Narrative Methods for the Human Sciences

By L. Patterson. 2008

5,070 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/15761fe43ee63eb752e4e156ae4271e91bf50311

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Citations in the corpus

Activity Theory and Language Teacher Agency. (2012, background): “…this until this study, where the participant’s interest in discussing her experiences as an English language learner and her opinions on professional development and education in Armenia finally emerged as a focus rather than a distraction to me, much as Riessman (2008) describes her own research.”
Geo-Narrative: Extending Geographic Information Systems for Narrative Analysis in Qualitative and Mixed-Method Research (2008, background): “As Riessman (1993, 22) emphasizes, “Narra-tives are interpretive and, in turn, require interpretation.”
A narrative approach to studying symbolic boundaries among drug users: A qualitative meta-synthesis (2016, background): “Namely, they consist of stories that have beginnings, middles, and ends (Riessman, 2008).”
Student Versus Scholar: A Review of Carol Grbich's Qualitative Data Analysis: An Introduction (2nd ed.) (2013, background): “I agree with those authors (e.g., Patton, 2002; Riessman, 2008; Saldaña, 2011) who have suggested that transcription is the beginning of analysis, so I believe that this topic deserves more coverage.”
Seeing the world of physical culture: the potential of visual methods for qualitative research in sport and exercise (2010, background): “Analysis, meanwhile, can focus on what is constructed, how it is constructed, and the ways of seeing the images that are produced relative to context of production and reception (Riessman 2008).”
Students with disabilities in higher education: a biographical-narrative approach to the role of lecturers (2015, methodology): “A comparative study of all data was achieved through a structural analysis (Riessman, 2008) using MaxQDA10 data analysis software and a system of categories and codes, as proposed by Miles and Huberman (1994).”
Narrative interviewing (2015, background): “Reisseman’s model [3, 4] focuses on the fact that narratives are ambiguous and incomplete representations of people’s experiences.”
Counseling for Work and RelationshipΨ (2012, background): “Such a product is a co-construction of researcher and research participant that results in complex accounts of lived experience involving issues having to do with the identity of the researcher, how the story or narrative was obtained, whose voice is privileged in the narrative account, and the soci”
Experiencing doctoral liminality as a conceptual threshold and how supervisors can use it (2015, methodology): “This research took guidance from the thematic tradition of narrative analysis, focusing on the ‘what’ that is said in the narrative, that which is told during the interview period (as opposed to how it is told, to whom it is told, or for what purposes) (Riessman, 2008, pp. 53–54).”
Exploring Place and Practicing Justice: Preparing Pre-Service Teachers for Success in Rural Schools. (2015, background): “We do, however, offer readers the opportunity to make “conceptual inferences” (Riessman, 2008, p. 13) about the complex task of preparing pre-service teachers to succeed in rural schools.”
“Let Me Do What I Please With It . . . Don’t Decide My Identity For Me”: LGBTQ+ Youth Experiences of Social Media in Narrative Identity Development (2020, methodology): “were noted throughout transcription, taking a critical self-reflective approach (Riessman, 2008) in the form of open coding.”
Becoming researchers: A narrative study of Chinese university EFL teachers’ research practice and their professional identity construction (2014, background): “This relationship ensures high quality data in which the participants’ stories were told with fidelity (Riessman, 2008).”
Narrative Approaches to Exploring Language, Identity and Power in Language Teacher Education (2016, background): “Thematic or content analyses (Hayes, 2013; Riessman, 2008) follow the paradigmatic procedures of coding for themes, categorizing these and looking for patterns of association among them.”
Feminist Poststructuralism and Discourse Analysis Revisited (2011, background): “…to research as possible and the assumptions that underpin them allows (or may even be necessary for) the possibility of creative, careful, and innovative scholarship, including possibilities for transgressing the borders of distinct approaches through adaptation and combination (Riessman, 2008).”
A Case Study of Excellence in Elite Sport: Motivational Climate in a World Champion Team (2014, methodology): “Within the case study design (Thomas, 2011) a narrative methodology (Lieblich, Tuval-Mashlach, & Zilber, 1998; Riessman, 2008), grounded in an interpretive paradigm (Carless & Douglas, 2012; Smith & Sparkes, 2012), was employed to focus the case study, select the participants, gather data (from mult”
A meta-study of athletic identity research in sport psychology: Current status and future directions (2016, methodology): “Ronkainen, Ryba, & Nesti (2013) Experiences of performance decline and aging Thematic analysis (Braun & Clarke, 2006) Structural analysis (Riessman, 2008) Life story interviews”
Living, resisting, and playing the part of athlete: Narrative tensions in elite sport (2013, methodology): “(For in-depth accounts of the kinds of analytical and Narrative tensions in elite sport 9 interpretive practices we employed, see Lieblich et al., 1998; Riessman, 2008; Smith & Sparkes, 2009b).”
Practicing Dialogical Narrative Analysis (2011, background): “On a horizontal dimension, unfolding in real time, stories are well described by the template the sociolinguist William Labov presented in multiple publications (Riessman, 2008, pp. 81–86).”