Teaching qualitative research: strategies for engaging emerging scholars
"This timely resource provides a framework for teaching students how to think qualitatively and become more critical and reflexive researchers. Presented are a wealth of pedagogical tools that instructors across the disciplines can tailor to their own needs, including thought-provoking discussi...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York ; London
The Guilford Press
[2018]
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Zusammenfassung: | "This timely resource provides a framework for teaching students how to think qualitatively and become more critical and reflexive researchers. Presented are a wealth of pedagogical tools that instructors across the disciplines can tailor to their own needs, including thought-provoking discussion questions, group work exercises, and field activities. The authors discuss issues and choices in course design, including approaches to assessment and grading, and share sample syllabi for both online and face-to-face course formats. Exploring the complexities and debates that surround teaching qualitative research, the book argues for a holistic model of preparing novice researchers. It demonstrates effective ways to engage students in the qualitative inquiry process from start to finish--from understanding positionality and crafting a research problem to writing up findings for different audiences.<BR />"-- "This timely resource provides a framework for teaching students how to think qualitatively and become more critical and reflexive researchers. Presented are a wealth of pedagogical tools that instructors across the disciplines can tailor to their own needs, including thought-provoking discussion questions, group work exercises, and field activities. The authors discuss issues and choices in course design, including approaches to assessment and grading, and share sample syllabi for both online and face-to-face course formats. Exploring the complexities and debates that surround teaching qualitative research, the book argues for a holistic model of preparing novice researchers. It demonstrates effective ways to engage students in the qualitative inquiry process from start to finish--from understanding positionality and crafting a research problem to writing up findings for different audiences. Key Words/Subject Areas: critical qualitative research, methods classes, methods courses, pedagogy, pedagogical resources, syllabus, syllabi, teaching activities, arts-based research, interpretive inquiry, phenomenological, narrative, qualitative writing, feminist research, grounded theory, autoethnography, exercises, instructors, course design, reflective, reflexive Audience: Instructors teaching qualitative methods courses within education, sociology, family studies, psychology, social work, ethnic studies, nursing, and health science disciplines"-- |
| Beschreibung: | xv, 216 Seiten 24 cm |
| ISBN: | 9781462536702 9781462536719 |
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| 520 | 3 | |a "This timely resource provides a framework for teaching students how to think qualitatively and become more critical and reflexive researchers. Presented are a wealth of pedagogical tools that instructors across the disciplines can tailor to their own needs, including thought-provoking discussion questions, group work exercises, and field activities. The authors discuss issues and choices in course design, including approaches to assessment and grading, and share sample syllabi for both online and face-to-face course formats. Exploring the complexities and debates that surround teaching qualitative research, the book argues for a holistic model of preparing novice researchers. It demonstrates effective ways to engage students in the qualitative inquiry process from start to finish--from understanding positionality and crafting a research problem to writing up findings for different audiences.<BR />"-- | |
| 520 | 3 | |a "This timely resource provides a framework for teaching students how to think qualitatively and become more critical and reflexive researchers. Presented are a wealth of pedagogical tools that instructors across the disciplines can tailor to their own needs, including thought-provoking discussion questions, group work exercises, and field activities. The authors discuss issues and choices in course design, including approaches to assessment and grading, and share sample syllabi for both online and face-to-face course formats. Exploring the complexities and debates that surround teaching qualitative research, the book argues for a holistic model of preparing novice researchers. It demonstrates effective ways to engage students in the qualitative inquiry process from start to finish--from understanding positionality and crafting a research problem to writing up findings for different audiences. Key Words/Subject Areas: critical qualitative research, methods classes, methods courses, pedagogy, pedagogical resources, syllabus, syllabi, teaching activities, arts-based research, interpretive inquiry, phenomenological, narrative, qualitative writing, feminist research, grounded theory, autoethnography, exercises, instructors, course design, reflective, reflexive Audience: Instructors teaching qualitative methods courses within education, sociology, family studies, psychology, social work, ethnic studies, nursing, and health science disciplines"-- | |
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Datensatz im Suchindex
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Contents 1. What Does It Mean to Teach Qualitative Research? 1 * Why Is It Imperative That We Build a Pedagogical Culture Around Preparing the Next Generation of Qualitative Researchers? 1 ® What Does It Mean to “Teach” Qualitative Research? 2 * Introduction to the Debates, Discourses, and Complexities Inherent in Teaching Research 7 * Different Fields and the Issues in Common for Teaching Qualitative Research 8 * Teaching Qualitative Research in Quantitative Times 8 * Institutional Arrangements and Politics 9 * Chapter Summary 10 I. So You've Been Asked to Teach a Qualitative Research Course: Socialization and the Qualitative Researcher * Course Design Principles, Processes, and Taxonomies » Design Principles of Courses and Understanding the Learner 14 * Approaches to Teaching Qualitative Research 16 Փ Should Qualitative Research Be Taught within Single Disciplines or Should a Cross-Disciplinary Approach Be Advocated? 16 ♦ Why Teach Critically? What Other Approaches Are Possible? 17 11 12 IX
x Contents » General Course Design Principles 19 ♦ Knowing the Learner: Countering and Working with the Resistant Learner 19 ♦ Inviting Students into a Community of Learning 19 ♦ Reflection or Reflective Practices 20 faculty reflective journal exercise 2.1. Prior to Teaching the Course 20 faculty reflective journal exercise 2.2. faculty reflective journal exercise 2.3. Planning to Teach 22 Thinking about Teaching 22 • Chapter Summary 26 Sample Syllabi Templates (Face-to-Face, Workshop and Studio Based, Online) 27 EXAMPLE 1. Some elements included in a syllabus for a faceto-face, theory-driven approach to an introduction to qualitative inquiry 27 EXAMPLE 2. Some elements included in a syllabus using workshop and studio pedagogies for a face-to-face graduate seminar on ethnography and education 28 EXAMPLE 3. Some elements included in a syllabus for an online introduction to a qualitative inquiry course 30 3. It’s Never Too Early to Start “Thinking Qualitatively” • Using a Holistic Approach to Thinking Pedagogically about Teaching Qualitative Research 35 • What Is a Holistic Pedagogy? And Why Is It Needed? 36 • Key Characteristics of Holistic Pedagogy for Teaching Qualitative Research 37 • What Does It Mean to Think Qualitatively? 40 • Teaching Qualitative Thinking through Experiential Learning 42 CLASSROOM EXERCISE 3.1. Grocery Store 44 CLASSROOM EXERCISE 3.2. The Outsider 45 • Teaching Qualitative Thinking through Dialogue 47 CLASSROOM EXERCISE 3.3. 20 Questions 48 ♦ Facilitating Students to Ask Qualitative Questions 49 ® Example of Qualitative Thinking Leading to Research
from Sidewalk 51 ® Example of Qualitative Thinking Leading to Research from Bad Boys 51 • Reflexive Thinking for Qualitative Research Topics 52 classroom exercise 3.4. Brainstorming Qualitative Research Topics 52 • How to Ask a Qualitative Research Question 53 CLASSROOM exercise 3.5. Research Topic and I (Eye) 54 • Chapter Summary 55 35
Contents xi 4, What Dū You Mean That Being “Biased” Isn’t Wrong?: Reflexive Exercises to Promote Awareness and Discussion of “Positionality” in Qualitative Research 56 ® Discussing and Tackling the Questions of Bias 57 ® What Is Bias in Critical Qualitative Research? 57 ® What Is Positionality and How Does It Influence Qualitative Research Projects? 59 • Hierarchical Positionings and the “Other” in Qualitative Research 61 » The Role of the Qualitative Researcher 61 « Ethical Considerations 61 * Outsider, Insider, Friend, Peer, Companion 62 classroom exercise 4.1. Teaching Reflexivity 63 ® Identity and the Qualitative Researcher 65 CLASSROOM exercise 4.2. Understanding Your Positionality 65 » Chapter Summary 66 Ց. Crafting a Research Problem: The "So What?” Question 67 ® The “So What?” Question 67 ® Students’ Responses to Research Methods Courses 68 classroom exercise 5.1. Opening a Conversation 68 classroom exercise 5.2. Examining Assumptions 69 classroom exercise 5.3, Examining Assumptions through Autobiographical Writing 71 • What Is a Research Problem in Qualitative Research? ® Distinguishing between Researchable Problems and Practical Problems 73 ® What Makes a Problem Researchable? 73 71 classroom exercise 5.4. Linking Qualitative Questions and Research Purpose 74 ® Advocacy Research 75 » Identity Work and the Research Question 76 classroom exercise 5.5. Imagining Researcher Roles and Identity 77 • Asking the “So What?” Question 77 ® Identifying the “So What?” Question, or the Gap in Published Studies 80 classroom exercise 5.6. Learning to Locate Researchable Problems
80 ® Chapter Summary 82
xii Contents В. Teaching Students to Write a Review of Literature: A Roadmap, a Conversation, and Metaphorical Imaginations 83 « What Are the Students’ Assumptions of Literature Reviews? 85 • How to Build an Argument in a Review of Literature 86 ♦ An Advocate Approach 86 ♦ A Jury Approach 86 • Types of Literature Reviews 86 ♦ Descriptions and Discussion: Thematic, Scoping, and Critical 87 « Functions of a Literature Review 90 • Students’ Experiences of Crafting Literature Reviews 91 ® Tools for Approaching a Literature Review 91 « Using Tables in Literature Reviews 93 « Methodological Transparency and Metaphorical Imaginations 95 classroom exercise 6.1. Analogies and Reviews of Literature 95 • Prepare to Search 96 • Pedagogical Devices for Teaching Novice Researchers about Literature Reviews 97 « Critical Reading and Writing: Learning the Vocabulary of Research 98 classroom exercise 6.2. classroom EXERCISE 6.3. Analyzing Literature Reviews 99 Library Excursion 99 • Rubric for Reviews of Literature classroom exercise 6.4. 100 How o r When to Use Citations and References 100 « Chapter Summary 102 ?. Participant: Observations, Research Questions, and Interview Questions: The Art of Observing and Questioning Self and Others in the Research Process • The Art and Craft of Observation classroom exercise 7.1. 104 Role Play 105 • Helping Students Think through the Focus of Observations 108 ® Teaching Ideas for Learning to Observe and to Write Field Notes 109 « The Art and Craft of Interviewing 112 • Starting the Conversation: What Are Good Interviews? 114 • Research Questions and
Their Links to Interview Questions 115 ЮЗ
Contents ® Preparing Interview Protocols: Things to Think About 117 classroom exercise 7,2. Learning to Formulate Interview Questions * Practicing Interviewing with Peers 119 ® Teaching Listening for Developing Interview Skills 118 119 CLASSROOM EXERCISE 7.3. Brainstorming What It Means to Listen 120 * Modes of Interviewing: Distance versus Proximity 121 ♦ Phone Interviews 122 ♦ Focus Group Discussions and Group Interviews 124 ♦ Narrative Interviews and Life History Interviews 126 * Recruitment of Participants 127 * The Emotional Work of Interviewing 127 * Postinterview Reflections: Voice Memos as a Way to Reflect on Interviews 128 ♦ Reflecting on the Content of the Interview ♦ Reflecting on the Process 128 ♦ Lessons Learned 129 « Activities for Teaching Interviewing Skills 128 129 classroom exercise 7.4. The Art and Craft of Interviews CLASSROOM EXERCISE 7.5. Interview Modes 130 « Chapter Summary 129 131 8. Teaching Emergent Methods of Oata Collection ® Teaching Emergent Methods of Data Collection * Why Emergent Methods? 133 * What Are Multimodal Data? 133 132 8.1. Brainstorming Interesting Phenomena for Qualitative Research Data Gathering 134 classroom exercise * Teaching Visual Literacy 135 classroom exercise 8.2. Keeping a Visual Diary * Multiple Forms of Data Gathering 135 137 ♦ Visual Methods 137 ♦ Photographs and Visual Data for Empowerment ♦ Photovoice Methods for Interviewing 138 138 workshop: phenomenological ETHNOGRAPHY. Using Photos and Other Artifacts to Explore a Cultural Phenomenon * Performance- and Arts-Based Data « Issues, Ethics, and Best Practices for
Image-Based Research 144 » Data Gathering Online 145 CLASSROOM 140 143 EXERCISE 8.3. Data Gathering Online 147 * Chapter Summary 148
XIV Contents Ց. Teaching Creative Analytic Practices 149 • ® • « Teaching Creative Analytic Practices 149 Data Analysis 150 Teaching Organization: Dealing with Piles and Files 152 Data Management Plans: Developing Systems to Manage the Data 152 ♦ Data Expansion 155 ♦ Data Reduction 155 ♦ Goals of Analysis 156 ♦ Practical Tips for Handling Data for Coding 156 • Teaching Students Where Codes and Themes Come From 157 • Teaching Analysis as a Collective Classroom Activity 158 classroom exercise 8,1. Trying Out Data Analysis in a Large Group 159 • Questions as a Way to Teach Data Analysis 160 • Who, What, Where, When, Why, and How? 161 • Reflective Questions That Interrogate Data 162 • Questions for Peer Review 163 classroom exercise 9.2. Peer Feedback in Data Analysis 163 • Qualitative Analysis Strategies 164 • Teaching Analysis through Visual Displays 165 classroom exercise 9.3. Creating Visual Displays and Visual Memos 167 • Teaching Interpretation 168 • Use of Metaphor to Teach Qualitative Analysis 169 classroom exercise 9.4. Looking for Metaphors and Analogies 170 • Using Theory as a Building Block for Analysis 172 « Chapter Summary 175 10. Writing Qualitative Research Reports and Articles • Writing Doctoral Dissertations, Master’s Theses, and Refereed Journal Articles 180 ♦ Teaching about the Different Sections through Examples 180 ♦ Low-Stakes 'Writing—or Practice Writing as a Pedagogical Strategy 180 » “Workshopping” as a Method to Teach Writing Qualitative Research 182 ♦ Creating Peer Circles for Workshopping Writing 183 • Writing Findings in Qualitative Research 183 ♦
Making Claims from Data 183 ♦ Making Meaning from Data 184 ♦ Telling the Lesser Stories through Summaries 184 • Using Pseudonyms or Composites for People and Places in Qualitative Research Findings 184 176
Contents XV • Writing the Discussion Chapter 185 Փ Acknowledge Limitations and Delimitations 185 « Writing Articles during and after the Dissertation 185 • Writing for Journals and Conferences 185 ® What Is Quality in Qualitative Research? 186 classroom exercise юл. A Dialogue on Quality classroom exercise 10.2. Presenting the Study 189 in a Conference Format 190 • Chapter Summary 191 • Conclusion: Final Thoughts 192 References 193 Index 209 About the Authors 216
This timely RESOURCE provides a FRAMEWORK for teaching students how to think qualitatively and become more critical and reflexive researchers. Presented are a wealth of pedagogical tools that instructors across the disciplines can tailor to their own needs, including thought-provoking dis cussion questions, group work exercises, and field activities. The authors discuss issues and choic es in course design, including approaches to assessment and grading, and share sample syllabi for both online and face-to-face course formats. Exploring the complexities and debates that surround teaching qualitative research, the book argues for a holistic model of preparing novice researchers. It demonstrates effective ways to engage students in the qualitative inquiry process from start to finish—from understanding positionality and crafting a research problem to writing up findings for different audiences. |
| adam_txt |
Contents 1. What Does It Mean to Teach Qualitative Research? 1 * Why Is It Imperative That We Build a Pedagogical Culture Around Preparing the Next Generation of Qualitative Researchers? 1 ® What Does It Mean to “Teach” Qualitative Research? 2 * Introduction to the Debates, Discourses, and Complexities Inherent in Teaching Research 7 * Different Fields and the Issues in Common for Teaching Qualitative Research 8 * Teaching Qualitative Research in Quantitative Times 8 * Institutional Arrangements and Politics 9 * Chapter Summary 10 I. So You've Been Asked to Teach a Qualitative Research Course: Socialization and the Qualitative Researcher * Course Design Principles, Processes, and Taxonomies » Design Principles of Courses and Understanding the Learner 14 * Approaches to Teaching Qualitative Research 16 Փ Should Qualitative Research Be Taught within Single Disciplines or Should a Cross-Disciplinary Approach Be Advocated? 16 ♦ Why Teach Critically? What Other Approaches Are Possible? 17 11 12 IX
x Contents » General Course Design Principles 19 ♦ Knowing the Learner: Countering and Working with the Resistant Learner 19 ♦ Inviting Students into a Community of Learning 19 ♦ Reflection or Reflective Practices 20 faculty reflective journal exercise 2.1. Prior to Teaching the Course 20 faculty reflective journal exercise 2.2. faculty reflective journal exercise 2.3. Planning to Teach 22 Thinking about Teaching 22 • Chapter Summary 26 Sample Syllabi Templates (Face-to-Face, Workshop and Studio Based, Online) 27 EXAMPLE 1. Some elements included in a syllabus for a faceto-face, theory-driven approach to an introduction to qualitative inquiry 27 EXAMPLE 2. Some elements included in a syllabus using workshop and studio pedagogies for a face-to-face graduate seminar on ethnography and education 28 EXAMPLE 3. Some elements included in a syllabus for an online introduction to a qualitative inquiry course 30 3. It’s Never Too Early to Start “Thinking Qualitatively” • Using a Holistic Approach to Thinking Pedagogically about Teaching Qualitative Research 35 • What Is a Holistic Pedagogy? And Why Is It Needed? 36 • Key Characteristics of Holistic Pedagogy for Teaching Qualitative Research 37 • What Does It Mean to Think Qualitatively? 40 • Teaching Qualitative Thinking through Experiential Learning 42 CLASSROOM EXERCISE 3.1. Grocery Store 44 CLASSROOM EXERCISE 3.2. The Outsider 45 • Teaching Qualitative Thinking through Dialogue 47 CLASSROOM EXERCISE 3.3. 20 Questions 48 ♦ Facilitating Students to Ask Qualitative Questions 49 ® Example of Qualitative Thinking Leading to Research
from Sidewalk 51 ® Example of Qualitative Thinking Leading to Research from Bad Boys 51 • Reflexive Thinking for Qualitative Research Topics 52 classroom exercise 3.4. Brainstorming Qualitative Research Topics 52 • How to Ask a Qualitative Research Question 53 CLASSROOM exercise 3.5. Research Topic and I (Eye) 54 • Chapter Summary 55 35
Contents xi 4, What Dū You Mean That Being “Biased” Isn’t Wrong?: Reflexive Exercises to Promote Awareness and Discussion of “Positionality” in Qualitative Research 56 ® Discussing and Tackling the Questions of Bias 57 ® What Is Bias in Critical Qualitative Research? 57 ® What Is Positionality and How Does It Influence Qualitative Research Projects? 59 • Hierarchical Positionings and the “Other” in Qualitative Research 61 » The Role of the Qualitative Researcher 61 « Ethical Considerations 61 * Outsider, Insider, Friend, Peer, Companion 62 classroom exercise 4.1. Teaching Reflexivity 63 ® Identity and the Qualitative Researcher 65 CLASSROOM exercise 4.2. Understanding Your Positionality 65 » Chapter Summary 66 Ց. Crafting a Research Problem: The "So What?” Question 67 ® The “So What?” Question 67 ® Students’ Responses to Research Methods Courses 68 classroom exercise 5.1. Opening a Conversation 68 classroom exercise 5.2. Examining Assumptions 69 classroom exercise 5.3, Examining Assumptions through Autobiographical Writing 71 • What Is a Research Problem in Qualitative Research? ® Distinguishing between Researchable Problems and Practical Problems 73 ® What Makes a Problem Researchable? 73 71 classroom exercise 5.4. Linking Qualitative Questions and Research Purpose 74 ® Advocacy Research 75 » Identity Work and the Research Question 76 classroom exercise 5.5. Imagining Researcher Roles and Identity 77 • Asking the “So What?” Question 77 ® Identifying the “So What?” Question, or the Gap in Published Studies 80 classroom exercise 5.6. Learning to Locate Researchable Problems
80 ® Chapter Summary 82
xii Contents В. Teaching Students to Write a Review of Literature: A Roadmap, a Conversation, and Metaphorical Imaginations 83 « What Are the Students’ Assumptions of Literature Reviews? 85 • How to Build an Argument in a Review of Literature 86 ♦ An Advocate Approach 86 ♦ A Jury Approach 86 • Types of Literature Reviews 86 ♦ Descriptions and Discussion: Thematic, Scoping, and Critical 87 « Functions of a Literature Review 90 • Students’ Experiences of Crafting Literature Reviews 91 ® Tools for Approaching a Literature Review 91 « Using Tables in Literature Reviews 93 « Methodological Transparency and Metaphorical Imaginations 95 classroom exercise 6.1. Analogies and Reviews of Literature 95 • Prepare to Search 96 • Pedagogical Devices for Teaching Novice Researchers about Literature Reviews 97 « Critical Reading and Writing: Learning the Vocabulary of Research 98 classroom exercise 6.2. classroom EXERCISE 6.3. Analyzing Literature Reviews 99 Library Excursion 99 • Rubric for Reviews of Literature classroom exercise 6.4. 100 How o r When to Use Citations and References 100 « Chapter Summary 102 ?. Participant: Observations, Research Questions, and Interview Questions: The Art of Observing and Questioning Self and Others in the Research Process • The Art and Craft of Observation classroom exercise 7.1. 104 Role Play 105 • Helping Students Think through the Focus of Observations 108 ® Teaching Ideas for Learning to Observe and to Write Field Notes 109 « The Art and Craft of Interviewing 112 • Starting the Conversation: What Are Good Interviews? 114 • Research Questions and
Their Links to Interview Questions 115 ЮЗ
Contents ® Preparing Interview Protocols: Things to Think About 117 classroom exercise 7,2. Learning to Formulate Interview Questions * Practicing Interviewing with Peers 119 ® Teaching Listening for Developing Interview Skills 118 119 CLASSROOM EXERCISE 7.3. Brainstorming What It Means to Listen 120 * Modes of Interviewing: Distance versus Proximity 121 ♦ Phone Interviews 122 ♦ Focus Group Discussions and Group Interviews 124 ♦ Narrative Interviews and Life History Interviews 126 * Recruitment of Participants 127 * The Emotional Work of Interviewing 127 * Postinterview Reflections: Voice Memos as a Way to Reflect on Interviews 128 ♦ Reflecting on the Content of the Interview ♦ Reflecting on the Process 128 ♦ Lessons Learned 129 « Activities for Teaching Interviewing Skills 128 129 classroom exercise 7.4. The Art and Craft of Interviews CLASSROOM EXERCISE 7.5. Interview Modes 130 « Chapter Summary 129 131 8. Teaching Emergent Methods of Oata Collection ® Teaching Emergent Methods of Data Collection * Why Emergent Methods? 133 * What Are Multimodal Data? 133 132 8.1. Brainstorming Interesting Phenomena for Qualitative Research Data Gathering 134 classroom exercise * Teaching Visual Literacy 135 classroom exercise 8.2. Keeping a Visual Diary * Multiple Forms of Data Gathering 135 137 ♦ Visual Methods 137 ♦ Photographs and Visual Data for Empowerment ♦ Photovoice Methods for Interviewing 138 138 workshop: phenomenological ETHNOGRAPHY. Using Photos and Other Artifacts to Explore a Cultural Phenomenon * Performance- and Arts-Based Data « Issues, Ethics, and Best Practices for
Image-Based Research 144 » Data Gathering Online 145 CLASSROOM 140 143 EXERCISE 8.3. Data Gathering Online 147 * Chapter Summary 148
XIV Contents Ց. Teaching Creative Analytic Practices 149 • ® • « Teaching Creative Analytic Practices 149 Data Analysis 150 Teaching Organization: Dealing with Piles and Files 152 Data Management Plans: Developing Systems to Manage the Data 152 ♦ Data Expansion 155 ♦ Data Reduction 155 ♦ Goals of Analysis 156 ♦ Practical Tips for Handling Data for Coding 156 • Teaching Students Where Codes and Themes Come From 157 • Teaching Analysis as a Collective Classroom Activity 158 classroom exercise 8,1. Trying Out Data Analysis in a Large Group 159 • Questions as a Way to Teach Data Analysis 160 • Who, What, Where, When, Why, and How? 161 • Reflective Questions That Interrogate Data 162 • Questions for Peer Review 163 classroom exercise 9.2. Peer Feedback in Data Analysis 163 • Qualitative Analysis Strategies 164 • Teaching Analysis through Visual Displays 165 classroom exercise 9.3. Creating Visual Displays and Visual Memos 167 • Teaching Interpretation 168 • Use of Metaphor to Teach Qualitative Analysis 169 classroom exercise 9.4. Looking for Metaphors and Analogies 170 • Using Theory as a Building Block for Analysis 172 « Chapter Summary 175 10. Writing Qualitative Research Reports and Articles • Writing Doctoral Dissertations, Master’s Theses, and Refereed Journal Articles 180 ♦ Teaching about the Different Sections through Examples 180 ♦ Low-Stakes 'Writing—or Practice Writing as a Pedagogical Strategy 180 » “Workshopping” as a Method to Teach Writing Qualitative Research 182 ♦ Creating Peer Circles for Workshopping Writing 183 • Writing Findings in Qualitative Research 183 ♦
Making Claims from Data 183 ♦ Making Meaning from Data 184 ♦ Telling the Lesser Stories through Summaries 184 • Using Pseudonyms or Composites for People and Places in Qualitative Research Findings 184 176
Contents XV • Writing the Discussion Chapter 185 Փ Acknowledge Limitations and Delimitations 185 « Writing Articles during and after the Dissertation 185 • Writing for Journals and Conferences 185 ® What Is Quality in Qualitative Research? 186 classroom exercise юл. A Dialogue on Quality classroom exercise 10.2. Presenting the Study 189 in a Conference Format 190 • Chapter Summary 191 • Conclusion: Final Thoughts 192 References 193 Index 209 About the Authors 216 |
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Mulvihill</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">New York ; London</subfield><subfield code="b">The Guilford Press</subfield><subfield code="c">[2018]</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">© 2018</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">xv, 216 Seiten</subfield><subfield code="c">24 cm</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1="3" ind2=" "><subfield code="a">"This timely resource provides a framework for teaching students how to think qualitatively and become more critical and reflexive researchers. 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| id | DE-604.BV047478776 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T18:11:57Z |
| indexdate | 2024-12-16T19:00:59Z |
| institution | BVB |
| isbn | 9781462536702 9781462536719 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-032880313 |
| oclc_num | 1284788786 |
| open_access_boolean | |
| owner | DE-473 DE-BY-UBG DE-384 |
| owner_facet | DE-473 DE-BY-UBG DE-384 |
| physical | xv, 216 Seiten 24 cm |
| publishDate | 2018 |
| publishDateSearch | 2018 |
| publishDateSort | 2018 |
| publisher | The Guilford Press |
| record_format | marc |
| spelling | Swaminathan, Raji Verfasser (DE-588)1136337415 aut Teaching qualitative research strategies for engaging emerging scholars Raji Swaminathan, Thalia M. Mulvihill New York ; London The Guilford Press [2018] © 2018 xv, 216 Seiten 24 cm txt rdacontent n rdamedia nc rdacarrier "This timely resource provides a framework for teaching students how to think qualitatively and become more critical and reflexive researchers. Presented are a wealth of pedagogical tools that instructors across the disciplines can tailor to their own needs, including thought-provoking discussion questions, group work exercises, and field activities. The authors discuss issues and choices in course design, including approaches to assessment and grading, and share sample syllabi for both online and face-to-face course formats. Exploring the complexities and debates that surround teaching qualitative research, the book argues for a holistic model of preparing novice researchers. It demonstrates effective ways to engage students in the qualitative inquiry process from start to finish--from understanding positionality and crafting a research problem to writing up findings for different audiences.<BR />"-- "This timely resource provides a framework for teaching students how to think qualitatively and become more critical and reflexive researchers. Presented are a wealth of pedagogical tools that instructors across the disciplines can tailor to their own needs, including thought-provoking discussion questions, group work exercises, and field activities. The authors discuss issues and choices in course design, including approaches to assessment and grading, and share sample syllabi for both online and face-to-face course formats. Exploring the complexities and debates that surround teaching qualitative research, the book argues for a holistic model of preparing novice researchers. It demonstrates effective ways to engage students in the qualitative inquiry process from start to finish--from understanding positionality and crafting a research problem to writing up findings for different audiences. Key Words/Subject Areas: critical qualitative research, methods classes, methods courses, pedagogy, pedagogical resources, syllabus, syllabi, teaching activities, arts-based research, interpretive inquiry, phenomenological, narrative, qualitative writing, feminist research, grounded theory, autoethnography, exercises, instructors, course design, reflective, reflexive Audience: Instructors teaching qualitative methods courses within education, sociology, family studies, psychology, social work, ethnic studies, nursing, and health science disciplines"-- Qualitative Methode (DE-588)4137346-7 gnd rswk-swf Lehrerbildung (DE-588)4035093-9 gnd rswk-swf Forschungsmethode (DE-588)4155046-8 gnd rswk-swf Hochschulunterricht (DE-588)4072562-5 gnd rswk-swf Qualitative research / Study and teaching Research Social sciences / Research Qualitative Research SOCIAL SCIENCE / Research MEDICAL / Nursing / Research & Theory EDUCATION / Research PSYCHOLOGY / Research & Methodology Qualitative research / Methodology Hochschulunterricht (DE-588)4072562-5 s Lehrerbildung (DE-588)4035093-9 s Qualitative Methode (DE-588)4137346-7 s Forschungsmethode (DE-588)4155046-8 s DE-604 Mulvihill, Thalia M. 1963- Verfasser (DE-588)1117046052 aut Erscheint auch als Online-Ausgabe 978-1-4625-3672-6 Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032880313&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032880313&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Swaminathan, Raji Mulvihill, Thalia M. 1963- Teaching qualitative research strategies for engaging emerging scholars Qualitative Methode (DE-588)4137346-7 gnd Lehrerbildung (DE-588)4035093-9 gnd Forschungsmethode (DE-588)4155046-8 gnd Hochschulunterricht (DE-588)4072562-5 gnd |
| subject_GND | (DE-588)4137346-7 (DE-588)4035093-9 (DE-588)4155046-8 (DE-588)4072562-5 |
| title | Teaching qualitative research strategies for engaging emerging scholars |
| title_auth | Teaching qualitative research strategies for engaging emerging scholars |
| title_exact_search | Teaching qualitative research strategies for engaging emerging scholars |
| title_exact_search_txtP | Teaching qualitative research strategies for engaging emerging scholars |
| title_full | Teaching qualitative research strategies for engaging emerging scholars Raji Swaminathan, Thalia M. Mulvihill |
| title_fullStr | Teaching qualitative research strategies for engaging emerging scholars Raji Swaminathan, Thalia M. Mulvihill |
| title_full_unstemmed | Teaching qualitative research strategies for engaging emerging scholars Raji Swaminathan, Thalia M. Mulvihill |
| title_short | Teaching qualitative research |
| title_sort | teaching qualitative research strategies for engaging emerging scholars |
| title_sub | strategies for engaging emerging scholars |
| topic | Qualitative Methode (DE-588)4137346-7 gnd Lehrerbildung (DE-588)4035093-9 gnd Forschungsmethode (DE-588)4155046-8 gnd Hochschulunterricht (DE-588)4072562-5 gnd |
| topic_facet | Qualitative Methode Lehrerbildung Forschungsmethode Hochschulunterricht |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032880313&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032880313&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
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