative and po litical. The term improvement is itself problematic. One person's version of improvement is another's version of wastefulness or even of worsening the schools. Furthermore, the versions that win out in any particular school are not Improvement sometimes turns out to be merely a necessarily technically "best. " code word for the directives that administrators have successfully put into place, or for the agreements that teachers have lobbied into being. How much do we really know about school improvement? The available research literature is quite substantial, but not as helpful as it might be.
http://www.amazon.com/gp/product/1489903925/?tag=2022091-20
(The Third Edition of Miles & Huberman's classic research ...)
The Third Edition of Miles & Huberman's classic research methods text is updated and streamlined by Johnny Saldaña, author of The Coding Manual for Qualitative Researchers. Several of the data display strategies from previous editions are now presented in re-envisioned and reorganized formats to enhance reader accessibility and comprehension. The Third Edition’s presentation of the fundamentals of research design and data management is followed by five distinct methods of analysis: exploring, describing, ordering, explaining, and predicting. Miles and Huberman's original research studies are profiled and accompanied with new examples from Saldaña's recent qualitative work. The book's most celebrated chapter, "Drawing and Verifying Conclusions," is retained and revised, and the chapter on report writing has been greatly expanded, and is now called “Writing About Qualitative Research.” Comprehensive and authoritative, Qualitative Data Analysis has been elegantly revised for a new generation of qualitative researchers.
http://www.amazon.com/gp/product/1452257876/?tag=2022091-20
( The latest edition of this best-selling textbook by Mil...)
The latest edition of this best-selling textbook by Miles and Huberman not only is considerably expanded in content, but is now available in paperback. Bringing the art of qualitative analysis up-to-date, this edition adds hundreds of new techniques, ideas and references developed in the past decade. The increase in the use of computers in qualitative analysis is also reflected in this volume. There is an extensive appendix on criteria to choose from among the currently available analysis packages. Through examples from a host of social science and professional disciplines, Qualitative Data Analysis remains the most comprehensive and complete treatment of this topic currently available to scholars and applied researchers.
http://www.amazon.com/gp/product/0803955405/?tag=2022091-20
Psychology and education educator
Huberman, Alan Michael was born on December 25, 1940 in Cambridge, Massachusetts, United States. Son of Joel Milton and Dorothy (Frankel) Huberman.
Bachelor magna cum laude, Princeton University, 1962. Master of Arts, Harvard University, 1965. Doctor of Philosophy, Harvard University, 1970.
Program specialist United Nations Educational, Paris, 1967—1970. Visiting associate professor University Geneva, 1970—1972, professor, since 1972, co-director, faculty psychology and education, 1972—1976. Visiting professor University Bristol, England, 1972, Stanford University, California, 1977—1978, American University, Washington, 1979—1981, University Montreal, Canada, 1983.
Consultant United Nations Educational, Organization of European Cooperation and Development, World Bank.
(Qualitative data is unsurpassable for richness of detail,...)
(The Third Edition of Miles & Huberman's classic research ...)
( The latest edition of this best-selling textbook by Mil...)
(School improvement, like motherhood, has many advocates. ...)
(School improvement, like motherhood, has many advocates. ...)
(Third Edition)
Member of Swiss Educational Research Association (member, editorial boards Education et Recherche since 1981, member, Knowledge since 1985), American Educational Research Association.
Married Laurie Lamartine, September 9, 1974. Children: Yvan, Anthony, Benjamin, David.