Bibliografías temáticas / Social inquiry

Literatura académica sobre el tema "Social inquiry"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 14 de febrero de 2022

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Artículos de revistas sobre el tema "Social inquiry"

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Martin, Jerry L., David R. Dickens, Andrea Fontana, Mas'ud Zavarzadeh y Donald Morton. "Postmodernism and Social Inquiry". Political Psychology 17, n.º 4 (diciembre de 1996): 831. http://dx.doi.org/10.2307/3792151.

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McCall, Michal M. ":Postmodernism and Social Inquiry". Symbolic Interaction 19, n.º 4 (noviembre de 1996): 363–65. http://dx.doi.org/10.1525/si.1996.19.4.363.

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Weblin, Mark. "Anderson and Social Inquiry". Australian Journal of Anthropology 3, n.º 1-2 (marzo de 1992): 80–99. http://dx.doi.org/10.1111/j.1835-9310.1992.tb00154.x.

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Freese, Jeremy y Sara Shostak. "Genetics and Social Inquiry". Annual Review of Sociology 35, n.º 1 (agosto de 2009): 107–28. http://dx.doi.org/10.1146/annurev-soc-070308-120040.

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St. Pierre, Elizabeth Adams. "Writing Post Qualitative Inquiry". Qualitative Inquiry 24, n.º 9 (9 de octubre de 2017): 603–8. http://dx.doi.org/10.1177/1077800417734567.

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This article explains how writing served the author as a method of inquiry for several decades and how a long preparation using Derrida’s deconstruction, Foucault’s historical approaches, and Deleuze and Guattari’s experimental concepts slowly deconstructed conventional humanist qualitative methodology enabling post qualitative inquiry. The author encourages those who inquire now, after the ontological turn, to break the habit of rushing to preexisting research methodologies and, instead, to follow the provocations that come from everywhere in the inquiry that is living and writing.
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Gillieatt, Sue, Christina Fernandes, Angela Fielding, Antonia Hendrick, Robyn Martin y Susi Matthews. "Social Network Analysis and Social Work Inquiry". Australian Social Work 68, n.º 3 (11 de junio de 2015): 338–51. http://dx.doi.org/10.1080/0312407x.2015.1035660.

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Shannon, Margaret A. "Participation as social inquiry and social learning (reviewed paper)". Schweizerische Zeitschrift fur Forstwesen 157, n.º 10 (1 de octubre de 2006): 430–37. http://dx.doi.org/10.3188/szf.2006.0430.

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The extent to which participatory processes are deliberative social inquiry by animated citizens organized in communities of inquiry and engaged in civic science is a measure of the degree to which social institutions reveal a public philosophy of democracy. This paper examines the argument that public participation creates the conditions for social inquiry when a polity defines itself, organizes itself,creates the necessary information for social choices, and exercises its responsibility to make public judgments and exercise public accountability.
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Holmes, Brian y D. C. Phillips. "Philosophy, Science and Social Inquiry". European Journal of Education 23, n.º 4 (1988): 356. http://dx.doi.org/10.2307/1503120.

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RICHARDSON, FRANK C. y BLAINE J. FOWERS. "Social Inquiry: A Hermeneutic Reconceptualization". American Behavioral Scientist 41, n.º 4 (enero de 1998): 461–64. http://dx.doi.org/10.1177/0002764298041004002.

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Cunliffe, Ann L. "Social Poetics as Management Inquiry". Journal of Management Inquiry 11, n.º 2 (junio de 2002): 128–46. http://dx.doi.org/10.1177/10592602011002006.

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Tesis sobre el tema "Social inquiry"

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Broderick, Jane Tingle y Seong Bock Hong. "Emergent Inquiry Curriculum: Building Threads of Inquiry". Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4205.

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Beal, Karen Ann. "Transpersonal psychotherapy : a phenomenological inquiry /". The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487847309052589.

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McWilliams, W. "The English Social Inquiry Report: Development and Practice". Thesis, University of Sheffield, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491938.

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Hong, Seong Bock y Jane Tingle Broderick. "Reflective Cycle of Inquiry in Teaching: Developing Reflective Inquiry Practice Using the Cycle of Inquiry System". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4206.

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Campbell, Robert Arthur. "An inquiry into the generic social processes of science". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0013/NQ38229.pdf.

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Fagan, Melinda Bonnie. "Objectivity in practice integrative social epistemology of scientific inquiry /". [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274925.

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Thesis (Ph.D.)--Indiana University, Dept. of History and Philosophy of Science, 2007.
Title from PDF t.p. (viewed Nov. 11, 2008). Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2974. Adviser: Elisabeth A. Lloyd.
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Michelle, Katrina. "Exploring Resistance to Spiritual Emergence| A Heuristic Inquiry". Thesis, Sofia University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600590.

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Spiritual emergence is a natural part of the human developmental experience. The process is unique to each individual and may gradually unfold or suddenly arise. Yet, because there is no mainstream cultural framework to provide context for the broad spectrum of anomalous experiences that may occur within it, there can be resistance to the process. The purpose of this exploratory study was to elucidate the phenomenon of spiritual resistance within the spiritual emergence process. Using the heuristic method, 18 participants who self-identified as having experienced spiritual resistance were interviewed. Based on data gathered through this research, 5 types of spiritual resistance and 11 ways of overcoming it were named. Spiritual resistance has both a protective and inhibiting function. Although at times it may serve to stifle the progression of spiritual development, it may also be the intermediary in protecting the ego from the tumultuous process experienced during spiritual emergency.

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Malczewski, Eric. "The elements of "social" science: an essay concerning the set of elemental empirical phenomena that underlie and distinguish social scientific inquiry". Thesis, Boston University, 2012. https://hdl.handle.net/2144/32032.

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Thesis (Ph.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Seeking to contribute clarity in understanding the essential characteristics of social science, the thesis this essay defends is that the legitimacy of "social science" as a distinct patterned activity oriented to attaining objective knowledge of humanity depends upon the recognition of its characteristic set of phenomena and that this set is comprised of meaningful behavior; this set was isolated by Max Weber in his major theoretical work and is the central subject matter of his empirical studies. Weber's approach and view is compared with that of the contemporary Chicago historian William H. Sewell, Jr.; specifically, examination of Sewell's view on the nature of the "social" leverages the importance of Weber's concept of "action" underlying "social action" and draws attention to the elemental importance of "action" for social science. Chapter 1 discusses science seen as a "social institution." In this context, the goal or end of "social science" is examined, and a discussion of Geertz' concept "cultural system" is introduced so as to offer clarity concerning the value of the concept of "social institution." Delineating the "social" for "social science" is argued to be essential for the testing of social scientific theories grounded in empirical phenomena. Chapter 2 engages Sewell's approach to the question of the "social" with a view toward the status of his response as an ontological claim and examines his definition of "semiotic practices." A theoretical discussion of the concepts of "action" and "social action" rooted in Weber's Economy and Society provides the framework for Chapter 3, and a discussion of the importance of explanation and understanding in Weber's view is developed. The central argument here is that the concept of "action" is elemental to Weber's approach. Chapter 4 looks forward and discusses the convergence of thought between Sewell and Max Weber and argues that the merits of this view are suggestive for contemporary scholarship.
2031-01-02
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Poppleton, Lawrence. "Qualitative social inquiry and state of the environment reporting : can qualitative social inquiry make a contribution to the state of the environment reporting? /". Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09ENV/09envp831.pdf.

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Nichol, James Leitch. "Social spaces for mature imaginations? : reflections on a participative inquiry". Thesis, University of the West of England, Bristol, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436901.

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Libros sobre el tema "Social inquiry"

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Sherman, Francine T. y William R. Torbert, eds. Transforming Social Inquiry, Transforming Social Action. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4403-6.

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The logic of social inquiry. New Brunswick, N.J: Transaction Publishers, 1989.

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J, Shapiro Jeremy, ed. Mindful inquiry in social research. Thousand Oaks, Calif: Sage, 1998.

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Biernacki, Richard. Reinventing Evidence in Social Inquiry. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137007285.

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Meehan, Eugene J. Social inquiry: Needs, possibilities, limits. Chatham, N.J: Chatham House, 1994.

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Sparkes, Andrew C. Writing the social in qualitative inquiry. Exeter: University of Exeter, School of Education, Research Support Unit, 1996.

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Meyers, William R. Social Science Methods for Psychodynamic Inquiry. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137524904.

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A, Schwandt Thomas, ed. Dictionary of qualitative inquiry. 2a ed. Thousand Oaks, Calif: Sage Publications, 2001.

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Engaging in narrative inquiry. Walnut Creek, California: Left Coast Press, Inc., 2013.

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Orcutt, Ben Avis. Science and inquiry in social work practice. New York: Columbia University Press, 1990.

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Capítulos de libros sobre el tema "Social inquiry"

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Restivo, Sal. "Inquiry". En The Age of the Social, 1–6. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315307152-1.

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Miles, Bart W. y Debra M. Hernandez Jozefowicz-Simbeni. "Naturalistic Inquiry". En The Handbook of Social Work Research Methods, 415–24. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications, Inc., 2010. http://dx.doi.org/10.4135/9781544364902.n22.

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Lehnert, Matthias. "Typologies in Social Inquiry". En Research Design in Political Science, 62–79. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230598881_4.

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Grant, S. G. y Bruce A. VanSledright. "The Inquiry Design Model". En Elementary Social Studies, 250–64. Fourth edition. | New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003013808-12.

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Liamputtong, Pranee. "Qualitative Inquiry". En Handbook of Research Methods in Health Social Sciences, 9–25. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-5251-4_53.

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Liamputtong, Pranee. "Qualitative Inquiry". En Handbook of Research Methods in Health Social Sciences, 1–17. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-2779-6_53-1.

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Liamputtong, Pranee. "Qualitative Inquiry". En Handbook of Research Methods in Health Social Sciences, 1–17. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-2779-6_53-2.

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Launer, John. "Narrative inquiry". En Narrative-Based Practice in Health and Social Care, 40–53. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2018. | Preceded by Narrative-based primary care / John Launer. c2002.: Routledge, 2018. http://dx.doi.org/10.4324/9781315231129-4.

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Denzin, Norman K. "Templates for Social Justice Inquiry". En The Qualitative Manifesto, 85–96. Classic Edition. | New York : Routledge, 2018. | Series: Routledge Education Classic Edition series | Revised edition of the author’s The qualitative manifesto, c2010.: Routledge, 2018. http://dx.doi.org/10.4324/9780429449987-8.

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Sherman, Francine T. y William R. Torbert. "Engaging New Forms of Social Inquiry and Social Action". En Transforming Social Inquiry, Transforming Social Action, 1–9. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4403-6_1.

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Actas de conferencias sobre el tema "Social inquiry"

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Tang, Zhaoji. "An inquiry of stock yield between different industries". En 3rd International Symposium on Social Science (ISSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/isss-17.2017.24.

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Zhang, Ningchuan y Xinyu Zhao. "Hotspots Inquiry of Private Capital into Infrastructure". En 2nd International Conference on Science and Social Research (ICSSR 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icssr-13.2013.121.

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Mikroyannidis, Alexander. "weSPOT: A personal and social toolkit for inquiry-based learning". En 2014 International Conference on Web & Open Access to Learning (ICWOAL). IEEE, 2014. http://dx.doi.org/10.1109/icwoal.2014.7009208.

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Kussmaul, Clif y Tammy Pirmann. "Guided Inquiry Learning with Technology: Investigations to Support Social Constructivism". En 13th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010458104830490.

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Wijaya, Bagus R., Yuni Sri Rahayu y R. Agustini. "Improving Students' Scientific Arguments Guided Inquiry Ability Through Student Textbook". En Social Sciences, Humanities and Economics Conference (SoSHEC 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/soshec-17.2018.17.

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Berge, Ola y James D. Slotta. "Learning Technology Standards and Inquiry-Based Learning". En InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2906.

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The proliferation of technology-enhanced learning environments and digital learning resources in formal educational institutions (both K-12 and higher education) has led to a corresponding interest in improving the cost-efficiency related to developing and deploying such materials within these institutions. In the e-learning industry, which has been primarily concerned with training in corporations and the military, this issue is approached through standardization of digital learning material in the form of learning objects. The Sharable Content Object Reference Model (SCORM) has emerged as the predominant approach to standardization among early adopters of learning object technology. While SCORM might aim at being agnostic with respect to pedagogical approaches, there is some concern that SCORM-based learning objects would not be well suited to all of the pedagogical approaches desired within formal educational contexts - particularly within those emphasizing social aspects of learning and inquiry-based learning. An alternative standard that attempts to describe use of learning objects more broadly and with greater flexibility is that of the IMS Learning Design (LD). We analyze the implications of the SCORM and LD specifications for the particular pedagogical domain of technology-enhanced inquiry learning. Our analysis builds on the extensive research conducted on technology supports for inquiry learning. We focus on a specific technology-enhanced inquiry science environment that has been designed through years of classroom-based research: The Web-based Inquiry Science Environment (WISE). Several important characteristics of the WISE pedagogical approach serve to illuminate our discussion on learning objects and standards. Learning activities are carried out in a social or collaborative context within WISE; they occur primarily in a classroom setting; they are student-centered, and they are concerned with ill-structured problems. These characteristics are not unique to inquiry science projects, but rather represent an approach to pedagogy and curriculum design that is increasingly common within formal education.
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Diakopoulos, Nicholas, Mor Naaman y Funda Kivran-Swaine. "Diamonds in the rough: Social media visual analytics for journalistic inquiry". En 2010 IEEE Symposium on Visual Analytics Science and Technology (VAST). IEEE, 2010. http://dx.doi.org/10.1109/vast.2010.5652922.

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Serbin, Kaitlyn Stephens, Mullins Sara Brooke, Kelley Marilin Annie y Estrella Johnson. "Social norms conducive to women’s learning in inquiry-oriented abstract algebra". En 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-77.

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Dai, Qinghui y Xiang Xiao. "The Impact of Financial Report Inquiry on Financial Restatement". En 6th Annual International Conference on Social Science and Contemporary Humanity Development (SSCHD 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210121.170.

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Luo, Lei, Qingtang Liu, Ni Zhang y Biao Xu. "Investigating Interactive Behaviors in Online Community of Inquiry Using Social Network Analysis". En 2019 International Joint Conference on Information, Media and Engineering (IJCIME). IEEE, 2019. http://dx.doi.org/10.1109/ijcime49369.2019.00034.

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Informes sobre el tema "Social inquiry"

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Ostrogorsky, Tanya. An Exploratory Inquiry into Community Policing Using Focus Groups: Perspectives from Social Service Providers. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.7027.

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Thorsen, Dorte y Roy Maconachie. Children’s Work in West African Cocoa Production: Drivers, Contestations and Critical Reflections. Institute of Development Studies (IDS), abril de 2021. http://dx.doi.org/10.19088/acha.2021.005.

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Cocoa farming in West Africa has a long history of relying on family labour, including children’s labour. Increasingly, global concern is voiced about the hazardous nature of children’s work, without considering how it contributes to their social development. Using recent research, this paper maps out the tasks undertaken by boys and girls of different ages in Ghana and how their involvement in work considered hazardous has changed. We show that actions to decrease potential harm are increasingly difficult and identify new areas of inquiry.
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Childress, Jill. An Inquiry into Developing College Student Socially-Responsible Leadership: Ethics of Justice and Care in the Midst of Conflict and Controversy. Portland State University Library, mayo de 2020. http://dx.doi.org/10.15760/etd.7344.

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