Qualitative Research Design: An Interactive Approach

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SAGE, 2005 - 175 páginas
Qualitative Research Design gives researchers and students a user-friendly, step-by-step guide to planning qualitative research. Based on a course that the author taught for 7 years at the Harvard Graduate School of Education, it is written in an informal, jargon-free style and incorporates many examples and hands-on exercises. Rather than the rigid, linear approach to design usually found in research methods textbooks, which is particularly unsuited to qualitative research, the book presents a flexible, systemic model of design. This model not only better fits what experienced qualitative researchers actually do, but provides a clear framework for designing a study and developing a research proposal. This edition includes new or substantially expanded discussions of research paradigms, defining a research problem, site and participant selection, relationships with research participants, data analysis, and validity, as well as more examples and exercises.

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Índice

A Model for Qualitative Research Design
1
The Evolution of a Research Design
7
The Organization of This Book
10
The Exercises in This Book
11
Notes
13
Goals Why Are You Doing This Study?
15
Personal Practical and Intellectual Goals
16
Using Personal Experience to Choose a Dissertation Topic
17
Instrumentalist Questions and Realist Questions
72
Variance Questions and Process Questions
74
Developing Research Questions
76
Methods What Will You Actually Do?
79
Structured and Unstructured Approaches
80
Negotiating Research Relationships
82
Negotiating Relationships in a Practitioner Research Study
85
Reflecting on Your Research Relationship
86

The Importance of Personal Values and Identity
19
What Goals Can Qualitative Research Help You Achieve?
22
Deciding on a Dissertation Topic
25
Exercise 21 Researcher Identity Memo
27
Researcher Identity Memo for a Study of Educational Reform in Bolivia
28
Note
32
Conceptual Framework What Do You Think Is Going On?
33
Connecting With a Research Paradigm
36
Experiential Knowledge
37
Identity Memo on Diversity
39
How One Researcher Used Her Personal Experience to Refocus Her Research Problem
41
Using Existing Theory
44
Concept Maps
46
Creating a Concept Map for Your Study
52
Other Uses of Existing Research
55
Pilot and Exploratory Studies
56
How a Student Used a Pilot Study to Help Design Her Dissertation Research
57
Thought Experiments
58
Using a Thought Experiment to Develop a Theory of the Persistence of Illiteracy
59
Creating a Model of the Development of Friendship Patterns
60
Notes
63
Research Questions What Do You Want to Understand?
65
The Development of Research Questions
66
The Functions of Research Questions
67
Research Questions and Other Kinds of Questions
68
Research Hypotheses in Qualitative Designs
69
Generic Questions and Particularistic Questions
70
Site and Participant Selection
87
Decisions About Data Collection
91
Decisions About Data Analysis
95
A Mismatch Between Questions and Analysis
99
Linking Methods and Questions
102
Notes
103
Validity How Might You Be Wrong?
105
The Concept of Validity
106
Bias and Reactivity
108
A Checklist
109
Identifying and Dealing With Validity Threats
114
Generalization in Qualitative Research
115
Notes
116
Research Proposals Presenting and Justifying a Qualitative Study
117
The Purpose of a Proposal
118
The Proposal as an Argument
119
The Relationship Between Research Design and Proposal Argument
120
A Model for Proposal Argument
121
The Argument of a Dissertation Proposal
129
An Outline of a Dissertation Proposal Argument
131
Developing a Proposal Argument
135
Notes
137
An Example of a Qualitative Proposal
139
References
159
Index
167
About the Author
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Sobre el autor (2005)

Joseph A. Maxwell is a Professor in the Graduate School of Education at George Mason University, where he teaches courses on research design and methods and on writing a dissertation proposal. He has published work on qualitative research and evaluation, mixed method research, sociocultural theory, Native American social organization, and medical education. He has also worked extensively in applied settings. He has presented seminars and workshops on teaching qualitative research methods and on using qualitative methods in various applied fields, and has been an invited speaker at conferences and universities in the United States, Puerto Rico, Europe, and China. He has a Ph.D. in anthropology from the University of Chicago.

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