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The updated Fourth Edition of Rossman and Rallis's popular introductory text leads the new researcher into the field by explaining the core concepts through theory, research, and applied examples. Woven into the chapters are three themes that are the heart of the book: first, research is about learning; second, research can and should be useful; and finally, a researcher should practice the highest ethical standards to ensure that a study is trustworthy. The Fourth Edition includes an elaborate discussion of systematic inquiry as well as a nuanced discussion of developing a conceptual framework.

Innehållsförteckning levererad av Syndetics

• List of Tables and Figures(p. xii)
• Forword(p. xv)
• Preface(p. xxi)
• Acknowledgements(p. xxvii)
• About the Authors(p. xxix)
• 1 Qualitative Research as Learning(p. 1)
• Doing Qualitative Research: Tales of Three Characters(p. 2)
• Defining Qualitative Research(p. 3)
• Common Characteristics(p. 7)
• Typical Purposes and Overall Approaches(p. 10)
• The Characters' Choices(p. 12)
• Descriptive Studies(p. 12)
• Evaluation or Policy Studies(p. 13)
• Action Research(p. 13)
• Ways of Using Research(p. 13)
• Instrumental Use(p. 14)
• Enlightenment Use(p. 15)
• Symbolic Use(p. 15)
• Transformative Use(p. 16)
• Dispositions and Skills(p. 17)
• Overview of the Book(p. 19)
• Activities for Your Community of Practice(p. 20)
• Further Readings(p. 21)
• 2 The Researcher as Learner(p. 23)
• What Is Learning?(p. 24)
• The Reflexivity of Qualitative Research(p. 25)
• Paradigms(p. 26)
• Interpretivist and Objectivist(p. 27)
• The Nature of Reality(p. 28)
• The Nature of Knowledge and Knowing(p. 29)
• The Nature of Human Agency(p. 30)
• Methodology Improvement or Radical Change(p. 31)
• Four Paradigms(p. 33)
• Positivism(p. 34)
• Descriptive Interpretivism(p. 34)
• Critical Humanism(p. 34)
• Critical Realism(p. 35)
• Perspective in Practice(p. 35)
• The Self at Work: Reflexivity(p. 36)
• Establishing Perspective(p. 39)
• Dispositions and Skills(p. 41)
• Activities for Your Community of Practice(p. 42)
• Notes(p. 44)
• Further Readings(p. 45)
• 3 The Researcher as Competent and Ethical(p. 48)
• Why Does Trustworthiness Matter?(p. 50)
• What Makes a Trustworthy Study?(p. 51)
• Systematic Practice(p. 52)
• What Is the Truth Value of This Work?(p. 52)
• What Can the Researcher Do?(p. 53)
• How Rigorously Was the Study Conducted?(p. 53)
• What Can the Researcher Do?(p. 54)
• How Is the Study Useful for Other Situations?(p. 54)
• What Can the Researcher Do?(p. 55)
• General Strategies for Ensuring Credibility and Rigor(p. 55)
• Our Characters' Strategies(p. 56)
• Beyond Systematicity(p. 56)
• Ethical Practice(p. 59)
• Ethical Reasoning(p. 59)
• Procedural Ethics: Institutional Review Boards(p. 62)
• Challenges in Ethical Practice(p. 64)
• Privacy and Confidentiality(p. 64)
• Deception and Consent(p. 65)
• Trust and Betrayal(p. 68)
• Coping With Micropolitics(p. 68)
• What Can the Researcher Do?(p. 69)
• Our Characters' Dilemmas and Challenges(p. 70)
• Dispositions and Skills(p. 71)
• Activities for Your Community of Practice(p. 72)
• Notes(p. 74)
• Further Readings(p. 74)
• 4 Major Qualitative Research Genres(p. 77)
• Choosing the Locus of Interest(p. 78)
• Ethnographic Genres(p. 82)
• Internet Ethnographies(p. 83)
• Autoethnographies(p. 83)
• Compressed Ethnographies(p. 84)
• Critical Ethnographies(p. 84)
• Our Characters' Choices(p. 85)
• Phenomenological Genres(p. 85)
• Our Characters' Choices(p. 87)
• Sociolinguistic Genres(p. 87)
• Our Characters' Choices(p. 89)
• Case Studies(p. 90)
• Our Characters' Choices(p. 92)
• Dispositions and Skills(p. 93)
• Activities for Your Community of Practice(p. 94)
• Further Readings(p. 95)
• 5 Conceptualizing and Planning the Research(p. 100)
• Practical Considerations(p. 101)
• Do-Ability(p. 102)
• Want-to-Do-Ability(p. 102)
• Should-Do-Ability(p. 103)
• What Is a Research Proposal?(p. 104)
• Conceptual Framework(p. 106)
• Use of the Literature(p. 109)
• Introduction(p. 110)
• The Topic(p. 111)
• Statement of the Research Problem or Issue(p. 112)
• Our Characters' Choices(p. 113)
• Purpose(p. 114)
• Our Characters' Choices(p. 115)
• Significance(p. 115)
• Overview Questions and Subquestions(p. 116)
• Our Characters' Choices(p. 117)
• Limitations(p. 119)
• Design and Methods(p. 119)
• Overall Genre and Rationale(p. 120)
• Site or Population Selection and Sampling Strategies(p. 121)
• Data-Gathering Procedures(p. 123)
• Tata Management and Preliminary Analysis Procedures(p. 124)
• Dispositions and Skills(p. 124)
• Activities for your Community of Practices(p. 125)
• Further Readings(p. 126)
• 6 Entering the Field(p. 127)
• Preparation(p. 129)
• Intended Involvement(p. 130)
• Degree of Involvement(p. 130)
• Portrayal of Involvement(p. 132)
• Approach and Negotiations(p. 134)
• Time(p. 134)
• Introduction and Invitation(p. 135)
• Obtaining Permission(p. 136)
• Expectations and Relationships(p. 137)
• Reciprocity(p. 138)
• Organizational Gatekeepers(p. 141)
• Dispositions and Skills(p. 142)
• Activities for Your Community of Practice(p. 144)
• Further Readings(p. 145)
• 7 Gathering Data in the Field(p. 146)
• Decisions About Gathering Data(p. 148)
• Depth or Breadth(p. 149)
• Prefigured or Open Ended(p. 150)
• Ebb and Flow(p. 150)
• Systematic Inquiry(p. 151)
• Data That Inform the Research Questions(p. 152)
• Data About the Process and Yourself(p. 152)
• Generic In-Depth Interviewing(p. 154)
• Types of Interviews(p. 155)
• Strengths and Limitations of Interviewing(p. 156)
• Social Group Identities(p. 157)
• Follow-Up Questions(p. 159)
• Specialized in-Depth Interviewing(p. 162)
• Interviewing Within Ethnographic Genres(p. 162)
• Interviewing Within Phenomenological Genres(p. 163)
• Narrative Inquiry Interviewing(p. 164)
• Interviewing and Sociolinguistic Genres(p. 165)
• Special Considerations(p. 166)
• Interviewing Elites or Experts(p. 166)
• Focus Group Interviewing(p. 166)
• Interviewing Children(p. 167)
• Interviewing Using Computer Applications and the Internet(p. 168)
• Transcribing and Translating(p. 169)
• Observing People, Actions, and Events(p. 170)
• Taking Field Notes(p. 171)
• Making Raw Field Notes Usable(p. 172)
• Studying Material Culture(p. 173)
• Dispositions and Skills(p. 175)
• Activities for Your Community of Practice(p. 175)
• Further Readings(p. 178)
• 8 Issues that Arise in the Filed(p. 181)
• How Do I Prepare to Gather Data?(p. 182)
• Our Characters How Can I Get Comfortable in the Field?(p. 183)
• What Are the Data? How Do I Turn Sights, Sounds, and Objects Into Data?(p. 187)
• Two Languages: Which Do I Use?(p. 189)
• How Can I Change My Research Plan?(p. 190)
• What Do I Reflect On?(p. 191)
• How Do I Leave the Field?(p. 192)
• Dispositions and Skills(p. 193)
• Activities for Your Community of Practice(p. 194)
• Further Readings(p. 194)
• 9 Our Characters' Data(p. 195)
• Anthony's Data(p. 196)
• Field Notes 1(p. 197)
• 10/10. 12:15-1:00 p.m. Community Arts Center Office(p. 197)
• Field Notes 2(p. 199)
• 11/3. 4:00-6:15 p.m. Watercolor Class(p. 199)
• Interview 1(p. 200)
• 11/8(p. 200)
• Interview 2(p. 203)
• 11/15(p. 203)
• Maria's Data(p. 205)
• Interview 1(p. 206)
• 10/22(p. 206)
• Interview 2(p. 208)
• 10/23(p. 208)
• Field Notes 1(p. 211)
• 10/10. 6:46 p.m. Clinic. Observation by Julia(p. 211)
• Field Notes(p. 212)
• 11/3. Clinic Observation. Early Evening (5:30 p.m.). Observation by Aida(p. 212)
• Field Notes 3(p. 213)
• 11/9. 9:00 p.m. Clinic Observation(p. 213)
• Ruth's Data(p. 215)
• Field Notes 1(p. 215)
• 9/24. Culverton After School Center(p. 215)
• Field Notes 2(p. 217)
• 10/3. Culverton After School Center(p. 217)
• Interview 1(p. 219)
• 10/5. Second Interview With Mark(p. 219)
• Interview 2(p. 221)
• 10/9. First Interview With Katrine(p. 221)
• Activities for Your Community of Practice(p. 224)
• 10 Analyzing and Interpreting Data(p. 227)
• Analysis Happens(p. 229)
• Analysis Is Ongoing(p. 229)
• Categorical or Holistic Analysis(p. 230)
• Thick Description(p. 233)
• Quantifying Qualitative Data(p. 234)
• Analysis Related to Qualitative Genres(p. 234)
• Generic Analysis(p. 237)
• Organizing the Data(p. 238)
• Our Characters(p. 238)
• Familiarizing Yourself With the Data(p. 239)
• Identifying Categories and Generating Themes(p. 239)
• Coding(p. 244)
• Interpretation(p. 246)
• Searching for Alternative Understandings(p. 248)
• Writing the Report(p. 249)
• Writing In-Process Analytic Memos(p. 249)
• Strategies for Analyzing Interview Data(p. 251)
• Analyzing Ethnographic Interview Data(p. 251)
• Analyzing Phenomenological Interview Data(p. 251)
• Analyzing Narrative Interview Data(p. 253)
• Analyzing Voice-Centered Interview Data(p. 254)
• Analyzing Sociolinguistic Data(p. 254)
• Strategies for Analyzing Field Notes From Observations(p. 257)
• Strategies for Analyzing Material Culture(p. 258)
• Dispositions and Skills(p. 259)
• Activities for Your Community of Practice(p. 260)
• Further Readings(p. 261)
• 11 Our Character's Analyses(p. 264)
• Anthony's Analysis(p. 265)
• Analytic Memo: What Participation Means(p. 266)
• Attendance(p. 268)
• A Culture of inclusion(p. 269)
• Ruth's Analysis(p. 269)
• On Agency(p. 271)
• Sense of Efficacy(p. 272)
• Acceptance(p. 272)
• Next Steps(p. 273)
• Maria's Analysis(p. 273)
• Memo 1 Collaborative Analysis: The Process and Some Preliminary Insights(p. 274)
• Memo 2 Taking Action(p. 275)
• Dispositions and Skills(p. 276)
• Activities for Your Community of Practice(p. 277)
• 12 Presenting the Learnings(p. 279)
• Presentation(p. 280)
• Audience and Purpose(p. 281)
• Possible Formats(p. 282)
• Voice(p. 284)
• An Example(p. 286)
• Thick Description: Starr(p. 287)
• Analysis: "It's Not Easy Being a Member of the Model Minority"(p. 287)
• Play: Scene Based on a Doctoral Dissertation With Six Asian American Girls(p. 288)
• Characters(p. 289)
• Scene I(p. 289)
• Organizing the Report(p. 290)
• Chronology(p. 290)
• Life History(p. 291)
• Themes(p. 291)
• Composite(p. 291)
• Critical Events(p. 292)
• Portraits(p. 292)
• Using the Dispositions and Skills to Generate Useful Knowledge(p. 293)
• Activities for Your Community of Practice(p. 293)
• Notes(p. 294)
• Further Readings(p. 294)
• References(p. 295)
• Index(p. 303)