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Re-opening closed questions: respondents' elaborations on categorical answers in standardized interviews.
Madison, Wisconsin, University of Wisconsin-Madison, Center for Demography and Ecology,1993 Aug. 13 p. (CDE Working Paper No. 93-24)The participants in a survey interview draw on an interactional substrate of conversational skills and practices to achieve each answer, much as other pairs of interactants involved in standardized, formatted question-and-answer activities (Maynard and Marlaire, 1992). In most cases this process occurs smoothly, in a familiar sequence of "question-answer-(receipt)-entry of answer", or, if necessary, "question-answer-probe-answer-(receipt)-entry". The participants reach an accountable answer, the interviewer records it, and they move on to the next question. Arriving at an answer to one question is required for proceeding to the next one. The focus of this study is a phenomenon occurring at a particular point in that sequence. The cases presented here are examples of a respondent producing talk that is one of the offered answer choices for the question at hand, and then proceeding to engage in further talk after that answer. What kinds of actions are these, and more importantly, what consequences do they have for the collection of the data in the interview? (excerpt)
POLITICAL GEOGRAPHY. 1998 Feb; 17(2):187-208.Here we discuss, firstly, the limits of Census-based empiricism [in Northern Ireland] and the usually unacknowledged problems of data and interpretation which have resulted in a seriously misleading `conventional wisdom'. Secondly, we question its sectarian terms of reference, the over-identification of religion and politics, and misconceptions of ethnicity.... Thirdly, we focus on some of the flawed policy `solutions' associated with empiricism and sectarianism, including `internal' power-sharing and `consociational' strategies for political development. (EXCERPT)
The cuckoo's egg: how the U.S. Department of Education is misleading America about immigration's impact on our nation's schools.
POPULATION AND ENVIRONMENT. 1997 Nov; 19(2):119-27.The author critically examines U.S. Department of Education data that attempt to account for the country's rising school enrollment. The focus in on the extent to which immigration has contributed to that increase. The author asserts that "the Federal Government is...slipping other people's children into our nests and telling us that we should take responsibility for them. It is gravely harming American children with overcrowded classrooms." (EXCERPT)