Doing qualitative research in education settings
J. Amos Hatch
Bok · Engelsk · 2023
| Originaltittel | |
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| Omfang | xiv, 358 sider : illustrasjoner, tabeller
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| Utgave | Second edition
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| Opplysninger | Første gang utgitt : Albany, New York : State University of New York Press, 2002. - 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?. - An up-to-date, clearly written, user-friendly guide that students and experienced scholars alike will find invaluable as they plan, implement, and write up qualitative research projects. "An up-to-date, clearly written, user-friendly guide that students and experienced scholars alike will find invaluable as they plan, implement, and write up qualitative research projects"-
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| Emner | utdanning pedagogisk forskning forskningsmetode kvalitativ forskning dataanalyse metode
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| Dewey | |
| ISBN | 1438494602. - 9781438494609
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