Suchergebnisse

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

Rosalind Hurworth's (2008) new book, Teaching Qualitative Research: Cases and Issues, presents its readers with a well-researched and detailed account of contemporary qualitative research education. Based upon her extensive review of the literature and field work observing faculty members and students in a variety of classroom settings, Hurworth shares the lessons she learned from this investigation and offers readers a long list of ways we can improve how we help our students and ourselves to learn qualitative research.

This paper presents a teaching framework for a graduate course on Qualitative Research Methods course. The organizing concept of the teaching framework is that teaching and learning qualitative research are similar in essence to conducting qualitative research. The teaching framework is based on ten principles of teaching and learning qualitative research methods that result from the application of ten principles of conducting qualitative research. In other words, teaching and learning a course that deals with qualitative research implements the principles of such research. The teaching framework was constructed during a reflective research that lasted four years. During the course of the study, the researchers-lecturers collected and analyzed various course assignments performed by 62 students, online student discussions, observations made during class, interviews, and occasional conversations with students. The study contributes to research on the pedagogy of research methods in general and of qualitative research methods in particular.

This e-book is dedicated to looking at qualitative research methods in the Baltic region. This area has experienced rapid economic and political change and qualitative research methods can create original and perceptive methods and frameworks for addressing these challenges

"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).

Die qualitative Forschung in Italien hat schwere Zeiten durchgemacht. Einerseits wurde sie lange von der Vorherrschaft des Idealismus in der Tradition CROCEs behindert. Andererseits wurde sie auch von den Umfrageforschern sehr gering geachtet. Seit den 1980er Jahren aber gewinnt sie eine immer wichtiger werdende Rolle in der italienischen Soziologie, und seit den 1990er Jahren hat sie einen festen Platz in der Methodologie in Italien erobert, auch wenn sie noch immer hinter der Umfrageforschung zurücksteht. Zum Beginn des neuen Jahrtausends wurde die qualitative Methodologie in vielen Ausbildungsprogrammen und Methodologiekursen institutionalisiert. Der Aufsatz rekonstruiert die Geschichte der qualitativen Forschung und Methodologie in Italien Schritt für Schritt.

Part 1. Background to qualitative research -- 1. Methodological frameworks and sampling in qualitative research -- 2. Rigour and ethics in qualitative research -- Part 2. Types of qualitative research methods -- 3. The in-depth interviewing method -- 4. Focus groups -- 5. Unobtrusive methods -- 6. Narrative enquiry methodology : Life and oral history, life story, and biographical research -- 7. Memory-work -- 8. Ethnography -- 9. Participatory action research -- 10. Qualitative case study research -- 11. Grounded theory research -- Part 3. Managing qualitative research -- 12. Making sense of qualitative data : The analysis process -- 13. Writing a qualitative research proposal : Making a plan -- 14. Writing a qualitative research report : Telling the story -- Part 4. Applications of qualitative research -- 15. Researching the 'vulnerable' -- 16. Conducting cross-cultural research qualitatively -- 17. Going online : Doing qualitative research in cyberspace -- 18. Qualitative research : New directions.

"In the fourth edition of his best-selling textbook, David Silverman provides a step-by-step guide to planning and conducting qualitative research. Using real examples from real postgraduate students, the book makes it easy to link theory to methods and shows how to move from understanding the principles of qualitative research to doing it yourself. The new edition has been fully updated and now includes: a brand new chapter on formulating a research question appropriate for qualitative research - an expanded discussion of the role of theory in research - extended discussion of case study research and the number of cases needed for effective qualitative research - further coverage of focus groups and analyzing internet data - new student examples from around the world - a new section on the common pitfalls encountered in qualitative research - an expanded companion website with more student examples and videos. Filled with exercises to test your understanding and develop your skills, as well as David's own tips for research success based on years of experience, this book is essential reading for anyone doing qualitative research."--Publisher's website

Qualitative research is employed more and more often by business researchers and practitioners alike. Part of its success is due to the fact that qualitative research seems to demand less effort and skill than quantitative research. However, because of the multitude of possibilities and choices that need to be made, performing a qualitative research project is not, as at first glance it seems to be, an easy endeavor. This custom book intends to provide participants in the Qualitative Research Methods course with the basic handles to steer their first qualitative research project journey. The road to success in this project is made up by a trajectory of methodological procedures: choosing the appropriate qualitative research techniques; performing a systematic collection and analysis of qualitative data; and a constant comparison of and critical reflection on the findings. --