Doing qualitative research in education settings /
| Main Author: | |
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| Corporate Author: | |
| Format: | eBook |
| Language: | English |
| Published: |
Albany :
State University of New York Press,
[2023]
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| Edition: | Second edition. |
| Subjects: | |
| Online Access: | Connect to the full text of this electronic book |
Table of Contents:
- Intro
- Contents
- Preface to the Revised Edition
- Preface to the First Edition
- 1. Deciding to Do a Qualitative Study
- Foundations
- Characteristics
- Natural Settings
- Participant Perspectives
- Researcher as Data-Gathering Instrument
- Extended Firsthand Engagement
- Centrality of Meaning
- Wholeness and Complexity
- Subjectivity
- Emergent Design
- Inductive Data Analysis
- Reflexivity
- Research Paradigms
- Positivist Paradigm
- Ontology
- Epistemology
- Methodology
- Products
- Postpositivist Paradigm
- Ontology
- Epistemology
- Methodology
- Products
- Constructivist Paradigm
- Ontology
- Epistemology
- Methodology
- Products
- Critical/Feminist Paradigm
- Ontology
- Epistemology
- Methodology
- Products
- Poststructuralist Paradigm
- Ontology
- Epistemology
- Methodology
- Products
- Kinds of Qualitative Research
- Ethnographies
- Microethnographies
- Ethnomethodology
- Participant Observation Studies
- Interview Studies
- Focus Group Studies
- Artifact Analysis
- Historical Studies and Historiography
- Grounded Theory Studies
- Naturalistic Inquiries
- Symbolic Interactionist Studies
- Narrative Studies
- Educational Criticism
- Phenomenological Studies
- Case Studies
- Action Research Projects
- Collaborative Studies
- Internet-Based Studies
- Conclusion: What Do I Call It?
- Criteria for Deciding to Do a Qualitative Study
- 2. Designing Qualitative Studies
- Design Elements
- Methodological and Substantive Theory
- Research Questions
- Contexts
- Participants
- Data Collection Strategies
- Data Analysis Procedures
- Nature of Anticipated Findings
- Institutional Review
- Project Identification
- Project Objectives
- Description of Research Participants
- Methods and Procedures
- Specific Risks and Protection Measures
- Benefits
- Methods of Obtaining Informed Consent
- Qualifications of the Investigator(s)
- Facilities and Equipment
- Ethics
- Criteria for Assessing Design Adequacy
- 3. Collecting Qualitative Data
- Observing
- Level of Involvement
- Field-Note Processes
- Figuring Out What to Attend To
- Writing Raw Field-Notes
- Filling in Research Protocols
- Bracketing
- Keeping a Research Journal
- Knowing When to Stop
- Interviewing
- Kinds of Qualitative Interviews
- Interview Processes
- Preparing for Qualitative Interviews
- Doing Qualitative Interviews
- Processing Interview Data
- Summary: Tips for Successful Interviews
- Collecting Unobtrusive Data
- Kinds of Unobtrusive Data
- Working with Unobtrusive Data
- Collecting and Processing Unobtrusive Data
- Collecting Other Types of Data
- Using Video in Qualitative Studies
- Doing Focus Group Interviews
- What are some of the advantages and disadvantages of focus group data collection?
- How should focus group techniques be used in qualitative studies in education settings?