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"--
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Albany :
State University of New York Press,
[2023]
|
| Ausgabe: | Second edition. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "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"-- |
| Beschreibung: | First edition published 2002. |
| Beschreibung: | 1 online resource (xiv, 358 pages) |
| Bibliographie: | Includes bibliographical references and indexes. |
| ISBN: | 9781438494623 1438494629 |
Internformat
MARC
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| 245 | 1 | 0 | |a Doing qualitative research in education settings / |c J. Amos Hatch. |
| 250 | |a Second edition. | ||
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| 504 | |a Includes bibliographical references and indexes. | ||
| 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 |
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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. 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 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3565327 Volltext |
| 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 |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3565327 |
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