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dc.contributor.authorEri, Thomas
dc.date.accessioned2012-03-02T09:57:39Z
dc.date.available2012-03-02T09:57:39Z
dc.date.issued2012-01-13
dc.identifier.citationEri, T. (2012). The best way to conduct intervention research: methodological considerations. Quality and quantity.en_US
dc.identifier.issn0033-5177
dc.identifier.otherFRIDAID 876882
dc.identifier.urihttps://hdl.handle.net/10642/1139
dc.description.abstractThis article is a theoretical contribution to the debate about which qualitative interventionmethodology is best suited to building stronger partnerships between researchers and practitioners in educational research. In the first part of this article, two types of intervention methodologies gaining impact in the field are contrasted in light of Yrjö Engeström’s criticism. This discussion lays the groundwork for the main claim in the second part of this article that dialogical work between researchers and practitioners focusing on ‘contradictions’ and the ‘object of activity,’ can provide analytical tools to improve understanding of challenges in intervention research.en_US
dc.language.isoengen_US
dc.publisherSpringer Science+Business Mediaen_US
dc.relation.ispartofseriesQuality and quantity;
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.subjectIntervention researchen_US
dc.subjectQualitative methodologyen_US
dc.subjectEducational design researchen_US
dc.subjectChange laboratoryen_US
dc.subjectActivity theoryen_US
dc.subjectContradictionsen_US
dc.titleThe best way to conduct intervention research: methodological considerationsen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.description.versionPostprint version of published article. The original publication is available at http://www.springerlink.com/content/6682112288p0m763/
dc.identifier.doihttp://dx.doi.org/10.1007/s11135-012-9664-9


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