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How Is Reliability Useful? Collaboration in Social Studies Textbook Research | ||
| مجله پژوهش های فلسفی | ||
| دوره 19، شماره 53، دی 1404، صفحه 241-252 اصل مقاله (863.97 K) | ||
| نوع مقاله: مقاله علمی- پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/jpiut.2025.21114 | ||
| نویسندگان | ||
| لیز جکسون* 1؛ یان فی2؛ جی یینگ3 | ||
| 1دانشکده تعلیم و تربیت دانشگاه هونگ کونک. | ||
| 2پژوهشگر پسادکترای دانشگاه تعلیم و تربیت هونگ کونگ | ||
| 3استادیار گروه سیاست و رهبری آموزشی (EPL) در دانشگاه تعلیم و تربیت هنگ کنگ | ||
| چکیده | ||
| Experience and subjectivity influence how texts are read, with reading involving “filling in the blanks”. This impacts the usefulness of intercoder reliability exercises in collaborative textbook analysis. Specifically, scholars’ individual backgrounds limit possibilities for substantive and meaningful intercoder reliability, particularly in international, cross-cultural, and multicultural settings. In this case, reliability is a problematic goal in textbook content analysis, possibly precluding substantive recognition of reader subjectivity—of researchers as well as students and teachers. In contrast, we argue that collaboration in textbook research can reveal the multifaceted nature of texts and generate multi-perspectival interpretations which are more meaningful in diverse contexts. | ||
| کلیدواژهها | ||
| Reliability؛ Textbooks Analyzes؛ Reading؛ Collaboration؛ Reader | ||
| مراجع | ||
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