Showing papers on "Qualitative research published in 1993"

Real World Research: A Resource for Social Scientists and Practitioner-Researchers

Abstract: This book advice looks at carrying out real world research. The emphasis is on rigour and trustworthiness utilising a systematic procedures appropriate to the task. The author explores the multi-method case study as a serious strategy alongside field experimentation and the survey, with an even-handed coverage of qualitative and quantitative approaches. A final section covers issues in 'making an impact' including different approaches to reporting, the place of enquiry in promoting change, and the relative roles of practitioners and researchers.

Interpreting Qualitative Data

Abstract: Part I: Theory and Method in Qualitative Research What Is Qualitative Research? Designing a Research Project Generalizing from Case Study Research Credible Qualitative Research Data Analysis Research Ethics Part II: Methods Interviews Focus Groups Ethnography Documents Naturally Occurring Talk Visual Images Part III: Implications Writing Your Report The Relevance of Qualitative Research The Potential of Qualitative Research: Eight Reminders

Qualitative Data Analysis: A User Friendly Guide for Social Scientists

Abstract: From the Publisher: Qualitative Data Analysis shows that learning how to analyse qualitative data by computer can be fun. Written in a stimulating style, with examples drawn mainly from every day life and contemporary humour, it should appeal to a wide audience.

Critical Issues in Qualitative Research Methods

Abstract: Dialogue On Origins Qualitative Research - Janice M Morse Fact or Fantasy? Dialogue On Learning Qualitative Methods Abstract Knowing - Katharyn A May The Case for Magic in Method Dialogue More on Theory 'Emerging from the Data' - Janice M Morse The Cognitive Processes of Analysis in Qualitative Inquiry Dialogue The Democracy of Interpretation The Proof Is in the Pottery - Margarete Sandelowski Toward a Poetic for Qualitative Inquiry Dialogue On Qualitatively Derived Intervention Inside the Black Box - Janice M Swanson and Linda Chapman Theoretical and Methodological Issues in Conducting Evaluation Research Using a Qualitative Approach Basic Versus Applied Ethnography Evaluation Criteria and Critique of Qualitative Research Studies - Madeleine Leininger Dialogue Good Phenomenology is The Richness of Phenomenology - Marilyn A Ray Philosophic, Theoretic and Methodologic Concerns Dialogue Clarifying Phenomenological Methods Schools of Phenomenology - Marlene Zichi Cohen and Anna Omery Implications for Research Dialogue On Emic and Etic Styles of Ethnography - Joyceen S Boyle Dialogue Sorting Out the Styles On the Evaluation of Ethnographies - Majorie A Muecke Dialogue More on Muddling Methods Eroding Grounded Theory - Phyllis Noerager Stern Dialogue Questions About Focus Groups The Group Effect in Focus Groups - Martha Ann Carey Planning, Implementing, and Interpreting Focus Group Research Dialogue Using Videotaped Data Using Videotaped Recordings in Qualitative Research - Joan L Bottorff Dialogue On Mentoring Secondary Analysis in Qualitative Research - Sally Thorne Issues and Implications Dialogue On Writing It Up Qualitative Research Methods From the Reviewer's Perspective - Melanie Dreher Dialogue Researcher-Participant Relationships Research and Therapeutic Interviews - Sally Hutchinson and Holly Wilson A Poststructuralist Perspective Dialogue On Being a Stranger in the Field Research Teams - Toni Tripp-Reimer et al Possibilities and Pitfalls in Collaborative Qualitative Research Dialogue The Politics of Writing Ethical Issues in Ethnography - Juliene G Lipson Dialogue Sloppy Science Promoting Academic Integrity in Qualitative Research - Kathleen A Knafl

Applying educational research : a practical guide

Abstract: I. THE CONTRIBUTIONS OF EDUCATIONAL RESEARCH. 1. Using Research to Improve Educational Practice. II. THE RESEARCH LITERATURE ON EDUCATION. 2. Conducting a Review of the Research Literature. 3. Using Primary Sources to Search the Literature. 4. Reading Secondary Sources. III. QUANTITATIVE RESEARCH IN EDUCATION. 5. Reading Reports of Quantitative Research Studies. 6. Statistical Analysis of Research Data. 7. Descriptive and Causal-Comparative Research. 8. Correlational Research. 9. Experimental Research. IV. QUALITATIVE RESEARCH IN EDUCATION. 10. Case Studies in Qualitative Research. 11. Ethnographic Research. 12. Critical-Theory-Based Research. 13. Historical Research. V. APPLICATIONS OF RESEARCH METHODOLOGY. 14. Evaluation Research. 15. Action Research. Self-Check Test Answers. Appendix 1: Preliminary Sources that Index the Education Literature. Appendix 2: Clearinghouses and Support Components. Appendix 3: Publications Containing Secondary Source Reviews of the Education Literature. Appendix 4: Questions for Evaluating Quantitative Research. Appendix 5: Questions for Evaluating Qualitative Research. Glossary. Name Index. Subject Index.

The Handbook of Qualitative Research in Education

Abstract: A compilation of different qualitative approaches to data gathering in educational research. Topics covered include anthropological perspectives, collaborative research, symbolic interactionism, a feminist materialistic approach and the approach to ethical issues.

The qualitative research audit trail: a complex collection of documentation

Abstract: A qualitative study typically involves a large volume of researcher-generated data, including notes about the context of the study, methodological decisions, data analysis procedures, and self-awareness of the researcher. Such data are important in many aspects of the study, particularly in the development of an audit trail to substantiate trustworthiness. Unfortunately, there is little information available to assist researchers in generating the needed documentation. In this article, we discuss the types of data that contribute to credible investigations. Strategies for maintaining effective records in qualitative studies are included, along with examples from our own research.

The Goodness of Qualitative Research

Abstract: Research that is not theory d driven, hypothesis testing, or generalization producing may be dismissed as deficient or worse. This narrow conception does an injustice to the variety of contributions that qualitative research can make. In this article I draw upon studies conducted by means of qualitative research methods in order to demonstrate the breadth of desirable outcomes.

The textual approach: Risk and blame in disaster sensemaking

Abstract: This article presents and illustrates the textual approach to qualitative research. In this approach, ethnography is used to observe organizational events and to gain access to related textual or d...

Physical Therapy Research: Principles and Applications

Abstract: Research Fundamentals. Research in Physical Therapy. Theory in Physical Therapy Research. Research Ethics. Research Design. Resource Problems, Questions, and Hypotheses. Research Paradigms. Design Overview. Research Validity. Selection and Assignment of Subjects. Experimental Designs. Group Design. Single System Design. Non-Experimental Designs. Overview of Non-Experimental Research. Clinical Case Reports. Qualitative Research. Epidemiology. Outcomes Research. Survey Research. Measurement. Measurement Theory. Methodological Research. Measurement Tools for Physical Therapy Research. Data Analysis. Statistical Reasoning. Stat Analysis of Diff - Basic. Stat Analysis of Diff - Adv. Stat Analysis of Rel: Basic. Stat Analysis of Rel: Adv. Being a Consumer. Locating the Lit. Evaluating the Lit. Implementing Research. Project Implementation. Publishing and Presenting.

Qualitative Research: The Evaluation of Its Credibility, Fittingness, and Auditability:

Abstract: The three criteria of credibility, fittingness, and auditability have been focused on in the hope of facilitating the critique of qualitative research. Once criteria that are appropriate to qualitative methodologies are developed, the scientific merit of these research studies can truly be appreciated. If traditional scientific criteria relevant to quantitative studies are used to critique qualitative methods, the development and acceptance of this paradigm-transcending research will be hindered.

Modeling the information-seeking patterns of academic researchers: a grounded theory approach

Abstract: The focus of this article is the employment of the grounded theory approach to derive models of the information-seeking patterns of academic researchers The background to the development of interest in qualitative approaches to information studies in the United Kingdom is described, and the results of four studies, carried out at the University of Sheffield, into the information-seeking patterns of researchers in the social sciences, sciences, and humanities are outlined The methodological issues involved in the employment of the grounded theory approach in the studies are discussed-with particular attention being given to the conceptual questions of analysis, comparison, and validity and to the practical issues of data recording, coding, and selection Reference is also made to other studies carried out at the University of Sheffield that have employed the grounded theory approach

The nominal group technique: a research tool for general practice?

Abstract: Qualitative methods are increasingly recognized as valuable, yet practitioners face difficult decisions in their choice of method and the process of analysis. The nominal group technique combines quantitative and qualitative data collection in a group setting, and avoids problems of group dynamics associated with other group methods such as brainstorming, Delphi and focus groups. Idea generation and problem solving are combined in a structured group process, which encourages and enhances the participation of group members. The stages involved in conducting a nominal group are described, and practical problems of its use in a health care setting are discussed with reference to a study of the priorities of care of diabetic patients, carers and health professionals. Some potential applications of the technique in audit and exploratory research are also outlined.

Schools Make a Difference: Lessons Learned from a 10-Year Study of School Effects

Abstract: A study on school and teacher effectiveness in the US, employing both quantitative and qualitative research methods. Using case studies, the authors address, among others, such issues as the relationship between teachers and principals, and the building and sustaining of "more effective schools".

Validity and reliability in qualitative research.

Abstract: Validity and reliability are key aspects of all research. Meticulous attention to these two aspects can make the difference between good research and poor research and can help to assure that fellow scientists accept findings as credible and trustworthy. This is particularly vital in qualitative work, where the researcher’s subjectivity can so readily cloud the interpretation of the data, and where research findings are often questioned or viewed with scepticism by the scientific community.

Qualitative Research in Education: An Introduction to the Major Traditions

Abstract: Dear readers, when you are hunting the new book collection to read this day, qualitative research in education an introduction to the major traditions can be your referred book. Yeah, even many books are offered, this book can steal the reader heart so much. The content and theme of this book really will touch your heart. You can find more and more experience and knowledge how the life is undergone.

Theory unmasked: The uses and guises of theory in qualitative research

Abstract: The role of theory in qualitative research is variable and not always well understood. In this article, the uses and varied manifestations of theory at the substantive and paradigmatic levels of research, and as they pertain to different qualitative approaches, are described. Specific consideration is given to the varied sources, centrality, temporal placement, and functions of theory in qualitative research.

Shared Understanding of the Qualitative Research Process. Guidelines for the Medical Researcher

Abstract: The qualitative research process is presented and discussed as a model, emphasizing matters frequently experienced as unfamiliar by the medical researcher. This model represents a prescriptive methodology, implying underlying values on construction of scientific knowledge where shared understanding--intersubjectivity--is considered as essential. Various stages of the research process are demonstrated, drawing attention to matters that influence analysis and the paths to knowledge, especially preconceptions and theoretical frames of reference. Principles and procedures related to analysis of qualitative data, as decontextualizing and recontextualizing, are explained. The structure of this model, accentuating the researcher's responsibility to give access to all levels of the research process, underlies all kinds of scientific inquiry. Such principles should probably more often be explicitly questioned and accounted for in all sorts of medical research.

Evaluating qualitative research.

Abstract: Qualitative research, like all scientific research, consists of comparing ideas with observations. In good research, the ideas are thereby changed—strengthened, weakened, qualified, or elaborated. Criteria for evaluating qualitative research focus both on the process and on the product—that is, on the research methods that are used and on the changed ideas themselves (the interpretation). Many qualitative investigators explicitly reject the possibility of absolute objectivity and truth. The concept of objectivity is replaced by the concept of permeability, the capacity of understanding to be changed by encounters with observations. Investigators argue that we cannot view reality from outside of our own frame of reference. Instead, good practice in research seeks to ensure that understanding is permeated by observation. Investigator bias can be reframed as impermeability (interpretations not permeated by empirical observations). Good practice in reporting seeks to show readers how understanding has been changed. The traditional goal of truth of statements is replaced by the goal of understanding by people. Thus, the validity of an interpretation is always in relation to some person, and criteria for assessing validity depend on who that person is (eg, reader, investigator, research participant). Qualitative research differs from traditional quantitative research on human experience in several ways. Results are typically reported in words rather than primarily in numbers. This may take the form of narratives (eg, case studies) and typically includes a rich array of descriptive terms, rather than focusing on a few common dimensions or scales. Investigators use their (imperfect) empathic understanding of participants’ inner experiences as data. Events are understood and reported in their unique context. Materials may be chosen for study because they are good examples rather than because they are representative of some larger population. Sample size and composition may be informed by emerging results (eg, cases chosen to fill gaps; data gathering continued until new cases seem redundant). Emancipation or enhancement of participants may be considered as a legitimate purpose of the research. As a consequence of these characteristics, interpretations are always tentative and bound by context. The outline that follows was based on a review of how qualitative research on human experience was being conducted and reported. It includes lists of evaluative criteria for assessing (a) good practice in conducting the research and (b) validity of interpretations. These lists have been drawn from many sources, and overlapping lists have been published by others. I encourage readers to consult these complementary sources. I have tried to make the lists inclusive, but they are neither exhaustive nor mutually exclusive, nor do all items apply equally to every piece of qualitative research. The term “qualitative research” refers to method rather than topic, and these lists may be understood differently in the context of research on different topics. Good practice criteria Like all research reports, qualitative research reports should clearly describe and justify the investigator’s choices:

The nature of inquiry: linking quantitative and qualitative research.

Abstract: Views of research that dichotomize qualitative and quantitative methods and the paradigms in which they are couched reflect a limited interpretation of the process of inquiry. In this article, the authors propose that inquiry, regardless of the inquirer's chosen paradigm or method, is governed by six pursuits that integrate qualitative and quantitative research methods. Recognition of the synthetic nature of inquiry is essential to fuller explanation and understanding of questions and problems relevant to nursing.

Theory and Concepts in Qualitative Research : Perspectives from the Field

Abstract: These essays focus on the roles and uses of theory in qualitative educational and social research. There are three sections: defining the issues; theory at work; and theory in perspective. A variety of approaches is incorporated, including ethnographic, postmodern, and educational criticism.

The Role of Theory in Qualitative Research

Abstract: Increasingly philosophers and scientists have affirmed that all knowledge is theory-laden and that methods are theory-driven. These assertions raise important questions related to the role of theory in qualitative research. There are scholars who propose that qualitative research can enhance understanding and expand theoretical knowledge from a disciplinary perspective. And there are others who contend that qualitative inquiry is purely inductive and that its validity can therefore be judged by the extent to which preconceived theory is absent from it. The purpose of this article is to examine three qualitative methods, grounded theory, ethnography, and phenomenology, and their use in nursing in order to explicate the role of theory in knowledge development. The authors propose that, by nature, inquiry, discovery, and theoretical interpretation coexist simultaneously and must be recognized as such if the theory-research linkage is to advance nursing science through qualitative research.

Linking Qualitative and Quantitative Methods: Integrating Cultural Factors into Public Health

Abstract: In spite of social science studies documenting their importance, public health programs and policies too often do not adequately incorporate cultural factors. This article suggests that not enough effort has been made to make methodological linkages between qualitative methods used in most cultural studies and the quantitative approaches employed by epidemiologists and others coming from an empirical background. To bridge the gap between the two approaches, researchers should maintain a flexible and pragmatic perspective regarding selection and use of methods. Recent examples of qualitative-quantitative research investigating health and culture relationships are reviewed along with promising new methods, such as consensus analysis. These approaches should help researchers to more effectively study cultural factors in ways compatible with public health perspectives.

A qualitative examination of adolescent homosexuals' life experiences: ramifications for secondary school personnel.

Abstract: The purpose of this qualitative study was to examine life experiences of homosexual youths in regard to selected topics of relevance to high school personnel An open-ended questionnaire was given