This contribution argues that Kathy Charmaz's career did not burst into full intellectual bloom until the last 25 years of her life – from 55 to her death at 80. I examine why and…
Abstract
This contribution argues that Kathy Charmaz's career did not burst into full intellectual bloom until the last 25 years of her life – from 55 to her death at 80. I examine why and how this scholarly blossoming happened so late in her life and the nature of its many manifestations, especially research on a wide variety of social justice issues. After her initial focus on medical sociology, specializing in chronic illness, Kathy became an innovative and renowned qualitative methodologist, developing constructivist grounded theory (CGT) method taken up in many amazingly heterogeneous scholarly fields transnationally.
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In this chapter, I explicate the engagement of poetic expression as research analysis to understand more deeply and to represent more rigorously the experience of research…
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In this chapter, I explicate the engagement of poetic expression as research analysis to understand more deeply and to represent more rigorously the experience of research participants within educational research. As a tool of analysis, poetry has the strength to disrupt expectations and invite multiple interpretations of research. Here, I articulate a methodology for engaging poetic expression fully as a tool of narrative research to reach beyond textual analysis and representation of participants’ conversations into a deeper expression of their stories to live by. Poetic expression of narrative research is the particular emphasized, which is to say that meaning-making facilitated by poetic expression relies on a consistent and minute focus on the particular. Through poetic expression of research, thoroughly member-checked by participants, I surface and make evident my position as a researcher within the research. This chapter identifies ways in which poetic expression of research invites voice on multiple levels. The poetic expression of research within a narrative inquiry makes visible the experience of the research as an unfolding experience itself for the participant, the researcher, and the reader. I demonstrate the ways in which infusing a narrative inquiry with the poetic expression of research provokes the researcher as well as the reader to draw deeply on personal experience to make sense of the research. Furthermore, poetic expression of research invites participation from readers to engage poetically with the research and become a subsequent co-participant/researcher as they make sense, themselves, of the poetic expressions of research.
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Looking beyond the immediate future, which for the world of information and computing means the next five years, is hazardous. This paper attempts to present a vision of some…
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Looking beyond the immediate future, which for the world of information and computing means the next five years, is hazardous. This paper attempts to present a vision of some aspects of the information world of the medium future. 2010 has been chosen as the date, rather than 2001, since the likely events of the earlier date can be fairly well predicted.
In this chapter, I offer some insights into what I learned over the course of my inquiry into the living and learning that took place on the edges of community. I highlight the…
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In this chapter, I offer some insights into what I learned over the course of my inquiry into the living and learning that took place on the edges of community. I highlight the inconclusive nature of narrative inquiry as well as demonstrate my recognition that in any narrative inquiry we exit as we entered, in medias res, in the middle of things. Even though the inquiry ends, we continue to compose stories and to share those stories. Our understanding is only ever partial in the same way the stories we compose are incomplete, unfinished. In seeking a conclusion that is not a conclusion, then, I contend that experiences are complex and the stories we compose about those experiences are also complex. The insights and wonderings that emerged from the analysis of my own experiences as well as the experiences of my participants shaped themselves into the overlapping areas of identity-making, curriculum making, and community. In particular, I explored the stories people composed from the edges of community; those spaces conventionally described by the dominant narrative as marginalized. The participants discussed in this chapter demonstrated how profoundly they were each impacted by their positioning as marginalized. At the same time, their stories had a strong thread of self-definition that was insubordinate to that positioning. In varied ways, the participants refused to be defined by others or as other. Their experiences suggested that those spaces conventionally thought of as peripheral, the edges, were actually the defining features of communities.
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In this chapter, I explore my autobiographical beginnings as a means of better understanding what brought me to the research I explore throughout this text. As Clandinin and…
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In this chapter, I explore my autobiographical beginnings as a means of better understanding what brought me to the research I explore throughout this text. As Clandinin and Connelly as well as Clandinin and Caine suggested, examining our own stories along with the stories of our research participants is essential to understand the identity-making process. Autobiographical beginnings within narrative inquiry bring to the surface those factors influencing the researcher’s perspectives, thus locating the researcher within the inquiry as well as within a larger life context. The experience of metaphorically travelling back into the muskeg where I grew up in Northern Saskatchewan and then writing about it shaped the structure of my reflections on this inquiry into identity-making and curriculum making on the edges of community. In this chapter, I refer to the edges of community as a metaphorical space or spaces occupied by people positioned or constructed as marginalized from a dominant norm positioned or constructed as central to a community. I suggest a reframing of our understanding of spaces conventionally referred to as marginalized as well as contend that the notion of marginalization, itself, is a metaphor. In my inquiries into identity-making and curriculum making, I attend to the ways in which people’s positioning within communities is complex and shifting. As this chapter illustrates, our individual identities are multivalent and inextricably intertwined with who we are, who we were, and who we wish to become, whether we are researchers, teachers, or pre-service teachers.
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Qiongwei Ye and Baojun Ma
Internet + and Electronic Business in China is a comprehensive resource that provides insight and analysis into E-commerce in China and how it has revolutionized and continues to…
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Internet + and Electronic Business in China is a comprehensive resource that provides insight and analysis into E-commerce in China and how it has revolutionized and continues to revolutionize business and society. Split into four distinct sections, the book first lays out the theoretical foundations and fundamental concepts of E-Business before moving on to look at internet+ innovation models and their applications in different industries such as agriculture, finance and commerce. The book then provides a comprehensive analysis of E-business platforms and their applications in China before finishing with four comprehensive case studies of major E-business projects, providing readers with successful examples of implementing E-Business entrepreneurship projects.
Internet + and Electronic Business in China is a comprehensive resource that provides insights and analysis into how E-commerce has revolutionized and continues to revolutionize business and society in China.
Students with mathematics-related learning difficulties (MLD) experience difficulties in many areas of mathematics achievement; without intervention, these difficulties will…
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Students with mathematics-related learning difficulties (MLD) experience difficulties in many areas of mathematics achievement; without intervention, these difficulties will persist. In this chapter, I first review research examined cognitive processes deficits of MLD. Because difficulties in learning mathematics are presumably due to these cognitive deficits, findings of these studies can shed light on developing effective intervention programs. Second, using Response to Intervention (RTI) as a framework to distinguish the intensity level of intervention, I review findings from existing Tier 2 and Tier 3 intervention studies and synthesize the instructional approaches used in these studies as well as the factors researchers used to intensify the intervention. Finally, Data-Based Individualization (DBI), a systematic approach to intensify intervention, commonly used at the Tier 3 level, is review. Suggestions for future research directions for intensive mathematics intervention are also provided.
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Andy Newing, Graham Clarke and Martin Clarke
The purpose of this paper is to demonstrate that applied spatial modelling can inform the planning, delivery and evaluation of retail services, offering improvements over…
Abstract
Purpose
The purpose of this paper is to demonstrate that applied spatial modelling can inform the planning, delivery and evaluation of retail services, offering improvements over traditional retail impact assessment (RIA), especially within localities which experience seasonal fluctuations in demand.
Design/methodology/approach
The paper first describes a new theoretically informed tourist-based spatial interaction model (SIM) which has been custom-built and calibrated to capture the dynamics of the grocery sector in Cornwall, UK. It tests the power of the model to predict store performance for stores not used in the original calibration process, using client data for a new store development. The model is operationalised for the evaluation of various retail development schemes, demonstrating its contribution across a full suite of location decision making application areas.
Findings
The paper demonstrates that this highly disaggregate modelling framework can provide considerable insight into the local economic and social impacts of new store developments, rarely addressed in the retail location modelling literature.
Practical implications
Whilst SIMs have been widely used in retail location research by the private sector, the paper shows that such a model can have considerable value for public sector retail planning, a sector which seemed to have abandoned such models from the 1980s onwards, replacing them with often very limited and crude RIA.
Originality/value
The ability to review the forecasting capabilities of a model (termed post-investment review) are very rare in academic research. This paper offers new evidence that SIMs can support the RIA process.