Education has continued to grow in stature and significance as an academic discipline. In addition to world renowned research studies the growth of education has been seen in the methodology and methods underpinning its research. The BERA/SAGE Handbook of Educational Research provides a cutting edge account of the research and methodology that is creating new understandings for education research, policy and practice. Over two volumes, the handbook addresses educational research in six essential components: Section 1: Understanding Research Section 2: Planning Research Section 3: Approaches to Research Section 4: Acquiring Data Section 5: Analysing Data Section 6: Reporting, Disseminating and Evaluating Research Featuring contributions from more than 50 of the biggest names in the international field, The BERA/SAGE Handbook of Educational Research represents a very significant contribution to the development of education.
Chapter 39: Conversation Analysis
Conversation Analysis (CA) as a methodology was established in the 1960s and 1970s with Harvey Sacks as its founding father (Sacks, 1992). Its origins are in the ethnomethodological theory (Garfinkel, 1967) that social order is locally accomplished by members of society, and in Erving Goffman's close observations (for example, Goffman, 1974, 1981) of how members of society manage their relations to each other. Sacks started to work with authentic interactional data by audio-taping phone calls to a suicide prevention centre. In CA, the collected data are not elicited, neither collected in an experimental setting, or recollected on the basis of memory. By audio-taping the conversations and by literally transcribing ...