ERIC Number: ED528185
Record Type: Non-Journal
Publication Date: 2011-Aug
Abstractor: As Provided
Reference Count: 0
Qualitative Inquiry in Clinical and Educational Settings
Hays, Danica G.; Singh, Anneliese A.
This highly readable text demystifies the qualitative research process--and helps readers conceptualize their own studies--by organizing the different research paradigms and traditions into coherent clusters. Real-world examples and firsthand perspectives illustrate the research process; instructive exercises and activities build on each other so readers can develop their own proposals or reports as they work through the book. Provided are strategies for selecting a research topic, entering and exiting sites, and navigating the complexities of ethical issues and the researcher's role. Readers learn how to use a range of data collection methods--including observational strategies, interviewing, focus groups, email and chat rooms, and arts-based media--and to manage, analyze, and report the resulting data. Useful pedagogical features include: (1) In-class and field activities to apply qualitative concepts; (2) Discussion questions, proposal development exercises, and reflexive journal activities; (3) Exemplary qualitative studies and two sample proposals; (4) Cautionary notes, or "Wild Cards," about possible research pitfalls; and (5) Tables that summarize concepts and present helpful tips.
Descriptors: Field Instruction, Qualitative Research, Discussion, Research Methodology, Focus Groups, Interviews, Ethics, Research Projects, Data Analysis, Observation, Computer Mediated Communication, Internet, Art, Class Activities, Journal Writing, Reflection, Research Problems, Research Tools, Research Proposals, Case Studies, Science History, Phenomenology, Grounded Theory, Heuristics, Biographies, Semiotics, Ethnography, Change Agents, Participatory Research, Action Research, Research Design, Researchers, Validity, Credibility, Guides
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Publication Type: Books; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A