Efnisyfirlit

• Title Page
• Copyright Page
• Brief Contents
• Contents
• Preface
• 1 Introduction
  • 1.1: Qualitative Methods, Qualitative Data
  • 1.2: Use of Triangulation in Research Methodology
  • 1.3: Qualitative Strategies: Defining an Orientation
  • 1.4: From a Symbolic Interactionist Perspective
  • 1.5: Why Use Qualitative Methods?
  • 1.6: A Plan of Presentation
• 2 Designing Qualitative Research
  • 2.1: Theory and Concepts
  • 2.2: Ideas and Theory
  • 2.3: Reviewing the Literature
    • 2.3.1: Evaluating Web Sites
    • 2.3.2: Content versus Use
    • Trying It Out
  • 2.4: Framing Research Problems
  • 2.5: Operationalization and Conceptualization
  • 2.6: Designing Projects
    • 2.6.1: Concept Mapping
    • 2.6.2: Creating a Concept Map
    • 2.6.3: Using a Concept Map
    • 2.6.4: Setting and Population Appropriateness
    • 2.6.5: Sampling Strategies
    • 2.6.6: Representativeness
  • 2.7: Data Collection and Organization
  • 2.8: Data Storage, Retrieval, and Analysis
  • 2.9: Dissemination
  • 2.10: Why It Works
  • 2.11: Why It Fails
  • Trying It Out
• 3 Ethical Issues in Research
  • 3.1: Research Ethics in Historical Perspective
    • 3.1.1: Regulations in the Research Process
  • 3.2: Informed Consent and Implied Consent
  • 3.3: Confidentiality and Anonymity
    • 3.3.1: Keeping Identifying Records
    • 3.3.2: Strategies for Safeguarding Confidentiality
  • 3.4: Securing the Data
  • 3.5: Why Researchers Violate
  • 3.6: Institutional Review Boards
    • 3.6.1: IRBs and Their Duties
    • 3.6.2: Clarifying the Role of IRBs
    • 3.6.3: Active versus Passive Consent
    • 3.6.4: Active versus Passive Consent in Internet Research
    • 3.6.5: Membership Criteria for IRBs
  • 3.7: Ethical Codes
  • 3.8: Some Common Ethical Concerns in Behavioral Research
    • 3.8.1: Covert versus Overt Researcher Roles
  • 3.9: New Areas for Ethical Concern: Cyberspace
    • 3.9.1: Protection for Children
    • 3.9.2: Debriefing the Subjects
  • 3.10: Objectivity and Careful Research Design
  • 3.11: Other Misconduct
  • 3.12: Why It Works
  • 3.13: Why It Fails
  • Trying It Out
• 4 A Dramaturgical Look at Interviewing
  • 4.1: Performing the Interview
  • 4.2: Types of Data
  • 4.3: Types of Interviews
    • 4.3.1: The Standardized Interview
    • 4.3.2: The Unstandardized Interview
    • 4.3.3: The Semistandardized Interview
  • 4.4: The Data-Collection Instrument
  • 4.5: Guideline Development
    • 4.5.1: Question Order (Sequencing), Content, and Style
  • 4.6: Communicating Effectively
  • 4.7: A Few Common Problems in Question Formulation
    • 4.7.1: Affectively Worded Questions
    • 4.7.2: The Double-Barreled Question
    • 4.7.3: Complex Questions
  • 4.8: Pretesting the Schedule
  • 4.9: Long versus Short Interviews
  • 4.10: Telephone Interviews
    • 4.10.1: Advantages of the Telephone Interview
    • 4.10.2: Disadvantages of the Telephone Interview
  • 4.11: Computer-Assisted Interviewing
    • 4.11.1: Computer-Assisted Telephone Interviewing
    • 4.11.2: Computer-Assisted Personal Interviewing
    • 4.11.3: Web- and E-mail-Based In-Depth Interviews
    • Trying It Out
  • 4.12: Conducting an Interview: A Natural or an Unnatural Communication?
  • 4.13: The Dramaturgical Interview
    • 4.13.1: Interviewer Roles and Rapport
    • 4.13.2: The Role of the Interviewee
    • 4.13.3: The Interviewer as a Self-Conscious Performer
    • 4.13.4: Social Interpretations and the Interviewer
  • 4.14: The Interviewer’s Repertoire
    • 4.14.1: Interviewers’ Attitudes and Persuading a Subject
    • 4.14.2: Developing an Interviewer Repertoire
    • 4.14.3: Techniques to Get Started
    • 4.14.4: Taking the Show on the Road
    • 4.14.5: The Ten Commandments of Interviewing
  • 4.15: Know Your Audience
  • 4.16: Analyzing Interview Data
    • 4.16.1: Beginning an Analysis
    • 4.16.2: Organizing Your Data
    • 4.16.3: Analysis Procedures: A Concluding Remark
    • Trying It Out
  • 4.17: Why It Works
  • 4.18: Why It Fails
• 5 Focus Group Interviewing
  • 5.1: Basic Ingredients in Focus Groups
  • 5.2: How Focus Groups Work
    • 5.2.1: The Moderator’s Guide
    • 5.2.2: Introduction and Introductory Activities
    • 5.2.3: Statement of the Basic Rules or Guidelines for the Interview
    • 5.2.4: Short Question-and-Answer Discussions
    • 5.2.5: Special Activities or Exercises
    • 5.2.6: Guidance for Dealing with Sensitive Issues
  • 5.3: Focus Group Data
  • 5.4: Selecting Focus Groups as a Method
  • 5.5: Selecting Groups
    • 5.5.1: Virtual Groups
  • 5.6: Working with a Group
  • 5.7: Common Missteps When Using Focus Groups
  • 5.8: Confidentiality and Focus Group Interviews
  • 5.9: Why It Works
  • 5.10: Why It Fails
  • Trying It Out
  • Notes
• 6 Ethnographic Field Strategies
  • 6.1: Accessing a Field Setting: Getting In
    • 6.1.1: Negotiating the Researcher’s Role
  • 6.2: Becoming Invisible
    • 6.2.1: Dangers of Invisibility
    • 6.2.2: Other Dangers During Ethnographic Research
  • 6.3: Watching, Listening, and Learning
    • 6.3.1: How to Learn: What to Watch and Listen For
    • 6.3.2: Field Notes
    • 6.3.3: Computers and Ethnography
    • 6.3.4: Online Ethnography
    • Trying It Out
  • 6.4: Analyzing Ethnographic Data
  • 6.5: Other Analysis Strategies: Typologies, Sociograms, and Metaphors
    • 6.5.1: Typologies
    • 6.5.2: Sociograms
    • 6.5.3: Metaphors
  • 6.6: Disengaging: Getting Out
  • 6.7: Reflectivity and Ethnography
  • 6.8: Critical Ethnography
    • 6.8.1: The Attitude of the Ethnographer
    • 6.8.2: The Researcher’s Voice
  • 6.9: Why It Works
  • 6.10: Why It Fails
  • Trying It Out
• 7 Participatory Action Research
  • 7.1: The Basics of Action Research
  • 7.2: Identifying the Research Question(s)
  • 7.3: Data Collection
  • 7.4: Analyzing and Interpreting the Information
    • 7.4.1: Descriptive Accounts and Reports
  • 7.5: Sharing the Results with the Participants
  • 7.6: When to Use and When Not to Use Action Research
  • 7.7: The Action Researcher’s Role
  • 7.8: Types of Action Research
    • 7.8.1: Technical/Scientific/Collaborative Mode
    • 7.8.2: A Practical/Mutual Collaborative/Deliberate Mode
    • 7.8.3: Emancipating or Empowering/Enhancing/Critical Science Mode
  • 7.9: Photovoice and Action Research
    • 7.9.1: The Goals in Photovoice
  • 7.10: Action Research: A Reiteration
  • 7.11: Why It Works
  • 7.12: Why It Fails
  • Trying It Out
• 8 Unobtrusive Measures in Research
  • 8.1: Archival Strategies
    • 8.1.1: Public Archives
    • 8.1.2: Private Archives: Solicited and Unsolicited Documents
    • 8.1.3: A Last Remark About Archival Records
  • 8.2: Physical Erosion and Accretion: Human Traces as Data Sources
    • 8.2.1: Erosion Measures
    • 8.2.2: Accretion Measures
  • 8.3: Why It Works
  • 8.4: Why It Fails
  • Trying It Out
• 9 Social Historical Research and Oral Traditions
  • 9.1: What Is Historical Research?
  • 9.2: Life Histories and Social History
  • 9.3: What Are the Sources of Data for Historical Researchers?
  • 9.4: Doing Historiography: Tracing Written History as Data
    • 9.4.1: External Criticism
    • 9.4.2: Internal Criticism
  • 9.5: What Are Oral Histories?
    • 9.5.1: Oral History as Reality Check
    • 9.5.2: Oral History Data
  • 9.6: Why It Works
  • 9.7: Why It Fails
  • Trying It Out
• 10 Case Studies
  • 10.1: The Nature of Case Studies
  • 10.2: Theory and Case Studies
  • 10.3: The Use of Interview Data
    • 10.3.1: The Use of Personal Documents
  • 10.4: Intrinsic, Instrumental, and Collective Case Studies
  • 10.5: Case Study Design Types
    • 10.5.1: Exploratory Case Studies
    • 10.5.2: Explanatory Case Studies
    • 10.5.3: Descriptive Case Studies
    • 10.5.4: Designing Case Studies
  • 10.6: The Scientific Benefit of Case Studies
    • 10.6.1: Objectivity and the Case Method
    • 10.6.2: Generalizability
  • 10.7: Case Studies of Organizations
  • 10.8: Case Studies of Communities
    • 10.8.1: Data Collection for Community Case Studies
  • 10.9: Why It Works
  • 10.10: Why It Fails
  • Trying It Out
• 11 An Introduction to Content Analysis
  • 11.1: What Is Content Analysis?
  • 11.2: Analysis of Qualitative Data
    • 11.2.1: Interpretative Approaches
    • 11.2.2: Social Anthropological Approaches
    • 11.2.3: Collaborative Social Research Approaches
    • 11.2.4: Content Analysis and Theory
  • 11.3: Content Analysis as a Research Technique
    • 11.3.1: Quantitative or Qualitative?
    • 11.3.2: Manifest versus Latent Content Analysis
  • 11.4: Communication Components
    • 11.4.1: Levels and Units of Analysis
    • 11.4.2: Building Grounded Theory
    • 11.4.3: What to Count
    • 11.4.4: Combinations of Elements
    • 11.4.5: Units and Categories
    • 11.4.6: Classes and Categories
    • Trying It Out
  • 11.5: Discourse Analysis and Content Analysis
  • 11.6: Open Coding
  • 11.7: Coding Frames
    • 11.7.1: A Few More Words on Analytic Induction
    • 11.7.2: Interrogative Hypothesis Testing
  • 11.8: Stages in the Content Analysis Process
  • 11.9: Computers and Qualitative Analysis
  • 11.10: Why It Works
  • 11.11: Why It Fails
  • Trying It Out
• 12 Writing Research: Finding Meaning in Data
  • 12.1: Plagiarism: What It Is, Why It’s Bad, and How to Avoid It
    • 12.1.1: Why Plagiarism Occurs
    • 12.1.2: How to Avoid Plagiarism
  • 12.2: Identifying the Purpose of the Writing
  • 12.3: Delineating a Supportive Structure: Visual Signals for the Reader
    • 12.3.1: Context Sections
    • 12.3.2: Original Contribution Sections
    • 12.3.3: Findings or Results
    • 12.3.4: Discussion/Conclusion
    • 12.3.5: References, Notes, and Appendices
  • 12.4: Terms and Conditions
  • 12.5: Presenting Research Material
    • 12.5.1: Disseminating the Research: Professional Meetings and Publications
  • 12.6: A Word About the Content of Papers and Articles
  • 12.7: Write It, Rewrite It, Then Write It Again!
  • 12.8: A Few Writing Hints
  • 12.9: None of This Works
  • Trying It Out
  • Notes
• References
• Credits
• Name Index
• Subject Index

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