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"'Narrative Portraits in Qualitative Research' offers an analytical approach to qualitative data. Through narrative portraiture, research findings can be contextualised in broader social narratives without losing sight of the unique personal qualities of the research encounter. Drawing a parallel between the artistic work of a portrait maker in depicting a subject - sometimes an object - and the work of the researcher in exploring people's experiences, narrative portraiture invites a close-up into a person's narrated and embodied experience and argues that one of the main research findings in qualitative research is the person themselves; their circumstances, and their life story. The book proposes four approaches to narrative portraiture: (1) a systematic approach to narrative analysis, (2) the use of phronesis in narrative portraiture, (3) the concept of 'imagined portraits' as a collaborative approach between visual arts and social sciences, and (4) the use of 'performative portraits' both as an analytic tool and product for research communication. This book will help qualitative researchers create first-person narratives that will give a glimpse into the participants' lives in a way that is simultaneously deep, concise, and evocative"--Taylor & Francis website

The purpose of "qualitative" or "naturalistic" research varies according to the research paradigm, methods, and assumptions. Generally speaking, qualitative researchers attempt to describe and interpret some human phenomenon, often in the words of selected individuals (the informants). These researchers try to be clear about their biases, presuppositions, and interpretations so that others (the stakeholders) can decide what they think about it all. Unlike conventional, positivist research, there is no single accepted outline for a qualitative research proposal or report (Morse, 1991). The generic outline that follows is suggested as a point of departure for qualitative research proposals, and it applies specifically to the research paradigm and methods that seem most applicable to the study of families and family therapy (e.g., post-positivist, phenomenological clinical observation and long interviews). The outline is intended to serve as a point of departure for researchers, who must decide how to organize their proposals (a) to best communicate their ideas to their intended audiences and (b) to satisfy the demands of the context.

With the potentially sensitive nature of qualitative family research, the process of these inquiries can come to resemble the therapeutic process. Therapy and research done by therapists and other family professionals share similar philosophical and structural qualities. Inherent in this is a structural power differential that opens the possibility for abuse of participants by researchers. Meara and Schmidt (1991) give four principles for guiding the treatment of qualitative research participants, however; they address only the relationship of researcher-participant and not the additional relationships that may arise from research. In this article, the author proposes some guidelines for relationships between the researcher and participant based on guidelines for therapists and their clients.

Part 1. The context of sport management research -- Part 2. Planning the sport management research process -- Part 3. Foundations of sport management research -- Part 4. Analysing the sport management data -- Part 5. Paradigms used in sport management research -- Part 6. Digital tools for qualitative research -- Part 7. Writing the sport management research report.

From getting started to completing your research project, this book provides a practical guide to using QSR NUD*IST NVivo, the latest qualitative software package. Much more than a manual, the book offers advice with each section, addressing a range of research approaches and priorities. Each chapter starts with an overview and includes tips on design issues and ways of flexibly managing your project

In this volume, progressive experts survey recent trends in qualitative study, which relies on small sample groups and interview data to better represent the context and complexity of social work practice. Chapters address different approaches to qualitative inquiry, applications to essential areas of research and practice, the integration of qualitative and quantitative methods, and epistemological issues.This second edition brings even greater depth and relevance to social work qualitative research, including new material tackling traditional research concerns, such as data qual

Introduction: why this book is needed now -- Complex research teams on the rise -- Research design in team based qualitative research -- Writing up methods in team based qualitative research -- Substantive writing in team-based qualitative research -- Trends, issues, and considerations -- Appendices -- F Example of e-project from the top-down : overview of coding section of a project -- G Example of a qualitative research syllabus : team based perspective -- H Example of a qualitative research course schedule : team based perspective -- Index

Writing Up Qualitative Research, Third Edition offers time-tested suggestions on every aspect of the process from beginning to end. In this new edition, author Harry Wolcott continues to focus on the owriting sideo of qualitative research, while incorporating new features such as guidelines on how and where to use theory. Key FeaturesOffers practical suggestions for preparing an article or book for publicationUses lively examples from the authorAes more than 40 years of experienceOffers suggestions on how to proceed with the mechanics of preparing a manuscript Includes pointers on how to improve or jump-start the writing processFeatures a most robust and accessible pedagogy This text is ideal as a supplementary text in any upper-level undergraduate or graduate seminar on the research process.Praise for the Third Edition: oWriting up Qualitative Research has CHIME u compassion, humor, intelligence, mindfulness of humanity, and empirical evidence. WolcottAes empathic compassion is a major strength. The content of every chapter shows that Wolcott has fel and grappled with all the same anxieties and fears of writers at every level.o ?Sonja Peterson-Lewis, Temple UniversityoHis style is good, down to earth, and easy to understand for both undergraduate and graduate. o ?Joseph Wronka, Springfield CollegeoThe Wolcott text is much more reader-friendly and writer-friendly. It offer remarkable support for the writing process, compared to traditional texts.o ?Judy K. C. Bentley, SUNY at CortlandoThe conversational style makes the book inviting and accessible. It is comprehensive, addressing the various aspects of writing ranging from setting up to where to write to get published. It teaches and motivates with being didactic or arrogant.o?Pat Maslin-Ostrowski, Florida Atlantic University

When therapists research clinical populations or situations from a qualitative research perspective, their task is different from when researchers conduct their own clinical qualitative studies. With researchers, the study at hand may be their first time "in the field." For researchers in this situation it is easier to use qualitative methods such as grounded theory (Glaser & Strauss, 1967) because there is a "tabula rasa" quality to this initial foray into the "unknown" as a theory from observations is constructed anew. In the case of the therapists-as-qualitative-researchers, clinicians already have made some sort of sense of "the other" by virtue of their previous experiences or exposures with the population or situation in question. Instead of constructing theories like their researcher colleagues, researching clinicians must face their previous constructions (i.e., sensemaking from experience), create methods which allow for deconstruction (i.e., sensemaking challenged), and then work towards building reconstructions (i.e., sensemaking remade) (Dervin, 1992; Duffy, 1995; Shields & Dervin, 1993; Weick, 1995). In this manner, the confidence that therapist-researchers have in their observations can be both rigorously challenged and bolstered. We present ways of undertaking this triadic approach to inquiry and sensemaking along with a conceptual tool from the presenters' work, "The Y of the How," will be offered as one way this approach to clinical research can be accomplished.