20th Annual Conference on Interdisciplinary Qualitative Studies
1995 Conference Proceedings
Abstracts and Key Words
J. Allen
B. Shockley
Composing a Research Dialogue University and School Research Commuities Encountering A Cultural Shift
Key Words: teacher, research
Abstract: The educational research culture is shifting, and school-based as well as university-based researchers are uncertain about changing roles, relationships, and discourses. Drawing on the narratives of members of a national research center.
J. Clandinin
M. Connelly
Teachers' Stories/School Stories
Key Words: teacher, stories
Abstract: We hear teachers tell their stories of their lives in school. In their stories, we see the embeddedness of teachers' storied lives within their storied professional knowledge landscapes. These stories offer possibilities for understanding how teacher knowledge is shaped by the complex historical, personal, communal, and professional landscape of schools.
M. Cooney
Socialization and Play In Kindergarten: The Forgotten Curriculum
Key Words: early childhood curriculum, school culture
Abstract: Readers take a cultural journey into a full day kindergarten classroom for at-risk children located in the Rocky Mountain region where the author conducted a two year qualitative research study. Findings in regard to why socialization and play were important to the children and how these curriculum components were forgotten are presented. The contrast between what ought to be and what actually happened, the four barriers to socialization and play in the school culture, and the children's step-by-step struggle to become socialized are recounted.
P. Daniel
P. Golley
Video Ethnography: Telling Stories of Change in the Reflective Teaching Model
Key Words: video, methods
Abstract: This paper examines the growth of video as a data collection, analysis and dissemination tool for researchers from Georgia State University involved in the reflective teaching model developed in the Atlanta Math Project. Video use began in the projects as a means of capture a rich slice of the environment and behaviors of project participants. Video use emerged as a means to facilitate teacher change. It is now being used as a basis for electronic books disseminating the reflective teaching model to preservice teachers, inservice teachers, administrators and the researcher community.
A. Fonte
G. Sommers
Interpreting Narratives of In-Depth Dialogues
Key Words: indepth, dialogues
Abstract: This paper examines the narratives produced by indepth dialogues and suggests a method for analyzing the style of the narratives.
I. Goodson
A. Hargreaves
Representing Teachers: Identity and Context
Key Words: identity, context
Abstract: We examine the relationship of work on the teacher's personal knowledge to the whole social production and context of the teacher's like and work. This we will argue has been substantially ignored in so much of the work of the teachers as to amount to a misrepresentation of the teacher's reality.
C. Haack-Hurlbut
A Unique Dimension for Qualitative Research Dissemination: Share Your Research "Story" Visually
Key Words: multimedia, qualitative research dissemination
Abstract: When disseminating your qualitative research findings, consider the use of multimedia programs. This author presents tips and techniques involved in multimedia production from her 1995 workshop and also weaves in discussion from other researchers regarding the value of multimedia for one's audience members/learners.
R. Hofmann
Eight Questions About Qualitative & Quantitative Research
Key Words: methodology, instruction
Abstract: An individual heavily trained in quantitative methodology discusses some insights obtained while studying qualitative inquiry. These insights are presented within the context of responses to eight questions. The response to each question involves comparative statements regarding qualitative and quantitative research.
L. Labbo
S. Field
J. Watkins
Narrative Discourse as Qualitative Inquiry: A Whole Language Teacher's Decision Making Process
Key Words: collaborative research/teacher narrative
Abstract: This paper reports the story of an ethnographic, collaborative study of one third grade teacher's efforts to infuse literature, opportunities for literacy development, thinking organizers, artifact exploration, and research into the social studies content. Working with two university professors, the teacher embarked upon a reflective journey that allowed for the process of her instructional practices to evolve over time.
L. Lamme
B. Berklew
J. Copenhaver
N. Shelton
A. Sullivan
S. Wood
The Story of Five Preservice Teachers as Writers and the Five Doctoral Students Who Studied Them
Key Words: preservice, teachers
Abstract: An inquiry project conducted in a doctoral seminar used an emergent design to weave in and our of narrative texts to understand preservice teachers as writers. This paper examines the collaborative research methodology that provided for a multiple perspective analysis of the data.
K. McCory
W. Pillow
Genealogical Inquiry in education & Feminist-Poststructuralist Practice
Key Words: genealogy, feminist-poststructuralism
Abstract: This paper presents a feminist perspective on Foucaultian genealogy as a poststructural practice of inquiry. The authors explore some framing ideas, aims, and potential doings of genealogy in the specific context of a feminist study with pregnant and parenting teens, highlighting the usefulness and the difficulties of such practice.
J. Meloy
To Be or Not To Be: Transcending a Fact vs. Fiction Dichotomy
Key Words: qualitative research writing, believability
Abstract: This paper approaches to concept of "believability" in a written research narrative from the perspectives of scientific and literary "truth" as well as an appreciation "fiction" "story" and "narrative". It asserts that a "good" research narrative is a well-conceived and well-written combination of good science and good story telling.
G. Mills
T. Schram
Negotiating Narrative: Issues of Teaming in Cross-Disciplinary Research
Key Words: cross-disciplinary research, teaming
Abstract: In this paper we discuss the benefits and costs of using a cross-disciplinary team approach in a study of reform in mathematics education. We focus on how researchers' assumptions concomitant with their discipline-based conceptual frameworks influenced efforts to frame questions and define meaningful units of analysis.
R. Roberts
Functions of Language & Conditions for Learning in a Whole Language First-Grade Classroom
Key Words: whole language, first-grade classroom
Abstract: This ethnographic case study examined the functions of language and conditions for learning in a whole language first-grade classroom. The study focused on why, for what purposes, and how, under what conditions, language and learning take place in a whole language classroom.
S. Robinson
J. Schaller
E. Viggiano
A Naturalistic Inquiry of an Adjunct Faculty Member in a Community College Science Classroom
Key Words: naturalistic inquiry, narrative
Abstract: A first time adjunct faculty member lectures over science content presented in the course text book while two of his students grapple with multiple choice examinations. this naturalistic inquiry is developed through the construction of three composite characters based on interviews, observations, and surveys. Narrative is used to make sense of stories in this community college context.
J. Suoranta
Academic Narrative: Institutional and Personal
Key Words: narrative, qualitative methodology
Abstract: In the article I will search for the elements of personal research experience from four separate perspectives: personal research experience as question - raising, as bricolage, as edification, and as pleasure.
J. Townsend
V. Zygouris-Coe
G. Weade
Possibilities for a Multiple Perspective Analysis of Classroom Discourse
Key Words: multiple, perspective
Abstract: Multiple perspective analysis brings together a number of researchers to examine particular events through individual, preconceived perspectives, or lenses, that define an approach to doing research. The four perspectives suggested in this paper outline different frameworks for understanding and explaining the inherent complexity of the particular interactions among a teacher and her students in a literature class discussion.
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