scispace - formally typeset
Search or ask a question
Author

Catherine Marshall

Bio: Catherine Marshall is an academic researcher. The author has contributed to research in topics: Qualitative research & Interactionism. The author has an hindex of 5, co-authored 6 publications receiving 19662 citations.

Papers
More filters
Book
01 Mar 1989
TL;DR: In this article, the authors present an approach for recording, managing, and analyzing data in the context of qualitative research, defending the value and logic of research, and managing time and resources.
Abstract: Introduction The Substance of the Study Framing the Research Question How To Conduct the Study Designing the Research Data Collection Methods Recording, Managing, and Analyzing Data Managing Time and Resources Defending the Value and Logic of Qualitative Research

15,421 citations

Journal ArticleDOI
TL;DR: This chapter discusses data collection methods, recording, managing, and Analyzing data, and defending the Value and Logic of Qualitative Research.

1,577 citations


Cited by
More filters
Journal ArticleDOI
TL;DR: Inductive content analysis is used in cases where there are no previous studies dealing with the phenomenon or when it is fragmented, and a deductive approach is useful if the general aim was to test a previous theory in a different situation or to compare categories at different time periods.
Abstract: Aim This paper is a description of inductive and deductive content analysis. Background Content analysis is a method that may be used with either qualitative or quantitative data and in an inductive or deductive way. Qualitative content analysis is commonly used in nursing studies but little has been published on the analysis process and many research books generally only provide a short description of this method. Discussion When using content analysis, the aim was to build a model to describe the phenomenon in a conceptual form. Both inductive and deductive analysis processes are represented as three main phases: preparation, organizing and reporting. The preparation phase is similar in both approaches. The concepts are derived from the data in inductive content analysis. Deductive content analysis is used when the structure of analysis is operationalized on the basis of previous knowledge. Conclusion Inductive content analysis is used in cases where there are no previous studies dealing with the phenomenon or when it is fragmented. A deductive approach is useful if the general aim was to test a previous theory in a different situation or to compare categories at different time periods.

14,963 citations

Journal ArticleDOI
TL;DR: It is suggested that it is the responsibility of research methods teachers to ensure that this or a comparable model for ensuring trustworthiness is followed by students undertaking a qualitative inquiry.
Abstract: Although many critics are reluctant to accept the trustworthiness of qualitative research, frameworks for ensuring rigour in this form of work have been in existence for many years. Guba’s constructs, in particular, have won considerable favour and form the focus of this paper. Here researchers seek to satisfy four criteria. In addressing credibility, investigators attempt to demonstrate that a true picture of the phenomenon under scrutiny is being presented. To allow transferability, they provide sufficient detail of the context of the fieldwork for a reader to be able to decide whether the prevailing environment is similar to another situation with which he or she is familiar and whether the findings can justifiably be applied to the other setting. The meeting of the dependability criterion is difficult in qualitative work, although researchers should at least strive to enable a future investigator to repeat the study. Finally, to achieve confirmability, researchers must take steps to demonstrate that findings emerge from the data and not their own predispositions. The paper concludes by suggesting that it is the responsibility of research methods teachers to ensure that this or a comparable model for ensuring trustworthiness is followed by students undertaking a qualitative inquiry.

8,980 citations

Journal ArticleDOI
TL;DR: In this article, the authors present a technique for conducting thematic analysis of qualitative material, presenting a step-by-step guide of the analytic process, with the aid of an empirical example.
Abstract: The growth in qualitative research is a well-noted and welcomed fact within the social sciences; however, there is a regrettable lack of tools available for the analysis of qualitative material. There is a need for greater disclosure in qualitative analysis, and for more sophisticated tools to facilitate such analyses. This article details a technique for conducting thematic analysis of qualitative material, presenting a step-by-step guide of the analytic process, with the aid of an empirical example. The analytic method presented employs established, well-known techniques; the article proposes that thematic analyses can be usefully aided by and presented as thematic networks. Thematic networks are web-like illustrations that summarize the main themes constituting a piece of text. The thematic networks technique is a robust and highly sensitive tool for the systematization and presentation of qualitative analyses.

4,606 citations

Book
01 Jan 2014
TL;DR: Introduction Theory and Method in Social Research Ethics in social research Ethics in Social research Research Questions From Research Questions to Data Literature Searching and Reviewing - with Alis Oancea Qualitative Research Design Collecting Qualitative Data
Abstract: Introduction Theory and Method in Social Research Ethics in Social Research - Alis Oancea Research Questions From Research Questions to Data Literature Searching and Reviewing - with Alis Oancea Qualitative Research Design Collecting Qualitative Data The Analysis of Qualitative Data Quantitative Research Design Collecting Quantitative Data The Analysis of Quantitative Data The Internet and Research - Wayne McGowan Mixed Methods and Evaluation Research Writing

3,751 citations

Journal ArticleDOI
TL;DR: In this article, the trustworthiness or credibility of qualitative research is examined, and a discussion of more transcendent standards for conducting quality research: social validity, subjectivity and reflexivity, adequacy of data, and adequacy for interpretation.
Abstract: This article examines concepts of the trustworthiness, or credibility, of qualitative research. Following a “researcher-as-instrument,” or self-reflective, statement, the paradigmatic underpinnings of various criteria for judging the quality of qualitative research are explored, setting the stage for a discussion of more transcendent standards (those not associated with specific paradigms) for conducting quality research: social validity, subjectivity and reflexivity, adequacy of data, and adequacy of interpretation. Finally, current guidelines for writing and publishing qualitative research are reviewed, and strategies for conducting and writing qualitative research reports are suggested. Qualitative research, ensuing from a variety of disciplines, paradigms, and epistemologies, embraces multiple standards of quality, known variously as validity, credibility, rigor ,o rtrustworthiness. In addition to some standards that may be thought of as somewhat universal across disciplines and paradigms, the “goodness” (Morrow & Smith, 2000) of qualitative inquiry is assessed on the basis of the paradigmatic underpinnings of the research and the standards of the discipline. Thus, a grounded theory study or a consensual qualitative research investigation in counseling psychology that is rooted in a postpositivist or constructivist/interpretivist paradigm will look quite different from a critical ethnography in education; and the standards appropriate for evaluating these studies will vary accordingly. I begin this article by addressing the paradigmatic underpinnings of trustworthiness or rigor in qualitative research. Next, I discuss central topics related to trustworthiness or validity that span paradigms and may be thought of as relevant across most research designs. I then provide an overview of guidelines that have been suggested for evaluating qualitative research, particularly in psychology. Finally, I offer recommendations for enhancing the quality of qualitative research in counseling psychology and suggest strategies for writing and publishing. First, however, in keeping with the standard of reflexivity as a way for researchers to inform their audiences about their perspectives as well as to manage their subjectivities, I describe my own assumptions about qualitative research methodology and quality.

3,100 citations