Memoing in qualitative research

By Melanie Birks, Y. Chapman, K. Francis. 2008

1,149 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/a806d0bda9025107f16feb7bf8d153aa290cead2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Kyle Ingle
2. R. Kahlke
3. F. Olmos-Vega
4. J. Bishop
5. Lara Varpio
6. Elan C. Hope
7. J. Matthews
8. Stacey A. Rutledge

In Sociology and Political Science

1. R. Kahlke
2. F. Olmos-Vega
3. Lara Varpio
4. Elan C. Hope
5. J. Matthews
6. Stacey A. Rutledge
7. R. Stalmeijer
8. DeLeon L. Gray

Citations in the corpus

• Context matters: principals' sensemaking of teacher hiring and on‐the‐job performance (2011, background): “data collection) and facilitates communication among members of the research team ( Birks et al. , 2008”
• A practical guide to reflexivity in qualitative research: AMEE Guide No. 149 (2022, background): “Memos and field notes might be used to document critical interpersonal dynamics impacting participants and their data; to record and probe decisions and to call attention to and build on moments of analytic insight (Birks et al. 2008); or to call attention to aspects of context that may impact or be”
• Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures (2018, methodology): “For a detailed account of the memoing process, see Birks, Chapman, and Francis (2008).”