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By Pierce J. Flynn

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Scenic display This list of ethnomethodological "themata" (Holton 1978) or distinctive features represents an intertwined and intertextual network of research topics. These features do not constitute a finite corpus. Instead they characterize the work topics of Garfinkel and the different generations of ethnomethodologists. These conceptual themata can be found in various combinations in most ethnomethodological studies. " I develop this notion in Chapter 3. Indexical expressions Indexical expressions essentially are c o m m u n i c a t i v e products that depend on unstated assumptions and share knowledge for the mutual achievement of sense.

Situated practices are both indexical and reflexively constitutive of the situated members' contexts from which they arise. The unique adequacy of methods and becoming the phenomenon The unique adequacy of methods and becoming the phenomenon are methodological devices designed to orient the researcher to the fullest investigation possible of members' ordering procedures "from within" social settings. Unique adequacy of methods refers to the condition that the highest validity is a result of the ethnomethodologists' own achieved competence in the membership domain studied.

Students and publishable research. Cicourel worked with sociologist Thomas P. Wilson and with Don Zimmerman and D. D. students between the years 1967 and 1972. This production of successful third generation ethnomethodologists generated continued assurances and legitimation that ethnomethodology was a subdiscipline capable of creating professionals who could teach the new discipline to others. This group of students completed doctoral research and dissertations in a variety of areas. Robert Boese (1972) worked on sign language and the acquisition of social structure; Anthony Crowle (1971) analyzed postexperimental interviews using a sociolinguistic analysis; Henry Elliot (1970) studied the similarities and differences between science and common sense; Warren Handel (1972) researched the social process of learning to categorize; Judith Handel (1972) studied perception and constructive process; Ken Jennings (1972) analyzed language acquisition and the development of rational and rationalizable skills; Ken Leiter (1971) studied the structure of teachers' accounts in the classroom; Robert MacKay (1971) completed an ethnography of the classroom and The third generation (1970-1980) 45 language learning; Hugh Mehan (1971) researched the accomplishment of interactive understanding in educational settings; Mel Pollner (1970) wrote his study on the foundations of mundane reasonings; David Roth (1972) analyzed children's linguistic performances in classroom activity; Marshall Shumsky (1971) made a sociolinguistic analysis of encounter groups' interaction; Susan Wedow (1973) did an ethnomethodological study of astrology and everyday reasoning; and Houston Wood (1968) studied the labelling process on a mental hospital ward.

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