Judith L. Green mainly investigates Ethnography, Pedagogy, Anthropology, Discourse analysis and Mathematics education. Her biological study spans a wide range of topics, including Nonverbal communication and Set. The Pedagogy study combines topics in areas such as Construct and Everyday life.
As a member of one scientific family, she mostly works in the field of Discourse analysis, focusing on Sociolinguistics and, on occasion, Educational research. The concepts of her Educational research study are interwoven with issues in Curriculum, Teacher education and Comparative historical research. Her research in Mathematics education intersects with topics in Narrative inquiry and Generalizability theory.
Her primary scientific interests are in Pedagogy, Ethnography, Mathematics education, Literacy and Discourse analysis. She has included themes like Construct, Conceptualization, Everyday life and Reading in her Pedagogy study. Her studies in Ethnography integrate themes in fields like Certainty and Blended learning.
Her work in Mathematics education addresses subjects such as Curriculum, which are connected to disciplines such as Narrative inquiry. Her Literacy study combines topics from a wide range of disciplines, such as Context, Applied linguistics and Information literacy. Her Discourse analysis research is multidisciplinary, incorporating perspectives in Sociolinguistics, Identity, Narrative and Interpersonal communication.
Her primary areas of study are Ethnography, Pedagogy, Mathematics education, Literacy and Discourse analysis. Her Ethnography research entails a greater understanding of Anthropology. Her Pedagogy research integrates issues from Reflexivity and Discipline.
Her research combines Curriculum and Mathematics education. She has researched Literacy in several fields, including Multimodality, Linguistic description, Educational technology and Facilitator. Judith L. Green interconnects Explanatory theory, Sociocultural linguistics, Language assessment and Positioning theory in the investigation of issues within Discourse analysis.
Ethnography, Discourse analysis, Mathematics education, Literacy and Linguistic description are her primary areas of study. Her Ethnography research incorporates themes from Pedagogy and Blended learning. Her work carried out in the field of Discourse analysis brings together such families of science as Construct, Sociocultural linguistics, Applied anthropology and Language assessment.
Her study in Mathematics education is interdisciplinary in nature, drawing from both Task analysis, Creativity and Cultural pluralism.
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Chapter 4: Discourse Analysis, Learning, and Social Practice: A Methodological Study:
James Paul Gee;Judith L. Green.
Review of Research in Education (1998)
Ethnography and Ethnographers of and in Education: A Situated Perspective
Judith Green;David Bloome.
Handbook of Complementary Methods in Education Research
Judith L. Green;Gregory Camilli;Patricia B. Elmore;Audra Skukauskaitė.
Ethnography and Language in Educational Settings
Judith L. Green;Cynthia Wallat.
The Myth of the Objective Transcript: Transcribing as a Situated Act
Judith Green;Maria Franquiz;Carol Dixon.
TESOL Quarterly (1997)
Interactional Ethnography: An Approach to Studying the Social Construction of Literate Practices
Maria Lucia Castanheira;Teresa Crawford;Carol N Dixon;Judith L Green.
Linguistics and Education (2000)
Chapter 6: Research on Teaching as a Linguistic Process: A State of the Art:
Judith L. Green.
Review of Research in Education (1983)
Talking knowledge into being: Discursive and social practices in classrooms
Judith L. Green;Carol N. Dixon.
Linguistics and Education (1993)
Ethnography as a Logic of Inquiry
Judith L. Green;Carol N. Dixon;Amy Zaharlick.
The social nature of knowing: Toward a sociocultural perspective on conceptual change and knowledge construction
Gregory J. Kelly;Judith Green.
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