SAGE Journal Articles
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(15.1). This is an example of a narrative research study.
Journal Article 1: RonksleyPavia, M., Grootenboer, P., & Pendergast, D. (2018). Bullying and the unique experiences of twice exceptional learners: Student perspective narratives. Gifted Child Today, 42, 19–35. doi:10.1177/1076217518804856
Abstract: Bullying is known to be prevalent across social settings for children, particularly, for those who have disability and intermittently gifted students. What remains relatively underresearched is the phenomenon of bullying in the lives of twice-exceptional children. This article presents findings about the bullying experiences of eight twice-exceptional children aged 9 to 16 years from a study that explored the lived experiences of these children. Their narratives describe the pervasiveness of bullying. The six themes which emerged from the data about bullying experiences were (a) bullying by peers, (b) bullying by teachers, (c) teachers’ and adults’ responses to bullying, (d) social isolation and bullying, (e) the emotional effects of being bullied, and (f) protective factors. The contribution to the field of twice-exceptionality along with the children’s experiences and consequences of being bullied are discussed. This article concludes with recommendations for practice and further research.
(15.2). This is another example of a narrative research study.
Journal Article 2: Cho, E. (2018). Songs of their lives: A narrative study of three older Korean immigrants in Los Angeles. Research Studies in Music Education, 40, 157–175. https://doi.org/10.1177/1321103X18774346
Abstract: Conceptualized as a narrative inquiry, this study explored how music permeates the lives of older Korean immigrants in the United States. By closely examining three individuals’ lived experiences through the narratives they told, the study aimed to illuminate the complexity, depth, and uniqueness of meanings embedded in the musical lives of older immigrants. Narrative data revealed that while all interviewees had lived in the same time periods and went through many similar life events, each individual used different “colors and shapes” to “paint” their musical lives. Yet, some common themes also appeared from the narrative data: songs in the lives of the older immigrants portrayed their personhood, including who they are, where they come from, and what they like/dislike. Also, as a means of emotional communication, songs were intrinsically related to temporal moments at particular circumstances in the past, often paired with affective reactions. Finally, songs helped make sense of the socio-historical contexts in which the older immigrants have lived.
(15.3). This is another author’s consideration of validity issues in narrative research.
Abstract: Attention to the judgments about the validity of research-generated knowledge claims is integral to all social science research. During the past several decades, knowledge development has been split into two communities: conventional researchers and reformist researchers. Narrative research is positioned within the reformist community. The two communities use different kinds of data and employ different analytic processes. In both communities, researchers develop arguments to convince readers of the validity of their knowledge claims. Both need to respond to threats to validity inherent in their designs. The threats particular to narrative research relate to two areas: the differences in people’s experienced meaning and the stories they tell about this meaning and the connections between storied texts and the interpretations of those texts.
(15.4). This is an example of case study research published in a prestigious education journal.
Journal Article 4: Galindo, C., Sanders, M., & Abel, Y. (2017). Transforming educational experiences in low-income communities: A qualitative case study of social capital in a full-service community School. American Educational Research Journal, 54, 140–163. doi:10.3102/0002831216676571
(15.5). This is another example of a qualitative case study.
Journal Article 5: Glowacki-Dudka, M., & Griswold, W. (2016). Embodying authentic leadership through popular education at Highlander Research and Education Center: A qualitative case study. Adult Learning, 27, 105–112. doi:10.1177/1045159516651610
Abstract: In 2013 and 2014, workshops were held at Highlander Research and Education Center that explored the topics of authentic leadership and popular education. The participants shared their experiences through reflective writing upon completion of the workshops and approximately a year following. These reflections were developed into a case study. This article describes how the workshops influenced the participants as they recognized personal and professional changes and impacts made from the Highlander experience. Four topics informed the analysis of workshop participants’ experiences: participation training, authentic leadership, popular education, and the position of Highlander as a historic place of learning for social justice. The themes found in the study were sorted into clusters that included (a) primacy of place and inspiration; (b) authentic leadership; (c) collaboration and community building through art and storytelling, humor, and trust; (d) self-discover and transformation; and (e) direct applications and further action.