onducting a qualitative research the researcher has transcribed talk that remains throughout the analysis, categories emerging are generated by not large sets of data, because they are so time consuming. More to the point, specific illustrative examples can be offered.
The combined use of quantitative and qualitative methods has become more common in educational research. Each type of approach has its virtues, and the integrity of the research enterprise need not involve making an ideological commitment to one or the other. With their various strengths and weaknesses it may seem logical to use two or more methods of analyzing talk in a complementary way. Different methods may embody different conceptions of the nature of talk and what counts as a valid analysis. Regarding what the researchers might most usefully use available methods to do, a pressing need is to provide more strong empirical evidence of how involvement in talk affects educational outcomes.
Its greatly to the authors credit that he raised such a controversial problem as Methods and Methodologies, and substantiated his point of view by drawing justified evidences through his analysis. One of the advantages of this research is that it may have a major impact on educational policy and the training of teachers. But it is also should be mentioned that the researcher need more large scale studies which use a combination qualitative analysis and quantitative assessment to show more clearly how talk can enable classroom education to be successful.
3) The article is entitled "A Broader View of Language in School: Research from Linguistic Ethnography". The article was written by Janet Maybin.
This article presents a review of recent research from Linguistic ethnography. T
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