Untangling Methodological Commitments in Writing Research: Using Collaborative Secondary Data Analysis to Maximize Interpretive Potentials of Qualitative Data

IF 1.9 1区文学 Q2 COMMUNICATION

Written Communication Pub Date : 2021-04-28 DOI:10.1177/07410883211010166

S. Madden, Sandra L. Tarabochia

引用次数: 1

Abstract

Writing and communication researchers are in the early stages of developing procedures for reusing and maximizing the analytical potentials of qualitative data. Contributing to this effort, we critically reflect on our methodological decision-making process in developing innovative procedures for cross-analyzing two distinct studies. Our reflection responds to the need for published guidance on how to undertake methodological adaptation, the lack of which limits opportunities for other researchers to develop new study procedures to address complex problems. By discussing how and why we made particular methodological choices and adaptations in our collaborative study of faculty and doctoral student writers, we propose collaborative secondary data analysis as a fruitful avenue for qualitative writing researchers and show its potential to enact richer and more equitable research designs.

查看原文本刊更多论文

解开写作研究中的方法论承诺:使用协作二手数据分析来最大化定性数据的解释潜力

写作和传播研究人员正处于开发重用和最大化定性数据分析潜力的程序的早期阶段。为了促进这一努力，我们批判性地反思了我们在开发交叉分析两项不同研究的创新程序时的方法决策过程。我们的反思回应了关于如何进行方法调整的出版指南的需求，缺乏这种需求限制了其他研究人员开发新的研究程序来解决复杂问题的机会。通过讨论我们如何以及为什么在教师和博士生作者的合作研究中做出特定的方法选择和调整，我们建议合作二手数据分析作为定性写作研究人员富有成效的途径，并展示其制定更丰富、更公平的研究设计的潜力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Written Communication COMMUNICATION-

CiteScore

3.90

自引率

15.80%

发文量

期刊介绍： Written Communication is an international multidisciplinary journal that publishes theory and research in writing from fields including anthropology, English, education, history, journalism, linguistics, psychology, and rhetoric. Among topics of interest are the nature of writing ability; the assessment of writing; the impact of technology on writing (and the impact of writing on technology); the social and political consequences of writing and writing instruction; nonacademic writing; literacy (including workplace and emergent literacy and the effects of classroom processes on literacy development); the social construction of knowledge; the nature of writing in disciplinary and professional domains.