C Davidson
Biographic Data
| ID | 71216 |
|---|---|
| NAME | C Davidson |
| GIVEN NAMES | C |
| FAMILY NAME | Davidson |
| SIGNATURE | DAVIDSON C |
| AFFILIATIONS | Charles Sturt University |
| ORCID | 0000-0003-2333-2924 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 87 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1867 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Teachers’ use of reported habitual thoughts in research interviews
Use of reported thoughts in research interviews has rarely been examined although research interviews are a major source of data in qualitative research. This paper considers a conversation analytic examination of reported habitual thoughts, produced by twelve teachers during research interviews addressing their participation in a three-year action research study. Data are drawn from a collection of 137 reported thoughts and analysis establishes …
“But once I did it, it was incredible”: Practitioner action researchers’ experiences of transcription and using transcripts
Predominant patterns of classroom interaction are notoriously difficult to change. This article examines teachers’ use of transcription and transcripts as methods for enabling changes to classroom interaction practices over the course of action research projects in primary school classrooms. We employ thematic analysis of interviews with 12 teachers and delineate four themes addressing teachers’ experiences of transcription and developing transcr…
The interactional achievement of reading aloud by young children and parents during digital technology use
Many studies that examine parent–child interactions while reading digital texts focus on the reading of e-books. Rather less is known about parent–child interactions and reading aloud of other screen texts that occur during young children’s everyday use of digital technologies at home. This article presents the findings from a conversation analytic study of a collection of 36 sequences of interaction between young children and their parents where…
Producing and closing down multiple-response sequences during whole-class talk in an early years classroom
The Initiation-Response-Feedback (IRF) talk sequence dominates whole-class talk in school lessons but frequently provides limited talk options for students. This article examines a variant of the sequence produced by young children and their teacher in an early years’ classroom. The multiple-response sequences were identified in classroom recordings of literacy lessons where a teacher deliberately sought to increase contributions by students duri…
Reflection/Commentary on a Past Article: “Transcription: Imperatives for Qualitative Research”
Let's see if you can see me: Making connections with Google EarthTM in a preschool classroom
Bringing a social interaction approach to children's geographies to investigate how children accomplish place in everyday lives, we draw on ethnomethodological and conversation analytic approaches that recognize children's competence to manipulate their social and digital worlds. An investigation of preschool-aged children engaged with Google EarthTM shows how they both claimed and displayed technological understandings and practices such as mano…
How Talk and Interaction Unfold in a Digitally Enabled Preschool Classroom
The use of mobile digital devices, such as laptops and tablets, has implications for how teachers interact with young students within the institutional context of educational settings. This article examines language and participation in a digitally enabled preschool classroom as students engage with teachers and peers. Ethnomethodology, conversation analysis and membership categorization analysis are used to explicate video-recorded episodes of s…
Identifying and addressing equivocal trouble in understanding within classroom interaction
Maintaining intersubjectivity is crucial for accomplishing coordinated social action. Although conversational repair is a recognised defence of intersubjectivity and routinely used to address ostensible sources of trouble in social interaction, it is less clear how people address more equivocal trouble. This study uses conversation analysis to examine preschool classroom interaction, focusing on practices used to identify and address such trouble…
Lenses and Lessons: Using three different research perspectives in early childhood education research
In contemporary Western research, collaboration is held in high esteem. This developing practice is chal¬lenging particularly for researchers who follow varying theoretical approaches. However although a challeng¬ing endeavour, when viewing the one data set with different lenses, there are various lessons that can be shared. A key aspect of this paper is involved researchers' different analytical perspectives in one data set to learn more about e…
Digital access to knowledge in the preschool classroom: Reports from Australia
Learning to Love a Hyacinth
The History of British Women's Writing, 1750–1830 , vol. 5
Transcription Matters: Transcribing Talk and Interaction to Facilitate Conversation Analysis of the Taken-for-Granted in Young Children's Interactions
The development of transcripts is central to the work of many researchers yet questions of what and how researchers transcribe, and why, receive little attention in research literature. Conversation analysis is one research approach that has consistently addressed the integral relationship between theoretical and methodological perspectives, transcript development and transcript analysis. This article considers that relationship. An analysis of c…
Transcription: Imperatives for Qualitative Research
Transcription is a practice central to qualitative research, yet the literature that addresses transcription presents it as taken for granted in qualitative studies. In this article the author provides a review of three decades of literature on transcription between 1979 and 2009. The review establishes core understandings and issues that have informed the transcription literature, including the ways it is said that transcription is overlooked in…
Games in Geography
Randall Holme , Literacy: An introduction
Randall Holme , Literacy: An introduction . Edinburgh: Edinburgh University Press, 2004. Pp. xii, 272. Hb. £18.99. This text is not just an introduction to literacy; it is an argument for a particular way to understand literacy. For the author, literacy is best understood through a combination of approaches that address its complex and multifaceted nature. These approaches encompass the socioeconomic nature of literacy, literacy understood as vis…
Design and Evaluation of a Solar Wall for a Farm Building
Distortion of the Sea-Bed in the Japanese Earthquake of 1 September 1923
Notice of further Stone Kists found at Broomend, near the Inverurie Papermills
Transcription: Imperatives for Qualitative Research
Transcription is a practice central to qualitative research, yet the literature that addresses transcription presents it as taken for granted in qualitative studies. In this article the author provides a review of three decades of literature on transcription between 1979 and 2009. The review establishes core understandings and issues that have informed the transcription literature, including the ways it is said that transcription is overlooked in…
Digital access to knowledge in the preschool classroom: Reports from Australia
Let's see if you can see me: Making connections with Google EarthTM in a preschool classroom
Bringing a social interaction approach to children's geographies to investigate how children accomplish place in everyday lives, we draw on ethnomethodological and conversation analytic approaches that recognize children's competence to manipulate their social and digital worlds. An investigation of preschool-aged children engaged with Google EarthTM shows how they both claimed and displayed technological understandings and practices such as mano…
How Talk and Interaction Unfold in a Digitally Enabled Preschool Classroom
The use of mobile digital devices, such as laptops and tablets, has implications for how teachers interact with young students within the institutional context of educational settings. This article examines language and participation in a digitally enabled preschool classroom as students engage with teachers and peers. Ethnomethodology, conversation analysis and membership categorization analysis are used to explicate video-recorded episodes of s…
Transcription Matters: Transcribing Talk and Interaction to Facilitate Conversation Analysis of the Taken-for-Granted in Young Children's Interactions
The development of transcripts is central to the work of many researchers yet questions of what and how researchers transcribe, and why, receive little attention in research literature. Conversation analysis is one research approach that has consistently addressed the integral relationship between theoretical and methodological perspectives, transcript development and transcript analysis. This article considers that relationship. An analysis of c…
Notice of further Stone Kists found at Broomend, near the Inverurie Papermills
Distortion of the Sea-Bed in the Japanese Earthquake of 1 September 1923
Design and Evaluation of a Solar Wall for a Farm Building
Randall Holme , Literacy: An introduction
Randall Holme , Literacy: An introduction . Edinburgh: Edinburgh University Press, 2004. Pp. xii, 272. Hb. £18.99. This text is not just an introduction to literacy; it is an argument for a particular way to understand literacy. For the author, literacy is best understood through a combination of approaches that address its complex and multifaceted nature. These approaches encompass the socioeconomic nature of literacy, literacy understood as vis…
Games in Geography
Transcription: Imperatives for Qualitative Research
Transcription is a practice central to qualitative research, yet the literature that addresses transcription presents it as taken for granted in qualitative studies. In this article the author provides a review of three decades of literature on transcription between 1979 and 2009. The review establishes core understandings and issues that have informed the transcription literature, including the ways it is said that transcription is overlooked in…
Transcription Matters: Transcribing Talk and Interaction to Facilitate Conversation Analysis of the Taken-for-Granted in Young Children's Interactions
The development of transcripts is central to the work of many researchers yet questions of what and how researchers transcribe, and why, receive little attention in research literature. Conversation analysis is one research approach that has consistently addressed the integral relationship between theoretical and methodological perspectives, transcript development and transcript analysis. This article considers that relationship. An analysis of c…
The History of British Women's Writing, 1750–1830 , vol. 5
Learning to Love a Hyacinth
Lenses and Lessons: Using three different research perspectives in early childhood education research
In contemporary Western research, collaboration is held in high esteem. This developing practice is chal¬lenging particularly for researchers who follow varying theoretical approaches. However although a challeng¬ing endeavour, when viewing the one data set with different lenses, there are various lessons that can be shared. A key aspect of this paper is involved researchers' different analytical perspectives in one data set to learn more about e…
Digital access to knowledge in the preschool classroom: Reports from Australia
Let's see if you can see me: Making connections with Google EarthTM in a preschool classroom
Bringing a social interaction approach to children's geographies to investigate how children accomplish place in everyday lives, we draw on ethnomethodological and conversation analytic approaches that recognize children's competence to manipulate their social and digital worlds. An investigation of preschool-aged children engaged with Google EarthTM shows how they both claimed and displayed technological understandings and practices such as mano…
How Talk and Interaction Unfold in a Digitally Enabled Preschool Classroom
The use of mobile digital devices, such as laptops and tablets, has implications for how teachers interact with young students within the institutional context of educational settings. This article examines language and participation in a digitally enabled preschool classroom as students engage with teachers and peers. Ethnomethodology, conversation analysis and membership categorization analysis are used to explicate video-recorded episodes of s…
Identifying and addressing equivocal trouble in understanding within classroom interaction
Maintaining intersubjectivity is crucial for accomplishing coordinated social action. Although conversational repair is a recognised defence of intersubjectivity and routinely used to address ostensible sources of trouble in social interaction, it is less clear how people address more equivocal trouble. This study uses conversation analysis to examine preschool classroom interaction, focusing on practices used to identify and address such trouble…
Reflection/Commentary on a Past Article: “Transcription: Imperatives for Qualitative Research”
Producing and closing down multiple-response sequences during whole-class talk in an early years classroom
The Initiation-Response-Feedback (IRF) talk sequence dominates whole-class talk in school lessons but frequently provides limited talk options for students. This article examines a variant of the sequence produced by young children and their teacher in an early years’ classroom. The multiple-response sequences were identified in classroom recordings of literacy lessons where a teacher deliberately sought to increase contributions by students duri…
The interactional achievement of reading aloud by young children and parents during digital technology use
Many studies that examine parent–child interactions while reading digital texts focus on the reading of e-books. Rather less is known about parent–child interactions and reading aloud of other screen texts that occur during young children’s everyday use of digital technologies at home. This article presents the findings from a conversation analytic study of a collection of 36 sequences of interaction between young children and their parents where…
“But once I did it, it was incredible”: Practitioner action researchers’ experiences of transcription and using transcripts
Predominant patterns of classroom interaction are notoriously difficult to change. This article examines teachers’ use of transcription and transcripts as methods for enabling changes to classroom interaction practices over the course of action research projects in primary school classrooms. We employ thematic analysis of interviews with 12 teachers and delineate four themes addressing teachers’ experiences of transcription and developing transcr…
Teachers’ use of reported habitual thoughts in research interviews
Use of reported thoughts in research interviews has rarely been examined although research interviews are a major source of data in qualitative research. This paper considers a conversation analytic examination of reported habitual thoughts, produced by twelve teachers during research interviews addressing their participation in a three-year action research study. Data are drawn from a collection of 137 reported thoughts and analysis establishes …
Psychology (11 works) · Computer Science (9 works) · Language, Discourse, Communication Strategies (8 works) · Sociology (8 works) · Communication (7 works) · Conversation (7 works) · Conversation analysis (6 works) · Linguistics (6 works) · Pedagogy (6 works) · Social Psychology (6 works)