Evidence and Proof in Documentary Research: 1 Some Specific Problems of Documentary Research

Platt, Jennifer

doi:10.1111/j.1467-954x.1981.tb03021.x

Cited by 75 publications

(36 citation statements)

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“…Following suggestions from researchers elsewhere, (for instance George (2006) and Platt (2006)), document texts were, firstly, subjected to some thorough but uncritical reading. This was later followed by a critical evaluation of the same document contents with the intention of examining the extent to which civics and citizenship education is conceptualized and modeled around social transformative or social conservative views (Grundy & Hatton, 1995) taking into account the above advice to avoid bias.…”

Section: Methods Of Analysismentioning

confidence: 99%

Citizenship Education in the Social Science Subjects: An Analysis of the Teacher Education Curriculum for secondary schools

Sigauke

2013

AJTE

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Section: Methods Of Analysismentioning

confidence: 99%

Citizenship Education in the Social Science Subjects: An Analysis of the Teacher Education Curriculum for secondary schools

Sigauke

2013

AJTE

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“…This body of work recognises the unavoidable distortions introduced by the human actors that both produce knowledge and the researchers that interpret it. Accepting these distortions, researchers have deployed a reflexive approach to their knowledge sources that recognises that factors such as the identity of the author and the interpretative position of the reader necessitate an awareness of the social construction of meaning and the need for linguistic reflexivity (Alvesson & Sköldberg, 2010;Platt, 1981). These distortions apply equally to digital documents.…”

Section: Introductionmentioning

confidence: 99%

“…This familiarity disguises the significant material difference from non-virtual document objects. Discussion of documents as qualitative sources of knowledge has predominantly focussed on their content, rather than them as material objects in use (Coffey, 2014;Platt, 1981;Plummer, 2001;Scott, 1990). Prior (2008) has argued for an extension of this understanding, 'repositioning' documents in a way that also recognises them as both containers of knowledge and objects of action within the social world.…”

Section: Introductionmentioning

confidence: 99%

Critically assessing digital documents: materiality and the interpretative role of software

Allen-Robertson

2017

Information, Communication & Society

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As a contribution to the ongoing tradition of critically assessing documents for research, this paper aims to highlight materiality as a key factor in the co-shaping of knowledge derived from digital documents. The paper first builds upon prior debates in document studies with work from the fields of Science and Technology Studies, and Communication Studies, to establish the role of document materiality in the interpretative process. By first establishing digital documents' material reality as electrical signal, the paper then discusses the interpretative role of software, in both the representation of that signal for human interpretation and the production of the document through software tools. Finally, the paper considers the implications for persistence and access to digital documents posed by their material reality and the private archival contexts in which they often reside. ARTICLE HISTORY

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“…Beales was the headteacher of the school during the case study period (he was appointed in 1998), and his research sought to analyze change processes in schools. He collected data by means of semi-structured interviews (Bogdan and Biklen 1992), a questionnaire-based survey (Bell 2002;Wilson and McLean 1994), and document analysis (Platt 1981). In addition, he kept a written record of significant events.…”

Section: Methodsmentioning

confidence: 99%

Contrasting perspectives on organizational culture change in schools

2011

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The concept of organizational culture continues to be widely used for descriptive and explanatory purposes in academic, policy, and managerial debates in education and other contexts. The range of perspectives on its meaning, which are readily apparent in both educational and non-educational literature, is directly relevant to the analysis of organizational culture change. This article contributes to organizational culture change theory in education by conceptualizing different perspectives on organizational culture-external reality, interpretation, organization, competing subcultures, and process. It then analyzes aspects of an 8-year culture change process in a school staff group using the different perspectives to illustrate their utility. In the paper, we describe the methodology, outline the case study, explain each perspective, and explore the culture change process from that perspective. The paper concludes with a discussion of the usefulness of the analysis for understanding and organizing culture change in educational settings.

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Evidence and Proof in Documentary Research: 1 Some Specific Problems of Documentary Research

Cited by 75 publications

References 0 publications

Citizenship Education in the Social Science Subjects: An Analysis of the Teacher Education Curriculum for secondary schools

Citizenship Education in the Social Science Subjects: An Analysis of the Teacher Education Curriculum for secondary schools

Critically assessing digital documents: materiality and the interpretative role of software

Contrasting perspectives on organizational culture change in schools

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