Doing qualitative research 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"--
Saved in:
| Main Author: | |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Albany :
State University of New York Press,
[2023]
|
| Edition: | Second edition. |
| Subjects: | |
| Online Access: | DE-862 DE-863 |
| Summary: | "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"-- |
| Item Description: | First edition published 2002. |
| Physical Description: | 1 online resource (xiv, 358 pages) |
| Bibliography: | Includes bibliographical references and indexes. |
| ISBN: | 9781438494623 1438494629 |
Staff View
MARC
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| 245 | 1 | 0 | |a Doing qualitative research in education settings / |c J. Amos Hatch. |
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| 520 | |a "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"-- |c Provided by publisher. | ||
| 505 | 0 | |a 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 | |
| 505 | 8 | |a 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 | |
| 505 | 8 | |a 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 | |
| 505 | 8 | |a 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 | |
| 505 | 8 | |a 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? | |
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| 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? |
| ctrlnum | (OCoLC)1394120496 |
| dewey-full | 370.72 |
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| dewey-ones | 370 - Education |
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| discipline | Pädagogik |
| edition | Second edition. |
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| indexdate | 2025-04-11T08:48:07Z |
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| spelling | Hatch, J. Amos, author. http://id.loc.gov/authorities/names/n94074197 Doing qualitative research in education settings / J. Amos Hatch. Second edition. Albany : State University of New York Press, [2023] 1 online resource (xiv, 358 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier First edition published 2002. Description based on online resource, title from digital title page (viewed on October 17, 2024) Includes bibliographical references and indexes. "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"-- Provided by publisher. 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? Education Research. http://id.loc.gov/authorities/subjects/sh85041016 Education Research fast has work: Doing qualitative research in education settings (Text) https://id.oclc.org/worldcat/entity/E39PCFrD44Fxgtcbpx8yjxgfHK https://id.oclc.org/worldcat/ontology/hasWork Print version: Hatch, J. Amos Doing Qualitative Research in Education Settings, Second Edition Albany : State University of New York Press,c2023 9781438494609 |
| spellingShingle | Hatch, J. Amos Doing qualitative research in education settings / 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? Education Research. http://id.loc.gov/authorities/subjects/sh85041016 Education Research fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85041016 |
| title | Doing qualitative research in education settings / |
| title_auth | Doing qualitative research in education settings / |
| title_exact_search | Doing qualitative research in education settings / |
| title_full | Doing qualitative research in education settings / J. Amos Hatch. |
| title_fullStr | Doing qualitative research in education settings / J. Amos Hatch. |
| title_full_unstemmed | Doing qualitative research in education settings / J. Amos Hatch. |
| title_short | Doing qualitative research in education settings / |
| title_sort | doing qualitative research in education settings |
| topic | Education Research. http://id.loc.gov/authorities/subjects/sh85041016 Education Research fast |
| topic_facet | Education Research. Education Research |
| work_keys_str_mv | AT hatchjamos doingqualitativeresearchineducationsettings |