By Kantorovich Aharon
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Additional resources for An Ideal Model for the Growth of Knowledge in Research Programs
Shacklock and J. Smyth (eds), Being Reﬂexive in Critical Educational and Social Research. London: Falmer Press, pp. 13–35. A very powerful account of the troubles and dilemmas of ﬁeldwork in the authors’ attempts to write for, with and about poor and working-class informants in the USA. S. (1998) ‘Toward a ‘‘thick description’’ of families: using ethnography to overcome the obstacles to providing family-centered early intervention services’, American Journal of Speech–Language Pathology, 7: 5–22.
In early ethnographic work especially we find exhortations that ethnography stands or falls on the provision of ‘rich’ details of cultural scenes, on what some have called ‘thick description’ (Geertz, 1988), through which the reader can develop a strong sense of the particular realities involved (we come close again here to the notion of ethnography as sharing with anthropology an inescapable parallel with travellers’ journeys, and a subscription to validity claims through persuasive illumination).
Suggestions for writing research diaries Writing a diary is a personal matter. Depending on the research, every diary writer develops a style and 26 idiosyncrasies that make diary writing valuable as a research tool. Some suggestions are offered below for your consideration. ) 1 Write regularly. For example, entries might be written after each lesson in which a particular teaching strategy has been implemented, or after each meeting with a social group to be studied. Some people reserve times for writing to prevent it from being drowned in the whirlpool of daily necessities.
An Ideal Model for the Growth of Knowledge in Research Programs by Kantorovich Aharon