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Listening to teachers' definitions and decision-making seems absolutely critical. On the one hand, such information can be seen as "data" but on the other hand we need to develop interpretive frameworks within which to makes sense of data, and teachers' sense-making is an important place to start. Of course there will be a proportion of wishful thinking or rationalization or whatever, but we are talking about matters of interpretation and in fact of personality, perception, and right inference, and that is devilishly hard to work with, except over the long haul, I think. Have you done some pilot interviews or other small-scale explorations of the "unresolved questions?"
Brian Drayton,
3/26/1998
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