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by Sandra Schamroth Abrams (Volume Editor), Mary Beth Schaefer (Volume Editor), Daniel Ness (Volume Editor)
Child-Parent Research Reimagined challenges the field to explore the meaning making experiences and the methodological and ethical challenges that come to the fore when researchers engage in research with their child, grandchild, or other relative. As scholars in and beyond the field of education grapple with ways that youth make meaning with digital and nondigital resources and practices, this edited volume offers insights into nuanced learning that is highly contextualized and textured while also (re)initiating important methodological and epistemological conversations about research that seeks to flatten traditional hierarchies, honor youth voices, and co-investigate facets of youth meaning making.
Contributors are (in alphabetical order): Charlotte Abrams, Sandra Schamroth Abrams, Kathleen M. Alley, Bill Cope, Mary Kalantzis, Molly Kurpis, Linda Laidlaw, Guy Merchant, Daniel Ness, Eric Ness, "E." O'Keefe, Joanne O'Mara, Anthony J. Onwuegbuzie, Sarah Prestridge, Lourdes M. Rivera, Dahlia Rivera-Larkin, Nora Rivera-Larkin, Alaina Roach O'Keefe, Mary Beth Schaefer, Cassandra R. Skrobot, and Bogum Yoon.
Author Biography
Sandra Schamroth Abrams, Ph.D., is Professor of Adolescent Education at St. John's University. Abrams researches adolescents' digital literacies and meaning making in and across digital and nondigital spaces.
Mary Beth Schaefer, Ed.D., is Associate Professor of Adolescent Education at St. John's University. Her research focuses on middle grades students' literacy activities as well as issues of college and career readiness for underserved populations.
Daniel Ness, Ph.D., is Professor of Curriculum and Instruction at St. John's University. He is a specialist in the development of spatial thinking in STEM disciplines from birth through the lifespan.
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by Sandra Schamroth Abrams (Volume Editor), Mary Beth Schaefer (Volume Editor), Daniel Ness (Volume Editor)
Child-Parent Research Reimagined challenges the field to explore the meaning making experiences and the methodological and ethical challenges that come to the fore when researchers engage in research with their child, grandchild, or other relative. As scholars in and beyond the field of education grapple with ways that youth make meaning with digital and nondigital resources and practices, this edited volume offers insights into nuanced learning that is highly contextualized and textured while also (re)initiating important methodological and epistemological conversations about research that seeks to flatten traditional hierarchies, honor youth voices, and co-investigate facets of youth meaning making.
Contributors are (in alphabetical order): Charlotte Abrams, Sandra Schamroth Abrams, Kathleen M. Alley, Bill Cope, Mary Kalantzis, Molly Kurpis, Linda Laidlaw, Guy Merchant, Daniel Ness, Eric Ness, "E." O'Keefe, Joanne O'Mara, Anthony J. Onwuegbuzie, Sarah Prestridge, Lourdes M. Rivera, Dahlia Rivera-Larkin, Nora Rivera-Larkin, Alaina Roach O'Keefe, Mary Beth Schaefer, Cassandra R. Skrobot, and Bogum Yoon.
Author Biography
Sandra Schamroth Abrams, Ph.D., is Professor of Adolescent Education at St. John's University. Abrams researches adolescents' digital literacies and meaning making in and across digital and nondigital spaces.
Mary Beth Schaefer, Ed.D., is Associate Professor of Adolescent Education at St. John's University. Her research focuses on middle grades students' literacy activities as well as issues of college and career readiness for underserved populations.
Daniel Ness, Ph.D., is Professor of Curriculum and Instruction at St. John's University. He is a specialist in the development of spatial thinking in STEM disciplines from birth through the lifespan.
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