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The Method Section as Conceptual Epicenter in Constructing Social Science Research Reports

Published on Jul 1, 2008in Written Communication1.22
· DOI :10.1177/0741088308317815
Peter Smagorinsky27
Estimated H-index: 27
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Abstract
In this article, the author argues that Method sections in social science research reports, particularly those that employ qualitative methods, often lack sufficient detail to make any results that follow from the analytic method trustworthy. The author provides a brief review of the evolution of the Method section from the 1960s to the present, makes a case for a more robust reporting of research method, and then outlines one way to achieve the end of providing a detailed, specific account of research methods that enable readers to understand unambiguously the means by which data are rendered into results. This consideration includes attention to the reporting of data collection, data reduction, data analysis, and the context of the investigation to make it clear why an illustrative presentation of data supports the claim that it offers.
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  • Citations (162)
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References33
Newest
Published on Dec 1, 1985in College Composition and Communication
Mike Rose16
Estimated H-index: 16
You don t know what it is, wrote Flaubert, to stay a whole day with your head in your hands trying to squeeze your unfortunate brain so as to find a word. Writer s block is more than a mere matter of discomfort and missed deadlines; sustained experiences of writer s block may influence career choices. Writers in the business world, professional writers, and students all have known this most common and least studied dysfunction of the composition process. Rose, however, sees it as a limitable pro...
Liora Bresler20
Estimated H-index: 20
,
Margaret Macintyre Latta13
Estimated H-index: 13
,
Michelle Zoss5
Estimated H-index: 5
Eisner, Gardner, and others have argued that the arts should be better integrated into the K-12 curriculum. In this study we examine three high school senior boys who, as part of a unit of instruction on identity, each produced a mask through which he artistically expressed his sense of self. Using a sociocultural framework based in the work of Vygotsky, we analyzed the boys’ composition of their masks in terms of their goals for working on the project, the material and psychological tools they ...
Published on Aug 29, 2007in Reading & Writing Quarterly0.93
Peter Smagorinsky14
Estimated H-index: 14
(UGA: University of Georgia),
Tricia Cameron1
Estimated H-index: 1
(UGA: University of Georgia),
Cindy O'Donnell-Allen4
Estimated H-index: 4
(CSU: Colorado State University)
This study examines a collaborative reading of John Keats's poem, “When I Have Fears That I May Cease to Be,” by two high school seniors with attentional difficulties in a mainstream British Literature class, with a focus on one of the students, Rita. The data consist of a retrospective verbal protocol during which the students recounted their process of composition as they interpreted the poem through an artistic medium, and a reconstructed transcript of a presentation of this drawing to their ...
Published on Jan 1, 2007in English in Australia0.44
Peter Smagorinsky14
Estimated H-index: 14
,
Sharon Murphy Augustine4
Estimated H-index: 4
,
Cindy O'Donnell-Allen5
Estimated H-index: 5
This study focuses on two high school seniors as they wrote in their British Literature and Psychology classes.We analyse the writing experiences of the two volunteer students as they produced formal academic writing (research, essays, and synopses), personal writing (poems, stories, and personal narratives), and hybrid writing (research written in the form of a letter to a classmate).The primary data came from concurrent and retrospective protocols produced by the two students in relation to th...
Published on Oct 1, 2006in English in Education0.47
Sharon Murphy Augustine1
Estimated H-index: 1
,
Michelle Zoss5
Estimated H-index: 5
interview study with 19 preservice teachers who were enrolled in a teacher apprenticeship program at a major southeastern U.S. university uses Dewey's (1938/1988) concept of an experience and Csikszentmihalyi's (1990) concept of flow to investigate how these preservice teachers identify and describe aesthetic flow experiences both inside and outside school settings. As two instructors of preservice English education majors, we suggest that recognizing aesthetic flow experience in the classroom s...
Published on Sep 1, 2006in The Teacher Educator
Peter Smagorinsky27
Estimated H-index: 27
(UGA: University of Georgia),
Sharon Murphy Augustine4
Estimated H-index: 4
(Mercer University),
Karen Gallas2
Estimated H-index: 2
In this essay we argue that when university researchers engage the teachers they study as collaborators and coauthors, researchers potentially act in what Deleuze and Guattari (1987) term a rhizomatic manner-that is, one in which authority and power are redistributed and shared, rather than centralized in what they call an arborescent relationship. We argue by analogy, exploring and expanding these metaphors from nature to underscore how binary logic dismisses the many possible kinds of relation...
Published on Jul 1, 2006in Written Communication1.22
Peter Smagorinsky27
Estimated H-index: 27
,
Michelle Zoss5
Estimated H-index: 5
,
Patty M. Reed3
Estimated H-index: 3
This research analyzed the composing processes of one high school student as she designed the interiors of homes for a course in interior design. Data included field notes, an interview with the teacher, artifacts from the class, and the focal student’s concurrent and retrospective protocols in relation to her design of home interiors. The analysis revealed that the object of activity in this setting included aspects of the motive (including the teacher’s constructed environment and attendant ex...
Published on Jan 1, 2006
Peter Smagorinsky27
Estimated H-index: 27
Covering the period between 1984 and 2003, this authoritative sequel picks up where the earlier volumes ("Braddock et al.", 1963, and "Hillocks", 1986), now classics in the field, left off. It features a broader focus that goes beyond the classroom teaching of writing to include teacher research, second-language writing, rhetoric, home and community literacy, workplace literacy, and histories of writing. Each chapter is written by an expert in the area reviewed and covers both conventional writt...
Published on Jun 1, 2005in English in Education0.47
Peter Smagorinsky14
Estimated H-index: 14
(UGA: University of Georgia),
Michelle Zoss5
Estimated H-index: 5
(UGA: University of Georgia),
Cindy O'Donnell-Allen4
Estimated H-index: 4
(CSU: Colorado State University)
This study reports on the composing process of one student, Peta (a pseudonym), as he reflects on a significant composition he produced during a unit on identity in a 12th-grade English class in a U. S. high school. The unit was the first thematic exploration of the year for the students and was designed to help them think about themselves as readers, writers, and individuals. The teacher's goal was to have students' engagements with literary and artistic texts serve as vehicles for developing b...
Published on Jan 3, 2005in Reading Research Quarterly2.70
Peter Smagorinsky14
Estimated H-index: 14
(UGA: University of Georgia),
Leslie Susan Cook1
Estimated H-index: 1
(UNCC: University of North Carolina at Charlotte),
Patty M. Reed3
Estimated H-index: 3
(LSU: Louisiana State University)
n this article, we present a case study of a student composing a significant text in a high school class. We focus on his inscription and representation of meaning in the textual codes and the ways in which those codes were interpreted by his readership, particularly his teacher. The text was an architectural drawing of a house that the student, Rick (all names are pseudonyms), designed to suit the life he imagined himself living. It embodied a particular meaning for him and a vision of how it w...
Cited By162
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Published on 2019in The Teacher Educator
Eleni Oikonomidoy5
Estimated H-index: 5
(UNR: University of Nevada, Reno),
Lynda R. Wiest10
Estimated H-index: 10
(UNR: University of Nevada, Reno)
+ 1 AuthorsLydia DeFlorio2
Estimated H-index: 2
(UNR: University of Nevada, Reno)
Published on Aug 19, 2019
Shira Eve Epstein4
Estimated H-index: 4
(CCNY: City College of New York),
Melissa Schieble1
Estimated H-index: 1
(Hunter College)
Published on Aug 19, 2019
Aijuan Cun (SUNY: State University of New York System), Mary B. McVee (SUNY: State University of New York System), Christopher Vasquez (SUNY: State University of New York System)
Published on 2019in Visual Communication0.77
Frank Serafini13
Estimated H-index: 13
(ASU: Arizona State University),
Stephanie F. Reid1
Estimated H-index: 1
(ASU: Arizona State University)
Research methods and analytical approaches that support inquiry in the social sciences need to respond to continual changes in the theoretical frameworks, research methods, and technologies used to...
Cynthia Brock1
Estimated H-index: 1
(UW: University of Wyoming),
Dana A. Robertson2
Estimated H-index: 2
(UW: University of Wyoming)
+ 1 AuthorsVictoria Ridgeway Gillis (UW: University of Wyoming)
Published on Jul 15, 2019in Criminal Justice Policy Review
Janet Moore2
Estimated H-index: 2
(UC: University of Cincinnati),
Vicki L. Plano Clark22
Estimated H-index: 22
(UC: University of Cincinnati)
+ 1 AuthorsJacinda K. Dariotis18
Estimated H-index: 18
(UC: University of Cincinnati)
Published on Jul 8, 2019in Literacy Research and Instruction
Christine M. Leighton1
Estimated H-index: 1
(Emmanuel College (Massachusetts)),
Evelyn Ford-Connors3
Estimated H-index: 3
(BU: Boston University)
+ 1 AuthorsJennifer Wyatt1
Estimated H-index: 1
Published on Jul 4, 2019in Journal of Education Policy2.68
Stephanie Abraham (Rowan University), Beth A. Wassell7
Estimated H-index: 7
(Rowan University)
+ 1 AuthorsNancy Vitalone-Racarro (Rowan University)
AbstractThis study is a critical discourse analysis of the New Jersey Opt-Out Movement. In 2015, and in response to the increasing standardization of US public school instruction, and over-use of high-stakes testing, NJ parents began to refuse to allow their children to take a key end-of-the year exam, the PARCC. We employ the concepts of master and counter narratives to exam the qualitative data that was collected in an online-questionnaire, a focus group, and refusal letters. We argue that the...
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