Search results for: Qualitative research
Page 2/3 28 items
More Like Jazz Than Classical: Reciprocal Interactions Among Educational Researchers and Respondents
In this paper, three educational scholars share insights from their lived experience as qualitative researchers trying to work in collaboration with diverse populations. The authors discuss the role that culturally responsive improvisation plays in ethnographic research and interactions. Their experiences reveal that jazz-like democratic improvisation facilitates reciprocal interactions and meaningful relationships among and between researchers and respondents.
Updated: Apr. 10, 2011
In this article, the author is thinking with Deleuze's philosophical concept of the 'image' of the speech-act in cinema and the implications for methodology and ethics in qualitative research. The article specifically engage with Deleuzian concepts presented in two books on cinema and his philosophical concept of the 'image' toward a re-imaging of voice.
Updated: Mar. 01, 2011
In this article, the author offers analytic memos as a means for addressing the subject of representation in qualitative research. The author considers the representation's philosophical and ethical dimensions, grounded in one of the author's own formative experiences as an academic, writing the dissertation.
Updated: Feb. 24, 2011
Coping Strategies of High School Students with Learning Disabilities: A Longitudinal Qualitative Study and Grounded Theory
The purpose of the study was to identify the core coping strategies of students with learning disabilities. The authors interviewed 20 Israeli high school students with learning disabilities over a three-year period. Four emotional-cognitive strategies were identified: 'Avoidance,' 'Rebellion,' 'Reconciliation,' and 'Determination.' The results provide a map within which school counselors and teachers may place their students' current functioning, and help students progress toward coping strategies effective for attaining emotional and academic success.
Updated: Jul. 13, 2010
“You Can Form Your Own Point of View”: Internally Persuasive Discourse in Northern Ireland Students’ Encounters With History
In this study, the authors sought to understand how students in Northern Ireland make sense of competing approaches to history, and in particular, how they understand the relationship between the approaches they encounter in school and elsewhere. Using qualitative, task-based interviews, the authors interviewed 253 secondary students. The authors found that these students had learned about the past in a variety of formal and informal settings, and they navigated among these multiple sources in a conscious attempt to refine and extend their historical understanding as they followed up on interests initiated in one setting by seeking out information elsewhere.
Updated: May. 25, 2010
(E)pistemological Awareness, Instantiation of Methods, and Uninformed Methodological Ambiguity in Qualitative Research Projects
This article examines epistemological awareness and instantiation of methods, as well as uninformed ambiguity, in qualitative methodological decision making and research reporting. Through an analysis of researchers' decision junctures drawn from studies published in high-impact education journals in 2006, the authors illustrate current methodological awareness and instantiation of methods in the field of education research.
Updated: May. 09, 2010
The article outlines how a theory of narrative can be used to deconstruct qualitative research texts. The authors’ goals in this article are twofold: First, the authors consider qualitative research within the framework of narrative. Second, the authors examine the ways in which narrative constructs can be used in teaching qualitative research. Although research texts are a distinct genre in comparison with works of fiction, the basic components of literary activity are similar. The authors discuss how the concepts of the narrative analysis can be used to teach qualitative research methods.
Updated: May. 09, 2010
This article addresses a single aspect of narrative research: the construction of narratives as representations of research studies, using literary elements and devices common to nonfiction and fiction texts. The authors discuss these elements and use four narratives to illustrate them. The authors address how literary elements intersect with more familiar practices of generating and analyzing evidence to reveal themes.
Updated: May. 09, 2010
In this article the authors draw upon 14 semi-structured interviews with the participants in a teacher-researcher project on the theme of 'ensuring African Caribbean attainment'. The aim of shedding light on the purposes, processes and lived experiences of teacher research in a difficult and contentious intellectual and practical domain. In the second half of the article the authors analyse the challenges and the rewards of participating in the project, including the challenges of facilitating teacher research. The authors also review the key implications of the research for policy and practice.
Updated: Jan. 12, 2010
This paper reports research concerning the effective use of video editing to help cultivate novice teachers' reflective practice. For this study, the authors used a qualitative research design to examine two guided reflection activities for two groups of novice teachers. Given that both groups used the same reflection guide, the authors found that students who developed video vignettes produced longer and more multifaceted reflections.
Updated: Dec. 01, 2009