Showing papers on "Qualitative research published in 1977"

Educational research, an introduction

Abstract: I. INTRODUCTION. 1. The Nature of Educational Research II. PLANNING A RESEARCH STUDY. 2. The Research Process: From Proposal to Final Report 3. Ethics and Site Relations 4. Reviewing the Literature III. RESEARCH METHODS. 5. Statistical Techniques 6. Selecting a Sample 7. Collecting Research Data with Tests and Self-Report Measures 8. Collecting Research Data with Questionnaires and Interviews 9. Collecting Research Data through Observation and Content Analysis IV. QUANTITATIVE RESEARCH DESIGN. 10. Nonexperimental Research: Descriptive and Causal-Comparative Designs 11. Nonexperimental Research: Correlational Designs 12. Experiment Research: Designs, Part 1 13. Experimental Research: Designs, Part 2 V. APPROACHES TO QUALITATIVE RESEARCH. 14. Case Study Research 15. Qualitative Research Traditions 16. Historical Research VI. APPLICATIONS OF RESEARCH. 17. Evaluation Research 18. Action Research

On the nature of attributional artifacts in qualitative research: Herzberg's two‐factor theory of work motivation

Abstract: Heider's notions of attribution are presented as a theoretical underpinning for the empirical findings of Herzberg concerning the nature of motivation in industrial contexts. Herzberg's methodology is treated as an example of the ‘new’ methods advocated by Harre and Secord: the collection of naive, unnegotiated ‘accounts’. It is suggested that attributional artifacts are potentially present when an investigator invites lay informants to make causal attributions concerning two oppositely valued states and then accepts these ‘accounts' at face value as constituting the ‘findings' of the study. Favourable outcomes tend to be attributed to the self and unfavourable ones to the environment. The self is seen as the source of job satisfaction and the environment as the source of job dissatisfaction. Evidence from other areas of research supporting this interpretation is presented. A sharp distinction is made between the attributional biases of informants and those of investigators. The role of positive self-concepts, rather than of defensive reactions, is stressed as a determinant of the ‘structure’ found in the ‘accounts’.

Urban children and nature: a summary of research on camping and outdoor education

Abstract: This paper reports the preliminary findings of an extensive bibliographic search that identified studies or urban children in camp and outdoor education programs These studies were systematically abstracted and classified qualitative or quantitative Twenty-five percent of the abstracted studies were quantitative The major findings, techniques of study, and policy suggestions of the studies are summarized In general, the qualitative studies report considerable positive influence for urban children involved in camp and outdoor education experiences The quantitative studies find only slight changes or changes for only a small proportion of the campers The changes reported in the quantitative studies are often attributed to the break in routine or to the class backgrounds of the campers rather than to the camp experience This paper suggests that more refined quantitative research and more modest qualitative research are needed