Douglas Macbeth
Biographic Data
| ID | 657519 |
|---|---|
| NAME | Douglas Macbeth |
| GIVEN NAMES | Douglas |
| FAMILY NAME | Macbeth |
| SIGNATURE | MACBETH D |
| AFFILIATIONS | The Ohio State University |
| VERIFIED | No |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 314 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 10 |
The story of ‘Oh’, Part 1: Indexing structure, animating transcript
The expression ‘Oh’ in natural conversation is a signal topic in the development of the Epistemic Program (EP). This article attempts to bring into view a sense of place for this simple expression in the early literature, beginning with ‘Oh’ as a ‘change-of-state token’ and through its subsequent treatments in the production of assessments. It reviews them with an interest in two allied developments. One is the rendering of ‘Oh’ as an expression …
The epistemics of Epistemics: An introduction
The story of ‘Oh’, Part 2: Animating transcript
In conversation analysis (CA), through Sacks, Schegloff, Jefferson, and others, the conceptual architecture is joined at the hip to a technical architecture of transcripts, sequence, and turn productions. That the conceptual was to be found and demonstrated in the material detail of temporal productions was central to CA’s extraordinary innovations. As with CA, an Epistemic CA has the task of giving evidence of its conceptual order in actual mate…
Studies of work, instructed action, and the promise of granularity: A commentary
Some Notes on the Play of Basketball in its Circumstantial Detail, and an Introduction to Their Occasion
Understanding understanding as an instructional matter
The relevance of repair for classroom correction
This article attempts to align a familiar task of classroom teaching, eliciting from students correct answers about their lessons, with a major organizational domain in studies of natural conversation, that of conversational repair. Numerous studies have analyzed correction sequences in classroom discourse, and our discussion pays special attention to McHoul's (1990) treatment of "repair in classroom talk." McHoul directly measures the findings o…
Hugh Mehan’s Learning Lessons Reconsidered: On the Differences Between the Naturalistic and Critical Analysis of Classroom Discourse
This article begins with a review of the place of Hugh Mehan’s Learning Lessons in the development of the naturalistic study of classroom discourse studies, and especially the sequential analysis of naturally occurring classroom discourse. It then turns to the emergence of an alternative program for classroom discourse studies, in the particulars of critical discourse analysis. There we find a “formal–analytic” program for discourse studies. The …
On "Reflexivity" in Qualitative Research: Two Readings, and a Third
Reflexivity has become a signal topic in contemporary discussions of qualitative research, especially in educational studies. It shows two general inflections in the literature. Positional reflexivity leads the analyst to examine place, biography, self, and other to understand how they shape the analytic exercise. Textual reflexivity leads the analyst to examine and then disrupt the very exercise of textual representation. The purpose of this art…
The Spectacle of History: Speech, Text and Memory at the Iran-Contra Hearings
The discovery of situated worlds: Analytic commitments, or moral orders
What's Going On Here? Complementary Studies of Professional Talk. Vol. 43 Advances in Discourse Processes
Resuming: The final contingency of reproach
This report begins with an observed absence: the literature on classroom order and management contains few clues as to how, in the wake of troubles and distractions, the normal order of the room is reproduced. The interactional organization of resuming “the flow” is missing from these accounts and analyses. As the last contingency of reproach, the work of resuming is analyzed via a collection of videotaped and transcribed episodes gathered from a…
Classroom encounters with the unspeakable: “Do you see, Danelle?”
This analysis of a sequence of grammar instruction in a fifth grade classroom addresses the following question: How are the familiar instructional objects called problems, answers, errors, and solutions made visible to the cohort? Summed as the “visibility of instruction,” the question is warranted by a round of instruction in which producing the visibility of an actual problem, error, and solution is the teacher's actual, practical task. In the …
Classroom ?floors: Material organizations as a course of affairs
Classroom Order as Practical Action: The making and un‐making of a quiet reproach
This paper details the interactional work and resources of a high school teacher and student engaged in a brief sequence of reproach. Across their several turns of talk and gesture, as teacher and student press and deflect the object of the reproach, we gain access to a basic structure of classroom accountability: how teachers tie their remarks to the behaviors that prompt them. The sequential analysis of their scene shows the interactional compe…
On "Reflexivity" in Qualitative Research: Two Readings, and a Third
Reflexivity has become a signal topic in contemporary discussions of qualitative research, especially in educational studies. It shows two general inflections in the literature. Positional reflexivity leads the analyst to examine place, biography, self, and other to understand how they shape the analytic exercise. Textual reflexivity leads the analyst to examine and then disrupt the very exercise of textual representation. The purpose of this art…
The relevance of repair for classroom correction
This article attempts to align a familiar task of classroom teaching, eliciting from students correct answers about their lessons, with a major organizational domain in studies of natural conversation, that of conversational repair. Numerous studies have analyzed correction sequences in classroom discourse, and our discussion pays special attention to McHoul's (1990) treatment of "repair in classroom talk." McHoul directly measures the findings o…
Understanding understanding as an instructional matter
Hugh Mehan’s Learning Lessons Reconsidered: On the Differences Between the Naturalistic and Critical Analysis of Classroom Discourse
This article begins with a review of the place of Hugh Mehan’s Learning Lessons in the development of the naturalistic study of classroom discourse studies, and especially the sequential analysis of naturally occurring classroom discourse. It then turns to the emergence of an alternative program for classroom discourse studies, in the particulars of critical discourse analysis. There we find a “formal–analytic” program for discourse studies. The …
Classroom encounters with the unspeakable: “Do you see, Danelle?”
This analysis of a sequence of grammar instruction in a fifth grade classroom addresses the following question: How are the familiar instructional objects called problems, answers, errors, and solutions made visible to the cohort? Summed as the “visibility of instruction,” the question is warranted by a round of instruction in which producing the visibility of an actual problem, error, and solution is the teacher's actual, practical task. In the …
The epistemics of Epistemics: An introduction
The story of ‘Oh’, Part 1: Indexing structure, animating transcript
The expression ‘Oh’ in natural conversation is a signal topic in the development of the Epistemic Program (EP). This article attempts to bring into view a sense of place for this simple expression in the early literature, beginning with ‘Oh’ as a ‘change-of-state token’ and through its subsequent treatments in the production of assessments. It reviews them with an interest in two allied developments. One is the rendering of ‘Oh’ as an expression …
The story of ‘Oh’, Part 2: Animating transcript
In conversation analysis (CA), through Sacks, Schegloff, Jefferson, and others, the conceptual architecture is joined at the hip to a technical architecture of transcripts, sequence, and turn productions. That the conceptual was to be found and demonstrated in the material detail of temporal productions was central to CA’s extraordinary innovations. As with CA, an Epistemic CA has the task of giving evidence of its conceptual order in actual mate…
Some Notes on the Play of Basketball in its Circumstantial Detail, and an Introduction to Their Occasion
Classroom ?floors: Material organizations as a course of affairs
Classroom Order as Practical Action: The making and un‐making of a quiet reproach
This paper details the interactional work and resources of a high school teacher and student engaged in a brief sequence of reproach. Across their several turns of talk and gesture, as teacher and student press and deflect the object of the reproach, we gain access to a basic structure of classroom accountability: how teachers tie their remarks to the behaviors that prompt them. The sequential analysis of their scene shows the interactional compe…
Studies of work, instructed action, and the promise of granularity: A commentary
The discovery of situated worlds: Analytic commitments, or moral orders
Resuming: The final contingency of reproach
This report begins with an observed absence: the literature on classroom order and management contains few clues as to how, in the wake of troubles and distractions, the normal order of the room is reproduced. The interactional organization of resuming “the flow” is missing from these accounts and analyses. As the last contingency of reproach, the work of resuming is analyzed via a collection of videotaped and transcribed episodes gathered from a…
Classroom Order as Practical Action: The making and un‐making of a quiet reproach
This paper details the interactional work and resources of a high school teacher and student engaged in a brief sequence of reproach. Across their several turns of talk and gesture, as teacher and student press and deflect the object of the reproach, we gain access to a basic structure of classroom accountability: how teachers tie their remarks to the behaviors that prompt them. The sequential analysis of their scene shows the interactional compe…
Classroom ?floors: Material organizations as a course of affairs
Resuming: The final contingency of reproach
This report begins with an observed absence: the literature on classroom order and management contains few clues as to how, in the wake of troubles and distractions, the normal order of the room is reproduced. The interactional organization of resuming “the flow” is missing from these accounts and analyses. As the last contingency of reproach, the work of resuming is analyzed via a collection of videotaped and transcribed episodes gathered from a…
Classroom encounters with the unspeakable: “Do you see, Danelle?”
This analysis of a sequence of grammar instruction in a fifth grade classroom addresses the following question: How are the familiar instructional objects called problems, answers, errors, and solutions made visible to the cohort? Summed as the “visibility of instruction,” the question is warranted by a round of instruction in which producing the visibility of an actual problem, error, and solution is the teacher's actual, practical task. In the …
What's Going On Here? Complementary Studies of Professional Talk. Vol. 43 Advances in Discourse Processes
The discovery of situated worlds: Analytic commitments, or moral orders
The Spectacle of History: Speech, Text and Memory at the Iran-Contra Hearings
On "Reflexivity" in Qualitative Research: Two Readings, and a Third
Reflexivity has become a signal topic in contemporary discussions of qualitative research, especially in educational studies. It shows two general inflections in the literature. Positional reflexivity leads the analyst to examine place, biography, self, and other to understand how they shape the analytic exercise. Textual reflexivity leads the analyst to examine and then disrupt the very exercise of textual representation. The purpose of this art…
Hugh Mehan’s Learning Lessons Reconsidered: On the Differences Between the Naturalistic and Critical Analysis of Classroom Discourse
This article begins with a review of the place of Hugh Mehan’s Learning Lessons in the development of the naturalistic study of classroom discourse studies, and especially the sequential analysis of naturally occurring classroom discourse. It then turns to the emergence of an alternative program for classroom discourse studies, in the particulars of critical discourse analysis. There we find a “formal–analytic” program for discourse studies. The …
The relevance of repair for classroom correction
This article attempts to align a familiar task of classroom teaching, eliciting from students correct answers about their lessons, with a major organizational domain in studies of natural conversation, that of conversational repair. Numerous studies have analyzed correction sequences in classroom discourse, and our discussion pays special attention to McHoul's (1990) treatment of "repair in classroom talk." McHoul directly measures the findings o…
Understanding understanding as an instructional matter
Some Notes on the Play of Basketball in its Circumstantial Detail, and an Introduction to Their Occasion
Studies of work, instructed action, and the promise of granularity: A commentary
The story of ‘Oh’, Part 1: Indexing structure, animating transcript
The expression ‘Oh’ in natural conversation is a signal topic in the development of the Epistemic Program (EP). This article attempts to bring into view a sense of place for this simple expression in the early literature, beginning with ‘Oh’ as a ‘change-of-state token’ and through its subsequent treatments in the production of assessments. It reviews them with an interest in two allied developments. One is the rendering of ‘Oh’ as an expression …
The epistemics of Epistemics: An introduction
The story of ‘Oh’, Part 2: Animating transcript
In conversation analysis (CA), through Sacks, Schegloff, Jefferson, and others, the conceptual architecture is joined at the hip to a technical architecture of transcripts, sequence, and turn productions. That the conceptual was to be found and demonstrated in the material detail of temporal productions was central to CA’s extraordinary innovations. As with CA, an Epistemic CA has the task of giving evidence of its conceptual order in actual mate…
Language, Discourse, Communication Strategies (11 works) · Philosophy (11 works) · Sociology (11 works) · Epistemology (10 works) · Linguistics (10 works) · Psychology (9 works) · Language, Metaphor, and Cognition (7 works) · Discourse Analysis in Language Studies (6 works) · Engineering (6 works) · Philosophy (6 works)