the theoretical and empirical fields of research, paul dowling, school of culture language and communication institute of education university of london

Question 1

Coding principles are not fully explicit to the point of 100% reliability. We cannot, generally, automate coding, except in approaches employing pre-coded instruments.

Particularly in qualitative analysis, we have to establish an argument in support of our claim that a particular piece of data is an instance of what we say it is an instance of. We refer to this approach as elaborated description.

examples of mathematics text from each domain

And, in this type of research, we are constructing the domains in the doing and presenting of our analysis.

NB That is why data does not speak for itself. This is where the principle of the syllogistic argument based on the law of the exluced middle ultimately breaks down.

1999, Numeracy in Context. Presented at British Educational Research Association annual conference, September 1999

1999, A Grand Day Out Towards a Mode of Interrogation of Non-School Pedagogic Sites. Presented at British Educational Research Association annual conference, September 1999 (with Andrew Brown). Published as ‘A Grand Day Out: towards a mode of interrogation of non-school pedagogic sites’. The Curriculum Journal. 11, 2. pp. 247-271. (2000). (with Andrew Brown). Reprinted in Scott, D. (2003) (Ed). Curriculum Studies: Major Themes in Education, Volume 3. London: Routledge-Falmer. pp 525-549.


	Question 1 Coding principles are not fully explicit to the point of 100% reliability. We cannot, generally, automate coding, except in approaches employing pre-coded instruments. Particularly in qualitative analysis, we have to establish an argument in support of our claim that a particular piece of data is an instance of what we say it is an instance of. We refer to this approach as elaborated description. examples of mathematics text from each domain And, in this type of research, we are constructing the domains in the doing and presenting of our analysis. NB That is why data does not speak for itself. This is where the principle of the syllogistic argument based on the law of the exluced middle ultimately breaks down. 1999, Numeracy in Context. Presented at British Educational Research Association annual conference, September 1999 1999, A Grand Day Out Towards a Mode of Interrogation of Non-School Pedagogic Sites. Presented at British Educational Research Association annual conference, September 1999 (with Andrew Brown). Published as ‘A Grand Day Out: towards a mode of interrogation of non-school pedagogic sites’. The Curriculum Journal. 11, 2. pp. 247-271. (2000). (with Andrew Brown). Reprinted in Scott, D. (2003) (Ed). Curriculum Studies: Major Themes in Education, Volume 3. London: Routledge-Falmer. pp 525-549.