Deborah R Dillon
Biographic Data
| ID | 5180611 |
|---|---|
| NAME | Deborah R Dillon |
| GIVEN NAMES | Deborah R |
| FAMILY NAME | Dillon |
| SIGNATURE | DILLON D R |
| AFFILIATIONS | Purdue University West Lafayette |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 51 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 5 |
Grounded Theory and Qualitative Research
“Grounded theory” (GT) is a term used by many researchers to describe a general method of developing theoretical constructs inductively from data sources gathered as part of a qualitative research study.
Our New Ambitions for Educational Researcher
A New Ambition for the Journal
Annotated Bibliography of Research in the Teaching of English
The committee reviews important research works in the teaching of English that have been published in the last year. Committee members include Richard Beach, Martha Bigelow, Deborah Dillon, Lee Galda, Lori Helman, Julie Kalnin, Cynthia Lewis, David O’Brien and Mistilina Sato, Karen Jorgensen, Lauren Liang, Gert Rijlaarsdam, and Tanja Janssen
Annotated Bibliography of Research in the Teaching of English
The committee reviews important research works in the teaching of English that have been published in the last year. Committee members include Richard Beach, Peggy DeLapp, Deborah Dillon, Lee Galda, Timothy Lensmire, Lauren Liang, David O’Brien, and Constance Walker
Literacy Research in the Next Millennium
S Literacy research in the next millenium: From paradigms to pragmatism and practicality In this essay we argue that literacy inquiry has often been less effective than it should be. Policy makers and self‐proclaimed experts with narrow political agendas easily capture public attention by assaulting our inquiry with arguments grounded in the rhetoric of public accountability, scientific rigor, and the future of our children. While literacy resear…
On writing qualitative research
The authors explore the challenges of conducting and writing up qualitative research studies, and discuss four key issues: problems in distinguishing between levels of theory; holistic and microlevel issues in methodology; crises in representation and legitimation; and differences in the writing and write‐up process
Somebody to count on”
What Teachers Do When They Say They're Having Discussions of Content Area Reading Assignments
Donna E. Alvermann, David G. O'Brien, Deborah R. Dillon, What Teachers Do When They Say They're Having Discussions of Content Area Reading Assignments: A Qualitative Analysis, Reading Research Quarterly, Vol. 25, No. 4, 25th Anniversary Issue (Autumn, 1990), pp. 296-322
Showing Them That I Want Them to Learn and That I Care About Who They Are
The purpose of this ethnographic study was to construct a description and interpretation of the social organization of one rural secondary, low-track English-reading classroom, using an inductive analysis of the actions of, and interactions between, the low socioeconomic, predominantly black students and their white male teacher. Field notes and interview data were triangulated with secondary data to generate a description of the social organizat…
Showing Them That I Want Them to Learn and That I Care About Who They Are
The purpose of this ethnographic study was to construct a description and interpretation of the social organization of one rural secondary, low-track English-reading classroom, using an inductive analysis of the actions of, and interactions between, the low socioeconomic, predominantly black students and their white male teacher. Field notes and interview data were triangulated with secondary data to generate a description of the social organizat…
What Teachers Do When They Say They're Having Discussions of Content Area Reading Assignments
Donna E. Alvermann, David G. O'Brien, Deborah R. Dillon, What Teachers Do When They Say They're Having Discussions of Content Area Reading Assignments: A Qualitative Analysis, Reading Research Quarterly, Vol. 25, No. 4, 25th Anniversary Issue (Autumn, 1990), pp. 296-322
Literacy Research in the Next Millennium
S Literacy research in the next millenium: From paradigms to pragmatism and practicality In this essay we argue that literacy inquiry has often been less effective than it should be. Policy makers and self‐proclaimed experts with narrow political agendas easily capture public attention by assaulting our inquiry with arguments grounded in the rhetoric of public accountability, scientific rigor, and the future of our children. While literacy resear…
On writing qualitative research
The authors explore the challenges of conducting and writing up qualitative research studies, and discuss four key issues: problems in distinguishing between levels of theory; holistic and microlevel issues in methodology; crises in representation and legitimation; and differences in the writing and write‐up process
Somebody to count on”
Showing Them That I Want Them to Learn and That I Care About Who They Are
The purpose of this ethnographic study was to construct a description and interpretation of the social organization of one rural secondary, low-track English-reading classroom, using an inductive analysis of the actions of, and interactions between, the low socioeconomic, predominantly black students and their white male teacher. Field notes and interview data were triangulated with secondary data to generate a description of the social organizat…
What Teachers Do When They Say They're Having Discussions of Content Area Reading Assignments
Donna E. Alvermann, David G. O'Brien, Deborah R. Dillon, What Teachers Do When They Say They're Having Discussions of Content Area Reading Assignments: A Qualitative Analysis, Reading Research Quarterly, Vol. 25, No. 4, 25th Anniversary Issue (Autumn, 1990), pp. 296-322
Somebody to count on”
On writing qualitative research
The authors explore the challenges of conducting and writing up qualitative research studies, and discuss four key issues: problems in distinguishing between levels of theory; holistic and microlevel issues in methodology; crises in representation and legitimation; and differences in the writing and write‐up process
Literacy Research in the Next Millennium
S Literacy research in the next millenium: From paradigms to pragmatism and practicality In this essay we argue that literacy inquiry has often been less effective than it should be. Policy makers and self‐proclaimed experts with narrow political agendas easily capture public attention by assaulting our inquiry with arguments grounded in the rhetoric of public accountability, scientific rigor, and the future of our children. While literacy resear…
Annotated Bibliography of Research in the Teaching of English
The committee reviews important research works in the teaching of English that have been published in the last year. Committee members include Richard Beach, Peggy DeLapp, Deborah Dillon, Lee Galda, Timothy Lensmire, Lauren Liang, David O’Brien, and Constance Walker
Annotated Bibliography of Research in the Teaching of English
The committee reviews important research works in the teaching of English that have been published in the last year. Committee members include Richard Beach, Martha Bigelow, Deborah Dillon, Lee Galda, Lori Helman, Julie Kalnin, Cynthia Lewis, David O’Brien and Mistilina Sato, Karen Jorgensen, Lauren Liang, Gert Rijlaarsdam, and Tanja Janssen
A New Ambition for the Journal
Our New Ambitions for Educational Researcher
Grounded Theory and Qualitative Research
“Grounded theory” (GT) is a term used by many researchers to describe a general method of developing theoretical constructs inductively from data sources gathered as part of a qualitative research study.
Mathematics education (9 works) · Psychology (9 works) · Sociology (9 works) · Pedagogy (7 works) · Computer Science (5 works) · Philosophy (4 works) · Qualitative research (4 works) · Teacher Education and Leadership Studies (4 works) · Linguistics (3 works) · Political science (3 works)