Questions for Elizabeth
- ·How did you get access to IEP meetings within school districts? Did you have prior relationships and connections?
- · Why 20? Why 7/7? (what were your final numbers?)
- · How did your timeline for completion compare to what actually occurred?
- · How did keeping a reflexive journal and meeting with the DART team influence your work and this study? Did they “push back” against your understandings as you had hoped?
- · You said in class that it didn’t feel right to you (didn’t feel DPish) to do a comparison of groups. Did you do that comparison, and if so, are you pleased you constructed the study in this manner?
Questions for Joshua
- · Can you talk a bit about transcription of a group interaction? I have only transcribed one to one interviews and imagine that trying to capture group dynamics is very complex.
- · Did you keep a reflexive journal or interact with others to analyze your data (like the DART team Elizabeth talks about)?
- · How do you think you did with staying away from the “common failures” of discourse analysis – summarizing, taking sides, over or under quoting, reasoning circularly, attributing membership categories, spotting features?
- · Your position in the group was interesting. What did you find out about your own interactions and discourse?
- · You talked about the teacher’s different characterizations/labeling of themselves (and expecting that to be focal for the participants) – language arts teachers, English teachers etc. – was that relevant in your study? To your participants.
Questions for either/both:
- · How do you decide when to use Jeffersonian transcription? After you have become familiar with the findings and are beginning to determine what is most salient?
Thanks for the great questions - should be a great discussion tonight.
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