ED 190 Texts/Materials by mnc

Every week we will briefly review and add thoughts, quotes, comments, and questions related to the readings here.

mncard1 — 2025-03-29 21:11:06 UTC

2025-04-03 01:01:23 UTC

I really liked the first hand accounts of how people made changes to their research interests/topics. I also appreciated the focus on the importance of personal interest in research as a motivator. I think personal interest is very often overlooked when deciding research topics, especially in stem fields.

kcasakaw — 2025-04-03 01:01:34 UTC

This reading reminded me of a linguistics class that I took last quarter where we talked about the ethical dilemmas around research. I also think that research really tends to put people into a box (generalizing to make data that's more clear) which could be harmful to many minorities.

2025-04-03 01:01:47 UTC

something that i found interesting from this reading was the emphasis on the various type of goals there are and how they all intertwine with one another.

2025-04-03 01:02:03 UTC

For Maxwell, it seemed there was a large focus on motivations, and how motivations and biases are pushed aside when they could be acknowledged. Another point was that it’s important to take account personal goals and the innate things that drive research overall. I also appreciated how he incorporated other people’s experiences within this piece.

hruvo — 2025-04-03 01:02:58 UTC

“While extant white educational researchers may well have sharp and sophisticated intellectual analyses about racialization as a system of oppression, they still experience ongoing contexts of colonization within the protective wrap of white privilege. This may be part of the explanation of why the mythology of the American Dream and associated research frames that justify their premise from a withholding of the Dream for just some populations may continue to flourish.” (p.54)

2025-04-03 01:03:02 UTC

“If your research questions, selection of settings and participants, data collection, and analysis are driven by your personal desires without a careful assessment of the potential impact of the latter on your conclusions, you are in danger of creating a flawed or biased study.” (pg. 38)

2025-04-03 01:03:36 UTC

I found the concept of process theory really interesting and imperative to our research projects. Process theory “tends to see the world in terms of people, situations, events, and the processes that connect these; explanation is based on an analysis of how some situations and events influence others” (Maxwell 40)

kcasakaw — 2025-04-03 01:03:38 UTC

I liked that this reading focused on goal driven research that is unbiased and open-ended, leading to more research if necessary. I also thought that there was a lot of malleability in his definition of what research is which is something refreshing to see considering that we are more often than not, told that research is more of a big scientific thing like finding the cure to cancer

isarhern — 2025-04-03 01:03:41 UTC

Your goals will become more clearer as you start doing your research

kasahern — 2025-04-03 01:03:43 UTC

" From 1997 to 2007, the percentage of students of color enrolled in U.S. colleges and universities climbed from 25 to 30 percent, yet in 2007, women of color held only 7.5 percent of full-time faculty positions (Ryu, 2009). White men persist in composing the majority of tenure-track faculty positions, holding close to 90 percent of the nation's appointments to full professor." In Patel, I found this important has many people of color don't have a supportive system since many white teachers can't relate to the struggles that many students of color have to go through. They chose to not go through getting higher education or be involved in class as they don't have the comfort.

2025-04-03 01:03:51 UTC

I found this reading particularly interesting as the author focused on indigenous thought and the role that race and privilege plays in research. I appreciated points in these regards, like one that explained white researchers can analyze racialization as a system of oppression, but during this, still experience the ongoing privilege of whiteness under the contexts of colonization

2025-04-03 01:03:56 UTC

I really liked how they mentioned using personal experiences as possible topics for research. I feel this is a great way to express your experiences while also connecting it to new research and seeing how they are similar and the impacts. There are pros and cons to this, I feel a con be possible bias, and pro would be the fact you already have knowledge and experience on the topic you are researching

asnimoli — 2025-04-03 01:04:14 UTC

Patel (2015) highlighted the importance of recognizing where we stand when conducting research. By this I mean, as researchers we need to ask ourselves questions on why we would like to conduct such research? Who are we taking info/data from? How can our interpretation further develop? I also liked how they mentioned the importance of checking how we frame a question because it can cause our data to be different than expected.

Personal Values

2025-04-03 01:04:33 UTC

One thing I took away was how the author talked about how basing your research on life experiences and subjects that are close to you can lead to higher motivation. The author also highlights how personal bias can affect the legitimacy of your research no matter what but especially when dealing with subjects that your are personally passionate about.

2025-04-03 01:04:35 UTC

Patel stresses the need for learning the perspectives of individuals who are indigenous or minoritized. “I see this as a situated need because of the long-standing deference to whiteness as intellect, capacity, and even more fundamentally humanness.”

crbruton — 2025-04-03 01:05:21 UTC

I liked how Patel first focused on research as a whole and then tied it in with educational research specifically. It really helped me since I viewed research similar to what was said earlier as screens and computers all producing data in a long stream of paper.

argerber1 — 2025-04-03 01:05:28 UTC

I found the difference between practical and intellectual goals in research very interesting. How practical is based on accomplishing something vs. intellectual being to understand something I found it might be useful to take these things into account when doing research and how they can help understand possible biases

pagredan — 2025-04-03 01:06:22 UTC

Patel Writes about thinking of research as something that is community-based instead of institution-based; when research is at hand or connected to economic profits and promotions, it is not as authentic as it should be; it should be made of human study for human considerations. "the shape of educational research contextual realities such as the prominence of certain definitions of science nor to hold it overly powerful and agentic in its own right." This quote shows how the value of research can be used in a powerful way if used with the right intentions instead for capitalist meritocracies.

2025-04-03 01:06:34 UTC

“Our responsibilities should lie in how we frame, approach, and attend to the constantly fluctuating dynamics being researched and how the research is exacting impacts.” (pg. 59)

2025-04-03 01:06:40 UTC

I really liked the idea of proposing a why now? And why here? Question while doing research. This reminded me of in grade school we would always incorporate who, what, when, where & why. I think these are really important questions to help engage with research and also get your brain thinking in ways that it possibly wouldn’t without those questions

erviramo — 2025-04-03 01:07:11 UTC

"We do not exist in isolation from social and material contexts, separated from each other. This is true in the sense of humans being connected as well as human and nonhuman entities being connected and coming into existence with each other." Pg.49

I found this quote to be very interestingly interpreted. Although this quote is hefty, I found it to be somewhat clear in explaining how things are connected to one another whether it is people or just objects. I think this is important to consider when conducting research considering that the relations and connections of people and/or objects can be usefull.

2025-04-03 01:07:30 UTC

i found this reading to be a little more dense than the one by maxwell. however, the first couple paged were interesting. a point i took away was the importance of understanding the marginalized communities.

kasahern — 2025-04-03 01:08:07 UTC

This reading was important as a researcher you need to be interested and involved in your research.

2025-04-03 01:08:08 UTC

Patel seemed to take a bold approach in this piece, and made a lot arguments critiquing settler-colonialism and Eurocentric values and influences. One quote that stood out to me was, “research is a project of product and culture, socio—politics and material conditions (Patel, 49). In a sense, I see her intention, and how she was breaking down the foundation of Eurocentric ideals and rebuilding a new lens in which marginalized groups are able to emerge in ways.

Star Andres

2025-04-03 01:08:13 UTC

I thought it was interesting how its argued that knowledge shouldn’t be extracted like a resources but rather grow from genuine relationships and communities. I’m wondering ow can researchers avoid replicating colonialism when working with marginalized groups? Can researchers methods work within fixed academic funding structures?

asnimoli — 2025-04-03 01:08:35 UTC

Maxwell (2012) highlighted the importance of qualitative research and how it is something more than just numbers. They further touched on the understanding of the goals for the research being conducted and being aware on how it can shape the conclusions. Also, putting ourselves in the shoes of those who are being researched on.

pagredan — 2025-04-03 01:10:26 UTC

Maxwell describes the difference between qualitative vs. quantitative research methods and the goals students set up for themselves and how it should be a reflective process. It something political

2025-04-03 01:11:07 UTC

I didn't read all of it in it's entirety, but some quotes and things mentioned that stood out to me were:

"a clear understanding of the goals motivating your work will help you avoid losing your way or spending time and effort doing things that don't advance these goals."
Research goals are often deeply rooted in individual desires and needs. "This separation cuts the researcher off from a major source of insight, questions, and practical guidance in conducting their research."

2025-04-03 01:11:13 UTC

“It is important that you recognize and take account of the personal goals that drive and influence your research. Attempting to exclude your personal goals and concerns from the design of your research is neither possible nor necessary. What is necessary is to be aware of these goals and how they may be shaping your research, and to think about how best to achieve these and to deal with possible negative consequences of their influence.“ (Pg.38)

2025-04-03 01:11:55 UTC

"In qualitative interview studies the demonstration of causation rests heavily on the description of a visualizable sequence of events, each event flowing into the next.... Quantitative studies support an assertion of causation by showing a correlation between an earlier event and a subsequent event." (Pg.42)

(Patel 2015, p. 51) “Seeing all knowledge as contextual and shaping context is neither to capitulate the shape of educational research to contextual realities, such as the prominence of certain definitions of science, nor to hold it overly powerful and agentic in its own right. It is tied to and ties, binds up with humans, human history, physical objects, the planet, and the intentional and unintentional practices of all of these entities”

hbixby — 2025-04-03 01:18:53 UTC

This chapter, while pretty dense, was full of amazing information about separating research from tried-and-true, dichotomized, objective notions, especially those of the academy. Institutionalized research can do more harm than good, especially in inherently political Western-centric research that clearly puts its findings in our common sociopolitical contexts. It’s a call on researchers to be in constant reflection and communication of not just evidence/findings, but how this data is collected and interpreted in research.

Mo Guzman

2025-04-03 01:27:22 UTC

I found this reading to be critical when talking about research. Patel introduces Indigenous epistemology and a perspective of research that is focused on decolonizing education. The comparison between western eurocentric research stood out to me as Patel described this science as attempting to keep social and material contexts separate in research. Rather, Indigenous ways of examination and analysis acknowledge humans and non humans as being connected. Because qualitative methods are still rooted in eurocentric epistemology, Patel highlights the importance of acknowledging the ongoing connections between people, time, place, and practices in order to deconstruct the capitalist connection to meritocracy and global colonialism.

kcasakaw — 2025-04-10 00:59:36 UTC

Something I appreciated about this reading was how it was structured.

I thought that it was filled with really good information and was still accessible to everyone which I think is important because not everyone can read a huge block of text and understand it all.

Creswell

argerber1 — 2025-04-10 01:00:44 UTC

I found this article helpful in the way that it provided clear steps and examples for conducting a research question and developing interviews. Definitely something I will reference in the future.

use of exploratory verbs when generating a research question/central interview question

2025-04-10 01:01:06 UTC

One key takeaway I had was in relation to vocabulary. Creswell highlighted that when creating a research question that you should use "exploratory verbs" that will tell the reader what is going to be discussed in the research. Here are some examples:

(Ethnography: seek to understand, Ground theory: discover or generate, Narrative research: report or reflect on stories)

2025-04-10 01:01:13 UTC

This reading was a little bit hard to follow as I've never read papers about actual research processes, but I appreciated the detail on building a conceptual framework. As a first gen student with little experience in any formal research setting, getting a definition for a conceptual framework was insightful and helpful as I plan to enter grad school. My favorite part was simplifying a conceptual framework to essentially "what, how, and why?" your research will be done.

asnimoli — 2025-04-10 01:02:21 UTC

conceptual framework = personal interests and explore what you want to study and why it matters to you and other broader audiences. Has two core elements which are reason and rigor. Reason = what, why, and whom. While Rigor = how does the question align with topic and how does methods address those questions.

kcasakaw — 2025-04-10 01:03:08 UTC

compared to the Creswell, this reading was a lot harder, BUT regardless, I learned a lot about conceptual framework and how it connects to a lot of things. Specifically, I thought it was cool how they connected conceptual framework and literature. I think it helped me think about the sort of literature that I want to explore for not just research purposes but also for fun. I think people often forget that reading for pleasure is an important hobby to have, and i think it'd be super cool if we could think of a conceptual framework while reading for fun (like reading books about CRT, race, gender etc)

kasahern — 2025-04-10 01:03:09 UTC

I like this part as it made me think about the importance of having real examples in our paper that aren't just based on other readings.

"As with most useful books related to methodology, we ground our discussion of conceptual frameworks in real examples from the literature rather than discussing them in the abstract."

2025-04-10 01:03:30 UTC

I liked how Maxwell explained that qualitative research isn’t just about following a strict set of rules, but about being flexible and thoughtful in the research process. It reminded me of how important it is to stay open to new ideas when doing research, especially when working with people and their real-life experiences.

pagredan — 2025-04-10 01:03:35 UTC

Explaining the frameworks of research design and defining the term conceptual framework," which I did not really know how to define until reading this. Maxwell also says qualitative research allows more room for critique.

erviramo — 2025-04-10 01:04:08 UTC

I found this article to be the most helpful considering it gives clear steps on how to handle qualitative research questions. I actually appreciate how short the text was as well. I usually get lost in all the information with longer readings, but I felt this one was straight to the point and had a lot of tips that I can further use for the project.

jekalope — 2025-04-10 01:04:09 UTC

One intriguing aspect of Patel's "Research as Relational" is the belief that research is never fully unbiased or objective. Instead, it is constantly associated with people, places, and power. Patel pushes researchers to question, "Why this?" Why me? Why now?" to go deeper into their function and purpose. What stood out was Patel's demonstration of how some research, particularly that conducted by white researchers on communities of color, can cause harm or be celebrated unfairly. The reading encourages us to think of research as something personal, ethical, and relevant to real-world situations.

mirwang — 2025-04-10 01:05:06 UTC

This made me rethink how I approach research. I’ve often started with a fixed framework, but the reading emphasizes that research design should be flexible and evolve as new insights emerge. This approach, where context and people shape the findings, feels more aligned with how I want to conduct future projects. I now realize that sticking too strictly to an initial plan can limit my understanding.

2025-04-10 01:05:09 UTC

I liked how the author described the different ways people understand conceptual frameworks, and then provided their own understanding of it. I also really liked the charts because visually, it super helpful in understanding the elements of a conceptual framework.

2025-04-10 01:05:24 UTC

This reading was quite dense, but I appreciated the way they went about the idea of conceptual frameworks, and how reasoning and rigor, which could be translated as logic and grit are incorporated into the process. Overall a great read, and it really opened my eyes to how detailed conceptual frameworks can get, and how to approach it with a certain mindset and methods to get through each step of the process.

hruvo — 2025-04-10 01:05:26 UTC

“He describes the conceptual framework as a combination of experiential knowledge and prior theory and research. In this sense, a conceptual framework is a theory, albeit at times a tentative or partial one. He contends that one might even use terms like theoretical framework or idea context rather than conceptual framework” (p.7). This quote is in reference to Maxwell.

2025-04-10 01:06:19 UTC

One thing I appreciate from the Reading is how quality research encourages broad open questions that let participants share the unique perspectives. I find it meaningful that starting questions with or allows deeper insight instead of limiting the responses.

2025-04-10 01:06:38 UTC

I felt like this reading was very clear and helpful, I like the examples they had on how to conduct research instead of just explaining it, im someone who benefits from clear examples so I appreciate that. I also like that it wasn't super long it makes it easier to complete the readings.

kcasakaw — 2025-04-10 01:07:08 UTC

This reading made me think about how this relates to malleability in research. I often have a habit of following a strict path when it comes to research (more like the scientific way of approaching research where things can't go wrong), but I think this reading made me realize that I can try different things or at least go in with an open mind and explore/wonder

2025-04-10 01:07:20 UTC

As someone who often struggles with focusing their ideas when deciding on a topic, I really enjoy this approach “Focus on a single phenomenon or concept. As a study develops over time, factors will emerge that may influence this single phenomenon, but begin a study with a single focus to explore in great detail” (134)

2025-04-10 01:07:22 UTC

Elements of a conceptual framework: personal interests, goals, identity, positionality, literature review, topic research, theoretical frameworks

2025-04-10 01:07:48 UTC

Ravitch (2017) describes a “conceptual framework as an argument about why the topic one wishes to study matters, and why the means proposed to study it are appropriate and rigorous” (pg.5). This stood out to me because a conceptual framework works through one’s questions, context, and goals about the research. This is a way that a researcher can effectively address the means of their interest topic and how it can connect to a qualitative data analysis.

2025-04-10 01:07:56 UTC

This reading was interesting because it was complex but also approachable. They focused on the idea of frameworks and also practical steps with interviews and important questions to ask. I really appreciated how it was an almost user friendly read, in a way.

2025-04-10 01:08:10 UTC

What I enjoyed about this reading is how it emphasizes the importance of preparation and reflection before entering the field. I think this is really important. It goes to show that research isn’t just about collecting data. It’s about understanding what has already been done and using the knowledge to guide my own question and reflection!

Star Andres

2025-04-10 01:08:35 UTC

^{I enjoy the quote, “In qualitative research...any component of the design may need to be reconsidered or modified during the study." This reminds me of my research journey as qualitative research is flexible and okay for change. You don’t just make a plan and stick to it no matter what. You have to be ready to adjust as you learn new things or face unexpected challenges.}

2025-04-10 01:09:06 UTC

I appreciate the in depth-ness of how to design a research question. Whenever I have minor research projects for classes, I really come up with questions on the fly without putting too much thought into what I am asking and what hidden sub questioning I am implying. This reading is a great place to reference for the thought process of a research question;.

2025-04-10 01:09:51 UTC

I really enjoyed the contextual factors influencing research design diagram although it seems pretty chaotic with the arrows. After spending some time looking over it. I feel like I really understand it, and it will be very helpful when I’m actually conducting research and going into my field of early childhood education.

kasahern — 2025-04-10 01:10:27 UTC

This reading started interesting as it talked about the ship but by the need I understood the importance of this example. I like this reading since we will be doing a lot of research and we need to build up our own ideas.

2025-04-10 01:11:13 UTC

"We define the conceptual framework as the overarching argument for work- both why it is worth doing and how it should be done." (pg.8)

jekalope — 2025-04-10 01:11:35 UTC

I found it interesting how Ravitch and Riggan mention how a conceptual framework is more than just a school requirement; it evolves and develops as you learn more via your research. What is unique about their perspective is how they use the framework as a personal and reflective tool. They encourage researchers to reflect on their own values and experiences, and how these influence their work. They also clearly explain the distinction between theory, technique, and framework, making the research process less complex. Instead of adopting random theories to appear intelligent, they advocate for a clear, integrated, and honest approach.

2025-04-10 01:13:11 UTC

I learned a conceptual framework connects personal interests, research questions, methods, theories. This shows how research is made up in multiple components as to why the topic matters, what will be studied, how it will be studied, and why methods work.

isarhern — 2025-04-10 01:16:02 UTC

It was interesting to read about the process of constructing a conceptual framework focusing on reason and rigor which is something to consider as you approach your research. Reason being what is interesting to you, why it matters, and to who it is relevant to. Rigor entailing how our research question correlates to our topic of interest and how our research methods answer the question.

2025-04-10 01:17:48 UTC

This has great research questions tips (key words/phrases) for example, some include one central question +5-7 subsections, how to make questions, avoid casual language, open-ended, flexible, etc. I can take this with me outside the classroom.

2025-04-10 01:18:31 UTC

Creswell (2018) explains a method of processing qualitative research questions. By asking one or two central research questions, a broader question can ask for an exploration of the general topic of interest and a deeper understanding in a study. Qualitative research focuses on a general issue but also works to narrow the study into a specific approach with intentional goals for the end research analysis. In addition, Creswell explains that one should expect the research questions to change and evolve during the study but that they should change in a manner that is consistent with the emerging research and qualitative data. I think it’s important to approach research questions with an open ended perspective that can be applied to a continuous research process with varied factors and concepts to consider.

types of interview questions

2025-04-17 01:14:21 UTC

types of interview questions we should consider for our project include:

descriptive questions, grand tour questions, specific grand tour questions, task related grand tour questions, mini tour questions, example questions, structural questions, and contrast questions.

kasahern — 2025-04-17 01:15:21 UTC

In chapter 1, I like the reading because it shows a good example between interviewer and respondent . “The chapters that follow trace the likely sequence of the investigator's concerns in a qualitative interview study: sampling, preparing for interviewing, conducting the interviews, analyzing the data, and, finally, writing the report.” In chapter 4, I enjoy reading each step of the process as the comments help me understand the interview in a deeper way of how the respondent might be feeling at the moment because they want to tell their story since many people don’t know how it feels like to be HIV positive.

hruvo — 2025-04-17 01:15:35 UTC

I found that this reading had some really useful advice and strategies for going about the interviewing process. Especially the exercise for conversational style interviewing.

kasahern — 2025-04-17 01:15:40 UTC

Writing everything you can remember is important for follow up questions and remember what you were thinking at that moment.

kcasakaw — 2025-04-17 01:17:02 UTC

I thought it was interesting that there were so many different was to ask questions. I think I personally struggle with asking questions because I feel like I'm asking too much or asking bad questions, leading to me asking basic questions that are more close ended rather than open ended. I thought this reading helped me understand what it means to have a constructive question that leads to better structured interviews and answers.

2025-04-17 01:17:41 UTC

"Interviewing gives us access to the observations of others" (Weiss, ch. 1). As this is the first quote of the reading, I was surprised to keep reading and see that this quote entirely encompasses the content of chapter 1. At the same time, I think this is the most fascinating part about interviewing: gaining access into how other people perceive the world around them. Otherwise, this is very difficult to do even in conversation. In an interview, you are explicitly asking someone what their observations, feelings, and understanding of certain things are. To me, this is the absolute best way to learn about anything in the social sciences or humanities, or arguably, all disciplines. Nothing will teach you more about humans than a good, in depth, qualitative interview.

2025-04-17 01:17:43 UTC

Weiss notes that when interviewing, it is important to ". . .establish an understanding with the respondents that it is their full story we want and not simply answers to standardized questions" (3). This helps create a comfortable environment in which interviewees are more likely to respond honestly and thoughtfully.

pagredan — 2025-04-17 01:18:19 UTC

In chapter one, Weiss explains the importance of asking a respondent a question and why the order matters and how you say it. Aiming your questions for the respondent to interpret the answers how you want them to be communicated. In chapter 4 we see the interviewing guidelines and why the validity matters, what is missing from the research, and why it matters to the researcher. That will also help frame your research question.

2025-04-17 01:18:20 UTC

One take away I had was how the author talks about the role of the interviewer. Specifically, the author implies that the interviewer should refrain from using conversation type questions and should try and be as neutral as possible.

crbruton — 2025-04-17 01:18:28 UTC

"What I advise my students is to forget the labels surrounding interviews and discover what feels natural for them while conducting interviews." This quote really helps me out because I get super nervous interviewing people regardless of if it is in-person or on zoom. I feel like I have a similar idea to this, and it has helped me relax a little bit before my interviews.

2025-04-17 01:18:35 UTC

I appreciated the advice Weiss gave in Chapter 4 about establishing an "interviewing relationship," which is something that is generally a given and implicit when beginning an interview. However, sometimes it is beneficial to directly explain and communicate with your interviewee what this relationships should look like. I made connections to the advice given about the kinds of questions we should be asking to types of questions I learned in my sociology research course earlier this year. Some of these included leading and loaded questions, which generally intervene in the respondents answer (sometimes pushing them to answer a certain way, or answer multiple questions at once).

kasahern — 2025-04-17 01:18:37 UTC

I think this part. “All three qualitative approaches to interviewing share the commitment to ask genuinely open-ended questions that offer the persons being interviewed the opportunity to respond in their own words and to express their own personal perspectives”

asnimoli — 2025-04-17 01:18:42 UTC

Be mindful that during the interview even nonverbal communication can be impactful to the interviewee. Showing attention and interest is important because it will let the person who is being interviewed know that their thoughts and experiences are valued. At the same time, it can allow them to get more comfortable and express their experiences in a less challenging way.

kcasakaw — 2025-04-17 01:19:02 UTC

This reading helped me understand the importance of understanding different perspectives, especially through conversation. I also found it helpful that the chapter after (ch4) talked about analyzing and comprehending the conversations we have with people so that we can use them to better our understanding

2025-04-17 01:19:26 UTC

Patton notes a useful strategy for combining different types of interviewing formats, ". . .using a standardized interview format in the early part of an interview and then leaving the interviewer free to pursue andy subjects of interest during the latter parts of the interview" (347).

lugapere — 2025-04-17 01:19:27 UTC

"Nevertheless, the focus of the research effort necessarily shifts as the study progresses from its early stages, when recruitment of respondents is likely to be a major issue, to its concuding stages, during which the investigator is primarily concerned with how best to interpret and report the data" pg. 14

2025-04-17 01:19:28 UTC

When reading this chapter, I really appreciated the types of interview questions that were suggested and the advice on how to ensure a successful interview that actually helps us answer our research questions in valid ways.

2025-04-17 01:20:05 UTC

I appreciated chapter 1 because it brought a distinction between the interviewer and the participant. One quote that stood out to me was: “interviewing gives us access to the observations of others”. Which when we have conversations with people and use our questions as a means of a tool, that is where we can find true experiences and such. I appreciated how it talked about the importance of neutrality as well and how the interviewer should be forming questions in a way that allows the participant to answer without feeling pushed to one side or the other.

argerber1 — 2025-04-17 01:20:18 UTC

I found the Think-Aloud protocol of interviewing was really interesting. Some examples were painting or solving a problem while the interviewer asks questions. I feel like I spend a lot of time observing people especially in conversation that sometimes I zone out and don't process what someone says, so I feel like this is a way that one can observe someones mood and mental process without having to guess how they are doing internally when asking a question

isarhern — 2025-04-17 01:20:25 UTC

I thought providing support and recognition response was interesting because I feel like that's something easily missed as you might be so focused trying to ask questions and note everything your interviewee is saying. As well as the techniques for having control over the conversation by providing feedback to an interviewee feels like something small but says so much (head nodding, silence, etc). This is really good to know because I didn't realize the impacts these subtle comments and techniques have.

2025-04-17 01:20:26 UTC

On the contrary to the point about being a neutral interviewer that Weiss made, Bhattacharya discusses the many forms that interview questions can take and validates conversation as a tool for those who wish to interview more casually.

kcasakaw — 2025-04-17 01:21:00 UTC

I liked the idea of giving each person their own space and time to respond. I find that I tend to get really off track quickly or start bombarding my interviewee with questions but this paper helped me understand that I should give people time and support to construct their answer rather than continuously asking them different questions.

isarhern — 2025-04-17 01:21:31 UTC

I thought this article was very informative as it discussed the ways you can conduct an interview along with tips and strategies which I thought was really helpful especially for someone who has never conducted an interview. I understand how I should write my interview questions and how important it is to practice this out with someone to understand if a question is vague or close ended.

2025-04-17 01:21:59 UTC

I have never been given a complete breakdown of how an interview should be conducted or the different ways to navigate an interview. As many projects as I have ever had requiring an interview, this is the first where I am given step by step instructions (crazy it took until my senior year of college). I think the "types of interview questions" is going to greatly guide this project and deciding what to ask our teachers.

2025-04-17 01:22:02 UTC

"We can learn how events affected their thoughts and feelings. We can learn the meanings to them of their relationships, their families, their work, and their selves. We can learn about all the experiences, from joy through grief, that together constitute the human condition (Weiss 1). Found how interesting it is that the amount you can learn through having a interview with a person is endless because you always continue learning.

pagredan — 2025-04-17 01:22:06 UTC

"Natural conversations usually involve an equal exchange between the researcher
and the participant. To an outsider, it would appear two people are having a con-
versation with a natural flow of talk between the two of them. In this type of
conversation, the interviewee gets to ask the researcher questions that she deems
relevant or necessary. Information exchange is bidirectional.
What I advise my students is to forget the labels surrounding interviews and dis-
cover what feels natural for them while conducting interviews. If what feels natural
is a combination of the four types listed above, then so be it. What is critical is that
you, as an interviewer, have to feel comfortable in your role so that you are relaxedand authentic, and invite your participants to relax and be as authentic and comfor-able as possible. Also, I advise students to keep a notepad handy, not only to make"

This shows how one can gather and learn from conversation and how we can make our questions feel more natural for the interviewee.

jekalope — 2025-04-17 01:22:41 UTC

I thought it was interesting how the reading mentioned that "if what people have to say about their world is generally boring to you, then you will never be a great interviewer." This stood out to me because good qualitative research isn't just about the way you form your questions, it's about really caring about people's lives and their experiences. You should be able to make a genuine connection and have meaningful conversations.

2025-04-17 01:23:20 UTC

From Chapter 1, I really enjoyed that Weiss' showcasing his distinction between knowing about a person’s actions versus knowing how they felt during those actions. It reminded me that what really makes life meaningful isn’t just what happens to us, but how we feel and make sense of it. Our emotions, perspective, and the bigger picture are just as important as facts in a story. From Chapter 4, I took away how much good intention goes into good interviewing. For example, he mentions interview questions being clear, open-ended, and sensitive to who your interviewing. This gives me guidelines.

hbixby — 2025-04-17 01:23:42 UTC

Interviews are a cornerstone of qualitative research. I found it the most fascinating how contingent interviews are on the many different perspectives and positionalities that both the interviewer and interviewee share and contrast from each other, and how the interviewer interprets these notions both during the interview and afterwards during the initial study. There’s a lot to be uncovered and reasoned, but Bhattacharya emphasizes the importance of keeping the conversations natural and flowing: “What I advise my students is to forget the labels surrounding interviews and discover what feels natural for them while conducting interviews… “What is critical is that you, as an interviewer, have to feel comfortable in your role so that you are relaxed and authentic, and invite your participants to relax and be as authentic and comfortable as possible” (127). Interviews are meant to be open-ended, natural, and read more like a conversation more than anything, which is how interviewers can get the most out of the interviewees and their own questions.

pagredan — 2025-04-17 01:25:52 UTC

This reading gives us guidelines for making research practice. This gave the guidelines for an interview and explained it should be viewed as a strict checklist. But that question should be structured in a more open-ended way.

2025-04-17 01:26:22 UTC

I thought this was extremely helpful. This is a guideline and tips to interviewing questions. I learned that there are several types of interview questions and for this class interviewing teachers, I want to try to aim to ask descriptive questions and Grand tour questions.

2025-04-17 01:29:18 UTC

“The credibility of qualitative data depends to a great extent on the skill, competence, and rigor of the person doing the fieldwork.”

“It is important to remain open to the unexpected and to avoid imposing pre-existing frameworks.”

lugapere — 2025-04-21 21:50:25 UTC

"I gradually became deeply interested in the lives of teachers. Along the way, I came increasingly to think of myself
as a story-teller and found some comfort in signs that interest in narratives and
narrative research in education was growing even as interest in education history,
a first love, was declining." (pg. 11) I found it interesting how this author chose to share the evolution of how he became increasingly more interested in his research topic. This reflection is helpful in understanding more of the process behind choosing a research topic.

2025-04-21 21:59:56 UTC

I found the way Bullough described analysis incredibly useful, explaining that the whole point of analysis is that it is ". . .situated action, where culture and history—issues—encounter biography and life—troubles—and meaning is made. The resulting vision is ecological, of interaction of culturally embedded, historical and living ways of life" (16).

2025-04-21 22:42:44 UTC

What really resonated with me in this writing is how he encourages teachers to see themselves as thinkers and change makers and not just follow rules. Teachers are told to just stick to the curriculum and meet standards, but Bullough reminds teachers of the power they hold and influence they have on students lives, by showing that teachers have a voice and a role in shaping the system. This makes me think about the kind of teacher I want to be. I want to be an advocate and truly care for my student not just inside the classroom but in education overall.

2025-04-21 22:51:56 UTC

“Feminists focus on women’s lived experiences as a starting point, with some feminist scholars arguing that women’s subordinate position in fact uniquely positions them to provide a ‘less partial and distorted’ perspective compared to research that starts from the perspective of men”

(Lokot, p.2). This quote stood out to me because as someone who wants to become a teacher, especially one who cares about social justice, it’s a powerful reminder of how important it is to center your students’ voices and life experiences. Especially those who’ve been marginalized or ignored. This quote shows how those who are often overlooked can actually offer the clearest understanding of injustice. This makes me ask; whose knowledge really counts in the classroom? It pushes me to make space for students to be seen as advocates in their own lives, more so those who’ve been discriminated because of their race, gender, or other identities. Teaching is also about uplifting students and helping them see that their experiences and voices matter. Their knowledge can spark real change.

2025-04-21 23:40:05 UTC

This reading made me really think deeply about why teachers are so underappreciated in every aspect of life, from dismissive parents to a lack of qualitative research on their work. I kept going back to and thinking about how teaching has always been associated with women- and how due to this historical assumption, teaching as become a "feminine" job, regardless of the teachers gender identity . Could the dismissal of teachers lives, and the way their lives intersect with their work, be rooted in the patriarchal conception that women do not have anything valuable to offer? That examining teachers lives from a research point of view will not add anything to the field, because it is a feminized job position?- Emily(Emie) Cochrane

kcasakaw — 2025-04-22 01:25:29 UTC

I thought about the impacts that teachers have on their students. I feel like as this reading mentioned, a lot of people under-appreciate their teachers and label teaching as a job more for women. I think it's also interesting to think about the importance of myth busting while doing research

-Karen Asakawa

kcasakaw — 2025-04-22 01:26:59 UTC

This reading made me think about learning and teaching for change. I feel like often times student voices are brushed away and ignored, but as this reading states, student voices and thoughts are sometimes the most important things that a school can curate. It was inspiring for me to read this and realize that teaching is so much more than the passing on of information.

-Karen Asakawa

2025-04-22 01:43:56 UTC

When discussing different methods for research and their downfalls, Lokot points out the essential idea that "Time and resource constraints may also result in the voices of experts being privileged over the more difficult, time-consuming and costly work of conducting research in communities using other research methods" (4).

2025-04-22 03:25:24 UTC

“Further, feminists recognize that 'authorized knowledge'— knowledge which is perceived as legitimate and which represents the official story—is often men’s knowledge, while women’s knowledge is cast as 'experiential' knowledge and is positioned as holding less value (Letherby, 2003, p. 22). This conceptualization of knowledge becomes important in this paper, because of how these assumptions—themselves a manifestation of gender inequality and the subordination of women in society—persist and translate across different research methods.” (Lokot 2)

This quote stood out to me because I’ve also felt the weight of having my experiences dismissed as “too emotional” while men’s perspectives are treated as the objective truth. Lokot’s words made me reflect on how deeply ingrained these hierarchies of knowledge are, not just in research, but in everyday conversations, classrooms, and institutions. It’s a reminder that the voices of women, especially when rooted in lived experience, are not only valid but necessary in challenging the structures that continue to marginalize us.

kasahern — 2025-04-22 04:26:56 UTC

“The importance of recognizing the knowledge of “ordinary” community members is not new, or solely feminist…Through this movement, the voices and perspectives of the “ordinary” were recognized as vital to solving complex issues.”

kasahern — 2025-04-22 04:27:39 UTC

I like this reading because it shows how the author didn't want to be a teacher but did and started to tell the stories about teachers and their struggles in life.

asnimoli — 2025-04-22 04:36:28 UTC

After going over Bullough (2008), it was interesting to see how they highlighted two main approaches when studying and better comprehending teachers' lives which is narrative and paradigmatic. On one hand, narrative shows of a biographical approach that focuses on storytelling and individual experiences. At the same time, paradigmatic uses sociological and psychological methods in order to find patterns that aim towards generalization.

asnimoli — 2025-04-22 04:57:57 UTC

After going through Lokot (2021), they emphasize the importance on recognize how marginalized communities may be silenced when trying to express their experiences. This can be due to the already instilled power dynamics in research such as how key informants are seen as having status and influence. Often their knowledge is viewed as more valuable when compared to other individuals who are not perceived in higher positions.

isarhern — 2025-04-22 06:11:02 UTC

Bullough highlighted the struggles that teachers encounter with all the pressure and standards that are placed on them even with all the social inequities that impact the classroom and their students. It truly shows that teachers are not given enough support or credit

mrlyou — 2025-04-22 14:48:54 UTC

I appreciated this article because it recognized the importance of teacher's work, and the importance of conducting research on teacher's lived experiences. Research about education and teaching often centers around students and student success, and rarely discusses or dives into the teacher's experiences. This is very relevant for our own research on teacher's lived experiences!

mrlyou — 2025-04-22 14:52:14 UTC

This article introduced a new perspective on key informants for me. I learned about key informants during my sociology research methods course and it was sort of glazed over. I didn't know the history of key informants, and never stopped to think about who is often considered a key informant, and why they are considered people to be more knowledgeable. I liked the feminist approaches to research, which recognize that researcher's positionality shapes their research and sees the knowledge of oppressed groups as valueable.

argerber1 — 2025-04-22 19:01:00 UTC

I felt like this encapsulated the article and brought to attention the importance of doing research through a constructive lens that tries to pull multiple perspectives and experiences. "A feminist lens to research suggests that recognizing the “ordinary” shifts the way knowledge is positioned, such that even ordinary accounts and experiences have value. In the words of participatory development scholar, Chambers: “it is those who live in poverty, those who are vulnerable, those who are marginalized, who are the best judges and the prime 6 International Journal of Qualitative Methods authorities on their lives” (Chambers, 2009, p. 246)."

2025-04-23 04:27:43 UTC

Qualitative research methods are analyzed through a feminist lens to highlight key informant interviews and the power and privilege that differentiates between these informants and the research questions. This article draws attention to the intersections of gender and research that can come to form biased understandings of knowledge in contrast with feminist perspectives on knowledge production. While key informants are perceived as providing important knowledge, the questions in qualitative research can result in problematic assumptions about the validity of the knowledge in terms of who it is coming from. Lokot (2021) explains that taking a feminist approach to understanding the dynamics between gender and power that exist when conducting qualitative research with key informants (pg.2). This article informs us on effective and critical ways to design research. One must ultimately consider how power/hierarchies and intersections of identity like race, class, gender, ect., come into play when developing research and crafting questions that will be used to collect data from key informants.

2025-04-23 04:38:00 UTC

In regards to research, Bullough (2018) explains how teachers’ lives matter little to researchers or to policy makers even though they matter to students and their parents (pg.9). The anecdotal experiences of being a teacher reflect powerful connections to community and to students while differentiating research preoccupations and teachers’ lives. The biographical information reveals narratives in education history and writings that research the value and individual experience of educators. This reading further informed the research design we are conducting for our group project because we must consider how to approach and interview a teacher who also has a narrative to share.

hruvo — 2025-04-29 00:05:33 UTC

"Investing in one-on-one opportunities for women—not just women who are leaders, but 'ordinary' women—to be inter- viewed thus allows normally hidden voices to be heard. This may shed light on power dynamics in a different way, enabling an understanding not just of women’s voices but how women’s lives are influenced (positively or negatively) by those in posi- tions of power, including the power-holders normally consid- ered as key informants." (p.6)

2025-05-01 01:14:55 UTC

"Later I came to understand that to teach inevitably means standing for something
for a vision of the good life and good society. A life is an argument" (p. 8)

kasahern — 2025-05-01 01:42:37 UTC

“Structured approaches can help ensure the comparability of data across individuals, times, settings, and researchers, and are particularly useful in answering questions that deal with differences between people or settings.”

kcasakaw — 2025-05-01 01:43:42 UTC

Something I thought about was how people don't really think about teachers' lives outside of the schooling context. (I'm also guilty of this because I always thought my teachers literally lived in the classroom). I think it's important to realize that teachers are really doing so much more than what they do in the classroom in the 6 hour span that the students are present

hruvo — 2025-05-01 01:43:59 UTC

One thing I found really helpful from this reading were the four main components that make up a qualitative study.

kcasakaw — 2025-05-01 01:44:48 UTC

I thought about our interview protocol while reading this and how important/helpful it is to have some type of guide when interviewing so that you/the interviewee aren't going into it blind

2025-05-01 01:45:05 UTC

I see qualitative methods-what you will actually do in conducting a qualitative study-as having four main components:

The research relationships that you establish with those you study
Selection: what settings or individuals you decide to observe or interview, and what other sources of information you decide to use
Data collection: how you gather the information you will use
Data analysis: what you do with this information to make sense of it

This part really stuck out to me as I prepare collecting data in an interview for my research project.

2025-05-01 01:45:28 UTC

This weeks Maxwell chapter was helpful as it reiterated some themes of research design we have been talking about as well as provide new insight. One thing I took away was the difference between and equal validity of structured and semi/unstructured designs. I liked the analogy of "tunnel vision" Maxwell used when referring to how using a rigid plan might have the researcher miss something entirely from collected data.

kasahern — 2025-05-01 01:45:41 UTC

Teachers are undervalued as they are expected to do many things for the students but their paycheck keeps getting shorter. Which leads to many frustrations of not being treated well and they have to continue to be professionals.

sguerre7 — 2025-05-01 01:46:08 UTC

something that i found benefical from this reading was how maxwell broke down the importance of the protocol that should be used.

2025-05-01 01:46:13 UTC

Maxwell has done a great job breaking down what it means to do research and especially have an approachable way to describe qualitative research-and important aspects of it along with describing each. That has definitely been helpful and useful as we move along in this process.

mrlyou — 2025-05-01 01:46:47 UTC

I appreciated this insight into qualitative research because in the past, I've mostly learned about quantitative research, or when I have learned about qualitative research, I was depleted of the understanding of how flexible it can be, and how much of it becomes reliant on the way you want to conduct your research and what you want out of your research. For example, using purposive sampling vs. other types of sampling so that it the information you're receiving from interviewees is relevant and useful to your research.

2025-05-01 01:46:52 UTC

"Well you see I spend a lot of money (your own money) oh yes – I spend a lot
of money. They give us basic supplies and they will say if you need something
put it down but it can take months and months and meanwhile my curriculum
is come and gone and so I might be able to use it next year (laughs). "

(pg.13)

2025-05-01 01:47:57 UTC

“As early education and care workers obtain more education and training have

they experienced an increase in their wages and benefits?” As someone who is studying ece and currently working in a TK/K classroom I have noticed this is an ongoing issue. TK teachers are required to take extra courses in order to be a TK teacher but are not getting paid more. They are also getting the same amount of benefits. There needs to be a change/compromise for this such as a pay raise, tuition reimbursement… etc

pagredan — 2025-05-01 01:48:04 UTC

Maxwell describes how interviewing is important and takes into account where you interview your interviewee. Explaining how to ask and phrase questions. This chapter explains how to build a research relationship.

asnimoli — 2025-05-01 01:48:09 UTC

Something I found interesting in Maxwell chapter 5, was how he emphasized the importance of recognizing our positionality as a researcher. By this I mean, that as a researcher we need to be open to forming some sort of relationship with the person we are interviewing considering the fact that we are interested in gaining new insight/knowledge about them and their life experiences. Maxwell points out that we are in a way intruding into these complex life practices.

argerber1 — 2025-05-01 01:48:36 UTC

This work reminded me of my mom, who became a teacher 5 years ago after she went back to school. She works as a teacher, where she used to also work as the main secretary and she gets paid less but works more, she also gets less benefits but she enjoys what she does now. I found this was very relevant and personal to her but myself as well as I can see how it is to be a teacher. This quote "Now we have to pay health insurance and our hours have gone down as I used to be on 40 hours a week and now I am on 35. I used to do the maintenance and here I do not do that so my pay went down. I make less than $8.50 per hour" (pp. 14)" really brought to my attention how bad it has always been and how bad it still is to do something you love and that is so impactful while also trying to survive.

2025-05-01 01:48:53 UTC

"Teachers recognized the need for further education and training but they also believed ‘higher education warrants higher levels of compensation.’" This quote struck a chord because it reminds me a painful reality educators are often told to “upskill” as a solution to systemic issues, yet the return on their educational investment is limited. It shows the injustice of asking more from teachers while offering them little in return. There should be equal access to education but in the respect and resources that should follow.

2025-05-01 01:49:00 UTC

This reading discussed the complexities of teachers lives and professions while diving deep into what "professionalism" looks like and the unintended and intended consequences this process. Something I took away was a newfound appreciation for this profession as well as understanding the paradox between necessitating specialized trainings and the lack of resources to push this agenda.

2025-05-01 01:49:01 UTC

This reading brought up a critical thinking point in the lives and perspectives of teachers in early childhood education. While there is much research on the improvement and reform of early childhood education for students themselves there is little talk about how these qualities of education can improve for the teachers that are doing all the work. Boyd (2013) talks about the positive relationship between teacher qualifications with quality programs, however there must still be a focus on teacher compensation.

2025-05-01 01:49:08 UTC

"This study also found that an increase in professional
qualifications and skills without a corresponding increase in professional status, benefits and
wages led many early educators to consider leaving the early education workforce." (pg 16)

mrlyou — 2025-05-01 01:49:52 UTC

I connected/related this article to the concept of domestic housework, and childcare, and how there is an ongoing discourse over domestic housework being professionalized or "kept in the home." I've found that a lot of arguments surrounding these discourses disregard the work and lives of the caretakers or teachers.

sguerre7 — 2025-05-01 01:49:56 UTC

i found the way boyd broke down their paper really interesting. also the way they wrote about what teachers deal with, since sometimes it is truly ignored that they do more than just teach.

2025-05-01 01:50:32 UTC

I really enjoy reading each chapter as it gives a guideline and how to approach a research question. I enjoyed when he mentioned building a relationship and warm up a conversation before diving into an interview!

hbixby — 2025-05-01 01:51:11 UTC

I feel like there’s a false dichotomy in assessing an individual’s success based on their education compared to using a teacher‘s positionalities, in the classroom or within any kind of observable living environments, in order to make assumptions about their own abilities as educators but also scales for pay and benefits.

isarhern — 2025-05-01 01:52:17 UTC

I thought this article was very insightful when going about your methods of your interviews and how your methods should provide you with the data you need to answer your questions

Research as a Dialectical Practice

avcbrenn — 2025-05-05 19:15:33 UTC

Patel said in their introduction that "regarding research as fundamentally a relational endeavor of

seeking and communicating knowledge opens up materially transformative

inquiries into the coordinates used." (p.48)

which ties into Patel's description of research as narrative and contextual rather than unbiased and universal. Barad's physics example on the phenomonen of light under observation was a brilliant example of how even (or maybe especially) subjects like natural sciences are relational and the impermanent non-universal characteristic of this context is what connects research NOT something linear and impartial. (p.52)

Mapping Research

avcbrenn — 2025-05-06 01:40:53 UTC

I really appreciated Maxwell's visualization of research really emphasizes the benefits of a more recursive and holistic approach to designing and practicing research (research as a verb rather than a noun). I've taken screenshots of them to help me consider my own research potential and the relationships in query, framework, practice, and reflection.

Reflective Interviewing

avcbrenn — 2025-05-06 05:16:48 UTC

"Information exchange is bidirectional" p.127

Reconsidering research interviews to evolve into a more in-depth relationship between interviewer, interviewee, and the research question/goals/framework/etc

This was a nice practice in reflecting and practicing interview questions for my research.

2025-05-08 00:54:21 UTC

"Axial Coding is appropriate for studies employing grounded theory methodol-
ogy, and studies with a wide variety of data forms (e.g., interview transcripts, field
notes, journals, documents, diaries, correspondence, artifacts, video)" (218)

kasahern — 2025-05-08 00:55:30 UTC

I think I like open coding because I enjoy writing about my perspective or opinion on how an interview went, just to remind myself on how I was feeling and thinking at that moment.

lugapere — 2025-05-08 00:56:12 UTC

" When you search for patterns in coded data to categorize them, understand that sometimes you may group things together not just because they are exactly alike or very much alike, but because they might also
have something in common – even if, paradoxically, that commonality consists of differences."

2025-05-08 00:56:18 UTC

In Ms. Yung’s classroom, everyday conversations often turn into “teachable moments,” like vocabulary lessons or quick assessments of what students know. By looking closely at how she asks questions and how the conversations flow, we can see how teaching and communication are connected. Her interactions show that learning happens naturally through simple, thoughtful talk with her students.

kcasakaw — 2025-05-08 00:57:31 UTC

I think I really enjoyed the idea of using mundane topics and creating something that can be taught (not that everything has to be taught), but I think it helps create little lessons using things that students are interested/passionate in.

mrlyou — 2025-05-08 00:58:12 UTC

I liked learning about the different cycles of coding, and how long the process can get as you continue to organize and categorize your findings. I felt like I got a good idea of each of the different types of coding, and what may be well applied to my research project. I also just really enjoy when there are visuals that go along with texts, and liked the Codes to Theory Model

2025-05-08 00:58:15 UTC

Saldanas work helped break down coding and practices of coding different types or materials. Throughout chapter one, she introduces us, the reader, on what exactly a code is and how to analyze data through grouping and pattern finding.

pagredan — 2025-05-08 00:58:35 UTC

Dyson explains how data collecting could be like behavior analyzing and how you use language as a tool to get the responses you want from your participant .

kcasakaw — 2025-05-08 00:58:37 UTC

I learned a lot about coding and it was really helpful when I was looking through my transcript because it helped me be able to focus on the main points that I wanted to bring up. What I did was definitely nothing super great or final, but I think this paper helped me get started.

2025-05-08 00:59:13 UTC

Pattern Coding helps organize data by grouping similar pieces together and giving them a bigger meaning. Focused, Axial, and Theoretical Coding take this further by finding connections between themes and building a deeper understanding of the study’s main ideas. Other methods like Elaborative and Longitudinal Coding build on past research or track how things change over time, helping researchers see patterns and shifts more clearly.

2025-05-08 00:59:16 UTC

This reading really made me think about the interview I had with my teacher and how I should've asked her more. She said things I didn't agree with, but as the reading discusses, we are all deeply complex humans, and our preconceived notions are going to impact how we analyze data. I see that happening with how much I disagreed with what she was saying. I need to keep this in mind when coding/analyzing. The narrative will not be neat, as the text states, and this can be acknowledged. - emie

2025-05-08 01:00:05 UTC

I really love the idea of the teachable moment as described in Ms. Yung's classroom. This concept is something I use a lot with both my own students and other kids I interact with and have always found it effective.

pagredan — 2025-05-08 01:00:43 UTC

" A few research methodologists perceive a code as mere shorthand or an abbreviation for the more important category yet to
be discovered.Unfortunately,some use the terms code and category interchange-
ably and even in combination when they are, in fact, two separate components
of data analysis. "

2025-05-08 01:00:44 UTC

The part that I found the most interesting is the fact that human experience is messy, and that it’s unrealistic to remove all humanness and the messiness of the human experience out of something, and even if it’s possible then it ruins the value and context of the human experience.

“By the time that we as researchers are ready to focus on data analysis, messy human experience has become notebooks (and disc files) of typed field notes…our effort to examine some phenomenon in some holistic social unit-has somehow lost its coherence “ (p.79)

kasahern — 2025-05-08 01:00:46 UTC

“The majority of qualitative researchers will code their data both during and after collection as an analytic tactic, for coding is analysis (Miles & Huberman, 1994, p. 56).”

asnimoli — 2025-05-08 01:01:12 UTC

This quote “Codes can sometimes summarize or condense data, not simply reduce it” reminds of how codes and themes when analyzing data can get mixed up. Recognizing that codes do not come before data collection and analysis is important to catch these biases that we may have as a researcher. This to me is a form of practicing reflexive questioning and thoughts.

hruvo — 2025-05-08 01:01:17 UTC

"As you code and recode, expect – or rather, strive for – your codes and cat- egories to become more refined. Some of your First Cycle codes may be later subsumed by other codes, relabeled, or dropped all together. As you progress toward Second Cycle coding, there may be some rearrangement and reclassi- fication of coded data into different and even new categories." (p.10)

2025-05-08 01:01:29 UTC

Dyson and Genishi show how qualitative, case-based research can capture the truth in descriptive ways. As a future educator, I imagine the complexities of real classrooms. This approach goes beyond test scores, focusing on the richness of children's communication, play, etc..

2025-05-08 01:03:08 UTC

I learned about coding which is something I always thought was extremely complex. I appreciate that this spiked my interest in another world and I was surprisingly interested in viewing gathering qualitative research through the lens of coding.

hbixby — 2025-05-08 01:05:27 UTC

“This search for multiple meanings raises more questions and leaves threads dangling. We make room for the expected, presumably incorporated in our research questions, and the unexpected, what we glean because we remain open to multiple interpretations of the events we’ve documented” (Dyson & Genishi, 2005, p. 99-100)

asnimoli — 2025-05-08 01:07:04 UTC

Being able to practice reflexivity is important to consider where one stands prior and during the research process. This will help us understand our own subjectivities and how it may impact our personal and collective experiences to those we are conducting the research on.

isarhern — 2025-05-08 01:07:51 UTC

This article was helpful to understanding how coding works by categorizing data to find all the patterns that align with one another. We're categorizing what "looks alike" and "feels alike" (p.9)

jekalope — 2025-05-12 01:55:46 UTC

The way that Chapter 5 transforms coding into an artistic, meaning-making activity is interesting. Complex techniques like Pattern, Axial, and Theoretical Coding are made easier to understand by Saldaña's analogies and emphasis on adaptability. The complexity that can be achieved in Second Cycle code are highlighted by the emphasis on memo writing as analysis and ideas like "Accepting through Excepting." Applying these techniques to my research will help me go from raw data to insightful understandings. I can use Pattern Coding to find developing themes, write analytical memos to consider those patterns, and use Axial Coding to investigate correlations across categories.

For you to consider:

mncard1 — 2025-05-14 18:33:36 UTC

What are the methodological steps Boyd describes in her article?

Is the design of the study logical? Why or why not?

What stands out to you about the findings?

Are they persuasive?

Are they valid? How do you know?

What are the limitations of this study?

For you to consider:

mncard1 — 2025-05-14 18:34:50 UTC

What does Erickson mean by "top-down" or "bottom-up" analysis of data?

What point does he make about reading literature during analysis?

kasahern — 2025-05-15 01:03:33 UTC

I really enjoy reading this because it standout to me. It shows that we don’t appreciate the work that teachers do. I want to be a teacher but sometimes I feel that I judge or overlook the work that some teachers do but in reality they are just doing their best. This reading makes me think about how teachers need to be given more money and support from the schools/parents.

2025-05-15 01:05:29 UTC

I had to deeply consider what Erickson was saying about objectivity vs subjectivity when analysing data, because I realized I was tending to sway in one direction or the other (yet mostly subjective) when I started coding transcripts. Because I previously knew who I interviewed, I was letting my very subjective views on her responses get in the way of me trying to truly understand the points she was trying to get across. This is also where "searching" for the data comes in, as Erickson described. I was initially giving this interview a surface level analysis and conclusion because I let personal feelings get in the way of actually sifting through her words for the valuable data that would explain what she meant through analysis.

2025-05-15 01:05:41 UTC

I thought this section brought up an interesting point about how we analyze interactions—specifically, whether it makes more sense to work from the whole situation down to the details (top-down) or from the details up to the big picture (bottom-up). The author leans toward the top-down approach, arguing that it’s more in line with how people actually experience things, like kids participating in a read-aloud. Instead of kids just doing a bunch of separate “moves,” they’re doing the session as a whole, and their actions support that overall activity. The author also talks about how Sipe’s idea of the “carnivalesque” was a great insight, but wishes he and Ghiso had taken it further by breaking down what actually makes up that category. It’s a reminder that analysis is never really finished—there’s always more you could dig into.

kcasakaw — 2025-05-15 01:06:10 UTC

I really enjoyed how this reading highlights the work that teachers do. I think it's easy for students and parents to forget what kind of work is put into teaching and preparing for classes. This reading also makes me think about pay for teachers and how much less money teachers make even though they are arguably doing the same (if not more) work as other jobs/careers

kasahern — 2025-05-15 01:06:49 UTC

Erickson mean by “top-down” analysis is about the bigger picture as how people interact.
Erickson points out that reading literature during analysis can shape how one sees things and notice new perspectives

2025-05-15 01:07:28 UTC

In Erickson's text, the "bottom-up" analysis means starting with the details in the data and building up to broader patterns or theories, while the "top-down" analysis means starting with big ideas or theories and breaking them down to see how the data fits or challenges them. Personally, I think I find that moving back and forth between these two approaches helps me develop a deeper and more accurate understanding of data but I do tend to lean more towards the "bottom-up" analysis of things.

kcasakaw — 2025-05-15 01:07:28 UTC

I think the two ways of working with data and interactions was really interesting. Although the author really pushed for the top down idea of analysis, I think I stick with the details first approach (but probably because I am really low on time). I wonder if changing the way in which I look at data would change the ways in which I think about my findings...

pagredan — 2025-05-15 01:08:13 UTC

Bottom-up analysis means starting small. You look at little details first .like what each person says in a conversation, and then you group those details to find bigger ideas or patterns.This method was used by labeling each bit of conversation, then organizing those labels into bigger categories. Top-down analysis is the opposite. You start by looking at the bige—like the overall themes or differences in the data—and then break it down into smaller parts.

sguerre7 — 2025-05-15 01:09:17 UTC

I think that by "top-bottom," Erickson meant to start big and work your way down. When talking about bottom-up, it's the opposite; you will look at the smaller issue and then look at the bigger issue.

2025-05-15 01:09:24 UTC

From bottom up, he was saying that you assign conceptual keys to conversational turns, which is interesting. Just thinking, I wonder which one is inherently better? Or I suppose both are useful in their own ways depending on how you frame it and use it. The top down analysis seemed to be his take more, which seems to be focusing on the broader topics and such and then letting the small things flow and fall into place.

2025-05-15 01:09:43 UTC

What really stood out to me in Boyd’s piece is how messed up it is that even though education is seen as this super important path to better jobs and opportunities, the people actually doing the teaching—especially those working with little kids—aren’t treated like they matter. You’d think teachers would be more respected and paid better, considering how much society relies on education. But instead, early childhood educators often get low pay and not-so-great benefits, even if they have the training and qualifications. Boyd mentions that the NAEYC tried to push for fairer pay back in the ’90s, but clearly, this is still an issue. It’s just wild how we can say education is everything, but then not back that up by supporting the people who make it happen.

asnimoli — 2025-05-15 01:10:11 UTC

Erikson makes reference to preferring the top-down approach compared to the bottom-up approach. I liked how they highlighted that both the top-down or the bottom-up approach are seen as a validity test in order to see the notions in which analysts have created show similar meaning to actions that are being analyzed. Ultimately showing the importance of analyzing data collection and comparison to what is pulled out as well.

2025-05-15 01:10:40 UTC

Erickson explains that a "bottom-up" analysis starts by coding small pieces of data, like every line of a transcript, and then builds up to larger themes. In contrast, "top-down" analysis begins with broader ideas or interpretations that guide how the data is understood. He points out problems with the bottom-up approach, especially when it’s used rigidly in qualitative software, because it can miss deeper meanings. Erickson also emphasizes the importance of carefully reading and "searching" the data, rather than letting personal biases or surface impressions shape the analysis to ensure a accurate understanding of what is being expressed.

samezcu3 — 2025-05-15 01:11:08 UTC

Boyd’s methodology felt intentional and well-aligned with her goals. I appreciated how reflective she was about her role as a researcher; it added to the validity of the study. The findings stood out because they were deeply connected to the voices of the participants. One limitation, though, might be how context-specific the data is; it’s powerful, but it may not be easily to generalize.

sguerre7 — 2025-05-15 01:13:11 UTC

i really enjoyed re-reading this article because I was able to find more things that I missed in the first reading. I found the study to be interesting since there was so many ways the information could have been taken. I think they were persuasive as it brings to light everything teachers do.

isarhern — 2025-05-15 01:13:49 UTC

What I got is that bottom up observes more of the smaller details and patterns that works its way up to the bigger ideas and patterns while top down observes all the data as a whole and like dissects its to find like the smaller key details

pagredan — 2025-05-15 01:14:29 UTC

Something that stood out to me was the deep dive on teachers lifes and day to day classroom lives. The lower pay that teachers experinces they live and are expected to care for.

hruvo — 2025-05-15 01:14:38 UTC

What I gathered Erickson meant by "bottom up" is an approach that researchers use that come up with a unique code for each section of a transcript and change or variation in the conversation.

2025-05-15 01:14:56 UTC

Boyd’s study follows clear methodological steps that align well with her research goals, showing intentional and thoughtful design. I found it meaningful how she reflected on her role as a researcher. What really stood out to me was how the findings showed how teachers, especially early childhood educators, despite the crucial role they play. The findings felt persuasive because they were closely tied to the participants’ real experiences. However, a limitation is that the study’s context is very specific, which might make it hard to apply the results.

jekalope — 2025-05-15 01:33:03 UTC

Erickson argues that it's important to be mindful when reading theoretical texts while analyzing literature. This is because it can shape the way you interpret/categorize what you see in the data and influence your overall thinking.

2025-05-19 21:14:55 UTC

"In a job like this you have to constantly be on top of the children, educating
them, checking that nothing goes wrong. It is very stressful and at times you
are crazy ready to finish and there are many parents who forget that they have
to come (to collect their child). They get out of work and go and get their hair
done or go someplace and you are checking your watch so there are many
parents that don’t value you and who don’t appreciate you."

This quote really shows how stressful and demanding early childhood work can be, especially when parents don’t always recognize or appreciate the effort involved. It’s a reminder of how much these educators give, often without the thanks they deserve.

2025-05-19 21:29:41 UTC

“It’s all right if your choices differed from mine. Coding is not a precise science; it’s primarily an interpretive act. Also be aware that a code can sometimes summarize or condense data, not simply reduce it.” (4)

I like that in the text Saldaña emphasizes coding as an interpretive act, which highlights the importance of the researcher’s perspective. It’s a helpful reminder that coding isn’t just about organizing data, but about capturing its deeper meaning.

kcasakaw — 2025-05-22 00:48:53 UTC

I learned that there are different ways that politics can play a role in education. Even though I knew that already, I think I realized that it was actually a lot closer to home that I thought. Being raised in a liberal community (and being raised somewhat politically unaffiliated by my mother), I never really realized that there were people with opposing views (like the Moms for Liberty superintendent candidates). I learned that censorship can happen anywhere just based on your opinions and beliefs (if you're a liberal in a conservative area you'll feel censored and vice versa) and thought that was really interesting.

lugapere — 2025-05-22 00:48:54 UTC

The interviews done in my group uncovered themes within our topic that I had not previously thought of. It was interesting to code these themes across all of the interviews and see how they are uncovered in each one.

2025-05-22 00:49:05 UTC

Feels like Micheal came from a public health and community oriented mind set when implementing. The other one was very focused on critically thinking and getting individuals to critically think to then affect a community. I feel like avas person had very many inclusive and equitable education pedagogues that she implemented. She listened to students and learned from them. She updated and tweaked her curriculum frequently to continue best fitting the needs of her students.

argerber1 — 2025-05-22 00:49:50 UTC

It was interesting how a lot of our data lined up with teachers feeling like they did a lot of their own redirecting and forming their own versions of how they do things. Especially in SPED classes a lot of the interviees talked about how they felt like they had to find their own way a bit and maybe it was less supported

2025-05-22 00:49:54 UTC

It’s interesting to me how while teachers understand the importance of their role in a students development, they don’t always believe in the gravity of censorship. We are getting mixed data results regarding censorship in a classrooms potential outcomes. One said they leave how they are personally feeling about anything (politics, life, etc) at home (pros and cons) and another said that censorship is only damaging if the subjects know they are being censored.

mirwang — 2025-05-22 00:49:59 UTC

I decided to take the approach of comparing and contrasting the data transcripts; findings connections and differences, and then creating my finding from that. One finding I already found was: "Children are more engaged and responsive when mathematical concepts are introduced through play-based and narrative activities." I think these moments show how embedding math in movement or storytelling makes abstract concepts more accessible, allowing children to internalize them through familiar and playful formats.

asnimoli — 2025-05-22 00:50:07 UTC

Overall my interview data has been pretty interesting to look back to and analyze. I think the person that I interviewed had a lot to say and was willing to share that with me. Something that stood out to me was how they made connections to the past when it came to their own ELD experiences when growing up. I believe it was insightful to better understand first hand experiences with the program as well as recognize how students might be impacted today through an educators perspective. It leads me to think about how much time has passed since the educator was once in ELD to now being an educator in that learning sector and how the program has changed.

isarhern — 2025-05-22 00:50:29 UTC

An initial thought i had to this quick write was how all the interviewees share the same personal experiences in education which is what motivated them to be teachers in the field. I wonder how someone who doesn't share the same experiences and background would've responded to our interview questions

2025-05-22 00:51:06 UTC

similarities and differences between interview data- finding similarities in our coding and seeing how we can build our research off of said similarities and what it says about effective sel teaching and curriculum

kasahern — 2025-05-22 00:51:29 UTC

I learned that many ELD teachers are interested in helping the kids because they had to go through the same issues of being seen as a problem for being bilingual

hruvo — 2025-05-22 00:52:01 UTC

With the groups research I have learned about process for inspiring readers at different stages of Elementary school and how much Covid effected students building foundational skills. Not an over all loss of literacy but a shift down.

crbruton — 2025-05-22 00:52:08 UTC

Personally, a curveball that was thrown at me was that all of our interviewees believe that the decline in literacy comes from early exposure to technology starting at home. Before starting the interview process, I was under the impression that this was a problem that began at school and was translated into the homelife.

2025-05-22 00:52:33 UTC

In my interview I saw how, while mr.x felt supported by his colleagues during the first year of implementing ethnic studies, there is a clear tension between the top-down nature of the mandate and the lack of local community involvement. His concerns about potential resistance showed me how important it is for educational changes to be rooted in community support, not just state policy. These findings suggests to me that while collaboration (well collaboration in SCCS at least) among teachers is strong, it is felt that more work is needed to engage and educate the broader community to ensure long term success of the curriculum.

Finding + Backing

avcbrenn — 2025-05-22 00:52:34 UTC

We found that health educators often approach sex education curricula from a public health standpoint with education as a means of communication, emphasizing the relationship between individual and community health.

One educator used the term "whole human" education while another quoted "autonomy"and "power as knowledge" as their goals when teaching students.

As this was a sentiment repeeatedly shared by individual interviewers and a theme seen across the collective interviews, this is a burgeoning finding from our research data and coding.

2025-05-22 00:52:41 UTC

my interview data includes a lot of opinions regarding the best ways to support students with disabilities, I see a lack of alignment in the responses and a opinions that school districts and government do enough and can do more to support not only these students but their teachers as well. Changes based on interviewers

Literacy rates declining

hbixby — 2025-05-22 00:53:23 UTC

I think, across the board, we came across several themes through our interviews, even though all three of us interviewed from pretty different teacher demographics (TK-Kindergarten, 4th-5th, and a Principal). All of their thoughts overlapped in the following categories: COVID & how it changed classroom/curriculum standards across grade levels, changes in technology, and exposure outside of class time.

2025-05-22 00:53:35 UTC

For our group, we have a wide range of grade levels taught that we are analyzing. I think the difference between answers as they pertain to different ages of groups strategies for socio emotional awareness in the classroom and different sure, but really the same too.

2025-05-22 00:53:37 UTC

After talking with an experienced second grade teacher, I was inspired by how she embeds social emotional learning into every moment of her day, from teaching students multiple breathing strategies with a “breathing ball” and colorful practice sheets, check ins, and stop and reflect pauses when the class feels off. I learned that the teacher has control and the importance of embedding SEL into academic routines, modeling tone taking and perspective sharing in conflicts, reinforcing body boundary language, and adapting behavior chart systems when they become stressful, because she recognizes that every child “comes from their own world and they come together here.”

2025-05-22 00:53:59 UTC

One thing I noticed was that teachers have to put on many hats- and it’s seldom talked about. There are these underlying expectations where the teacher has to be a counselor, parent, tutor, disciplinary. And while as educators as researchers we know this to an extent, I guess I realized that many times teachers don’t even get to the it job because students have major home issues and or struggles that aren’t necessarily conducive for a school environment. Many times the teacher isn’t support in these areas, and so they are left struggling to support children emotionally without proper training or preparation.

mrlyou — 2025-05-22 00:54:26 UTC

Some informal findings of our data: Person #1 was very community-centered in his values and reason for pursuing teaching/educating others. Person #1's queer identity and lived experience with that seemed to influence the way he educates. Person #2's lived experiences heavily relied on their sex-ed experience in high school as well as their queer identity. Neither had intentions to go into teaching, but very much value the work they are doing now to serve individuals and their access to health education.

2025-05-22 00:57:07 UTC

A couple of quotes from my interview data have made me think about the stakes for ethnic studies teachers in different regions. While I have thought about this before, hearing an ethnic studies teacher’s experience with teaching the course put things into a different perspective.

My interviewee described their experience teaching ethnic studies in Watsonville, California, and revealed that there was little to no pushback from the school community as they teach this ethnic studies during a critical political climate. For teachers in California, policies regarding ethnic studies K-12 teaching can be more flexible since some teachers can have more control over their curriculum and what they want to teach. It made me think about how other teachers in different regions can have different experiences when teaching ethnic studies. As we talked about this in the interview, we compared what teaching ethnic studies in states like Florida might look like, and the possibilities of pushback in more conservative states. This teacher shared a sentiment about possibly not being able to teach ethnic studies in a different region as he does so now at Watsonville high. He even mentioned that when the kids found out about the state pushback on K-12 ethnic studies, it made them want to learn about it more. It addressed the concern that this research could be limited to one region only since I don’t have time to research an ethnic studies teacher out of state. I would’ve liked to compare the intersectional experience of teaching ethnic studies in different U.S. states.

2025-05-22 00:58:28 UTC

I expected teachers to know more about the questions asked but also my assumptions failed me. I would’ve written the questions differently if I knew the lack of information I would receive from the questions I asked.

jekalope — 2025-05-22 01:00:28 UTC

My participant's integration of highly intuitive, relational, and emotionally sensitive behaviors with formal educational frameworks is what stands out in my data. Her method demonstrates how early childhood education encompasses more than just academic preparedness; it also entails being aware of children's nonverbal signs, collaborating closely with families, and establishing emotionally safe environments. Another common trend in the data was how she modifies routines in response to observations and teaches emotional literacy using visual aids like puppets.

avcbrenn — 2025-05-23 01:53:09 UTC

Page 3 “[d]ifferences in the distribution of knowledge are a source of power, and power may be used to generate and maintain differences in the distribution of knowledge”

"the “ideal” key informant has five key

characteristics: a role in the community, knowledge, willingness,

communicability and impartiality"

I really enjoyed these quotes as framing the article to better understand how to identify and connect with key participants. Maintaining relationships for and from research is what makes it valuable and inclusive or the communities it extracts this knowledge from.

avcbrenn — 2025-05-23 02:37:42 UTC

I really liked this quote as a consideration to how we can make our research more flexible and branching, rather than linear. Not just how we connect to the community we are studying (health educators) but how we connect and respond to the research we collect so that it can bend to the existing input and output, while still expanding the data contributing to our understanding of our research GOAL

avcbrenn — 2025-05-23 02:53:33 UTC

Coding as a means to Summarize, Condense, or Reduce qualitative data into key topics or details from which to form greater themes, narratives, and lines of knowledge.

Coding as an act of DECODING webs of language then ENCODING it into key fragments of information for analysis.

"coding is the transitional process

between data collection and more extensive data analysis"

avcbrenn — 2025-05-23 05:48:17 UTC

Coding as a means of summarizing condensing or reducing data to identify systems, patterns, themes, or key details that decodes these large swaths of information to encode them into more analyz-able data.

This second round of data - phrases, blurbs, references, quotes can then undergo validation and reflection by comparing them with codes in other entries and across other projects.

"Merriam (1998) states,“our analysis and interpretation – our study’s findings –

will reflect the constructs, concepts, language,models, and theories that structured the study in the first place”"

avcbrenn — 2025-05-23 21:54:01 UTC

"Yet many of the instances of conversational turns in the data corpus did not “fit” neatly within either the subcodes or the higher-order codes."

It was interesting to read about how Sipe decoded and encoded his interviews as themes with subtopics, his bottom up approach contested by the Erickson whopushed a more top down approach that appreciated the whole narrative of the data as oppose splicing it for particulars and piecing it back together..

Discussion Questions:

mncard1 — 2025-05-27 21:18:35 UTC

What is the conceptual framework for this study? How does it inform or support the methods?

What does "epistemology" (a theory of where true knowledge comes from) have to do with this study?

What is a counterstory?

How do you think the use of counterstorytelling affects the "validity" of the findings? (Maybe compare or contrast traditional/"positivistic" perspectives versus critical research paradigmns)

Discussion Questions

mncard1 — 2025-05-27 21:25:06 UTC

What is something new you learned from this article?

What do you think of this argument on page 46, "The goal of scientific research is publication."

Again, what does "epistemology" have to do with this?

How might the table on page 48 help you with your presentations 👀?

2025-05-29 01:07:15 UTC

I think the argument on page 46 is incredibly wrong and lacks nuance. Scientific research should not have the singular goal of publication. Scientific research should be conducted for the sake of learning, understanding, and progress. Rather than for the sake of publication and glory, scientific research should be based in the desire to better understand our world as well as how to solve problems present in it.

2025-05-29 01:08:54 UTC

This table on pg.48 can greatly help my presentation as it provides a clear and structured overview of the essential components of a scientific research publication. It outlines each section's purpose and content, helping me see and model how a well organized research paper communicates its findings effectively. By referencing this table, I can demonstrate my understanding of how to construct a clear and credible research study, and citing sources properly. It also helps illustrate the importance of clear reporting in educational research.

2025-05-29 01:09:34 UTC

the table on page 48 will be a great tool to help us frame our findings memo. It is a clear break down of all the necessary components of a good research essay/presentation.

sguerre7 — 2025-05-29 01:09:42 UTC

something new i learned from this article was the manuscript process. while I have a slight understanding of what goes into writing a research paper it was cool to see what each sections (somewhat) truly mean.

2025-05-29 01:10:00 UTC

Counterstories are narratives that challenge dominant societal beliefs and prejudices. These stories highlight the perspectives and experiences of marginalized groups, allowing them to show what they have dealt with and how in order to dismantle privilege and lift up oppressed voices.

kcasakaw — 2025-05-29 01:10:09 UTC

I thought some of the things that were said in the paper were a little questionable especially when it came to talking about scientific research for the sole purpose of publication. I think the table on pg48 will help me summarize my findings and arguments for the presentation, making my claims feel more tangible.

kasahern — 2025-05-29 01:10:47 UTC

What do you think of this argument on page 46, "The goal of scientific research is publication."

I think Saracho means it to get recognized because people will start to notice and question.

argerber1 — 2025-05-29 01:10:51 UTC

A counterstory is a way of illustrating forms of transformative resistance by telling stories that are not often told and challenge those in power and the stories of those that are dominantly used in order to build resistance and community.

hruvo — 2025-05-29 01:11:08 UTC

I think the table on page 48 is helpful for the final presentations and write ups because it is giving clear and simple instructions on how to format. It defines all the elements and explains why they are needed. For the presentation it gives an outline of what exactly should be highlighted and mentioned.

2025-05-29 01:12:01 UTC

Solorzano and Bernal use Critical Race Theory and Latina/o Critical Theory as their conceptual frameworks to examine how systemic racism and intersecting forms of oppression shape Chicana/o students' experiences. These frameworks support the use of qualitative methods (like interviews and storytelling) to highlight student voices and analyze their forms of transformational resistance within educational settings.

kasahern — 2025-05-29 01:12:18 UTC

What is a counterstory?

It is to tell the story of the people. The people's stories that they are often ignored.

2025-05-29 01:12:18 UTC

A counterstory, based on the passage, is a storytelling method used to share the experiences of oppressed individuals that are usually ignored or silenced in dominant narratives. It goes against mainstream perspectives (the majoritarian story) and offers a deeper understanding of lived realities, like through the characters Professor and Gloria, who reveal forms of internal and external transformational resistance. Counterstories serve as tools to analyze power, build community, and open new ways of seeing and understanding social issues.

2025-05-29 01:12:48 UTC

I thought the argument made on page 46 was really interesting. It seems to undermine one's knowledge by simply if they get publication or not. Knowledge isn't meassured by what you actually know, but if you can get your research published. I find this to be honestly wrong way of thinking considering there is probably valuable information that has not been publicized and is seen as less intellectual than one that has been. I thinking all research is intellectual regardless of publication.

asnimoli — 2025-05-29 01:14:51 UTC

Counterstory in this article is expressed as consuming and learning about the stories of those who are from marginalized groups and better recognizing the ways that certain experiences affect them directly. At the same time, once analyzing these stories we are able to reflect and challenge the points of views of those who are perceived as higher in society. This further allows to expand and challenge the already embedded discussion of what is seen as correct.

kcasakaw — 2025-05-29 01:15:12 UTC

I really enjoyed that this paper focused on the importance of telling the stories of those who are often ignored or not noticed. I think it brings up the important point of storyteling as a form of education while also using minority voices for empowerment and knowledge.

argerber1 — 2025-05-29 01:16:59 UTC

The table on page 48 can help us with outlining our findings. I think it gives clear sections as well as clarification to what each section entails which is helpful.

2025-05-29 01:17:02 UTC

I believe the conceptual framework for this study is intersectionality and establishing equality especially in the realm of Latinx individuals. A counter story is essentially a narrative that provides a different perspective to the one that has been consistently provided before. The intention of these stories is to highlight those who have commonly been disregarded in the past and bring to light struggles of communities and people that are seldom discussed in past conversations.

mrlyou — 2025-05-29 01:18:22 UTC

This study used a CRT (Critical Race Theory) and LatCRT (Latinx Critical Race Theory) framework. They examined historical acts of resistance and opposition and used these to inform their methods of their study in which they looked at the experiences of Latinx students to understand how they resist and transform in educational spaces.

asnimoli — 2025-05-29 01:22:40 UTC

I think the table on page 48 can help my presentation because it provides insight on how to introduce our project and the further analysis that was produced. It reminds me much of the psychology articles and papers that I have gone through in college and i think it gives it a great flow of information in order to not lose the reader throughout the way.

hbixby — 2025-05-29 01:23:50 UTC

I think the quote is representative of academia’s inherent elitism when it comes to writing and publishing new, original, academic thought. The formal structures & frameworks of reading & writing critically, and especially of publication in fields such as ECE, are locked behind invisible barriers that prioritize the gigantic-seeming structures such as huge research/tuition costs, paywalls to academic articles, and the general elitism of academic discourse emphasizing certain manners/modes of communication, and all the academic jargon that goes along with it which may not be as accessible to younger/less-confident English readers and writers. While publishing is an important & necessary step to legitimization in any academic field, it should not be the only/primary goal of scientific research. I think it comes from an attempt to interpret “epistemology” as a perfect, unbreakable structure of how we should teach young students, instead of allowing for more space for teachers to awaken their agencies & really connect their students to the learning.

mrlyou — 2025-05-29 01:24:14 UTC

For one, I think the statement that goal of scientific research is publication is applicable to some researchers, but should not be. I think research should be driven by the want to pursue and discover new things about a topic that can be used to benefit people or animals or plants (or whatever/whomever else) in the future. But, I can understand how the purpose of scientific research being publicized is so that important findings are shared with others and used for future research.

I think the table is helpful for how to structure our findings in our final presentation.

crbruton — 2025-05-29 01:27:37 UTC

One new thing I learned from the reading is that "the goal of scientific research is publication." In my understanding, I assumed the goal of research was to find data in support of a claim, and then to prove that claim wrong or right.

2025-05-29 01:29:05 UTC

Saracho (2013) provides a good explanation for how research and scholarly writing offers guidance on ways to organize and write scientific or social research. Their theoretical framework interprets research as innovative knowledge along with the process, results, and benefits of collected data. Saracho also explains the importance of scholarly publishing and the process of publishing valid research findings that advance knowledge in the field (pg.46). The author further provides the components of a scientific research publication that would most add to my own research paper in this course. Because we have data and coding, we must also understand how to put these analyses together in a methodological way that further provide a critical lens to our recorded findings and an overall discussion of the research questions. Saracho breaks down what each component should have along with the introduction, methodology, data, results, and conclusions. This explanation and example of research methodologies can be used to address our specific research questions and the use of qualitative data to best organize our research findings.