"Do You Want an Idea of What They're Doing?" Transgressive Data Generation and Analysis within a Bilingual Writers Workshop

Autor/inn/en	Hunt, Carolyn S.; Crumpler, Thomas P.; Handsfield, Lara J.
Titel	"Do You Want an Idea of What They're Doing?" Transgressive Data Generation and Analysis within a Bilingual Writers Workshop
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 29 (2016) 3, S.399-425 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2015.1017852
Schlagwörter	Writing Workshops; Bilingual Education; Qualitative Research; Ethnography; Discourse Analysis; Grade 4; Elementary School Students; Elementary School Teachers; Educational Research; Data Analysis; Participation; Data Collection; Interpersonal Relationship; Power Structure; Interviews; Observation + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Qualitative Forschung; Ethnografie; Diskursanalyse; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsforschung; Pädagogische Forschung; Auswertung; Teilnahme; Data capture; Datensammlung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interviewing; Interviewtechnik; Beobachtung
Abstract	We consider how research participants engage alongside researchers as choreographers of data generation and highlight the everyday practices of researchers and participants "in motion" within and across time and space. Data for this case analysis were generated during a two-year qualitative study investigating multimodal literacies, multilingualism, and literacy teacher development. We utilized microethnographic discourse analysis to analyze a video excerpt from a classroom observation during writers workshop in a fourth-grade bilingual classroom. We sought to understand how the teacher's and students' discursive moves during the event tactically disrupted the researchers' agenda in the moment and complicated attempts at data analysis. Our analyses illustrate how the teacher multiply situated herself in ways that trouble dichotomous framings of teachers' work, such as traditional or nontraditional, as well as dominant conceptualizations of qualitative research, such as data "collection." We end with implications for interpreting and representing research findings. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01