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How transcription is taken for granted : an analysis of transcription in doctoral theses in education

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conference contribution
posted on 06.12.2017, 00:00 authored by Christina DavidsonChristina Davidson, Teresa MooreTeresa Moore
The literature on transcription over three decades asserts the taken-for-granted nature of transcription in research. Most recently, it has been claimed that transcription is neglected in doctoral training of qualitative researchers yet there are few empirical studies of transcription in postgraduate work. The article reports a pilot study of transcription in doctoral research in Australia. Specifically, the study employed content analysis to examine how transcription was addressed in twenty doctoral theses informed by phenomenography, critical discourse analysis, conversation analysis or grounded theory. Discussion considers how transcription was addressed across studies and within the particular methodologies. The study suggests the need for increased attention to transcription especially in the reporting of doctoral research.

History

Parent Title

2010 conference, Denver, Colorado, 30 April-4 May 2010..

Start Date

01/01/2010

Location

Denver Colorado

Publisher

AERA

Place of Publication

Denver, Colorado

Peer Reviewed

No

Open Access

No

External Author Affiliations

Faculty of Arts, Business, Informatics and Education; Learning and Teaching Education Research Centre (LTERC); Meeting;

Era Eligible

No

Name of Conference

American Educational Research Association. Meeting