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
Sexting: Gender and Teens provides a close-up look into the intimate and gendered world of teens and those who live with and work with them. The author draws upon interviews with teens, parents and caregivers, and many others who work with teens from teachers and youth workers to principals and police, we learn how the new digital world is still permeated by beliefs and patterns of earlier patriarchal structures. This three state study reveals there are significant gendered differences among teens in their perspectives on sexting, and these differences have implications for how to respond to the issue of teen sexting. Adults, too, demonstrate gendered differences in their views on teen sexting, and these differences have an important impact on the shaping of youth views about gender and sexuality. As one mother said, "Girls set the pace, and boys notch the bedpost." Some key findings include: The human curriculum of sexuality is both conserving and adapting, and these two impulses are always interacting. We are in the midst of social and technological changes that have vast implications for all of our cultural notions, including sexuality. Regarding sexting: Adults are pointing fingers in many directions and leaving adolescents to fend for themselves. This compelling account—presented through the words of participants—provides a vivid introduction to hands-on social research that will be of interest to those in gender and women's studies as well as the broader disciplines that touch upon these concerns, such as sociology, education, psychology, media studies, criminal justice, and other fields. Sure to spark strong opinions and discussion, this book offers opportunities for sustained engagement with topics of critical interest to today's digital world
From the beginnings of qualitative research in the late 19th century to today, researchers have struggled to make sense of the notion of self or subjectivity; in other words, the I in the research. We ask ourselves: Who is the researcher? How is their notion of self present during research? How is research a site for contested notions of self? Who is the I in qualitative research?
"Zu Beginn des 21. Jahrhunderts findet sich qualitative Forschung an einem Scheideweg zwischen Technologienutzung einerseits und einem deutlich gewachsenen Interesse an kunstbasierten Methoden andererseits. Mit dem Forschungstagebuch-Projekt, einer Studie seines eigenen Schreibens über 18 Monate, versucht der Autor zu verdeutlichen, wie diese Spannung innerhalb qualitativer Forschung adressiert werden kann. Er zeigt in diesem Beitrag, wie er die Verwendung qualitativer Analysesoftware insbesondere mit kunstbasierten, autoethnografischen und autobiografischen Verfahren verbunden habe. Hierzu identifiziere ich fünf Stadien visueller Aktivität (das Erstellen von Daten, Datenorganisation, primäre Annäherung, sekundäre Annäherung und Datenverwaltung) und beschreibe, wie diese visuellen Komponenten mit der Arbeit mit qualitativer Software (NVivo) vereinbar waren und diese unterstützt haben. Wir sind als qualitativ Forschende heutzutage (ebenso wie alle anderen auch) mit dem Digitalen und den damit einhergehenden Möglichkeiten der Visualisierung konfrontiert, und es ist von entscheidender Bedeutung, dass wir lernen, diese Potenziale für unsere Arbeit zu nutzen." (Autorenreferat)
As qualitative researchers struggle to come to grips with the technological revolution, they are faced with the necessity of learning and teaching qualitative data analysis software in higher education research courses. This change has significant implications for their practice as researchers and teachers. In this article we provide experienced‐based recommendations for individual practice (research instructors, dissertation advisers, and doctoral students) and for institutional practice (scaling up for deep integration of qualitative data analysis software). Our recommendations are grounded in hard‐earned experience gleaned from many years of working with individuals and institutional contexts to improve the use of qualitative research in higher education.
In this article, two experienced QR instructors argue that reflective attention to the tools and materials used by researchers and instructors can help to enhance student learning. Identifying three sorts of things in QR those on which research is conducted (texts, images, etc.); the technologies used by the researcher, from software to notebooks; and the objects of the culture under study the authors discuss three examples of their use of things in the context of QR. A detailed case discussion based on the authors' experience with flip chart paper, NVivo software and Tinkertoy concept maps reveals some of the benefits of attention to things. Based on their analysis, the authors conclude that there are four ways in which a focus on things can support learning and teaching: by scaffolding student understanding, by providing transparency in the learning and research process, by representing and supporting multiple views and perspectives, and by promoting reflexivity and reflection.
Shows readers how to organize, manage and analyze data from research projects so as to gain the benefits of software use. This title illustrates how electronic projects need to be articulated and organized. It uses case studies and examples - divided in to 'Simple Cases', 'Complex Cases' and 'Compound Complex Cases'
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"Qualitative computing has been part of our lives for thirty years. Today, we urgently call for an evaluation of its international impact on qualitative research. Evaluating the international impact of qualitative research and qualitative computing requires a consideration of the vast amount of qualitative research over the last decades, as well as thoughtfulness about the uneven and unequal way in which qualitative research and qualitative computing are present in different fields of study and geographical regions. To understand the international impact of qualitative computing requires evaluation of the digital divide and the huge differences between center and peripheries. The international impact of qualitative research, and, in particular qualitative computing, is the question at the heart of this array of selected papers from the 'Qualitative Computing: Diverse Worlds and Research Practices Conference'. In this article, the authors introduce the reader to the goals, motivation, and atmosphere at the conference, taking place in Istanbul, Turkey, in 2011. The dialogue generated there is still in the air, and this introduction is a call to spread that voice." (author's abstract)
"Qualitative computing has been part of our lives for thirty years. Today, we urgently call for an evaluation of its international impact on qualitative research. Evaluating the international impact of qualitative research and qualitative computing requires a consideration of the vast amount of qualitative research over the last decades, as well as thoughtfulness about the uneven and unequal way in which qualitative research and qualitative computing are present in different fields of study and geographical regions. To understand the international impact of qualitative computing requires evaluation of the digital divide and the huge differences between center and peripheries. The international impact of qualitative research, and, in particular qualitative computing, is the question at the heart of this array of selected papers from the 'Qualitative Computing: Diverse Worlds and Research Practices Conference.' In this article, the authors introduce the reader to the goals, motivation, and atmosphere at the conference, taking place in Istanbul, Turkey, in 2011. The dialogue generated there is still in the air, and this introduction is a call to spread that voice." (author's abstract)
This paper examines the ways arts can serve as a tool to nourish richer and more thoughtful qualitative research interpretation. Using a study of youth views of sexting as the case example, the authors explore the ways encounters with the arts—specifically, literature (Jane Austen), visual art (Kara Walker), and video (Ryan Trecartin)—in interaction with the reading of social science data led one member of a multidisciplinary team to develop new critical questions and embodied awareness of youth views on the issue of sexting. The authors claim art can serve as a catalyst for deeper understanding of social science questions if we allow ourselves the time and circumstances for such inquiry. In today's world, where research teams are increasingly interdisciplinary, focused on a similar problem but highly diverse in the theory and techniques the members possess, art may be a means of developing new shared ways of approaching and experiencing a problem.
