Showing papers on "Qualitative research published in 1981"

Some practical aspects of qualitative data analysis: One way of organising the cognitive processes associated with the generation of grounded theory

Abstract: This paper has presented practical details of a tested and tried procedure which it is hoped will be of use to researchers facing the problem of analysing qualitative data, and particularly to those interested in the use of grounded theory. Behind the presentation of this procedure lies a concern that the processes of research should be as open as possible, so that neither the processes of research nor their findings are subjected to mystifications which conceal their true nature from other researchers, from the subjects of research, or from those seeking to understand the research findings when they are reported. There is, of course, an element of risk in advocating such frankness, for the researcher who lays his procedures open to public scrutiny may suddenly discover that, like the emperor, he has no clothes. But it would seem, in general, that the interests of social research can only be furthered by more discussion of the details of research procedures, particularly those which are close to the creative centre of theory building.

On the Differences Between Scientific and Artistic Approaches to Qualitative Research

Abstract: My intention in this paper is to identify 10 dimensions in which artistic and scientific approaches to qualitative research differ. The term qualitative research does not have a long history in the field of education and in many ways it not only hides the important distinctions which need to be made, but it is, itself, misleading. The major distinction we seek is not between qualitative and nonqualitative forms of research since all empirical research must of necessity pay attention to qualities, but between what is studied in a scientific mode and what is studied artistically. There can be no empirical research, that form of research that addresses problems in a material universe, that does not aim to describe, interpret, predict or control qualities. The major distinction to be made in the conduct of research is not located in the phenomenon of study but in the mode in which that study occurs. The difference that counts is between what is studied artistically and what is studied scientifically. These differences are the ones to which this paper is addressed. At the outset it should be said

Research in Social Work

Abstract: Part I. Social Work and Research 1. Understanding the World 2. The Contribution of the Scientific Approach to Social Work Part II. Generation of Inquiry Theory 1. Developing a Problem for Research 2. Considerations for a Useful Research Problem 3. Current Knowledge 4. Formulating Hypotheses and Questions 5. Explication of the Problem Part III. The Social Context of Research 1. The Profession of Social Work 2. Theory as Framework for Research 3. The Site of the Research 4. The Social and Political Context 5. Protection of Human Subjects Part IV. Dimensions of Research Design 1. The Investigator's Control Over the Phenomena Studied 2. Knowledge-Building Purposes and Functions 3. Methodological Orientation 4. Establishing Causality 5. Threats to Internal Validity Part V. Naturalistic Designs 1. Designs with Exploratory-Descriptive Functions 2. Designs with Explanatory Functions Part VI. Single-System Experiments 1. The Case Study 2. The Basic Time Series (AeMDRVOABAeMDNMO) Design 3. Withdrawal Reversal Designs 4. The Multiple Baseline Design 5. Generalization (External Validity) Part VII. Group Experiments 1. Uncontrolled Single Group Experiment 2. Strengthening the Design 3. Equivalent Group Designs 4. Nonequivalent Group Designs 5. The Experimental Intervention 6. Generalization from Group Experiments 7. Laboratory Experiments: Analog Studies of Intervention Effects Part VIII. Sampling 1. The Nature and Purposes of Sampling 2. Samples and the Research Question 3. Basic Types of Samples 4. Generalization from Probability Samples 5. Size of Sample Part IX. Measurement 1. Definition of Measurement 2. Role of Measurement 3. Levels of Measurement 4. Criteria for Evaluating Measurement Procedures Part X. Data Collection 1. Selecting a Data Collection Method 2. Bias in Data Collection Methods 3. Self-Report Methods 4. Observation 5. Available Data Part XI. Quantitative Data Analysis 1. Quantitative Data 2. Categorization and Coding 3. Univariate Analysis 4. Ivariate Analysis 5. Inferential Statistics 6. Multivariate Analysis 7. Analysis of Time Series Data 8. Meta-Analysis Part XII. Qualitative Research 1. Modes of Qualitative Research 2. The Methods of Qualitative Research Part XIII. Assessment 1. Research Procedures in Assessment for Generalist Practice Part XIV. Evaluating Outcome at Different Levels of Practice 1. Program Levels and Evaluation Designs 2. Outcome Criteria 3. From Criteria to Data 4. Sources and Types of Data 5. Variations in Outcome Measures Part XV. Study of Intervention Characteristics 1. Data from Practitioners'Reports 2. Data from Clients 3. Direct and Electronic Observation 4. Change Process Research 5. Intervention Analogs Part XVI. Intervention Design and Development 1.The Design and Development Paradigm (D&D) Appendix 1. The Library Research Process: Mary Jane Brustman Appendix 2. Guidelines for Preparing a Research Report

Merging Quantitative and Qualitative Research Techniques: Toward a New Research Paradigm

Abstract: This paper focuses on the merging of qualitative and quantitative research approaches in educational research. Three Thai studies in the education-related social sciences are reviewed as examples to illustrate the advantages to be gained by integrating qualitative and quantitative methods. Finally, ethnographic residual analysis is introduced as a new paradigm for developing a deeper and better understanding of the complex interrelationships among educational inputs, educational processes, and educational out comes.

A critique of focus group and survey research: the machismo case.

Abstract: Increasing recognition of the need for more qualitative methods in research on motivational aspects of fertility has rekindled interest in the focus group interview. Potential advantages and disadvantages of this approach are discussed especially in light of recognized limitations of KAP Studies. Results of a Mexico study that utilized both survey and focus group techniques are evaluated concentrating on the concept of machismo as related to fertility. The group method confirmed a number of important survey findings that are sometimes attributed to limitations of the survey method. The survey produced results clearly negating the "machismo/fertility complex" while the focus group findings were at best inconclusive. (authors)

Towards a More Socially Responsive Psychology

Abstract: The South African situation provides exceptional opportunities for socially relevant activities by psychologists. Research strategies that seem likely to advance psychology faster and more validly, are: better use of inductive inference, more short-run empiricism, greater use of qualitative methods, greater use of combined quantitative and qualitative methods, and approaching subjects as co-inquiring participants. The question is discussed whether present psychological knowledge warrants application, and ways in which psychologists can assist in application are mentioned. Lastly, some examples are given of the kind of application of which we need more in South Africa.

Research in Context: Ethnographic Studies in English Education

Abstract: As ethnographic studies in English education proliferate, so does discussion of their advantages and limitations. While certain dichotomies like quantitative versus qualitative research are unnecessary and unproductive, ethnographic inquiry has traits which make it uniquely suitable to investigation of language teaching and learning. These are its concerns with hypothesisgeneration and the discovery process, specific features of language contexts, thick description of those phenomena, the roles of the participant-observer, and the making of meaning. Recent studies in language, composition, reading, and literature have employed these ethnographic approaches to provide a closer look at what occurs in English classrooms. At the same time, ethnographers must be concerned with issues of reliability and validity, interpretation and description of events, data collection and analysis, relationships with experimental research, and cost-effectiveness. With attention to these issues, ethnographic studies offer the potential of increasing our understanding of language learning processes and effective ways of enhancing those processes within the classroom, school, and larger society. Whether you align yourself with the cynics who view the current popularity of ethnographic studies as one more passing research fad or with the ethnographic evangelists who see field investigations as a panacea for all educational research problems, you certainly cannot ignore its growing impact on research in English Education. This issue of Research in the Teaching of English acknowledges the emerging importance of ethnographic studies in English education and examines the methodology, suggesting reasons why it may be the design of choice for many language, composition, literature and reading studies, particularly those which question basic assumptions about the growth of writing and reading abilities in the classroom. At the same time we discuss some of the pitfalls inherent in more intuitive, observational research and suggest procedures to guard against these weaknesses. Finally we include reports of recent research by English educators using ethnographic techniques, to advance the dialogue between researchers and to encourage further ethnographic research in English education. Any discussion of ethnographic methodology must begin with the awareness of this research tradition in educational sociology and anthropology (Brameld & Sullivan, 1961; Comitas & Dolgin, 1978; Gearing & Tindall, 1973; Hansen, 1979; Modiano, 1970; Shunk & Goldstein, 1964; Sindell, 1969; Spindler, 1963; Wolcott, 1967).

Using Qualitative Methods in Evaluation Research An Illustrative Bibliography

Abstract: This article describes the ways in which qualitative methods have been viewed relative to evaluation research. The topics included in the bibliography cover a broad area including the changing climate in evaluation research, the philosophical and conceptual background behind this approach to research, actual evaluation efforts which employed qualitative methods, the use of various data gathering techniques, and how one "makes sense" of these data. It is hoped that the bibliography will serve as a resource to those who choose to use such procedures in their evaluation research as well as testimony to the feasibility and utility qualitative methods offers evaluation researchers and policy makers.

The Social Environments of Nursing Homes and Their Consequences for the Styles of Participation of Older Residents.

Abstract: This exploratory, descriptive study of the social environments of two nursing homes and of the styles of participation that old residents develop has been guided by the symbolic interactionist premise that people act toward things on the basis of the meanings these things have for them. Participant observation was the primary data gathering technique, but two survey type instruments were also used. The goals of the study were to make contributions to (1) the building of grounded, substantive theory in social gerontologyt (2) improving data gathering techniques appro­ priate for studies of old people; and, (3) solving practical problems in nursing homes. The social environments of the two nursing homes were described. This included a critique of the applicability of Goffman's total institution model to this type of facility. Also described were the characteristics of the residents and of the two facilities, staff-resident relation­ ships, social relationships among the residents, a typical day, and residents' perceptions of their social environ­ ments. The meaning of nursing home residence was revealed by the "vocabulary of motives" that residents offered to explain or justify their presence in the facility. Styles of participation are coping strategies con­ structed by nursing home residents as adaptations to this ix type of social environment. Analysis of field notes led to the identification of six different styles of partici­ pation among the nursing home residents observed. These were: satisfied customers, isolates, workers, busybodies, the future-oriented, and the chameleons. One conclusion of the study was that the following variables are important in explaining how old people par­ ticipate in their social environments! the meaning the social environment of the nursing home has for the resident, heterogeneity among the residents, a person’s mental and physical competence, and continuity in life style. Another conclusion was that use of participant observation as a data gathering technique is necessary when subjective meanings are sought and when some respondents live in separate realities or are aphasic. Finally, some recommen­ dations were made for improving the social environment of nursing homes. These focused primarily on increasing opportunities for friendships and community feelings among residents.

Which Way Forward for Methodology Teaching

Abstract: The variety of papers presented here point to no very clear-cut conclusions nor do they suggest a single direction in which methodology teaching within sociology could develop. There is more agreement negatively, that problems exist, that students are not sufficiently engaged with methodological issues, and that traditional forms of methodology teaching are inadequate. There is increasing diversity in what is taught as 'methods', some curricular innovation, and a healthy experimental approach to the teaching of the subject. Some critics, however, maintain that overall methodological standards are feeble in both quantitative and qualitative research, technical competence inadequate, and the dominant mode that of 'observational, interpretive journalism rather than social science' (Hope 1978: 260). Both the accuracy of such a diagnosis and the sources of the disarray pinpointed by Bechhofer are fiercely disputed. Abrams argues that admiration of the methodological competencies instilled in American graduate schools is misplaced. The vacillations, lack of continuity and infirmity of purpose over the years of the SSRC Sociology and Social Administration Committee in relation to graduate teaching are blamed by others. In fact, the current ferment in methodology teaching reflects directly the lack of cohesion within sociology as an academic discipline, particularly during the last ten years. How could the teaching of research methodology develop within the next ten years? One answer, of which t;here are some staunch proponents, is that the quantitative and statistical skills of sociologists need to be much improved and strengthened. It is said to be lack of such skills, above all, which marks off British sociologists from their counterparts doing empirical research in North America and Western Europe. Linked to such an aim is the need to bring theory and measurement closer together (Blalock 1980). Nevertheless, it is doubtful how wide an appeal this has at the present time. Its corollary required course work for Ph.D. students is deeply unpopular, and the general intellectual culture is antipathetic. Large scale sociological research is not institutionalized in British universities in the way that it has been in North America, so that the research base from which to develop such teaching is lacking. As a general solution, it is likely to fall on stony ground. Indeed, those who are strongly committed to teaching quantitative methods, like Graham Kalton and James Alt, may see the attractions of emigration to a more receptive milieu. If so, British social science will be so much the poorer. A quite different line of development is to discuss methodology in terms of a research process (Bechhofer 1974; Bell and Newby 1977; Stacey and Burgess 1979). Such an approach shifts away from the notion of 'stages', set operations and set techniques involved in doing research and instead focusses on the links between research strategies, research techniques and research problems and between data collection and data analysis. The research process, then, is not a clear-cut sequence of procedures following a neat pattern but a messy interaction between the conceptual and the empirical world, deduction and induction occurring at the same time (Bechhofer 1974: 73).

The sociologist and the community developer: Autonomy and role conflict in qualitative research

Abstract: Sociologists are being called upon to evaluate community development efforts in the United States at an increasing rate. These sociologists, as independent researchers, are working side by side with professional community development consultants. Based on an ongoing community development research project, which rests largely upon qualitative techniques, the roles of consultant and researcher are delineated. Methodological advantages and disadvantages of separating these roles are discussed. It is hypothesized that the presence of an independent research agent will likely produce four response phases on the part of the professional consultant during the course of the research project: (1) approval and support, (2) professional challenge, (3) apprehension, and (4) guarded acceptance. Suggestions are made regarding qualitative techniques that can minimize negative responses on the part of practitioners.

Qualitative methods in power system stability

Abstract: This paper investigates the application of qualitative methods of analysis to problems of power system stability. We examine applications of bifurcation analysis, differential topology, algebraic geometry and differentiable dynamics to analyze some illustrative power system stability examples.