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Research Design

Glaser and Strauss
Blank slate – how much literature should you know before starting your research project? How should lit review inform development of categories and properties?
Hypothesis proving – not really the activity here; goal is really to generate theory (explanation of categories and their relationships)
Theoretical sampling – discover categories and their properties in order to suggest interrelationships into a theory

Categories and properties definitions and examples
Ways to find definitions of categories and properties: previous research, emerge from your research (observations, informants), what they mean to you; make sure it’s clear to you that you know where the definitions are coming from
Perspectives on these approaches – depends on your world view; i.e. phenomenologists would usually let them emerge from informants
Categories – concept(s) of the populations you’re looking at; i.e. ways of figuring out the poem (affective, literal, etc.)
Note: in observing classes and interviewing, will categories of engagement surface? Can probably generate categories from behavior seen in pilot observations.
Properties – attributes of categories; i.e. how you assess understanding in those ways of figuring out the poem
Saturation – a category is saturated when you know all its properties

Writing up findings
How much detail you provide about categories and category development depends in part on where you’ll publish
Memo-ing – write down what you’re seeing happen; note: seems like you should keep track of everything so that you can write for different audiences later; need help figuring out how to organize that info later
Tying to previous knowledge – humanities more exhaustively list/examine previous work

Conceptual Frameworks
Idea: maybe the framework is a few boxes that represent categories with arrows to boxes that represent interpretation; question remains about how the poem itself acts within the network of categories and understanding
Diagram and revise is OK

Suchman and Trigg
Admit they think social’s important
Video – helps you see where you’re focusing versus what’s happening; can show it to informants and ask them what’s going on
Question: can you approximate those bias checks by going back to a situation more than once and requiring yourself to take notes on something else? Assumes some regularity
Bias vs. expertise – we have both; some expertise is having a sense of what’s important, significant, interesting
Downsides of video – can get lulled into inattentive observation (assuming video’s getting it all), still need a protocol (where you’re going to focus, criteria for taping some stuff but not others)
Yong-mi: lots of video at School of Ed of classroom behavior; question: do they have any about poetry that I could reuse?

Issue focus and phenomenological focus; also add “critical incident” focus – trigger memory and start conversation in different ways
In PIM – talk about, interpret, an activity in one of the classes observed; “on Wednesday last week, you introduced the concept of X, talk about how and why you did that”
Props – bring the artifact to job someone’s memory or to structure the discussion
Content-analysis vs. data-analysis – content analysis is on something you didn’t generate, something that’s already existing (analyzing interview responses is data analysis)
Seems defensive – and how does it happen that all her methods work the first time?

General methods discussion
Ethnography – implies some emergence within the situation that you’re studying
Ethnographic methods – using methods to understand some aspects of culture
Ethnomethodology – more phenomenological, tries to get at how the society you’re examining makes sense; described in Garfinkle’s Good Organizational Reasons for Bad Clinic Records

New words
Armamentarium – collection of resources available for a certain purpose

So, what do you think ?

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