Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social SciencesTeachers College Press, 2006 - 162 sidor The Third Edition of this bestselling resource provides clear, step-by-step guidance for new and experienced interviewers to help them develop, shape, and reflect on interviewing as a qualitative research process. While proposing a phenomenological approach to in-depth interviewing, the author also includes principles and methods that can be adapted to a range of interviewing approaches. Using concrete examples of interviewing techniques to illustrate the issues under discussion, this classic text helps readers to understand the complexities of interviewing and its connections to broader issues of qualitative research. Equally popular for individual and classroom use, the new Third Edition of Interviewing as Qualitative Researchfeatures: an introduction to the Institutional Review Board (IRB) process in its historical context, including an expanded discussion of informed consent and its complexities; apecial attention to the rights of participants in interview research as those rights interact with ethical issues; and updated references and suggestions for additional reading for a deeper consideration of methodological, ethical, and philosophical issues, including relevant Internet resources. |
Från bokens innehåll
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... teacher , I have worked with many graduate students who have deep and passionate interests they wish to pursue .in their dissertations . Often , however , they are stymied by the lack of an appropriate and feasible methodology . They ...
... students with whom I work , and from my own research that illustrate the issues under discussion . I try to maintain a balance between sharing my experience with in - depth interviewing so that a reader can use what he or she may , and ...
... teachers , colleagues , associates , and graduate students whose early support has stayed with me as I have continued this work : Clifford Adelman , Theresa Barton , Sara Biondello , John Booss , Kathryn Charmaz , Richard Clark ...
... Teachers of English for my dissertation . At that time , I considered his ... students ' achievement motivation of teachers ' comments on their writing ... Teaching had recently been published . In some respects it was treated as a bible ...
... teacher educa- tor in a strong , conservative English department where the ... teaching . In addition to read- ing works on the teaching of English , which I had been ... student . I read that book just in time How I Came to Interviewing 3.
Innehåll
Why Interview? | 7 |
The Purpose of Interviewing | 9 |
The Method of A Method? | 10 |
Why Not Interview? | 12 |
Conclusion | 14 |
A Structure for InDepth Phenomenological Interviewing | 15 |
The ThreeInterview Series | 16 |
Respect the Structure | 19 |
6 Dissemination | 72 |
7 Special Conditions for Children | 74 |
The Complexities of Affirming the IRB Review Process and Informed Consent | 75 |
Technique Isnt Everything But It Is a Lot | 78 |
Follow Up on What the Participant Says | 81 |
Listen More Talk Less and Ask Real Questions | 84 |
Follow Up but Dont Interrupt | 85 |
Two Favorite Approaches | 86 |
Length of Interviews | 20 |
Spacing of Interviews | 21 |
Whose Meaning Is It? Validity and Reliability | 22 |
Experience the Process Yourself | 27 |
Proposing Research From Mind to Paper to Action | 28 |
Commitment | 29 |
From Thought to Language | 30 |
What Is to Be Done? | 31 |
Rationale | 36 |
working with the Material | 37 |
Piloting Your Work | 38 |
Conclusion | 39 |
Establishing Access to Making Contact with and Selecting Participants | 40 |
Access Through Formal Gatekeepers | 43 |
Informal Gatekeepers | 45 |
Making Contact | 46 |
Building a Participant Pool | 48 |
Some Logistical Considerations | 49 |
Selecting Participants | 50 |
Snares to Avoid in the Selection Process | 54 |
The Path to Institutional Review Boards and Informed Consent | 57 |
The Establishment of Local Institutional Review Boards | 58 |
The Informed Consent Form | 60 |
Eight Major Parts of Informed Consent | 61 |
1 What How Long How to What End and for Whom? | 63 |
2 Risks Discomforts and Vulnerability | 64 |
4 Possible Benefits | 69 |
5 Confidentiality of Records | 70 |
Ask Participants to Reconstruct Not to Remember | 88 |
Do Not Take the Ebbs and Flows of Interviewing Too Personally | 89 |
Explore Laughter | 90 |
Follow Your Hunches | 91 |
Tolerate Silence | 92 |
Conclusion | 93 |
Interviewing as a Relationship | 95 |
Rapport | 96 |
Social Group Identities and the Interviewing Relationship | 99 |
Distinguish Among Private Personal and Public Experiences | 106 |
Avoid a Therapeutic Relationship | 107 |
Reciprocity | 109 |
Analyzing Interpreting and Sharing Interview Material | 112 |
What to Do Between Interviews | 113 |
TapeRecording Interviews | 114 |
Transcribing Interview Tapes | 115 |
Studying Reducing and Analyzing the Text | 117 |
Profiles and Themes | 119 |
Making and Analyzing Thematic Connections | 125 |
Interpreting the Material | 128 |
Note | 130 |
Two Profiles | 133 |
a LongTime Day Care Provider | 140 |
References | 145 |
Index | 156 |
About the Author | 162 |
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Hänvisningar till den här boken
Designing Qualitative Research Catherine Marshall,Gretchen B. Rossman Begränsad förhandsgranskning - 2006 |
Doing Research with Children Dr Anne D Greig,Mrs Jayne Taylor,Tommy MacKay Begränsad förhandsgranskning - 2007 |