15th Annual Conference on Interdisciplinary Qualitative Studies

Conference Agenda

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Thursday, January 3, 2002

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11:00-2:15	Pre-conference Institutes (pre-registration required) Write of Passage: Crafting Qualitative Texts: Aderhold Hall, Room 119 Introduction to NUD*IST and Ethnograph: Aderhold Hall, Room 618 Teaching Qualitative Research: Aderhold Hall, Room 627 Analyzing Talk in Interaction: Aderhold Hall, Room G 23 Research and Responsibility: Aderhold Hall, Room 328
1:00-3:00	Registration ­ Conference Registration Desk at the Georgia Center
3:15-5:25	Opening Session ­ Master's Hall Welcome Dr. George Hynd, Associate Dean, College of Education, University of Georgia Introductions Dr. Kathleen deMarrais, Professor and Coordinator, Qualitative Inquiry Program, University of Georgia Jamie Lewis, Doctoral Student, University of Georgia Navigators: A Performance Collage Dr. Terry Jenoure
5:30 ­ 7:30	Standing Reception in the Georgia Center Lower Lobby

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Friday, January 4, 2002

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8:00-9:30	Registration - Conference Registration Desk at the Georgia Center
8:15-9:15	Concurrent Sessions - I

1/2 hour papers Room A Schooling	Family, community and school perspectives about schooling: The case of Blake's Run Gretchen Butera & Holly Pae Standards-based education reform efforts have focused school districts' attention on academic achievement, adding pressure to consolidate small community schools. The widespread closure of schools has occurred despite evidence that small schools may be superior in supporting children's academic and social learning, especially for low-income and minority children. This case study research examines the perspective of families, communities and educators about the schooling of children from a rural, ethnically diverse holler in West Virginia after their community school closed. Learning to home school literacy: A case study Jill B. Wills Discontentment with the public schools is growing. As a result, the practice of home schooling is becoming more mainstream. Few academic studies concerning this topic exist, and those that do are primarily interested in the motivations behind the decision to home school. This dissertation in progress (pending defense in late September) looks at how a first-time home schooling parent develops a curriculum and pedagogy for the academic growth, specifically the literacy development, of her primary-aged son.
1/2 hour papers Room B Methods & Ethics	Tu veux-tu te reposer dehors?: Dis/playing tricksters in the field Christine Conelly, Sylvie Lamoureux, & Nathalie Bélanger The paper addresses what it means as researcher to engage with students dis/playing the margins of the elementary classroom. This work arises from initial fieldwork in three French minority language Ontario primary classrooms and interviews with parents and educational professionals, teasing out the complexities of the social construction of "minority language," "disability," "integration," and "inclusion". We appeal to transgressive validity to raise questions about troubling "science" and disrupting hegemonic 'regimes of truth' (Lather, 1992: 153). Studying a cross-cultural process that keeps changing as we watch it Randee Edmundson, Susan Fournica, & Mary G. Bourne This is a project that started as a cross-cultural, environmental action project and has turned into a longitudinal research project. It is a collaboration between two schools: one a public school with a 60% Hmong population and a large portion of low income students, and the other a private college preparatory school. The project has run for four years fueled by the task of watershed stewardship. We have realized the importance of listening across fields and collaboration between fields to meet our intended consequences.
1/2 hour papers Room C Gender & Health	Blending poststructuralism with feminism: Implications of poststructural and feminist theories for ethnographic research practice Jung-ah Choi The feminist and poststructuralist theories reconceptualize what is reality and how to access reality, thereby having an impact on qualitative research in terms of methodology, e.g., what is data and how we gain access to data. My presentation will address how postructuralism and feminism coincide in methodological discussions, and how the methodology based upon poststructural and feminist theories affects the characterization of data, the role of researcher, mode of inquiry, and data analysis, particularly in ethnographic research practice. A poststructural discourse analysis of the use of theory in a graduate-level health education text Dawn Haney & Pam J. Cox A poststructural discourse of a health promotion text to illuminate what this discourse authorizes, excludes, and forecloses. The major findings are how the theoretical discourse of health promotion authorizes logical positivism and excludes other theoretical perspectives. Further reflection and critique of the positivist traditions within health promotion are needed if non-positivist qualitative research is to have any meaningful future in health promotion.
1 hour multimedia presentation Room D Voice & Representation	Deconstructing the SLD self-contained classroom: Ethics, voice, and representation Stephanie N. Bowles This presentation investigates ethical issues involved in representing findings of research involving students with disabilities. In framing this presentation I draw from poststructural theory, particularly Foucault's (1985/1984) ethical framework. This presentation provides an opportunity to look closely at ways in which representational practices work to position students as disabled in spite of desires to the contrary.
3 hour workshop Room E/F Art and Research	Creative approaches to subjective ways of knowing Susan I. Lee Workshop attenders will experience movement, guided imagery and visual journaling as modes to access and render subjective knowledge. Heuristic research methods will be presented with specific focus on how the creative arts can be used to access subjective experience. Art-based renderings of research processes and results will be presented and discussed.
1 hour roundtable Room Q Representation	Validity, reliability, and the potentials of electronic presentation of qualitative research David Smilde In this paper I argue that electronic presentation of qualitative research can overcome traditional limitations in the communication of qualitative data: the space required to present it, and the time required to read it. Through hyper-links to the data as well as read-only versions of the software used to analyze it, an author can provide the reader with the opportunity to see more data, see it in context, and review not only coding rules but individual coding decisions when and where she wants. This will improve the reliability of qualitative research both in reality and perception.
1 hour panel Room R Technology	A shared vision? Technology and team research Linda Gilbert, Eleanor McLellan, & Silvana di Gregorio Managing a research team and organizing technology use often intertwined, especially in larger qualitatively-oriented projects. The combination of teams and technology can be beneficial or catastrophic. In this session, the panelists will present a brief overview of issues associated with team research and with the use of QDA software, then discuss two case studies. Participants in the session will be invited to share their own experiences at the conclusion of the presentation.
1 hour panel Room T Voice	Spiritual formation: A constructivist experience in a seminary environment Cathy Snapp, Mark Bateman, & Elizabeth McEntire A current trend within educational psychology is the development and application of models of wellness and health promotion. Spiritual theologians have integrated these principles into their models of spiritual formation (Edwards, 1998). It is important to understand how seminaries may influence the psychological and spiritual transformation of their students (Senior & Weber, 1994). This research seeks to share an experience of contemplative spiritual formation, including the researchers' challenges, fears, and biases within a southern seminary environment.
1 hour roundtable Room U Emotions	Out of our heads? Out of our minds? Incorporating our emotions into our research Diane M. Kraft & Roemer M. S. Visser This will be an informal group discussion on the place of emotions in the research process. We will draw from the experiences of our participants as much, or more, than our own.

9:15- 9:30	Morning Refreshment Break
9:30-10:30	Concurrent Sessions - II

1/2 hour papers Room A Representation	Ways of seeing and re-seeing: Ethnographic image-text constructions of urban teachers at work Dennis Parsons In a postmodern world we are called upon to make sense of multi-textual and hybridized forms of literacy in a wide array of complex contexts. When the complex and elastic boundaries of literacy and literate practice are taken into account, the need for a new transdisciplinary language for talking about literacy arises. This research project seeks to open up and widen the conversation about literacy in tracing the work of four pre-service teachers undertaking ethnographic studies of their own, as they work to understand more about the lives and experiences of urban educators and interpret their own "findings" through print narratives, digital still photography and video. A teacher as an evolving text: Reconstructing a teacher's identity through patterns of literacy practices Caroline Mueller Issues of literacy, identity, and border crossings live within a teacher's narrative (or text). Using a digital camera to photograph images of a teacher's personal and professional identities in an English intercity high school in Montreal, this photo narrative presents a visual perception of the struggles inherent in this particular teacher's life at school and at home. Through the photos, we enter parts of his world and look into the values which shape his experiences.
1/2 hour papers Room B Methods	Home and away: The female artist in academia Anastasia Kamanos Gamelin This paper arises from a study of my own experience as woman, artist and academic. The question I ask is "how can a female artist and academic make a home of the patriarchal house of academia?" Here, I explore the conflicts, contradictions and paradoxes inherent in the lives of those women who, as artists and academics, seek to connect their personal and professional lives in their work. I explore how creativity and the pursuit of self-knowledge relate to the lives of female artists and academics, examine how the identity of the female artist is shaped within the patriarchal institution of academia and question the impact of this on the life and work of the female artist both within and beyond the academy. Power, anxiety, and the research process Christiane K. Alsop In this paper I will reflect upon my objectivist, subjectivist, and postmodern research experiences in psychology. The questions arising from those reflections will lead me to consider concepts developed by the French sociologist Pierre Bourdieu. I will juxtapose his concept of the researcher's struggle for power with my assumptions about the researcher's struggle with anxiety. In order to attain self-reflexivity I suggest the researcher engages in an auto-ethnography of his or her own research process.
1/2 hour paper Room C Methods	The write of passage: Reflections on writing a dissertation in narrative methodology Chaim Noy In this paper I wish to reflect on the unique features characterizing the process of writing a dissertation in qualitative, and particularly, narrative methodology. The reflections stem from my own experience, and revolve around two central themes with which I grappled during the writing. The first concerns, the genre of the dissertation: Expressive, evocative and demonstrative writing are demonstrated and discussed, as well as issues concerning the role of the author's own voice in the writing. The second theme concerns the relationship between the proposal and the dissertation. I inquire into the possibilities that the dissertation, by and through its writing, "breaks free" from what was initially pro-posed, and theoretically evolves unto new territories.
1/2 hour paper Room D Methods & Moral	Enhancing the moral development of medical students through critical research Catherine Reavis, Lynn Bickley, & Betsy Goebel Jones The college experience offers a vast opportunity for mental growth registering a notable impact on students' values. Medical educators desiring to enhance this process should plan for interventions to potentiate maximum growth in moral development. This research describes a critical research design to enhance the moral development of a class of freshmen medical students through a curriculum exercise focused on the special population of patients called healthy agers.
1/2 hour paper Room D Methods & Health	Utilizing discourse analysis to understand patient goals in the medical interview: Two types of unexplored goals Jaqueline M. Barnett-Theodori While most doctor-patient studies direct attention to relationships between behaviors and measures, this paper explores patient goals and how the communication process shapes goal strategies. Two types of goals in particular, active information-seeking and medication-seeking, are studied via a discourse analysis approach. Implications are that this type of analysis provides an in-depth understanding of communication behaviors. This study provides insight into patient goals, with the deemed future outcome of more satisfied patients.
2 hour workshop Room K	Postmodern methods and the crisis of representation Elizabeth A. St.Pierre, Kit Tisdale, Alecia Jackson, & Jamie B. Lewis The "crisis of representation," described in the early 1980's, emerged after what J?gen Habermas (1973/1975) calls the "legitimation crisis." Once traditional claims to truth about the nature of man, God, and reality became suspect after the horrors of World War II, the foundations of other aspects of philosophy that undergird the social sciences also became problematic. Philosophers and social analysts developed new theories, including postmodernism, to describe/inscribe the world, many of which center on the inability of language to represent reality. Jacques Derrida's (1967/1974) work exploded traditional ideas of "text," and scholars moved across disciplines as they sought new ways to represent shifting truths and realities. What Clifford Geertz (1983) calls "blurred genres" (p. 19) became commonplace. This workshop addresses specific methodologies and issues of representation that have emerged during the last 40 years as postmodern theories have been taken up and put to work by social scientists in their research.
2 hour workshop Room L Representation	Exploring narrative performance Terry Jenoure This workshop follows from the keynote address Thursday evening on performance collages. Terry Jenoure is an artist and a scholar, who has forged the development of a multicultural and multi-arts program at the Savage Gallery at the University of Massachusetts in Amherst. Do not miss this opportunity to explore alternative ways of representing data through narrative performances.
1 hour panel Room Q Technology	Using Atlas/ti to analyze qualitative data about learning to teach Peter Smagorinsky, Cynthia Moore, Leslie Susan Cook, & Tara Johnson In this session we will present an overview of applications of Atlas/it qualitative data analysis software, followed by two case studies of teachers making the transformation from university-based students to school-based student teachers that relied on Atlas/ti.
1 hour panel Room R Race	Expressing a point of view: "Voice" in portraiture Thandeka K. Chapman Using Sara Lawrence-Lightfoot's six concepts of "voice" in portraiture, I will discuss my role as a Black female researcher who is returning to the urban school, where I began and ended my public school teaching career. Complicating my position is my history as one of five Black teachers in this court desegregated school, serving a student population of 55% European Americans, 15% African Americans, 15% Latino, 10% Asian American, and 5% Native American and undisclosed.
1 hour roundtable Room T Methods	Kissing cousins: The effective use of historical and qualitative methodologies for researching the history of African American adult education during Jim Crow Lisa Merriweather Hunn The history of African American adult education is a fascinating area of inquiry. Unfortunately, the research methods of traditional historians can be inadequate for capturing this history because written records are often non-existent. Oral history, which is often associated with qualitative methodology, can be an alternative means for collecting data from relatively recent historical time periods. The preliminary results of a study that utilized traditional historical methods and the qualitative method of oral history will be discussed.
1 hour roundtable Room U Epistemology & Methods	Claiming grounded theory for practice-based dissertation research: An interpretive perspective Maria Piantanida, Cynthia A. Tananis, & Robin E. Grubs This paper offers an interpretive perspective of grounded theory as a mode of dissertation inquiry well suited to studying "the art" of one's practice. Claiming the stance of "epistemorphs,"the authors recount their struggle to understand the ontological, epistemological, and axiological underpinnings of practiced-based knowledge. Resolving their struggle lay in seeing grounded theory, not simply as a data analysis technique, but as a constellation of "interpretive logics" for generating theoretical constructs from contexts of practice.
1 hour roundtable Room V Representation	Scrapbooking as scholarship Maureen K. Porter This roundtable explores scrapbooking as both a process and product of scholarly ethnographic work. Discussants will consider issues of systematic artifact collection, collective authorship, representation and attribution, multi-media bricolage, audience, and voice. The roundtable will feature a scrapbook from a field-based research program that has pages highlighting particular approaches to these issues. The similarities between paper and hypermedia assemblages will also be possible topics of discussion.
1.5 hour performance Room W Representation	Giving voice to wonder: Exploring the connection between research and the performing arts Robin Mello "Giving Voice to Wonder" is a performance that investigates the connections between art, research, and scholarship. The presentation includes stories, monologues, and theatrical vignettes that were formed and shaped during a four year qualitative arts-based research study on gender and story telling in elementary school classrooms. It is designed to encourage audiences to think about ways in which the core operations of research and art influence one another.
2 hour symposium Room Y/Z Technology	Integrated temporal multimedia data research system: The present and future of digital tools for research Kenneth E. Hay, Dan Hickey, Dean Elliot, Beaumie Kim, & Bryon Hand Our Integrated Temporal Multimedia Data (ITMD) Research Model incorporates new research practices and emerging digital technologies into a system that will dramatically enhance the ways social scientists record and analyze complex social events and share their conclusions. We propose to demonstrate our ITMD Research System and present a set of core papers on the system and the fundamental issues of the future of digital data in social science research.

10:45-11:45

Concurrent Session - III

1/2 hour paper Room A Social Policy	The pottery of Mata Ortiz, Chihuahua: A case study of developing country marketing prices Esmeralda de los Santos In the northernmost reaches of the Mexican state of Chihuahua an impoverished and isolated village has emerged as one of the hot spots in contemporary Mexican pottery. The case study is the research strategy used to study the marketing practices developed by approximately 350 village potters in Mata Otiz. Participant observation, interviewing, and collection of materials are the methods used to record the villagers' marketing practices uniquely shaped by the town's geographic setting.
1/2 hour papers Room B Schools and Pedagogy	School context and educational practices: Teachers doing qualitative research Amy Gratch This paper presents analysis of a school history constructed by Ellen, a first-year high school teacher, as an assignment in her social foundations of education course. Through her research, Ellen examines the tacit knowledge conveyed to students through the grouping practices in her school, Ellen exposes the impact of tracking practices in her school on student self-concept and learning. Once she recognizes the inequities related to tracking practices in her school, Ellen identifies more questions, conducts further inquiries, and begins to participate in the reshaping of school structures. Toward a pedagogy of the streets: Learning from university-community partnerships Mary R. Domahidy The focus of this paper is upon how qualitative research informs and forms university-community partnerships. Acknowledging the role of discourse in creating and sustaining definitions of the situation among various groups provides insights to understand the complexity of such interaction. The process can be seen as a form of professional education in which the encounters take students and faculty outside their comfort zones and invite response beyond traditional disciplinary boundaries.
1/2 hour papers Room C	Suburban methods meet urban reality: Contemporary scrapbooking as representation Jennifer Deets Six inner city high school teachers took photographs of their classrooms and school. Each arranged several pictures onto two 12" x 12" scrapbook pages. While they trimmed the photographs and embellished the pages with stickers and text, their verbal interactions were recorded. What resulted was a compelling representation of their theme, "The Hidden Curriculum." What also resulted was a shocking contrast of materials and place. That contrast will be the focus of the presentation. Consciousness of resiliency and risk from the perspectives of urban elementary school students John L. Rausch & Christopher Walker We investigated resiliency among urban elementary school students in an at-risk environment. We utilized a grounded theory approach to investigate resiliency from a broader contextual perspective inclusive of both the environmental and individual impacts on resiliency as well as the mediating processes contributing to the development of resiliency. The narrative descriptions of elementary students were analyzed relative to resiliency and ecosystems theory. The authors conclude that the participants were showing resiliency up through grade five.
1/2 hour paper Room D Representation	Reconceptualizing teaching as a performative/poetic act: Analysis of video data from a year-long ethnography project Tom Crumpler, Sue Lenski, Kathleen Crawford, & Corsandra Stalloworth The presentation examines the challenges of analyzing video data by focusing on four videotaped discussions of pre-service student teachers. We will show selected clips from the discussions and then review the processes of translating analytic notes into poetic texts. Sample texts will be shared as part of the presentation. Findings suggest that evocative/poetic texts have potential for mediating between the richness of video data and the reductionistic tendencies of research writing so that a more complex and suggestive representation of group dynamic is possible.
1 hour paper & performance Room Q Autoethnography	Narratives across time: An intergenerational approach to autoethnography Leigh Ann Simmons This presentation utilizes a combination of performance and discussion to introduce autoethnographic research considered from a life cycle framework (Carter & McGoldrick, 1999). The roles of intergenerational connectedness and significant life events in shaping the understanding of a self in context are highlighted. The topic of abortion is discussed.
1 hour panel Room R Methods & Music	In search of a metaphor: Black women, research, and voice Adrienne D. Dixson Using Sara Lawrence-Lighfoot's portraiture metaphor, I attempt to explore how it may or may not encapsulate the relationship between Black women teachers who participated in a study I conducted in 2000-2001, and me, as the researcher. I explore how my own identity as a former classroom teacher, researcher and a Black woman complicates, extends and enhances the research project and perhaps then the portraiture metaphor. Likening my interactions with the teachers in the study to an exchange between jazz musicians, I explore how a jazz metaphor might capture the research process and the experience of researching, that which is personal and familiar.
1 hour panel Room T Methods	Undertaking participant observation research: Dilemmas, decisions, and directions Leslie Rush & Lesley E. Tomaszewski This proposal will present the research process of two studies. The first examined experiential learning of American women traveling through Western Europe alone. The second examined the culture and literacy practices of long-distance hikers. Both researchers used participant observation to collect data. We will describe dilemmas of research and the decision-making processes used to resolve them. We hope that these "confessional tales" will contribute to information available about the practical workings of data collection and analysis.
1 hour roundtable Room U Representation	Becoming a teacher: Whose journey is it, anyway? Roberta Murata & Judy Pollack This presentation is based on a case study called "Becoming a teacher: A journey unfinished" in which we studied a graduate licensure student's experiences from her last course through student teaching to her job search and beyond. Because her student teaching and job search were unsuccessful, writing up the case presented both ethical and representational difficulties. Reflections on these issues led us to propose a presentation in which we examine alternative interpretations of the case through four different literary texts.
1 hour roundtable Room V Teaching	Creating a lived experience: Teaching/learning qualitative research Jane A. Burns How do we as educators create opportunities in which the teaching/learning of qualitative research becomes a lived experience in the classroom? I am interested in working with others to develop creative ways to convey to students understanding and enthusiasm for the contribution qualitative research makes to the depth and breadth of knowledge, and how it opens doors to new ways of being. We will gather around the roundtable to share our experiences and brainstorm possibilities.

12:00-1:15	Lunch in the Georgia Center Banquet Area Introductions Dr. Donna Alvermann, Research Professor, Reading Education, University of Georgia Alecia Youngblood Jackson, Doctoral student, University of Georgia Working the Ruins: Qualitative Research in the Postmodern Dr. Elizabeth A. St.Pierre
1:15-2:15	Concurrent Session - IV

1/2 hour paper Room A Representation	Retelling tales: Audience considerations in the interpretive review of qualitative research Susan Leigh Flinspach Recent editors of the Review of Educational Research initiated a conversation about literature reviewing from an interpretive perspective. My part in that conversation is to compare the interpretive review to the retelling of tales: the teller (reviewer) reinterprets and re-presents the stories (research accounts) for an audience. I argue that audience considerations influence the process and product of an interpretive review and illustrate the point with a review that I conducted for two different audiences.
1/2 hour paper Room A Representation	Qualitative research and the institutionalization of social work scholarship: "Silencing the dissidents Rita Rhodes & Mary Elaine Hylton Although qualitative research has been an integral component of the social science literature since the early 1930's, (Denzin & Lincoln, 1998), the emergence and acceptance of these methods within social work scholarship has been slow and conflict ridden (Reissman, 1994). Using publication as one indicator, this study examines the current status and position of qualitative methods within social work research. Through textual analysis of articles published in three social work journals, differences in the scope, nature, and topics of quantitative and qualitative research studies are elucidated.
1/2 hour papers Room B Creativity & Representation	Individual constructs of creativity Gerald D. McGregor, Jr. The purpose of this study was to investigate human creativity within an educational setting. Seeking information useful when building a theory of intrinsic or personal creativity, the author used a grounded theory approach. Twenty-seven university freshman students participated in a creativity instructional program woven into standard curriculum of their Study Skills class. Emerging themes indicated the students' strong perceptions of themselves as creative individuals, and how creativity involves the students personally in the academic world. Construction, deconstruction, disintegration, integration: Writing about the creation of aesthetic teaching/learning spaces Margaret Macintyre Latta Writing about the creation of aesthetic teaching/learning spaces involved me in searching for a way to represent the fullness of the phenomena without reducing it to concepts. I continually found myself drawn to the aesthetics of the creating process itself, the relationship between artist and material as a guide. The collage building process resonated with the construction, deconstruction, disintegration, integration experience, I found myself caught up in as a researcher. Renderings, written as fragments of aesthetic play, resembled the fragments of a visual collage. This paper will explore how a sense of volume comes from this faceting that jives with the thickness of aesthetic play. In this way the collage embodied a representational form for writing about the aesthetic in the relationship of parts to whole to parts; the parts being all linked, informing and transforming one another.
1/2 hour papers Room C	Playing with data: Poststructural/postmodern strategies of analysis and presentation Jodi Kaufmann There are many strategies of poststructural analysis and presentation. I will demonstrate several possible ways to use aspects of two of these strategies, textual experimentation, and deconstruction, by applying these strategies to the same piece of data. For me, this play illustrates not only possibilities for poststructural analysis and presentation, it also makes apparent that each strategy troubles the data differently, forefronts different meanings, and blurs the notions of analysis and presentation. Alternative data representations: Poststructural perspectives Mirka Koro-Ljungberg The purpose of this presentation is to explore alternative ways to represent data after the crisis of representation followed by the philosophical and theoretical moves caused by postmodern turn. How can we represent complex, multilayered data, which does not follow the path of linearity or meet the needs of "tidy texts"? What if the traditional qualitative descriptions or thematizing work are not representing data accurately? In this presentation I will share examples from my own research and from other poststructural researchers to illustrate, evaluate, and discuss the benefits and discomforts related to the alternative data representations.
1/2 hour papers Room D Methods & Narratives	Critical ethnography and narrative inquiry: Critical narratives of teachers' cultural interchange experiences Glenda Moss The author discusses how multiple qualitative methodologies were brought together to examine the Texas-Spain Visiting Teachers Program. Post-formal methods, critical ethnography and narrative inquiry were used to illuminate issues of power with regard to language, culture, and parent involvement, during the implementation of a cultural exchange program in a local dual-language program. Implicit patterns of assimilation and discrimination were exposed beneath explicit bilingual goals that lead to pluralism. Talking through glass: Voice and visibility in the work narratives of women educators working within correctional facilities Nisha Thapliyal This paper presents the narratives of four women including two student volunteers, one student intern and one full-time employee. Between them the women had spent from ten weeks to two years in these facilities. The women's words speak to their beliefs about themselves, their representations of institutional staff and culture and their relationships with their students.
2 hour workshop Room E/F Representation	Theater as knowledge and acting as research: Boalian approaches to inquiry and activism Jane Attanucci, Jaspreee Chowdhary, Betty Smith Franklin, & Susan Stocker Augusto Boal's assertion that "theater is a form of knowledge" and our conviction that acting is a form of research underlie this workshop. Participants will create Image Theater on research postures (epistemological ideological and disciplinary traditions) and on dilemmas of representation in their own work (e.g. When is teaching research? Whose story is it, anyway? How does elitism distort my research account? How does racism do the same?)
Room L Gender & Voice	Where my soul is at home: A Black feminist activist breaks silence Joanne Kilgore Dowdy & Sibby Anderson-Thompkins A single case study documents the personal journey and research process of a self-described Black feminist/artist/activist/researcher engaged in auto/biographical research. This short video and paper presentation explores how Black feminist standpoint theory and notions of "coming to voice" have influenced the researcher's use of performance as an alternative way of telling the life stories of disenfranchised women. And finally, this presentation offers important insights into the processes, approaches and alternative methodologies for reconceptualizing issues of voice and representation in qualitative research.
2 hour workshop Room Q Technology	Computer assisted qualitative software: Introduction to HyperResearch Karen M. Staller This 2-hour workshop has four objectives. First, it will introduce participants to the brief but explosive history of computer software designed for qualitative data analysis. Second, it will introduce participants to one such package, HyperResearch, in detail. Third, it will examine some practical problems and conceptual issues faced by researchers who use Hyper-Research. Finally, participants will be encouraged to bring their own studies, data, or ideas to the session for consideration.
1/2 hour papers Room R Representation	The cacophony of a professional development school Jean L. Tunks Twelve professors served as participants in an emic style interview to create the oral history of a professional development school. The findings suggest an alternative style for representing the findings. For centuries, composers have used music as a medium for telling tales of heroes, events, and nature. The cacophonous nature of the findings of this study lends itself to an instrumental musical representation. The representation offers an alternative to current representation of scholarly thought. Writing a portrait: Artistic representation of a single case study Melanie Davenport Although painting with oils involves techniques and materials very different from those needed to conduct and write research, my training and experience as a painter served me well in selecting the subject and methodology for my dissertation research, and in organizing and presenting my data. In this paper, I describe how the process of painting a portrait served as a central unifying metaphor for my case study into the philosophy and practices of an intercultural art educator in a southern Indiana high school.
1 hour roundtable Room T Methods	An ethnographer's curriculum journey: Using one's own life stories in teaching qualitative research Margy McClain The presentation reviews the "curriculum journey" of an educational ethnographer, exploring how the researcher has grown in understanding of the art and craft of research over thirty years of study, experience, and teaching. The discussion explores moments of this life in ethnography as a source of stories that can help doctoral students begin to grasp and practice these skills. The researcher argues that continuous reflection is essential, and that learning from others can be a life-long joy.
2 hour workshop Room Y/Z Methods & Ethics	Quality research decisions Earle L. Reybold What is good research? Some researchers advocate the use of prescriptive strategies such as triangulation and multi-site design to ensure goodness. Their critics counter these strategies are positivistic and delimiting. Caught in the middle of the ongoing quality debate, novice researchers are unsure how to establish the credibility of their work. Workshop participants will discuss diverse perspectives of quality, critique a non-restrictive framework for making quality decisions, and apply these principles to their own research.

2:30-3:30

Concurrent Session - V

1/2 hour papers Room A Life Experiences	Qualitative research, now there are choices: My study used photos, poems, and people's voices Carole J. Kabel In June 1998, I faced two life-changing events affecting me profoundly; I began a three-year doctoral program, and I was diagnosed with breast cancer. My dissertation topic, residential learning, evolved from my personal experience as I began the program and the two-week residency requirement, while battling cancer. This presentation will share the heuristic research I did, incorporating my story, the voices of others, poems I wrote and photographs I took over the three years. Of course we can: Exploring the re-entry experiences of ten African American women Marie P. Thurston This study examined the re-entry experiences of ten African American women, who in midlife, began pursuit of the doctoral degree. The women came from different regions of the United States and met over a weekend to discuss their experiences. Using a phenomenological method of inquiry, the study offers insight on motivation and on the influence of their stage of psychosocial development on their decision to reenter the university as non-traditional students.
1/2 hour papers Room B Methods and Theory	Locations of meaning: Reconceptualizing settings in qualitative research Jane Agee This theoretical paper explores six lenses on settings based on the primary premise that a deeper analysis of the settings in which research participants live and learn requires an unraveling of multiple perspectives on the symbolic structures and dynamics of those settings. A second premise is that inquiry into the perspectives that educational researchers and participants hold about familiar settings such as schools can help in questioning assumptions and gaining new perspectives, thereby revealing a richer picture of teaching, learning, and lived experiences. Rethinking the "urban subject" and defining "community-based research" Barbara Waldern In the light of increasing interest in urban ethnography, the urban subject (i.e. cities) requires a re-conceptualization. I suggest that it is helpful to understand the changing city as a site of cultural production and a locus of power where multiple social processes occur. Here, I employ Boudieu's analysis (Distinction, 1984) of cultural capital and its application by practitioners of the critical historical geography approach (e.g., Kearns & Philo, 1993).
1/2 hour papers Room C Technology & Health	Shifting sands and solid realities: Two researchers' "meaning-making" journeys Lisa M. Baumgartner & Patricia M. Reeves This presentation discusses how the participant/researcher interaction serves as a catalyst for meaning-making. It specifically delineates our meaning-making journeys and subsequent changes in meaning schemes (Mezirow, 1991). Our participants are HIV-positive. Our worldviews were broadened in several ways. First, meaning schemes were expanded on the issue of "insider/outsiderness" in the interview process. Second, power issues in the research relationship became "real." Third, participants' attitudes toward life expanded our perceptions. Technocogenic syndrome: The latrogenic effects of therapeutic technology Stephen D. Krau Technocogenic Syndrome refers to the effects that technology has on individuals apart from the intended or therapeutic use of the technology. Only through qualitative research methods can health care professionals identify the impact that technology used for therapeutic treatment has on the individual's day-to-day existence. Data revealed several aspects that validate the existence of technocogenic syndrome, and have implications for health care providers. Of particular note are the metaphors study participants employed when referring to the technology.
1/2 hour papers Room D Transformations	Journeys to the other side: Impacts of early collaborative research Keith Leatham, LouAnn Lovin, & Wendy Sanchez This session is about three people's journeys and metamorphoses as researchers. This session will focus on how the three were affected by participating in the same research project and how this research experience impacted the researchers' thinking and approaches toward their dissertation research. Implications for research in graduate programs will be highlighted. The ethnographic, the reflective, the uncanny: Three 'tellings' of autobiography Irene E. Karpiak Adult learners who undertake autobiographical writing in the context of education embark on a process of self-exploration and meaning-making. This session explores student learning through life writing and considers the differences among the various 'tellings' of their story: the ethnographic, the reflective, and the uncanny. Studies through this psychoanalytic framework may clarify the nature and extent of personal, transformative learning that may follow from writing our story.
1.5 hour panel Room K Gender & methods	Interdisciplinary dialogues and situated conversations: Embracing impossibilities in feminist research practices and pedagogies Beth A. Ferri, Vivian M. May, Michelle G. Knight, Nadjwa Norton, & Courtney Ewald This panel will explore how the teaching of feminist qualitative research requires an engagement with ambiguity, indeterminacy, and reflexivity. In each of our interdisciplinary contexts we consider how without taking a critical stance toward our own practices and interests we can fall into Gore's (1993) "not me" syndrome (p.115). In our "double edged stories" (Lather, 1998, p. 497) we attend to uncertainty as enabling sites for understanding and inquiry.
1 hour panel Room L Ethics	Disrupting drama: Ethical issues in performance ethnography Michael Gunzenhauser, Sheryl Conrad Cozart, Monica McKinney, Jean Patterson, & Jenny Gordon Through dramatic excerpts and individual reflections, the presenters depict the ethical complications resulting from their performance of qualitative research data. Originally presented at AERA, the performance was well received by other researchers. However, before an audience of teachers who had participated in the study, the performance resulted in an emotional, volatile response. This session depicts some of that volatility and the researchers' subsequent reflection and theorizing about ethics and representation in qualitative evaluation research
1 hour panel Room R Methods	Entwining perspectives on the TRELLIS (Teacher Researchers Expanding Learning, Linking Institutions and Schools) Lois M. Christensen, Elizabeth K. Wilson, Lynn Kirkland, Mary Beth Dennis, Mary Beacham, Emily P. Warren, Stephanie Anders, & Averee Kirkland For two years, a team of seven educators, a school-based administrator, three school-based faculty (two elementary teachers and one secondary teacher), a preservice teacher, and three university-based faculty meet regularly to reflectively explore educational issues, collaborate on curriculum projects, and serve as reciprocal mentors. This equitable affiliation enables us to continually sculpt philosophical approaches to teaching and learning and inquire how our theoretical stances underpin our pedagogy.
1 hour roundtable Room T Methods & Ethics	Doing qualitative research: Plights, perils, and pleasures Terry Burant & Allen Trent The collection and treatment of qualitative research data brings both great joy and murky challenges to our work. Ethically, our aim is to create respectful, reciprocal research relationships; yet, qualitative epistemologies and methodologies do not guarantee smooth sailing in this regard (see e.g., Kirsh, 1999). The proposed roundtable session tackles the thornier ethical issues associated with the conduct of qualitative research. These include participant selection/exclusion; unanticipated/uninvited data responses; and questions of benefit, consequence, and control.
1 hour roundtable Room U Methods	Are we putting ourselves at risk?: Exploring the politics of writing the researcher self Corey W. Johnson Can we truly be reflexive, introspective, collaborative, and political when doing research? In this roundtable discussion, participants will explore the complexities of representing the "researcher self" in relation to meeting her/his career goals and her/his desire to serve as a political agent for social change. To construct a dialogue among participants I will use pieces from my (undefended) dissertation, to construct a dialogue about the perplexities that surround representing the "researcher self."
2 hour workshop Room V Therapy and Schools	From aromas to Zen: Reducing test anxiety with holistic approaches Donald R. Livingston This interactive workshop explores the efficacy of guided fantasy, mediation, aroma-therapy, and the use of particular herbs as ways to reduce test anxiety. Because many students contend that they are debilitated by test anxiety rather than reading incompetence, these holistic approaches were introduced to a group of students as they prepared for the Reading Comprehension component of the Regents Reading Test at a South-East Georgia regional university during the Spring semester 2001.

3:30-4:00	Afternoon Break on the 2nd Floor Concourse
4:00-5:00	Concurrent Session - VI

1/2 hour paper Room A Health	A discourse analysis of one person's participation in a diabetes on-line support group Jacqueline M. Barnett-Teodori While much social support research has been conducted, there is still much we do not know, especially regarding support in computer-mediated communication (CMC) contexts. While disadvantages of (CMC) groups (lack of haptic and other nonverbal forms of communication) exist, there are advantages such as anonymity, diversity and vast experience of members. This study focuses on one very communicative member's participation in a diabetes listserv. Implications include furthering our knowledge about diabetes online support groups.
1/2 hour papers Room B Gender	"Am I doing it right?": Older widows as participants in qualitative research Deborah K. van den Hoonard This paper explores the researcher's experience conducting qualitative interviews with widows over 50. Older women often do not think that their experiences are of value to others, and their comments reflect this uncertainty. Comments such as "I hope this is what you want" and "I don't know if this will help you" were common. Some women had written statements prepared while others went to some length to construct the interviews as a social occasion. Giving voice to third world women: Research lost and found in the intersection between feminism and post-colonialism Dawn Haney Feminist and post-colonial frameworks have conflicting views on the goal of giving voice to third world women. Research trying to answer to both frameworks can be paralyzing, because feminists privilege giving voice, while post-colonial work questions who has the power to "give" voice. Incorporating concepts from both frameworks is necessary for working with third world women; collaborative projects and open dialogue about research decisions can work to define the intersection between feminism and post-colonialism.
1/2 hour papers Room C Schooling & Narratives	Presenting adult education data to K-12-16 educators: Interdisciplinary challenge and promise Malcolm Leith The paper draws on the experience of one who left a teaching career in the K-12 system to work with adults because of their profound influence on children and youth. The paper addresses the need for and challenge in presenting adult education data to K-12-16 educators, and discusses possible commonalities of language and new educational concepts that could bridge adult education and K-12-16, fostering mutually beneficial, interdisciplinary communication. Comparing the voices of American and British teachers Margaret Rainey Morris & Darlene McLeod Maxwell Utilizing the presentation style of verbatim narrative from journals and interviews, combined with visual imagery (e.g., Anna Deavere Smith), two early childhood professors tell the story of a summer seminar in comparative education through the voices of American and British teachers. Focusing on Eisner's five dimensions of schooling (i.e., intentional, structural, curricular, pedagogical, and evaluative), graduate students, composed of American in-service teachers, investigate the philosophies, structures, and curriculums found in the British Nationalized System of Schooling.
1/2 hour papers Room D Motivation & Teaching	Men with a Mission: Male teachers in the early grades Doris M. Martin & Frank Luth The focus of this inquiry is gender and its implications for 18 men who became or were in the process of becoming early childhood teachers. The men's stories were recorded during in-depth interviews and focus groups. This presentation will include a videotape of the men reading portions from the transcripts which the men helped to select and organize into themes representing their lives as pre-service students and teachers. The audience will be invited to discuss the content as well as to respond to the method of presenting the data. "Everyone can do science": Qualities of prospective science teachers' motivations in science learning experiences Nam-Wha Kang & Penny Oldfather The purpose of this study is to explore prospective science teachers' experiences in science learning in order to identify qualities of motivations in science learning. In depth interviews with ten prospective science teachers were implemented for this purpose. Qualities of motivations in science learning identified in this study can be a starting point of science teacher education that considers motivations as well as cognitive learning in science.
1 hour performance Room L Representation	Is it just all about me? Conceptualizing autoethnography as a research methodology Leonora Wiebe Many scholarly theorists dismiss autoethnography as introspective navel-gazing with little scientific value. In true interdisciplinary fashion, academic works from anthropology, sociology, women's studies, and education will be synthesized into a controversial debate tracing the development and evolution from ethnography to autoethnography as method. Interspersed throughout the presentation will be autoethnographic vignettes of my lived experiences as a breast cancer survivor who writes autoethnography from the breast.
1 hour alternative format Room Q Representation	Metaphor, music, images, and story: Unitary expressions of despair Richard Cowling The purpose of this presentation is to explicate the unitary theoretical perspective, delineate unitary appreciative inquiry, and share the process and findings from use of this approach with women experiencing despair. The presentation will describe the connections among theory, research, and practice that form the core of appreciative praxis. A case presentation using metaphor, music, images, and story is used to demonstrate the wholeness and pattern of a unitary understanding of despair.
1 hour panel Room R Voice & Methods	Voices, memories, stories: Multiple reflections on learning to do narrative inquiry Gian S. Pagnucci, Michele L. Petrucci, Wesley Houp, Robert Koch, & Rob Wallace Narrative Inquiry is a vital dimension of qualitative studies because it links research to memory. Through a series of research stories, our panel will explore their own processes of learning to do narrative research. We will cover four key stages: planning the first study, collecting data, writing the report, and planning additional studies. We will share memories of struggle, progress, confusion, and insight, hoping our voices resonate together in a vision of the narrative researcher.
1 hour roundtable Room T Ethics	Critical Literacies: Problem posing in a global context Mary K. Rummel & Elizabeth Quintero We are involved in an on-going international research project, which has enormous potential to augment knowledge about sociocultural issues for teacher education, especially in the area of social contexts of critical literacy development. This study of the social contexts of critical literacy has been an outcome of previous studies of diversity and literacy in the classroom. In a pilot for the research here, we gained insights about some of the universal, common threads necessary for teachers to integrate culture and language into various curricula for various grade levels in diverse contexts. For the present study we identified teachers ad arranged interview which we also video taped their classroom teaching. We then used the information in problem-posing activities for our students who are active participants in the research. In addition, the video documentation adds catalytic validity (Lather, 1997) to our research.
1 hour roundtable Room U Methods	Resisting the positivist paradigm: I thought I knew myself Martha Whitaker As we write the lives of others, our own stories are inextricably bound together in the work that we do. This presentation tells the story of one researcher's work and the struggle to recapture strongly held beliefs that were slipping away in the midst of the pressures associated with achieving tenure in a still positivist environment. In returning to deeply held convictions, with the help of a thoughtful colleague and Laurel Richardson's explication of the notion of collective story, the manuscript changed, the illumination of the issues embedded in the data increased, the author found temporary peace in the midst of the challenges that surround the dangerous work of speaking on behalf of others.

5:15-7:00	Evening Session ­ Master's Hall Introductions Dr. Sharon Y. Nickols, Dean of the College of Family and Consumer Sciences, University of Georgia Dr. Elizabeth A. St.Pierre, Associate Professor, Language Education, University of Georgia Kirsten Crowder Tisdale, Doctoral Student, University of Georgia Quality of Life Dr. Laurel Richardson
7:30-10:00	15TH ANNIVERSARY FOR QUIG ­ DINNER AND BIRTHDAY CELEBRATION AT THE GEORGIAN, in Downtown Athens (reservations required; additional fee)

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Saturday, January 5, 2002

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8:15-9:15

Concurrent Session - I

1/2 hour papers Room A Methods	Focus groups as a primary data gathering technique Mark A. Arvisais & Neal Chalofsky In last three decades and particularly in the last ten years, qualitative methodologies in general and the focus group technique in particular have gained inroads among scholarly researchers as a viable alternative to other research methods. While the focus group technique continues to be used in a more supportive role to other methods, there is growing evidence that the methodology has risen to high levels of use. This presentation will build a case for the technique to be considered as a primary or sole methodology in scholarly research. Focus group data from a CA-perspective Kathryn Roulston & Anna Liljestrom While much guidance is provided to the novice researcher wishing to use focus groups, little work has investigated this type of research data from a conversation analytic (CA) perspective. Using CA we examine openings from focus group interviews conducted by novice researchers to show how moderators opened the interviews and oriented participants to the research topic; made explicit membership categories for themselves and group members; formulated opening questions; and how participants of the focus groups took up the topics as initially outlined.
1/2 hour papers Room B Health	The incorporation of HIV/AIDS into identity over time Lisa M. Baumgartner This study investigated how people incorporated HIV/AIDS into their identities over time. The same participants were interviewed at three points in time over four years. A six-component incorporation process emerged which began with diagnosis. This was followed by a post-diagnostic turning point, immersion, a post-immersion turning point and integration. A process of disclosure was uncovered. Findings suggest a common process of incorporation. The centrality of the HIV/AIDS identity was time and health dependent. Thinking about the causes of diabetes: Perspectives among Type 2 diabetes patients in Guadalajara, Mexico Raminta Daniulaityte The aim of the study was to understand lay causal thinking about diabetes. In depth, semi-structured interviews were conducted with 25 diabetes patients in Guadalajara, Mexico. In people's discourse diabetes emerged as an accident in their personal lives, caused by strong emotional experiences. When thinking in general terms, diabetes was imagined as a chronic condition, created by changing life in this large urban city.
1/2 hour papers Room C Voice & Schools	An ethnographic look at how schools influence juvenile delinquency Carol Pearson Through a critical theory lens, this study examines the way in which schools contribute to and deter delinquency. I conducted a mini-ethnography in an alternative school setting for discipline-problem students and found that although schools offer supervision for students, schools often convey implicit and explicit messages to students that further perpetuate cycles of delinquency. Additionally, disciplinary structures may also contribute to delinquency as they often serve to reinforce student's identities as "bad kids." Visions of law enforcement in the schools: A qualitative study of the images and voices of school resource officers Carol Fabrey The presentation will focus on the many 'voices' of law enforcement officers assigned as School Resource Officers in middle schools in Western North Carolina. This study investigated the experiences of School Resource Officers in middle schools for one school year using participant observation, fieldwork, interviews, and document analysis to reveal the uniqueness of the officer in this new position in our schools.
1/2 hour papers Room D Methods	The graduate student as qualitative researcher: The plan, the process, the politics Jane Alsup The author narrates her dissertation writing experience, highlighting the ethical and political problems that occurred when she conducted research within a first-year composition program directed by a writing program administrator (WPA) who was also designated the study's primary investigator (PI). The goals and expectations of the relevant stakeholders (the author/researcher, the PI/WPA, and the research participant) will be described and retrospectively analyzed. Finally, the author will give recommendations for how similar research can be effectively conducted. The fisherman and the game warden: Negotiating subject positions in qualitative program evaluation Linda Harklau & Rachel Norwood While program evaluation is an inherently power-laden form of social inquiry, evaluation reports rarely exhibit the sort of reflexivity regarding researcher roles that has become commonplace in other areas of qualitative inquiry. In this paper, we explore researcher subjectivities in qualitative program evaluation. Using examples from our evaluation of an educational intervention program, we suggest that evaluators construct and are constructed by inherently contradictory subject positions that are constantly negotiated with evaluation stakeholders and participants.
1 hour reader's theater Room V/W Representation	Still rising Fay Hicks Townes & Angela Cozart This study looked at the experiences of two women of color as they traversed their first year as assistant professors at majority White institutions. During this first year at their respective institutions, the women experienced that reflected injustices inherent in a social system stratified by class, ethnicity and gender. Data analyses yielded three major themes: (1) selective invisibility (2) stereotype threat and (3) self-definition.
1 hour panel Room Q Vision & Methods	Journeys to ourselves: Traditions, community, and awareness Marybeth Gasman, Sibby Anderson-Thompkins, & Nia Woods Haydel Three researchers will describe their experiences working together on a qualitative research project that pertains to Historically Black Colleges. The researchers will focus their discussion on the traditions of giving in the Black community, the collective unit within the Black community, and the awareness one gains from being an "outsider."
1 hour panel Room R Health	Case study analyses of environmental risk factors for children prenatally exposed to cocaine Jamie L. Dice, Rachel Nonkin Avchen, Angelika Hartl Claussen, & Keith G. Scott Recent evidence indicates the importance of environmental factors in developmental delays affecting prenatally cocaine exposed children. Panelists discuss an early intervention program to improve developmental outcomes, and case study data collected to complement quantitative assessments. Results of case study analyses indicated that resources, family, maternal and home characteristics, rehabilitation, and childcare practices influence child development and effectiveness of intervention. Qualitative data are a necessary part of a comprehensive dataset and inform outcomes of intervention studies.
1 hour roundtable Room T Voice & Methods	Adding participation to the research process: Lessons learned from exploring empowerment Sherer W. Royce, Kerry McLoughlin, DeAnne H. Messias, & Deborah Parra-Medina A roundtable discussion is proposed to address processes and lessons learned from internal negotiations of an interdisciplinary research team working together to develop model guidelines for youth empowerment programs. Issues to be discussed include: merging qualitative and quantitative frameworks and research methods; negotiating disagreements; and examining how the project changed as different voices were brought into the team. Through self-observation and evaluation, team members engage in their own cycle of collective consciousness for participatory action.
3 hour workshop Master's Hall Representation	A workshop to re-construct, re-present, and re-view multiple sources of data Jane Townsend, Barbara G. Pace, Candace Harpe, Diane Silva, Ester DeJong, Eileen DeLuca, Dawn Graziani, Alan Nail, Teri Adkins, Angela Browning, Xenia Hadjioannou, Sandra Morgan, Rhonda Nowak, Berna Mutlu, & Jennifer Greer We‹five faculty members and ten doctoral students‹propose a collaborative three-hour workshop that invites participants to consider issues of data representation among a wide range of data sources: online discourse about literature, role play among children about lying, emergent writing in a five-year-old, Black discourse modes in both small- and large-group discussions, interviews with second language learners, argument construction with prospective teachers, and transformation narratives from doctoral students.

9:15- 9:30	Morning Break on the 2nd Floor Concourse
9:30-10:30	Concurrent Session - II

1/2 hour papers Room A Representation	Poetic representation Rhoda Feldman Just as thick description represents a different kind of validity than a statistical table (Denzin and Lincoln, 1994), poetry can represent a different kind of validity than prose. Poetic representation, when combined with more conventional techniques of qualitative research, may enrich and deepen understanding for the writer as well as the reader. Research as poetry Cynthia Cannon Poindexter This presentation describes the process which led me to craft the poems from qualitative research interviews with HIV-affected older caregivers, and presents some research poetry which grew out of that process. Starting with James Gee's stanza treatment of qualitative data, poems were formed from the words of the interviewee. The result is that the respondent's core message and experience appear in a coherent, abridged form. Poetry formed from respondents' words, while not appropriate for re-presenting data in a scholarly report, is nevertheless a form which may be of use in classes and training sessions. Qualitative researchers struggling to use their work for advocacy and for raising public awareness may want to experiment with poetic re-presentations.
1/2 hour papers Room B Methods & Ethics	My story, your story, and/or our story? Pre-research stories and research processes Rosemary Clews & William Randall This paper illustrates how the personal and professional pre-research stories of two researchers, together with the pre-research stories of their participants, influence their research processes. We suggest strategies for unraveling these stories so that researchers can learn to listen at a deeper level to the discourses of their participants. Researcher-participant relationships: Reflections on mismatched expectations Michelle Andersen Francis & Allison H. Heron This presentation examines the complexity of our relationship with an experienced teacher as we investigated critical inquiry pedagogy in her middle school classroom. Specifically, we address how our expectations for pedagogical change clashed with her perceptions of the purposes for classroom research and her understanding of how she needed to best meet her students' needs. We offer a close consideration of how we attempted to negotiate the conflicts and to include them in our representation of the data.
1/2 hour paper Room C Motivation	Motivation and the sociocultural context of international students Sengyon Lee & Penny Oldfather To motivate the learning of international students who were socialized and educated in very different social, cultural, and historical climates, their own sociocultural context should be counted as important. With the focus on the influence of sociocultural context on international students' motivation of learning, this study implicates that international students are motivated to learn commonly or differently in the different sociocultural context by various factors. They feel that they need more social interaction and help to overcome sociocultural difficulties.
1/2 hour paper Room C Motivation	Getting in "The Zone": Middle school students' perspectives on teacher relationships Heather A. Davis The purpose of this paper will be to explore middle school students' unique conceptions of relationships with their teachers. Using interview data collected as part of a year long investigation of student-teacher relationships, I will examine students' unique understandings of how relationships with teachers develop and how they shape motivation and learning. Preliminary findings revealed different styles of interaction with teachers that reflected students' past experiences with and unique conceptions of teachers, pattern of social and academic goals, and alternative sources of social support.
1/2 hour papers Room D Teaching	Factors contributing to the retention of assistive technology team members in public schools Frank Luth & Doris M. Martin This paper will investigate the factors that influence the retention of assistive technology team members in public schools. Mandated by federal law, school divisions are scrambling to train interdisciplinary teams to provide diagnostic/prescriptive programming in assistive technology. A six-year project in Virginia has revealed that with one notable exception teams are experiencing a dropout rate approaching 45%. Enacting a vision: Leadership stories of "doing school" differently Virginia Navarro A series of in-depth interviews with key instructional innovators at a thematically-integrated, experiential learning P-8 school will probe the historical evolution of how to implement vision through day-to-day choices and critical crossroads. As many schools try to "think outside the box" to challenge and engage learners, the stories of a retiring principal and several key teachers who have created this quality learning environment will unpack choices necessary to enact change.
1/2 hour paper Room E/F History & Methods	The joy of writing history: Historical methodology and cultural implications of rewriting the past Daniel M. Calljo-Perez Peter Novick (1994) stated that the purpose of history is objectivity. This paper poses such a question in light of research on Black identity and the role of schooling during the Civil Rights Movement as citizens dealt with a Black boycott of business in Holly Springs, Mississippi by arguing that although methodology is guided by objective principles, in discovering, the historian can change the historical reality for the subjects involved.
1 hour alternative format Room V/W Representation	Re-writing how we write: Authoring through multimedia Christie E. Sleeter This session will demonstrate and discuss what it means to write in a multimedia form that blends academic discourse, videotaped qualitative research, and the arts. In the session, the presenter will demonstrate authored multimedia work that includes video vignettes of classroom teachers and videotaped interviews, blended with academic writing, pictures, and interactivity. She will discuss the value of learning to write in this form, and implications for academic writing.
1 hour panel Room Q Representation	Consciousness in post-structural theories and research Margaret C. Hagood, Alecia Youngblood Jackson, Mirka Koro-Ljungberg, & Kirsten Crowder Tisdale One of the purposes of post-structural theories is to critique the meanings of concepts as such concepts are socially constructed by language and often tacitly assumed within society. The concept of consciousness within educational research serves as a point of exploration, digression, and provocation in this panel as we deconstruct its uses within various poststructural theories and its intersection with several concepts in qualitative research practices: discourse, voice, knowledge, and sense of self. From this examination, we outline several implications for informing work of qualitative, post-structural research in psychologically and sociologically influenced fields of study.
1 hour panel Room R Methods	Visions for the future, voices of the present: The role of the Western Carolina University Qualitative Research Group in creating and sustaining institutional change Mary J. Ronan Herzog, John Habel, & Sharon Dole Qualitative research was virtually unknown at Western Carolina University in 1989, when a faculty-initiated qualitative research group (QRG) formed. For 13 years, the QRG has helped faculty and students from many disciplines develop and process qualitative research projects. This panel will present experiences of the QRG and its effects on the institutional research climate. It will engage the audience in a discussion of the potential of QRG to enhance the status of qualitative research.
1.5 hour workshop Room Y/Z Methods	Sharing the journey: The development of a collaborative team for researching partnerships Deborah Augsburger & Lisa Mehlig We present how our collaborative efforts as the "two-headed researcher" provided a lens through which we studied school-university partnership. We discuss how we developed a research agenda and strategies for working with one another from our divergent backgrounds and common interests. We highlight how our collaborative efforts impacted our individual and shared research projects, and foremost, how we found a unified voice for writing, discussing our research with one another, and sharing it with others.
2 hour workshop Room K/L Representation	Embracing a developmental approach at a qualitative research journal: Re-viewing reviews and reviewers Ron Chenail & Dan Wulff An important part of the qualitative researcher's world is the somewhat mysterious realm of scholarly journals. Despite this significance, there is little education and training available to writers, reviewers and editors. In this workshop, we will share one journal's model for educating and supporting these participants in their editorial endeavors. Their developmental approach is dedicated to helping all journal stakeholders, including readers, to continue learning qualitative research and to produce works of distinction and quality.
1 hour Roundtable Room T Representation	I'd rather not be heard in my own voice: Language as a class/race marker Rosemary B. Closson The problem is one of representation in light of the omnipresent "invisible center." This study was designed as a collaboration with two African American women, both of whom had doctorates, and who shared with me their professional life stories. However, within both their professional life histories we locate the problem of personal-professional fit which is exacerbated by my efforts to authentically represent them in the research text.

10:45-11:45	Concurrent Session - III
1/2 hour papers Room A Social Justice Hate crimes against the homeless: "Warning out" New England style Sandra S. Wachholz Drawing on data collected through the use of semi-structured in-depth interviews, this paper provides a detailed, contextual account of the hate crime victimization suffered by thirty homeless individuals in Portland, Maine. The tremendous amount of hate crimes and bias incidents experienced by the participants in this study function to remove the poor from communities, not unlike the "Warning Out Laws" of the 17th century in New England. In turn, the police sweeps and harassment that they have endured reflect the role of the police in 19th century New England where sheriffs were used to forcibly remove the homeless through "Settlement Laws." This hateful behavior is explained through the dynamics outlined in James Messerschmidt's structured action theory where he argues that power sets the terms of discourse and action. Evolving perceptions of justice in a Christian liberal arts school Rosalyn A. Flanigan A recent study examined students' evolving perceptions of social justice in English classes and the greater university community in a small four-year Christian liberal arts university in the Carolinas. Twelve students, originally in my freshman English classes, volunteered to participate in this longitudinal study. Most students found their English classes and the university at large met their sense of social justice. Further, the university addressed social issues in appropriate ways. 1/2 hour papers Room B Gender & schooling Interdisciplinary qualitative methodology with respect to the struggle for independence of innovative Brazilian women, 1964-2001: Challenges, obstacles, and solutions Alex Westfried This is an anthropological case study of 30 Brazilian middle class urban women at a time when the feminist movements were flourishing. The interviews were conducted over 12 years, of 12 hours each. The lives of these women were totally transformed in their economic status, attitudes towards marriage, their sexuality, and family relations. Life histories provide excellent data but need insight. Researching English language classes in preparatory schools in Mexico Nora Basurto, Paula Busseniers, & Barbara Scholes This research into English language teaching in preparatory schools in Mexico aims to contribute to the improvement of the English language level of the student intake into universities from these schools. The original aim was to identify examples of successful classroom activities and materials in preparatory schools, but as more classroom observations and interviews with teachers and students were done, a picture of helplessness and lack of motivation started to emerge. 1/2 hour papers Room C Representation (Re)presenting voices of participants as a strategy to counter traditional academic writing conventions Nadjwa E. L. Norton This narrative study explored the formation of the reader/writer identities of an elementary school literacy teacher and the impact of her identities on the educational environments in which she engaged. This research illuminates the transformative possibilities that occur for both participants and researchers to continuously form identities in narrative research. It reconceptualizes methodologies that intervene to change traditional forms of academic writing by (re)presenting the research participant thereby reconfiguring power through written representation. On not taking the back door out of the flux: Why representation is too much/not enough, and repetition is obligatory for the future of/in interpretive inquiry James C. Field This paper will critically examine the notion of representation in terms of the potential loss that can occur when one makes claims simply to represent. It will be argued that no less than the future is at stake. The notion of repetition as conceived in radical hermeneutics will be examined, and an argument made for attending to the ethical obligations placed upon us as researchers that lay beyond method. 1/2 hour papers Room D Social justice Thoughts, data representation and children's rights Aok Noah This paper is on the connection between theoretical postulation and statistical decision-making and adopting the political economy approach. It starts by examining the apparently classical philosophical position of Phytagoras and Hume and their implications for level of significance and decision making with child right studies as example[s]. It inherently focuses on our understanding of how theoretical perspectives influence data representation and how researchers explore their preferences. Qualitative behavioral research in Nigeria: Problems, and findings of interdisciplinary research on campus violence Henry Adewale Odunayo The study provides insight into the enormous problems of research in Nigeria which hinder research growth, availability of scholarly research journals, and interactions among researchers of different disciplines on common national or global problems. The study centers on campus violence among tertiary institutions. It seeks to examine why there is widespread cult violence and other deviant behaviors in nearly all Nigerian universities and other high institutions. The paper includes findings of prior research studies on campus violence from various disciplines in other Nigerian institutions. 1 hour performance Room E/F History & Representation Letters to and from the past: Dutch former students remember World War II Roemer M. S. Visser Dutch former students write about their experiences as students in the Netherlands during World War II in letters sent to the researcher. Six years ago, these letters (and some interviews) were published in a periodical commemorating the end of the war fifty years earlier. Now, those letters are revisited and analyzed. This will be an interactive, playful presentation of these letters to and from the past. 1 hour panel Room Q Representation Inspired by Laurel Richardson: Writing poems from our data Marydee Spillett, Darilyn Butler, Nasrin Fatima, Dorelys Jimenez, Janice Janz & Judith Scott In this panel, presenters will read poems based on their interview data. Presenters will also discuss how they wrote their data poems, and how the poetry has affected their views of research, their research topics, and themselves. Poems will represent the perspectives and voices of: pre-school teachers, international female graduate students, special education teachers, counselors, and teachers of the gifted. The session will conclude with an opportunity for comments and discussion from the audience. 1 hour panel Room R Representation Listening to our voices, sharing what we hear Judith M. Meloy, Marion Urion, Mary K. Clark, Sharon Lee, & Marie Wilson Nelson The maturing of the qualitative researcher as the research instrument of choice (Lincoln & Guba, 1985) is evidenced in the thinking and doing of the recent EdDs and PhDs who consciously deliberate on their own experiences-autobiography and its immediate or emerging influence on their work. The panel will explore the ramifications of vision and voice from a variety of perspectives including: choice of focus; to be, or not to be an advocate; personal versus situational ethics; and data (re)presentation. 1 hour roundtable Room T Methods The storymap and the narrative impulse Heather J. Richmond The storymap developed for this narrative inquiry into learners' literacy experiences; organizes the learners' recounting of past and present experiences and future intentions under rubric of character, setting, events, conflicts, incidents, themes and resolutions (or outcomes). This "map" gives a shape to individual stories and allows for a more penetrating analysis in relation to the objectives of this particular research. The storymap taps a metacognitive response in those who tell the story and those who hear it. The form of a story is a pattern known to both story tellers and listeners, allowing the mind of both to reconstruct and make sense of what is being told or heard. The story is a meaningful way of organizing thinking and is useful for this study of the literacy experiences of adult learners. 1 hour roundtable Room U Voice Whose voice is it anyway? Denise Berg The purpose of this presentation is to explore the voices involved in constructing a story, particularly a life story. Emphasis here will be on what is often the co-creating process, where the researcher is often unaware of how he or she impacts the story that is told. There is also a need to remain mindful of such things as context, culture, and audience and how the confluence of voices come to influence the construction or the telling of a human story. 1 hour performance Room V/W Representation On being cut-off at the cutting edge: Are scholarly journals ready for us? Lee Brodie & Leonora Wiebe As qualitative researchers, we have explored readers' theatre as a method of creatively presenting data in class, at conferences (our first being QUIG in 1997), and in publications. "On being cut-off at the cutting edge: Are scholarly journals ready for us?" is a reader's theatre presentation incorporating our attempts to publish in traditional scholarly journals using the non-traditional writing style of reader 's theatre and integrating the current literature on artistic, creative, performance presentations of data. 12:00-1:15 Lunch in the Georgia Center Banquet Area 1:15-3:30 Invited Presentations Panels Room Q Introduction to Qualitative Software Programs in Qualitative Data Analysis Linda Gilbert Room R Defending your Qualitative Dissertation Penny Oldfather, Marie-Claude Boudreau, & Daniel Robey Room E/F Publishing your Qualitative Studies Donna Alverman & David Reinking, Editors for the Journal of Literacy Research, & Peter Smagorinsky, Editor for Research in the Teaching of English Room K/L In Other Words: Queer Voices/Dissident Subjectivities Impelling Social Change Bob Hill, Anne Brooks, Kathleen Edwards, Andre Grace, Jamie B. Lewis, & Corey W. Johnson
3:30-3:45	Afternoon Break on the 2nd Floor Concourse
3:45-5:30	Closing Session ­ Master's Hall Introductions Dr. JoBeth Allen, Professor, Language Education, University of Georgia Dwayne Wright, Doctoral student, University of Georgia It's Your World, I'm Just Trying to Explain it: Understanding the Epistemic and Methodological Challenges Dr. Gloria Ladson-Billings

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