During the past 20 years there has been a dramatic increase in societal interest in preventing disability and death in the United States by changing individual behaviors linked to the risk of contracting chronic diseases. This renewed interest in health promotion and disease prevention has not been without its critics. Some critics have accused proponents of life-style interventions of promoting a victim-blaming ideology by neglecting the importance of social influences on health and disease. This article proposes an ecological model for health promotion which focuses attention on both individual and social environmental factors as targets for health promotion interventions. It addresses the importance of interventions directed at changing interpersonal, organizational, community, and public policy, factors which support and maintain unhealthy behaviors. The model assumes that appropriate changes in the social environment will produce changes in individuals, and that the support of individuals in the population is essential for implementing environmental changes.

An Ecological Perspective on Health Promotion Programs

This article describes a model of teacher change originally presented nearly two decades ago (Guskey, 1986) that began my long and warm friendship with Michael Huberman. The model portrays the temporal sequence of events from professional development experiences to enduring change in teachers' attitudes and perceptions. Research evidence supporting the model is summarized and the conditions under which change might be facilitated are described. The development and presentation of this model initiated a series of professional collaborations between Michael and myself, and led to the development of our co-edited book, Professional Development in Education: new paradigms and practices (Guskey & Huberman, 1995), which was named 'Book of the Year' by the National Staff Development Council in 1996.

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Professional Development and Teacher Change

The last 100 years have witnessed a fervent debate in the USA about quantitative and qualitative research paradigms. Unfortunately, this has led to a great divide between quantitative and qualitative researchers, who often view themselves as in competition with each other. Clearly, this polarization has promoted purists, namely, researchers who restrict themselves exclusively either to quantitative or to qualitative research methods. Mono‐method research is the biggest threat to the advancement of the social sciences. Indeed, as long as we stay polarized in research, how can we expect stakeholders who rely on our research findings to take our work seriously? Thus, the purpose of this paper is to explore how the debate between quantitative and qualitative is divisive and, hence, counterproductive for advancing the social and behavioural science field. This paper advocates that all graduate students learn to utilize and to appreciate both quantitative and qualitative research. In so doing, students will dev...

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On Becoming a Pragmatic Researcher: The Importance of Combining Quantitative and Qualitative Research Methodologies

Introduction PART ONE: PHILOSPHY, PRINCIPLES AND PROCEDURES The Qualitative Turn in Management Research Grounded Theory Evolutionary Developments and Fundamental Processes Getting Started Data Collection and Sampling Analyses, Interpretation and the Writing Process PART TWO: GROUNDED THEORY: AN ILUSTRATION OF THE PROCESS Researching the Consumer Experience An Illustration of the Grounded Theory Method The Identification and Explanation of Concepts and Categories PART THREE: SOME CONCLUDING REMARKS A Critical Review of the Methodology

Grounded Theory: A Practical Guide for Management, Business and Market Researchers

Designing and carrying out effective and valid research are the desired goals of all researchers, and demonstrating the trustworthiness of one's dissertation research is a requirement for all doctoral candidates. For qualitative researchers, reaching the desired goal and meeting the requirement of trustworthiness become particularly problematic due to the considerable debate about what it means to do valid research in the field of qualitative inquiry. This article reviews the various approaches to the validity problem in the hope of turning this debate into a dialogue. Validity is traced from its origins in the realist ontology and foundational epistemology of quantitative inquiry to its reformulations within the lifeworld ontology and non-foundationalism of interpretive human inquiry. Various recent qualitative approaches to validity are considered, and interpretive reconfigurations of validity are reviewed. Interpretive approaches to validity are synthesized as ethical and substantive procedures of validation.

Evaluating Interpretive Inquiry: Reviewing the Validity Debate and Opening the Dialogue

Contents List of Displays Preface to the Third Edition by Johnny Saldana Acknowledgements from the Second Edition by Matthew B. Miles and A. Michael Huberman About the Authors PART I. THE SUBSTANTIVE START 1. Introduction 2. Research Design and Management 3. Ethical Issues in Analysis 4. Fundamentals of Qualitative Data Analysis PART II. DISPLAYING THE DATA 5. Designing Matrix and Network Displays 6. Methods of Exploring 7. Methods of Describing 8. Methods of Ordering 9. Methods of Explaining 10. Methods of Predicting PART III: MAKING GOOD SENSE 11. Drawing and Verifying Conclusions 12. Writing About Qualitative Research 13. Closure Appendix - An Annotated Bibliography of Qualitative Research Resources References Index

Qualitative Data Analysis: A Methods Sourcebook

Introduction Introduction I. THEORIES & ANALYSIS 1. Building Theories from Case Study Research - K. Eisenhardt 2. Understanding and Validity in Qualitative Research - J. Maxwell 3. Ethnography and Realism - M. Hammersly 4. Real Men Don't Collect Soft Data - S. Gherardi & B. Turner 5. The Fact of Fiction in Organizational Ethnography - J. Van Maanen II. METHODOLOGICAL PERSPECTIVES 6. Intuitive Data Processing - D. Royce Sadler 7. Analytic Ethnography - J. Lofland 8. Increasing the Generalizability of Qualitative Research - J. W. Schofield 9. Judging the Quality of Case Study Reports - Y. S. Lincoln & E. Guba 10. Narrative Analysis - C. K. Riessman III. EMPIRICAL STUDIES 11. Empirical Phenomenological Analyses of Being Criminally Victimized - C. Fischer and F. Wertz 12. Qualitative Data Analysis for Applied Policy Research - J. Ritchie and L. Spencer 13. Bounding the Case Within Its Context - A. Wells, & et al. 14. Interpretive Interactionism - N. K. Denzin 15. Temporality and Identity Loss Due to Alzheimer's Disease - C. J. Orona 16. Reflections and Advice - M. B. Miles & A. M. Huberman

The Qualitative Researcher's Companion

Analyse des données qualitatives

1. Introduction.- 2. Twelve Brief Case Histories.- 3. Before Implementation.- 4. The Implementation Process.- 5. Transformations over Time.- 6. The Outcomes of School Improvement.- 7. Why School Improvement Succeeds or Fails.- 8. What Have We Learned? Summary and Integration of Findings.- References.- Appendix A. Data Collection Effort and Methods, by Site.- Appendix B. Sensitizing Codes and Operational Definitions.- Appendix C. Example of a Causal Network with Associated Text.

A. Huberman

Papers

Qualitative Data Analysis: A Methods Sourcebook

The Qualitative Researcher's Companion

Analyse des données qualitatives

Innovation up Close: How School Improvement Works

Understanding and Validity in Qualitative Research