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Qualitative Educational Research In Action Qualitative research is a key form of research in education; the findings of such projects frequently play a central role in shaping policy and practice. First time qualitative researchers require clear and practical guidance from the outset. However, given the diversity of both subject matter and methodological approaches encompassed by qualitative research, such guidance is not always easily come by. Qualitative Educational Research in Action:Doing and Reflectingis a collection of ten first-hand accounts by education researchers of qualitative inquiries they carried out. The subjects are diverse, taking in school restructuring, policy analysis, critical literacy, phenomenology and the student–teacher relationship. Each chapter outlines the research question investigated and provides an overview of the project’s findings, before going on to describe how each researcher approached the challenges of their particu- lar inquiry. The researchers reflect upon the unexpected turns qualitative research can take and the way such projects can move through different theoretical and methodological positions, often ending up significantly removed from the original premise, but all the more valuable for that. Anyone conducting qualitative research in education will be heartened and inspired by this collection, and will find in it invaluable guidance on dealing effectively with the idiosyn- crasies and pitfalls of qualitative research – guidance that is all the more valuable for coming from those who have themselves navigated similar difficulties. Tom O’Donoghueand Keith Punch are professors at the Gradu- ate School of Education, University of Western Australia. Qualitative Educational Research In Action Doing and reflecting Edited by Tom O’Donoghue and Keith Punch First published 2003 by RoutledgeFalmer 11 New Fetter Lane, London EC4P 4EE Simultaneously published in the USA and Canada By RoutledgeFalmer 29 West 35th Street, New York, NY 10001 This edition published in the Taylor & Francis e-Library, 2003. RoutledgeFalmer is an imprint of the Taylor & Francis Group © 2003 Thomas A. O’Donoghue and Keith F. Punch All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging in Publication Data A catalog record for this book has been requested ISBN 0-203-50630-8 (Adobe eReader Format) ISBN 0-203-34478-2 (Adobe eReader Format) ISBN 0–415–30420–2 (HB) ISBN 0–415–30421–0 (PB) Contents Notes on contributors vii 1 The case for students’ accounts of qualitative educationalresearch in action THOMAS A. O’DONOGHUE AND KEITH F. PUNCH 1 2 Grounded theory illuminates interpersonal relationships:an educator’s perspective ELIZABETH TUETTEMANN 7 3 Reflecting on the value and use of the edited topical life history: a research approach BEVERLEY WARD 26 4 Phenomenology: the quest for meaning LISA CATHERINE EHRICH 42 5 Methodological framings for a policy trajectory study LESLEY VIDOVICH 70 6 Reflections on a qualitative investigation of critical literacies and the teaching of English PETER STEWART AND MARNIE O’NEILL 97 vi Contents 7 Meaning and method: using metaphors in qualitative research HELEN WILDY 111 8 A research narrative: confronting the tensions of methodological struggle TANIA ASPLAND 126 9 Reflections on a social semiotic approach to discourse analysis in educational research ANNE CHAPMAN 152 10 The route less travelled: reflections on research for the PhD by publication ANTHONY POTTS 177 Index 199 Contributors Thomas A. O’Donoghue Dr O’Donoghue is Professor in the Graduate School of Educa- tion, The University of Western Australia, where he is coordina- tor of the EdD programme. His research interests are in curriculum history and curriculum studies. He is the current President of the Australian and New Zealand History of Educa- tion Society. Keith F. Punch Dr Punch is Professor in the Graduate School of Education, The University of Western Australia, where he is Director of the School’s International Programmes. His teaching fields are research methods (quantitative and qualitative), sociology of education and educational administration. His current research interests lie in education and social context, organisational behaviour and the internationalisation of education. Elizabeth Tuettemann Dr Tuettemann is a freelance researcher, writer, facilitator, edu- cator and editor. She has authored and edited publications in several areas, including education, sociology, psychology, local history, medical science, scientific research and personal rela- tionships. Her chapter in this book is based on her work for her award-winning PhD thesis written in the Graduate School of Education, The University of Western Australia. Beverley Ward Beverley Ward earned her Masters of Educational Management with Honours at the University of Western Australia. Her viii Contributors chapter is based on the research she undertook there within the Graduate School of Education. She is currently furthering her Masters work on female professors as a scholarship PhD student. Her thesis, which is nearing completion, is entitled ‘The female professor: a rare Australian species – the who and how’. The study provides generic and demographic data on female profes- sors currently working in Australian public universities and their experiences and perceptions of reaching the apex of the academic hierarchy. Lisa Catherine Ehrich Dr Ehrich is a Senior Lecturer in the School of Learning and Pro- fessional Studies at Queensland University of Technology. Her main research interests lie in the field of educational leadership and management and the professional development of teachers and principals. She teaches in both the Master of Education and Bachelor of Education programmes and currently supervises a number of doctoral students. Lesley Vidovich Dr Vidovich is a Senior Lecturer within the Graduate School of Education, The University of Western Australia, where she is currently coordinator of the MEd Management degree. She teaches a range of university courses, from first year undergrad- uate to doctoral level, in the broad fields of educational policy and administration, sociology and politics of education, compar- ative education, and research methods. Her current research interests are in globalisation and education policy internationally at the higher education and schools’ level. Peter Stewart Mr Stewart is a first class honours BEd graduate of the Graduate School of Education, The University of Western Australia. He is currently teaching in the English Department of Perth College, Mount Lawley, Perth. His chapter in this book is based on his research for his honours thesis. Marnie O’Neill Dr O’Neill is Dean of the Faculty of Education and Head of the Graduate School of Education, The University of Western Aus- tralia. She teaches in the fields of English education, language Contributors ix literacy and learning, and teaching and learning studies. Her current research interests are in the areas of curriculum policy and practice, English education studies, and studies of gifted and talented children. Helen Wildy Dr Wildy is Associate Professor of Educational Leadership, Murdoch University, Perth, Western Australia. In the past decade she has taught and researched at the tertiary level in the areas of educational leadership and management, and school reform. Her research interests include school reform, restructur- ing, curriculum change, school leadership, performance manage- ment and, most recently, performance standards and assessments for school principals. Tania Aspland Dr Aspland is a Senior Lecturer in the School of Learning and Professional Studies at Queensland University of Technology. Her main research interests are curriculum leadership, thesis supervision and action research. She is currently assistant to the dean within her faculty. Anne Chapman Dr Chapman is Senior Lecturer in the Graduate School of Educa- tion, The University of Western Australia. Her teaching fields are pedagogy, mathematics education, and qualitative research methods. Her research interests are social semiotics and educa- tion, language and learning in school mathematics, and mas- culinities and mathematics. Anthony Potts Dr Potts is a Senior Lecturer in the Faculty of Education at La Trobe University, Bendigo, Australia, where he teaches social foundations of education and qualitative research methods courses. He heads the Education Studies area and coordinates the Master of Education (Research) and PhD programmes at his campus. His most recent project is published in his book Civic Leaders and the University, published by Peter Lang in 2002.
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