Preface -- Introduction: philosophy and qualitative research -- The historical background : philosophy from the Greeks to the 20th century -- British philosophies of qualitative research : positivism and realism -- German philosophies of qualitative research : phenomenology and hermeneutics -- American philosophies of qualitative research : the pragmatisms -- French philosophies of qualitative research : structuralism and poststructuralism -- Global influences on qualitative research : new philosophies -- Discussion -- References
This paper explains what qualitative research aims to accomplish and why today we see research in education moving in that direction. The perspective is from the United States, but the matter is pertinent as well in Hong Kong and other Asian countries. The author argues against the idea of a fundamental opposition between qualitative and quantitative forms of research, and in favor, rather, of a continuity and cooperation between the two forms. Some ideas from the American philosopher John Dewey are used as the basis for the interpretation. Also, some history of educational research in the United States is sketched, and implications for teaching development and practice arc discussed. There still exists in the United States a debate over the proper form thai research in education should take. I understand that the same controversy also exists here in Hong Kong. The debate is over which of two general forms of research — quantitative research or qualitative research — is the proper
Qualitative Research is changing as a result of postmodern influences which have changed the way research is interpreted and understood. This has prompted questions which have been knocking at the door of qualitative research for some time now: Who is the researcher in this research account? How does the researcher relate to his/her research? How can the researcher who reads qualitative research relate to and understand the nuances and complexities in qualitative research? How can this volume help us to, not only describe, effect and manage change, but help us to understand, imagine and affect.
Genres, elements, and styles qualitative research -- A survey of qualitative data collection methods -- Qualitative research design -- A survey of qualitative data analytic methods -- Writing and presenting qualitative research -- Additional readings and resources in qualitative research
"The first 'Workshop Qualitative Research in Psychology' took place in Blaubeuren, Germany from October 20-22, 2000. The meeting was organized by the Center for Qualitative Psychology of the University of Tübingen, Germany. The purpose of the meeting was to begin a network of qualitative psychologists. Thirty-two participants got to know each other, presented and discussed their research, discussed potential further developments within the field of qualitative psychology, and inspired each other with plans for the future. There were psychologists from Germany, Spain, Latvia, Finland, and the United States, most of whom were working as researchers within university contexts. The workshop took place at the retreat house of the University of Tübingen in a small village called Blaubeuren. A comfortable place with beautiful landscape, welcoming staff at the house and delicious food created a friendly atmosphere for the meeting from the start. The meeting started with an evening opening session in which all participants briefly introduced themselves and their interests in qualitative psychology. In order to communicate with each other, all of the participants spoke English. The introductions helped people to seek each other out afterwards in more informal conversations during the following two days." (author's abstract). Contents: Group I: Examples of Applications of Qualitative Methods, Part I - Discussion (summarized by Leo Gürtler) (17-20); Irmentraud Ertel: Categorizing the Content of Everyday Family Communication: What Do Families Talk About in Everyday Life? (21-31); Michaela Gläser-Zikuda: Emotions and Learning Strategies at School – Opportunities of Qualitative Content Analysis (32-50); Leo Gürtler: The role of subjective theories on love (51-65); Inge M. Lutz: Deciding which Kinds of Data to Collect in an Evaluative Study and Selecting a Setting for Data Collection and Analysis (66-76); Thomas Irion: Dynamics of a qualitative research design. An interactive approach to interactive reception (78-89); Ilze Plaude and Josef Held: Cross-cultural youth research as an international and interdisciplinary cooperation project: "International Learning" (90-98). Group II: Examples of Applications of Qualitative Methods, Part II - Discussion (summarized by Mechthild Kiegelmann) (99-101); Silke-Birgitta Gahleitner: Ways of combining qualitative and quantitative procedures exemplified in a study on the gender-specifics of coping with sexual violence (102-116); Mechthild Kiegelmann: Qualitative Research With a Genuine Psychological Approach: The Method of Voice Analysis (117-134); Tamara Beauboeuf: Toward a method of ideological becoming (135-142); Carlos Kölbl: Methods which are accommodated to their research object: On the adequate investigation of historical consciousness at youth age (143-149); Stephan Marks: Research Project 'History and Memory' (Geschichte und Erinnerung) (150-154); Antonio Medina Rivilla, M. Concepción Domínguez Garrido, Ramón Pérez Pérez, Tiberio Feliz Murias: Research Organization and Word Analysis from Discussion Groups about In-Practice Training (155-173); Antonio Medina Rivilla, M. Concepción Domínguez Garrido, Ramón Pérez Pérez, Tiberio Feliz Murias: Coding, Inquiring, and Analysis of Data from Discussion Groups about In-Practice Training (174-201). Group III: Specific Methodological Questions - Discussion (summarized by Günter L. Huber) (201-205); Günter L. Huber: The Analysis of Qualitative Data as Process of Classification (206-216); Gerhard Kleining, Thomas Burkart: Group-Based Dialogic Introspection and its Use in Qualitative Media Research (217-239); Julia Nentwich: The Process of Understanding in Qualitative Social Research (241-245); Bernd Reinhoffer: Forming Categories in Qualitative Data Analysis. The Teaching Research Project "Teachers' Attitude and Practice concerning Elementary Science in Primary School" (246-261); Hannu Soini: The Contribution of Qualitative Approaches to Learning Research: A Critical Incident Technique as a Research Method for Studying Student Learning (262-273); Leo Gürtler, Josef Held, Günter L. Huber, Mechthild Kiegelmann: Contributions of Qualitative Approaches to Psychological Inquiry (274-282).
"The book is based on the authors' highly successful multidisciplinary qualitative methods workshops, which have been conducted for over a decade. They introduce a 'qualitative research cycle' that leads students through the selection of appropriate methods, the collection of data, and the transformation of findings into a finished project. The book provides a clear explanation of the nature of qualitative research and its key concepts"--P.  of cover