Response to Charmaz

Please address the following in your blog:

1. If you were explaining grounded theory to a fellow Ph.D. student, how would you define it in terms that would be familiar to her/him?  This should be three sentences max.

2. Compare grounded theory to critical narrative inquiry and critical ethnography.  How are they similar/different in terms of purpose/underlying beliefs; processes and procedures; definitions of critical stance/social justice; and how do they connect methodology with theory? 

3. What in this article resonates with you as a researcher, or even as an observer of human behavior and action?

Narrative Inquiry Process

-Review your research question

-choose data to analyze and interpret

-Conduct a first read

-Code for themes/patterns

-Conduct a second read. What new discoveries do you see?

-Share with a critical friend/ peer debriefer.

- Tell the story that helps answer your research question/or makes you see that you were asking the “wrong’ question”

Links to SED 407 Blogs

http://sed407fall2013.blogspot.com/
http://sed407spring2014.blogspot.com/

Narrative Inquiry Articles

What are you learning about narrative inquiry/ critical narrative inquiry? How does this push your own researcher identity? What are the similarities and differences in the articles you read? 

Class Narrative Inquiry Example

Post your paragraph from your class narrative inquiry.  What did you learn by conducting this inquiry (both about process and product?

Resources

The Importance of  Mess in Action Research -Tina Cook
http://www.tandfonline.com/doi/pdf/10.1080/09650799800200047

Class Glossary

https://docs.google.com/document/d/1mi3FUrtXZNs-MEbcp9tgXqvHLzesAEJIVR7Bmxc5cps/edit?usp=sharing

Blog #3 for Tuesday, May 27

How can you connect the disequilibrium you felt in class as we developed research questions and played with the three paradigms to the messiness of qualitative research that Cook discusses? 

AND

What questions does reading Wolcott offer?  He describes three different processes—descriptive, interpretive, and analytic.  How are those useful to keep in mind when writing up data? 

Blog #2 for Tuesday, May 27

Drawing on the assignment you wrote for Guba and Lincoln for last night (i.e., what we need to discuss/define for you to understand the paradigms) and the visual exercise on seeing the connections and gaps among the constructivist, critical and PAR paradigms, what new visual would you create?  

Blog #1 for Tuesday May 27

What is your revised research question?  Talk about your process in developing it, and whether you would name it as constructivist, critical, or participatory.

Chapter 8: Guba and Lincoln

Read Guba and Lincoln chapter 8.  Come to class with three 93) questions and three learnings.  this is a very dense chapter, so do not feel as if you have to master all of the concepts.  Use the following questions to guide your reading of the chapter and class discussion:

• What do we need to discuss/ define in order for you to feel as if you have a firm grasp on the differences among the paradigms, particularly in reference to qualitative researcher? 
• What could you immediately apply, as a qualitative researcher, to your methodology section of IRB and research proposal (i.e. explaining validity, control, your position as researcher)?
• What do you want to tell your critical friend to push you on during your conversations?