Qualitative research

About: Qualitative research is a research topic. Over the lifetime, 39957 publications have been published within this topic receiving 2390470 citations. The topic is also known as: Qualitative method.

Handbook of Qualitative Research in Education

Abstract: Distinguished Professor, Educational Administration and Human Resource Development THE SAGE HANDBOOK OF QUALITATIVE RESEARCH, 5th Edition. Handbook of qualitative research in education, by Sarah Delamont, Cheltenham, Edward Elgar Pub, 2013, xix + 353 pp., £47.00 (paperback), ISBN 978 1 78100. It focuses particularly on design and strategy in qualitative research and on the to the present day emphasis on qualitative methods in educational research.

Metodologia qualitativa de pesquisa

Abstract: This article presents considerations about what it means to do science within the context of qualitative methods and techniques in sociology. It is founded on the conception of methodology as the critical knowledge of the ways of the scientific process, a knowledge that questions and investigates its own limits and possibilities, and also on the recognition that all sociological knowledge has at its basis a commitment to values. Qualitative research is defined by its stress on the analysis of micro-processes through the study of individual and group social actions, carrying out an intensive assessment of data, and characterized by heterodoxy in the analysis. It emphasizes the need for the exercise of intuition and imagination by the sociologist, in a kind of handmade work, seen not only as a condition for an in-depth analysis, but also - and that is very important - for the freedom of the intellectual. The main criticisms made against qualitative research are discussed, especially the allegations of lack of representativeness and possibilities for generalization; of subjectivity due to the closeness between researcher and researched, and the descriptive and narrative character of its results. Within this context, considerations are made on the ethical problems involved in this kind of research, and a brief review is made of the history that culminated in the dominance of the quantitative approach, particularly in the postwar North American sociology. The text concludes by proposing that it is most important today to produce knowledge that, besides being useful, is also explicitly oriented by an ethical project aiming at solidarity, harmony and creativity.

Qualitative Research in Education: Focus and Methods

Abstract: With two exceptions—‘lnside Lives: The Quality of Biography’ and ‘Putting Life into Educational Research’—the papers that appear in this collection are reprinted from the Journal of Thought, Volume 19, Number 2 (Summer, 1984), pp. 24–29 (‘Qualitative Research: A Theme Issue’); and Volume 21, Number 3 (Fall, 1986), entire issue (‘Qualitative Research: A Special Topic Edition’). They are reprinted with the permission of the authors and the Editor of Journal of Thought. We express our appreciation to Dr Chipman G.Stuart, the Editor, for the opportunity first to publish our views and then for permission to republish them. Dr Stuart has shown that editing a journal is more than a service; it is a distinct contribution to research. Our thanks also to Dr Samuel D.Andrews, our colleague in Foundations of Education at the University of Florida, who helped in preparing the first issue of Journal of Thought. We wish to thank Falmer Press Limited, Mr Malcolm W.Clarkson, Managing Director; and Dr Ivor G.Goodson, member of the Board of Directors, for arranging to have the papers republished. Because they have gone out of print in their previous form, their republication makes them available for continued use by students and others interested in qualitative research. We also appreciate the authors’ willingness to have their ideas exposed to a wider audience. Our aim with this collection is to clarify and explain some of the different approaches and methods by which ‘qualitative’ research in education is being conducted and to develop a sense of what is meant by the term ‘qualitative’. It is not our view that qualitative research is an alternative, or an antagonist, to quantitative research. We want any research to be rigorous and productive. The contributors explain how that can be accomplished with various kinds of qualitative methods. Our aim also is to provoke discussion and further elaboration of the issues and methods that are represented, so we have taken x seriously the matter of citing documentation and giving references for further reading. A word about the title of the collection. We think it is important to stress the idea of a unity among the methods. There appears to be a general or generic idea of qualitative research that is in the background of all the contributions. But to avoid reductionism or debate over ‘unified science’, we emphasize unity of ‘focus’. The several methods appear to have a similar focus. ‘Focus’ should be enough to give the sense of what is meant by ‘the qualitative’ and how qualitative methods are related. The quest for understanding is never finished. Other qualitative methods may be formulated, particularly combinations of methods, and their use in educational research will need to be demonstrated. What we offer here is a beginning. We trust that our students and colleagues will go well beyond what we have imagined.

Action research: a new paradigm for research in production andoperations management

Abstract: The continuing debate on production and operations management (POM) research has led to a new emphasis on empirical methods. Claims that, while surveys and case research are increasingly recommended to POM researchers, action research has been relatively neglected. The distinct characteristic of action research is the intervention by the researcher in the situation under study. The nature of the intervention, and of action research outputs, differs however from consulting or from the applications reported by APICS. Explains these differences and offers a simple model of action research. Action research is particularly valuable for theory building, as has been seen in the fields of organization behaviour (OB) and management information systems (MIS), where qualitative methods have often been employed rather than traditional scientific methods. POM researchers can learn from the experience of other disciplines and use action research to create new theory. Since many POM researchers will be unfamiliar with action research, explores some practical aspects of conducting such investigations with illustrations from the author′s own research experience. Concludes by showing that a properly conducted action research project can be as rigorous as other methods.

Implementation of the CALM intervention for anxiety disorders: a qualitative study.

Abstract: Investigators recently tested the effectiveness of a collaborative-care intervention for anxiety disorders: Coordinated Anxiety Learning and Management(CALM) []) in 17 primary care clinics around the United States. Investigators also conducted a qualitative process evaluation. Key research questions were as follows: (1) What were the facilitators/barriers to implementing CALM? (2) What were the facilitators/barriers to sustaining CALM after the study was completed? Key informant interviews were conducted with 47 clinic staff members (18 primary care providers, 13 nurses, 8 clinic administrators, and 8 clinic staff) and 14 study-trained anxiety clinical specialists (ACSs) who coordinated the collaborative care and provided cognitive behavioral therapy. The interviews were semistructured and conducted by phone. Data were content analyzed with line-by-line analyses leading to the development and refinement of themes. Similar themes emerged across stakeholders. Important facilitators to implementation included the perception of "low burden" to implement, provider satisfaction with the intervention, and frequent provider interaction with ACSs. Barriers to implementation included variable provider interest in mental health, high rates of part-time providers in clinics, and high social stressors of lower socioeconomic-status patients interfering with adherence. Key sustainability facilitators were if a clinic had already incorporated collaborative care for another disorder and presence of onsite mental health staff. The main barrier to sustainability was funding for the ACS. The CALM intervention was relatively easy to incorporate during the effectiveness trial, and satisfaction was generally high. Numerous implementation and sustainability barriers could limit the reach and impact of widespread adoption. Findings should be interpreted with the knowledge that the ACSs in this study were provided and trained by the study. Future research should explore uptake of CALM and similar interventions without the aid of an effectiveness trial.