Showing papers on "Qualitative research published in 1982"

‘Tell it as it is’—qualitative methodology and nursing research: understanding the student nurse's world

Abstract: The aim of this paper is to demonstrate the utility of qualitative methods for Nursing research, to this end a case is made for the use of fieldwork methods. The paper focuses upon a study which was concerned with student nurses' accounts of their experience of being learners of nursing. An overview of the students' construction of their nursing world is given and then the discussion moves to one particular aspect described as ‘nursing in the dark’. This is a conceptual category which deals with the data pertaining to the student's difficulties concerning what they could say to patients. The reader is thus furnished with a substantive as well as a methodological view of the study. The analysis draws upon the work of Glaser & Strauss, both in the attempt to generate ground theory and by reference to their work concerning awareness contexts.

Qualitative Research: Part One Paradigmatic Grounds and Issues of Reliability and Validity:

Abstract: This article, the first of two in a series, presents the argument that qualitative research constitutes a legitimate method of research that has special relevance to occupational therapy. The autho...

The place of qualitative research in science education

Abstract: This article develops a way to conceptualize the complementarity of quantitative and qualitative research in science education. The differing sets of metaphysical presuppositions that give rise to the two approaches are systematically examined by using Stephen Pepper's “world hypotheses”: it is argued and demonstrated that quantitative research is formist/ mechanist in its metaphysical preoccupation, while qualitative research is contextualist/organicist. The vehicle for demonstrating how these metaphysical systems actually influence science education research is Stephen Toulmin's “argument pattern.” It is demonstrated through analysis of examples that quantitative and qualitatitive research reports follow the same pattern of argument, even though the metaphysical roots behind the approaches, which control their differing methodologies and other features, are obviously different. Given the emergence of qualitative research styles, implications are explored for the development of science education research as a total enterprise. Special attention is paid to the problems of appraising the quality of qualitative research reports and to the need for a comprehensive view of what constitutes legitimate research in science education.

Understanding child behavior disorders

Abstract: This text provides an interdisciplinary approach with a developmental perspective on child psychopathology. It is solidly grounded in both quantitative and qualitative research findings and incorporates information derived from clinical practice.

Qualitative methods for evaluative research in health education programs

Abstract: (1982). Qualitative Methods for Evaluative Research in Health Education Programs. Health Education: Vol. 13, Tools for Health Education Research, pp. 11-18.

Qualitative Research: Part Two Methodological Approaches and Relevance to Occupational Therapy:

Abstract: This article, the second of two in a series, examines the data collection methods, analysis, and characteristic findings of qualitative research. The logic and yield of qualitative research process...

Through the Eye of the Beholder: On the Use of Qualitative Methods in Data Analysis.

Abstract: ABSTRACT Qualitative measures were developed within a Principal-Teacher Intelaction (PTI) study by the Research and Development Center for Teacher Education, Uni.versitx of Texas at Austin, concerning the role of the principal and process of change as it oceurs in school settings. Mettiodoiogies for data collection and analysis included quantitative measures of individual and group responses to change and qualitative dimensions concerning a sense of ,the context, interactions, and social meanings underlying the . quantitative responses. These qualitative measures interpret and organize data to represent existing reality within a site and contribute to theory across sites. Qualitative methods can include coding.of change action interventions, listing of effects, levels of use of an innovation, and configuration and concerns data. Qualitative information can be focused'by'using intervention mapping of planned action, antecedent mapping of how change'evolved, critical -incident maps ,and time lines,cand "reality checks" by-cross-site discussions involving "site expert" researchers and district representatives. These.techniques provide a means for interpretation% cross verification, and validation'of phenomena present in the data.

Design Issues in Qualitative Research: The Case of Knowledge Utilization Studies.

Abstract: The purpose of this review was to examine research designs in studying knowledge utilization. The results are based on 32 studies of knowledge utilization, and the report describes the various types of research designs and their strengths and weaknesses. Survey research methods are appropriate for dealing with either of two aspects of a qualitative research topic: issues of frequency, and issues of perception and attitude. Beyond these issues, survey strategies have limited applications in qualitative research. The case study was the most common research strategy used in these 32 studies. Although multiple-case studies are able to deal with the e ntire knowledge utilization process in an explanatory manner, they are not good tools for establishing the frequency or extensiveness of a particular phenomenon. Mixed designs are those in which a single investigation relies on both the survey and case study strategies. In general, these designs offer advantages that neither the survey alone nor the case study alone can provide. Four types of project management issues can affect the research design: project staff skills, project organization, resources available, and reporting requirements. Potential implications of these findings are discussed. (BW)

Qualitative research in child care

Abstract: This article argues for the use of qualitative methods in child care research These methods tend to result in studies which make sense and are useful to practitioners, and they have the potential for involving more child care professionals in research It is suggested that the researcher must consider the demands of the question as well as one's own beliefs, work habits, and expertise when selecting a methodological strategy

Commentary: ‘Qualitative Research in Occupational Therapy’

Abstract: The two-pan article by Gary Kielhofner, concluded in this issue of OT]R, is an excellent review of the literature on the philosophy and method of qualitative research. It provides a good discussion of data collection methods, means of analyzing information from different data sources, and the relevance of this form of inquiry to occupational therapy research. The author draws freely on his own research and that of others to provide examples for his main points.

Qualitative research in academic decision making

Abstract: Qualitative research offers the academic decision maker a rich array of benefits. The unfortunate reality is that institutional researchers are not inclined to use it.

Educational Training Programs for Social Service Workers: A Quantitative and Qualitative Evaluation

Abstract: This evaluation study was designed to determine the effectiveness of a New York Department of Social Services educational program conducted by Cornell University. While the primary goal was to evaluate thc program, a secondary objective was to explore the use of qualitative methods as viable alternatives or additions to the experimental model. A dual methodological approach, utilizing both qualitative and quantitative strategies, included preand posttesting of all subjects, control groups, extensive nonparticipant observation, formal and informal interviews, and the collection of background data. Results from the quantitative data were statistically significant and the qualitative data cross-validated these findings.

Qualitative methods evaluation research: major applications for mental health program evaluation

Abstract: Publisher Summary This chapter focuses on integration of qualitative with quantitative methods in evaluative research. Qualitative methods can provide important contributions to a comprehensive evaluation program. Qualitative methods can play either a leading or supporting role depending on the particular purpose of an evaluation. However, it is clear that these methods can be of value in respect to a number of important components of evaluation such as goal setting, program specification and design, program implementation, and the analysis of outcomes. In addition, qualitative methods can make major contributions to the utilization and validation of results of evaluations. These methods can be used for several different functions, including some that are relevant throughout the study. Many of the new developments in evaluation over the past 10 years or 15 years have tended to emphasize the use of qualitative approaches such as formative evaluations, evaluability assessments, and implementation analyses. However, evaluators are likely to come to terms with the fact that they should use qualitative as well as quantitative methods to collect information necessary to help to achieve effective programs.

Contributions of political science and public administration to qualitative research methods

Abstract: A new trend in methods is appearing in both political science and public administration, especially when the results of research are aimed at both practitioners and academics.

Improving institutional decisions through qualitative research on students

Abstract: Naturalistic inquiry on students can follow the flow through stages of pre-entry, entry, intervening experience, and exit, as well as being concerned with outcomes.

Qualitative research methods and educational practice

Abstract: Faculty members need the perspectives and knowledge that derive from educational research, and researchers need the connections with faculty members if their findings are to affect practice.