By Charlotte Covill, Jeanne Perrett
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21 John S. Mayher CAREY, S. , BRESNAN, J. A. (Eds) Linguistic Theory and Psychological Reality, Cambridge, MA, MIT Press. CARROLL, L. (1981) Alice’s Adventures in Wonderland and Through the Looking Glass, New York, Bantam. CHOMSKY, C. (1969) The Acquisition of Syntax in Children from 5 to 10, Cambridge, MA, MIT Press. CLARK, E. (1973) ‘What’s in a word? E. ) Cognitive Development and the Acquisition of Language, New York, Academic. FRYE, N. (1957) The Anatomy of Criticism, Princeton, NJ, Princeton University Press.
Fiderer gathered her data from a variety of sources: (i) (ii) (iii) (iv) logs and journals in which student-researchers and the teacherresearcher recorded observations and reflections systematically; activity checklists derived from a list of partnership activities; recordings (audiotape and videotape) of writing conferences; and an interview by the fifth graders to find out the first graders’ views about writing. As Adele Fiderer discovered while she was doing her research, even the most carefully designed set of procedures and questions may not yield the most useful data.
This is particularly true in exploring a real setting from a naturalistic/ethnographic perspective. Therefore, she recognized the need for other kinds of data. In her reflections after completing the project, she pointed out, The logs, begun a month after the project was underway, yielded richer information than did the activity checklist. Next time we will use the logs over a longer period of time. I think the checklist may have served to make the students more aware of the necessity of including specific details in their logs.