Contact Information
The University of Georgia
Department of Lifelong Education, Administration, and Policy
850 College Station Road
River’s Crossing, Room 329
Athens, GA 30602
Phone: (706) 542-3613
Fax: (706) 542-5873
freeman9@uga.edu
Research Interests
- Qualitative research and evaluation methods (especially ethnographic and participatory)
- Intersection of culture, ideology, discourse, power, and knowledge in educational structures and practices (especially in regards to parent-school relations and educational assessments)
- The role of dialogue in the construction of meaning and understanding
- Philosophical and critical hermeneutics
- Alternative forms of representation in research and evaluation
Courses Typically Taught
- ERSH8400 Qualitative Research Traditions
- ERSH8410 Qualitative Research Design
- ERSH8420 Qualitative Data Analysis
- ERSH9400 Advanced Seminar in Qualitative Research
- ERSH8520 Interviewing in Qualitative Research
- ERSH8560 Ethnomethodological and Conversation Analytic Studies
Selected Publications
Chapters
Freeman, M. (2004). “Parental involvement”: In defense of what kind of vision for “public” school? In S. Mathison & E. W. Ross (Eds.), Defending public schools v.4: The nature and limits of standards-based reform and assessment. Westport, CT: Praeger.
Freeman, M. (2004). Four encyclopedia entries: Chaos Theory, Constant Comparative Method, Interviewing, and Social Class. In S. Mathison (Ed.), Encyclopedia of evaluation. Thousand Oaks, CA: Sage.
Mathison, S., & Freeman, M. (2004). Teachers working with standards and state testing. In S. Mathison & E. W. Ross (Eds.), Defending public schools v.4: The nature and limits of standards-based reform and assessment. Westport, CT: Praeger.
Mathison, S. & Freeman, M. (2006). Teacher stress and high stakes testing: How using one measure of academic success leads to multiple teacher stressors. In R. G. Lambert & C. McCarthy (Eds.), Understanding teacher stress in an age of accountability (pp. 43 – 63). Volume III in Series on Research on Stress and Coping in Education. Greenwich, CT: Information Age Publishing.
Refereed Journal Articles
Freeman, M. (2006). Nurturing dialogic hermeneutics and the deliberative capacities of communities in focus groups. Qualitative Inquiry, 12(1), 81-95.
Freeman, M., Mathison, S., & Wilcox, K. (2006). Performing parent dialogues on high stakes testing: Consent and resistance to the hegemony of accountability. Cultural Studies <=> Critical Methodologies 6(4), 460–473.
Freeman, M. (2004). Toward a rearticulation of a discourse on class within the practice of parental involvement. Qualitative Inquiry, 10(4), 566–580.
Freeman, M. (2001). “Between eye and eye stretches an interminable landscape”: The challenge of philosophical hermeneutics. Qualitative Inquiry, 7(5), 646-–658.
Freeman, M. (2000). Knocking on doors: on constructing culture. Qualitative Inquiry, 6(3), 359 –369.
Mathison, S., & Freeman, M. (2003, September 19). Constraining elementary teachers’ work: Dilemmas and paradoxes created by state mandated testing. Education Policy Analysis Archives, 11(34). Available at http://epaa.asu.edu/epaa/v11n34/ |
