By Colin Lankshear, Michele Knobel
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Additional info for A Handbook for Teacher Research
We can easily see here how conceptual coding ‘gets at stuff’ in the data that summary descriptions like ‘talks to waiter’ does not, and makes it possible to arrive at an analytic category like ‘food orchestrator’. In the third step, ‘dimensions and properties’ can be assigned to the activities of the food orchestrator. Hence, ‘watching’ can be analysed in terms of dimensions and properties like ‘frequency’, ‘duration’, ‘intensity’ and ‘extent’. This provides a basis for developing relationships between categories and subcategories on the basis of which we can make sense of what is going on, and use this as a basis for advancing explanations, understandings and so on.
G. life histories, perspectives on issues, background to a development) Case study, action research, ethnography, discourse analysis Document collection Documents inform present and future decisions about teaching, learning strategies, school policies, and so on. Documents may provide a range of perspectives on an event or issue. They can enable the researcher to reconstruct an account of a past event, phenomenon or practice. g. g. bibliographies; reading lists in university courses) protests in Mexico and their outcome) that helps contextualize a study.
What specific questions does it generate? Which of these questions can I hope to address well? How can I research data must I collect? How will these data help me address my purposes? How will I collect these data? How much data will I collect? How will I identify the key validate these elements of my data or establish research problem that they are of and questions in good quality? order to specify a . How will I succinct set of organize these research aims data so they will and objectives, be in good shape and a finite set for being of research analysed?
A Handbook for Teacher Research by Colin Lankshear, Michele Knobel