ERIC Number: EJ1091074
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Complicating Methodological Transparency
Bridges-Rhoads, Sarah; Van Cleave, Jessica; Hughes, Hilary E.
International Journal of Qualitative Studies in Education (QSE), v29 n4 p536-552 2016
A historical indicator of the quality, validity, and rigor of qualitative research has been the documentation and disclosure of the behind-the-scenes work of the researcher. In this paper, we use what we call "methodological data" as a tool to complicate the possibility and desirability of such transparency. Specifically, we draw on our disparate attempts to address calls for transparency about methodological processes in our respective dissertation studies in order to examine how novice researchers can explore transparency as a situated, ongoing, and philosophically informed series of decisions about how, when, and if to be transparent about our work. This work contributes to conversations about how qualitative researchers in education can understand, discuss, and teach qualitative inquiry while continuing to push the boundaries of the field.
Descriptors: Qualitative Research, Data, Research Methodology, Educational Research, Doctoral Dissertations, Novices, Educational Researchers, Philosophy
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A