Part One: The Context Of Educational Research Part Two: Planning Educational Research Part Three: Styles Of Educational Research Part Four: Strategies And Instruments For Data Collection And Researching Part Five: Data Analysis

Research Methods in Education

Our possessions are a major contributor to and reflection of our identities A variety of evidence is presented supporting this simple and compelling premise Related streams of research are identified and drawn upon in developing this concept and implications are derived for consumer behavior Because the construct of extended self involves consumer behavior rather than buyer behavior, it appears to be a much richer construct than previous formulations positing a relationship between self-concept and consumer brand choice

https://www.jstor.org/stable/pdfplus/2489522.pdf

Possessions and the extended self.

Preface - Norman K. Denzin and Yvonna S. Lincoln About the Editors About the Contributors 1. Introduction: The Discipline and Practice of Qualitative Research - Norman K.Denzin and Yvonna S. Lincoln I. Methods of Collecting and Analyzing Empirical Materials 2. Narrative Inquiry: Still a Field in the Making - Susan E. Chase 3. Critical Arts-based Inquiry: The Pedagogy and Performance of a Radical Ethical Aesthetic - Susan Finley 4. Oral History - Linda Shopes 5. Observations on Observation: Continuities and Challenges - Michael Angrosino and Judith Rosenberg 6. Visual Methodology: Toward a More Seeing Research - Jon D. Prosser 7. Performative Autoethnography: Critical Embodiments and Possibilities - Tami Spry 8. The Methods, Politics, and Ethics of Representation in Online Ethnography - Sarah Gaston 9. Analyzing Talk and Text - Anssi Parakyla and Johanna Ruusuvuori 10. Focus Groups: Contingent Articulations of Pedagogy, Politics, and Inquiry - George Kamberelis and Greg Dimitriadis II. The Art and Practices of Interpretation, Evaluation, and Presentation 11. Qualitative Research, Science, and Government: Evidence, Criteria, Policy, and Politics - Harry Torrance 12. Reflections on Interpretive Adequacy in Qualitative Research - David L. Altheide and John M. Johnson 13. Analysis and Representation Across the Continuum - Laura L. Ellingson 14. Post Qualitative Research: The Critique and the Coming After - Elisabeth Adams St. Pierre 15. Qualitative Research and Technology: In the Midst of a Revolution - Judith Davidson and Silvana diGregorio 16. The Elephant in the Living Room, or Extending the Conversation About the Politics of Evidence - Norman K. Denzin 17. Writing into Position: Strategies for Composition and Evaluation - Ronald J. Pelias 18. Evaluation as a Relationally Responsible Practice - Tineke Abma and Guy A.M. Widdershoven, Norman K. Denzin and Yvonna S. Lincoln Author Index Subject Index

Collecting and Interpreting Qualitative Materials

Communities have the potential to function effectively and adapt successfully in the aftermath of disasters. Drawing upon literatures in several disciplines, we present a theory of resilience that encompasses contemporary understandings of stress, adaptation, wellness, and resource dynamics. Community resilience is a process linking a network of adaptive capacities (resources with dynamic attributes) to adaptation after a disturbance or adversity. Community adaptation is manifest in population wellness, defined as high and non-disparate levels of mental and behavioral health, functioning, and quality of life. Community resilience emerges from four primary sets of adaptive capacities—Economic Development, Social Capital, Information and Communication, and Community Competence—that together provide a strategy for disaster readiness. To build collective resilience, communities must reduce risk and resource inequities, engage local people in mitigation, create organizational linkages, boost and protect social supports, and plan for not having a plan, which requires flexibility, decision-making skills, and trusted sources of information that function in the face of unknowns.

/pdf/community-resilience-as-a-metaphor-theory-set-of-capacities-2h7ia9h483.pdf

Community Resilience as a Metaphor, Theory, Set of Capacities, and Strategy for Disaster Readiness

At a time when lesbian, gay, bisexual, and transgender individuals—often referred to under the umbrella acronym LGBT—are becoming more visible in society and more socially acknowledged, clinicians and researchers are faced with incomplete information about their health status. While LGBT populations often are combined as a single entity for research and advocacy purposes, each is a distinct population group with its own specific health needs. Furthermore, the experiences of LGBT individuals are not uniform and are shaped by factors of race, ethnicity, socioeconomic status, geographical location, and age, any of which can have an effect on health-related concerns and needs. While some research about the health of LGBT populations has been conducted, researchers still have a great deal to learn. To help assess the state of the science, the National Institutes of Health (NIH) asked the Institute of Medicine (IOM) to assess current knowledge of the health status of lesbian, gay, bisexual, and transgender populations; to identify research gaps and opportunities; and to outline a research agenda to help NIH focus its research in this area. A committee of experts was convened by the IOM to consider this task, and its findings are presented in its report, The Health of Lesbian, Gay, Bisexual, and Transgender People: Building a Foundation for Better Understanding.

The Health of Lesbian, Gay, Bisexual, and Transgender People: Building a Foundation for Better Understanding

Two Views of an Award Winning Book@@@Everything in Its Path: Destruction of Community in the Buffalo Creek Flood.

Notes on trauma and community.

We would suggest that, in principle, anyone is publicly accountable for the actions which it is his duty to perform. Most of the time, however, since sociologists are not muckrakers, it is not necessary or desirable to single out individuals or even clearly identifiable small groups. In such situations one may reasonably use confidentiality as an inducement to cooperation. In other situations, however, this is clearly unwarranted. If one wishes to study the functioning of courts, or of a mayor's office, or of General Motors, or of unions, it is perhaps better to put up with the difficulties of only doing what one can do without promising to keep information confidential. Since publicly accountable individuals often recognize the fact of their accountability and the useful purposes that might be served by sociologists studying them, one can often gain a good deal of cooperation without the promise of confidentiality.5 We are suggesting that sociologists in this respect have the same rights that journalists have. Our understanding of the social process may be such that we do not use this right in the same way as journalists, because we are not interested in momentary sensations but in developing an understanding of the persisting tendencies of social systems, large or small.

A Comment on Disguised Observation in Sociology

The survivors of the Buffalo Creek disaster suffered both individual and collective trauma, the latter being reflected in their loss of communality. Human relationships in this community had been derived from traditional bonds of kinship and neighborliness. When forced to give up these long-standing ties with familiar places and people, the survivors experienced demoralization, disorientation, and loss of connection. Stripped of the support they had received from their community, they became apathetic and seemed to have forgotten how to care for one another. This was apparently a community that was stronger than the sum of its parts, and these parts--the survivors of the Buffalo Creek flood--are now having great difficulty finding the personal resources to replace the energy and direction they had once found in their community. Language: en

Disaster at Buffalo Creek. Loss of communality at Buffalo Creek.

Disaster studies have made important progress in recognizing the unequally distributed consequences of disasters, but there has been less progress in analyzing social factors that help create "natural" disasters. Even well-known patterns of hazard-creation tend to be interpreted generically – as representing "economic development" or "capitalism" – rather than through focusing on the more specific dynamics involved. We illustrate this point with two recent and well-known cases of flooding – those in the upper Mississippi River Valley and in the Katrina-related devastation of New Orleans. In the former case, damage was caused in part by building the very kinds of higher and stronger floodwalls that were shown to be inadequate in the latter. In the New Orleans case, a more important factor in the death and destruction was the excavation of a transportation canal. In both cases, and many more, the underlying causes of damage to humans as well as to the environment has involved a three-part pattern, supported by the political system – spreading the costs, concentrating the economic benefits and hiding the real risks. In very real senses, these have been floods of folly, created not just by extreme weather events, but by deadly and avoidable patterns of political-economic choices. Comparable patterns appear to deserve greater attention in other contexts, as well.

Kai T. Erikson

Papers

Two Views of an Award Winning Book@@@Everything in Its Path: Destruction of Community in the Buffalo Creek Flood.

Notes on trauma and community.

A Comment on Disguised Observation in Sociology

Disaster at Buffalo Creek. Loss of communality at Buffalo Creek.

Organizing Hazards, Engineering Disasters? Improving the Recognition of Political-Economic Factors in the Creation of Disasters