Methods/Techniques

"We need to ask,"Which of the many meanings in the text/ image does the description mean to privilege?" 
adapted from Hall S  "The Spectacle of the Other" in Weatherall, Taylor, Yeates (2001)

Update Feb 2011

My main focus is on Framing (Schon & Rein) and the extensive critical discourse analysis of Fairclough
The work of Wodak concerning allusion  seems relevant..
Also I would hope to include

Self Characterisation - Mary Frances (Personal Construct Psychology)
http://srtmres.blogspot.co.uk/2010/09/research-methods-self-characterisation.html


The academic discourse and the public discourse perhaps require different approaches...

I am concerend with exploring if/how those concerned with market segmentation set/limit the subject positions  and access re random journeying and how those concerned with depicting the  post structural complexity  in academia set/limit the subject positions and access...
and as a consequence the bridge between the two


Coding

• Coding is a process for both categorizing qualitative data and for describing the implications and details of these categories. Initially one does open coding, considering the data in minute detail while developing some initial categories. Later, one moves to more selective coding where one systematically codes with respect to a core concept.
• Memoing is a process for recording the thoughts and ideas of the researcher as they evolve throughout the study. You might think of memoing as extensive marginal notes and comments. Again, early in the process these memos tend to be very open while later on they tend to increasingly focus in on the core concept.
• Integrative diagrams and sessions are used to pull all of the detail together, to help make sense of the data with respect to the emerging theory. The diagrams can be any form of graphic that is useful at that point in theory development. They might be concept maps or directed graphs or even simple cartoons that can act as summarizing devices. This integrative work is best done in group sessions where different members of the research team are able to interact and share ideas to increase insight.

DAta triangulation Denzin in Flick p67


Evenly suspended attention p 41


Th priciple of opennes implies that the theoretical stucturing of the issue under study is postponed until the sturcturing of the issue under tudy by the persons being studies has emerged" (Hoffman Riem 1980)

http://www.socialresearchmethods.net/kb/qualapp.php


Flick (2002) An Introduction to Qualitative Research

Some simple research methods/experiments

Hold card/ wooden Frame around sunlight light moving on wall

(Change context with magenetic poetry)

Ask for opinions of value

Ask to change context with magnetic poetry

Book 

Recorder

Linguisitic Methods list 2011


 Critical Discourse Analysis - Re Wodak
 CLS Fairclough

of Interview(Staff) / Documents / Library catalog?


European Journal of Social Theory

Creativity and Master Trends in Contemporary Sociological Theory

José Maurício Domingues European Journal of Social Theory 2000 3: 467

3/11

Fairclough, N. The dialectics of discourse Textus XIV.2 2001a, pages 231-242,
 Critical discourse analysis, organizational discourse, and organizational change, Organization Studies 26 2005 915-939

Automated Methods?


http://qualitativeresearch.ratcliffs.net/15methods.pdf

Comparison of Methods : Rep Grid (Constructivist) and Narrative Analysis(Social Constructionism)

c.f (against narrative (ref from blog) )
c.f. Shank & Ableson  :Explanation Patterns 

1. Rep Grid (Gaines and Shaw) Structuralist? Intersubjective Pragmatic - Dewey Re correspondence Gaines

Butt, T. (2005) Personal Construct Theory: Phenomenology, and Pragmatism. History and Philosophy of Psychology, 7, 23 – 35.

Butt, T. (2003) The Phenomenological Context of Personal Construct Psychology. In Fransella, F. (Ed.)International Handbook of Personal Construct Psychology. Wiley, Chichester.

Luis Botella did a fine paper on PCP and Post-modernism – see this link:

http://www.massey.ac.nz/~alock/virtual/Construc.htm

2. Self Characterisation - Re Correspondance Mary Frances 

3. Deconstruction - Derrida Etc Binary Opposition ( Norris C. Deconstruction Theory and Practice)
4. Checklands SSM: Ref (Soft Systems) (not hard objectivist) I think its a potential- re Habermas
Action Research ref  Exploring the relevance of critical theory for action research: Emancipatory action research in the footsteps of Jürgen Habermas
5. D'arcy - C.O.M.P.A.R.E.
6. Semantic Differential - Structuralism? - 1957 Osgood but someone has published 2010
Heise, David R. (2010). Surveying Cultures: Discovering Shared Conceptions and Sentiments. Hoboken NJ: Wiley


Other References

Social Research Structure

Emergent-Planned

http://informationr.net/tdw/publ/ppt/ResMethods/tsld001.htm

Rethinking Critically Reflective Research Practice: Beyond Popper’s Critical Rationalism

Werner Ulrich 

Journal of Research Practice, Volume 2, Issue 2, 2006 Ulrich

Bipolarity … or not? Some Conceptual Problems Relating to Bipolar Rating Scales

Bipolarity … or not? Some Conceptual Problems Relating to Bipolar Rating Scales  Author: Mantz Yorke Abstract Bipolar rating scales find considerable use in educational research, whether in formal instruments or as ad hoc scales produced by respondents (for example, in elicited repertory grids), and the data generated are often subjected to statistical analysis. This article examines the concept of bipolarity from primarily a linguistic perspective, taking particular inspiration from Lyons's contributions to the field and from the much earlier work of Ogden. It is argued that the conceptual quality of bipolar scales may be open to serious question, thus rendering statistical and qualitative analyses more problematic than many would prefer. vi DOI: 10.1080/01411920120037126 Article Requests: Order Reprints : Request Permissions Published in:  British Educational Research Journal, Volume 27, Issue 2 April 2001 , pages 171 - 186 Choose topic that sustains motivation and presents fewest practical problems Options Open and closed questions Group Interviews. Observation:Partticipant, Covert,Non-Participant Analyse written language: Content Analysis,Thematic Analysis, Linguistic analysis(ethnomethodology) Test a hypothesis. Randomised controlled trial:gold stadard Quasi Experiment Action Research Case study Triangulation Davies On starting the MRes my initial Ideas about methods concerned  Psychological Types (Jung) and Personal Construct Psychology (Kelly)

Methods Bibliography

Taxonomic Analysis: James P. Spradley (1980). Participant observation. Fort Worth: Harcourt Brace.

Typological Systems: John Lofland & Lyn H. Lofland (1995). Analyzing social settings, 3rd ed. Belmont, Cal.: Wadsworth.Constant Comparison: Anselm L. Strauss (1987). Qualitative analysis for social scientists. New York: Cambridge University Press.

Case Study Analysis: Sharon Merriam (1988). Case study research in education. Jossey-Bass. Ethnostatistics: Robert P. Gephart (1988). Ethnostatistics: Qualitative foundations for

quantitative research. Newbury Park, Cal.: Sage Publications.

Logical Analysis/Matrix Analysis: Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis, 2nd ed. Newbury Park, Cal.: Sage. [Note: I think this may well be the best book available on qualitative data analysis.]

Phenomenological/Heuristic Research: Moustakas, C. (1990). Heuristic Research. Newbury Park, Cal.: Sage; and Moustakas, C. (1994). Phenomenological research methods. Newbury Park, Cal.: Sage.

Event Analysis/Microanalysis: Frederick Erickson (1992). Ethnographic microanalysis of interaction. In M. LeCompte, et. al. (Eds), The handbook of qualitative research in education (chapter 5). San Diego: Academic Press.

Analytic Induction: Jack Katz (1983). A theory of qualitative methodology. In R. M. Emerson (Ed.), Contemporary field research. Prospect Heights, Ill.: Waveland.

Hermeneutical Analysis: Max Van Manen (1990). Researching lived experience. New York: State University of New York Press.

Semiotics: Peter K. Manning (1987). Semiotics and fieldwork. Newbury Park, Cal.: Sage. Discourse Analysis: James P. Gee (1992). Discourse analysis. In M. LeCompte, et. al. (Eds), The

handbook of qualitative research in education (chapter 6). San Diego: Academic Press.

Narrative Analysis: Catherine K. Reisman (1993). Narrative analysis. Newbury Park, Cal.: Sage.

Content Analysis: R. P. Weber (1990). Basic content analysis. Newbury Park, Cal.: Sage.

Domain Analysis: James P. Spradley (1980). Participant observation. Fort Worth: Harcourt Brace. Also see J. P. Spradley, Ethnographic interview (1979, same publisher).

Quantitative v Qualitative Research -  the wrong question - http://www.ualberta.ca/dept/slis/cais/olson.htm

http://www.scribd.com/doc/48607219/30/Discourse-Analysis

http://www.guardian.co.uk/technology/2011/sep/29/twitter-study-reveals-human-mood-swings


http://www.blackwellpublishing.com/researchproject/weblinks.asp

The handbook of information systems research

 By Michael E. Whitman, Amy B. Woszczynski