SAGE Journal Articles
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Journal Article 1: Adler, J. M., Dunlop, W. L., Fivush, R., Lilgendahl, J. P., Lodi-Smith, J., McAdams, D. P., . . . Syed, M. (2017). Research methods for studying narrative identity: A primer. Social Psychological and Personality Science, 8, 519–527.
Abstract: This article provides a primer for researchers seeking an introduction to quantitative narrative research methods. It represents a consensus document of most common practices used by the coauthors. Key elements of conducting narrative research (e.g., asking narrative questions, designing narrative prompts, collecting narratives, coding narratives) are discussed along with limitations to this approach and future directions.
Journal Article 2: Capper, C. A. (2015). The 20th-year anniversary of critical race theory in education implications for leading to eliminate racism. Educational Administration Quarterly, 51, 791–833.
Abstract: Though the first published application of critical race theory (CRT) to education occurred 20 years ago, implications of CRT for educational leadership did not occur until López conducted a CRT analysis of the politics of education literature in 2003. No publications explicitly identify the implications of CRT for leadership practice. Given the gap in the literature, the research question that anchors this article asks, “How can CRT inform educational leadership to eliminate racism?” Research Method: To address the research question, I conducted a literature analysis of CRT in educational leadership, identified the CRT tenets that guided each publication, and derived six primary, interrelated CRT tenets from this analysis. I also extracted from the publications explicit and implicit implications for leadership practice as these implications related directly to each of the six CRT tenets. Findings/Implications: I describe each of the CRT tenets and explain how each can inform educational leadership practice. To close the article, I propose a CRT Inventory for Leading to Eliminate Racism. The Inventory suggests questions to guide leadership practice for each of the CRT tenets. I also offer implications for future research.
Journal Article 3: Dumes, H. (2015). What is a case, and what is a case study? Bulletin of Sociological Methodology, 127, 43–57.
Abstract: Case study is a common methodology in the social sciences (management, psychology, science of education, political science, sociology). A lot of methodological papers have been dedicated to case study but, paradoxically, the question “what is a case?” has been less studied. Hence the fact that researchers conducting a case study are sometimes surprised by what they are experiencing. The paper deals with the problem: Why is a real case study more puzzling than expected, having read the literature on case study? We assume that the answer lies in a paradox: despite what is suggested by the double singular “case study”, a case study requires a comparative approach. This paper addresses the three fundamental issues one must tackle when doing a case study: What is my case a case of? What is the stuff that my case is made of? What can my case do? (or what do cases do?)