Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 504281
Title What does it mean to teach ‘interpretively’?
Author(s) Dodge, Jennifer; Holtzman, Richard; Hulst, Merlijn van; Yanow, D.
Source Learning and Teaching 9 (2016)1. - ISSN 1755-2273 - p. 73 - 84.
DOI https://doi.org/10.3167/latiss.2016.090105
Department(s) Strategic Communication
Publication type Refereed Article in a scientific journal
Publication year 2016
Abstract The ‘interpretive turn’ has gained traction as a research approach in recent decades in the empirical social sciences. While the contributions of interpretive research and interpretive research methods are clear, we wonder: Does an interpretive perspective lend itself to – or even demand – a particular style of teaching? This question was at the heart of a roundtable discussion we organised at the 2014 Interpretive Policy Analysis (IPA) International Conference. This essay reports on the contours of the discussion, with a focus on our reflections upon what it might mean to teach ‘interpretively’. Prior to outlining these, we introduce the defining characteristics of an interpretive perspective and describe our respective experiences and interests in this conversation. In the hope that this essay might constitute the beginning of a wider conversation, we close it with an invitation for others to respond.







Issue Journal






Volume: 9 Issue: 1



Editorial







Editorial

Penny Welch and Susan Wright



Articles







Alienating students: Marxist theory in action

Megan Thiele, Yung-Yi Diana Pan and Devin Molina






Naïve scientists and conflict analysis: learning through case studies

R. Williams Ayres






Assessment rubrics: thinking inside the boxes

Cary Bennett



Essay







What does it mean to teach ‘interpretively’?

Jennifer Dodge, Richard Holtzman, Merlijn van Hulst and Dvora Yanow



Report







Making the best of an inappropriate textbook: using an ‘international edition’ to teach critical thinking and intercultural understanding

Kristina C. Marcellus



Review Article







From steward to leader: a decade of shifting roles for the PhD student

Corina Balaban



Book Review












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