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Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2nd Edition)
John W. Creswell
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ASIN: 0761924426 |
Book Description
"Creswell's
Research Design is an accessible and useful book that stimulates students through walk through experiences, use of exercises, and production of actual writing samples. It is a book that models the types of issues that best suit different approaches and allows students to understand when to use mixed methods. Furthermore, its focus on theory and paradigms is done in a way that helps students decode their meaning."
--MARTHA MONTERO-SIEBURTH,
University of Massachusetts, Boston
"One of the most formidable challenges of research design is stating your purpose. Creswell's approach takes the guesswork out of the process."
--STEVE GUERRIERO,
Organization & Management, Antioch New England Graduate School
The
Second Edition of the bestselling
Research Design: Qualitative, Quantitative, and Mixed Methods Approaches offers a unique comparison of three key approaches to inquiry. This comparison begins with preliminary consideration of knowledge claims for all three approaches, a review of the literature, and reflections about the importance of writing and ethics in scholarly inquiry. The book also addresses the key elements of the process of research: writing an introduction; stating a purpose for the study; identifying research questions and hypotheses; using theory; defining, delimiting and stating the significance of the study; and advancing methods and procedures for data collection and analysis.
Key Features:
- Provides a clear presentation of how to implement a mixed methods design in your proposal or plan as well as show how to implement qualitative and quantitative approaches
- Presents the ethical issues that may arise in quantitative, qualitative and mixed methods studies
- Offers extensive writing tips to help get your research plan started in the right direction
- Contains the latest developments in qualitative inquiry—including advocacy, participatory, and emancipatory approaches
This book is ideal for readers who seek assistance in designing a full research study or planning a proposal for a scholarly journal article, dissertation or thesis. The book is an invaluable reference on the basics of research design as well as an effective text for graduate courses in Research Methods, Research Design, and related topics. The book serves a broad audience of social and human scientists in fields of marketing, management, criminal justice, psychology, sociology, K-12 education, higher and post-secondary education, nursing, health sciences, urban studies, and family research.
Customer Reviews:
Excellent book and service.......2007-09-26
The service that was provided to me by amazon was excellent. Even though, they did not charge me for the shipping the book arrived in 3 days form the they I purchased it. The book is excellent and I am glad I used amazon as my book service provider.
Thanks
Research Design by John W. Creswell.......2007-09-19
John W. Creswell's Research Design is an excellent resource for graduate students as well as doctoral students. In addition to addressing qualitative and quantitative approaches separately, it presents mixed methods designs from both practical and scientific perspectives. I coach many doctoral students working on their dissertations and this book is ideal for them because Dr. Creswell makes his points clearly and follows them with dozens of excellent examples. Each one is relevant and appropriate.
Excellent for writing a dissertation!.......2007-07-15
This book takes you through step by step on how to write a dissertation. He gives practical examples and breaks it down so that it is easy to follow.
Research Student.......2007-05-12
This is an excellent resource for anyone interested in doing research. The book details the necessary steps for quantitative, qualitative and mixed reserach design. Each chapter has clear examples and easy to follow steps in the research methods. As a doctoral student with the University of Phoenix I found the material in this book very useful in directing me towards the process to follow in my dissertation method design. I highly recommended this book.
Concise.......2007-02-16
John Creswell's book is a concise overview of how to do research design. It is precise in the examples cited and there is no "fluff" to the writing. I would recommend the book to any undergraduate or graduate student who needs a quick process book on how to write a research paper.
Book Description
"On dissertation proposals on which I have served, Patton is by far the most cited qualitative research text."
Ian Baptiste, Penn State University
The book that has been a resource and training tool for countless applied researchers, evaluators, and graduate students has been completely revised with hundreds of new examples and stories illuminating all aspects of qualitative inquiry. Patton has created the most comprehensive, systematic, and up-to-date review of qualitative methods available.
"I am dazzled by the extent of the material that this book describes and clarifies. Patton has shifted the focus of the text to qualitative inquiry in general, which includes qualitative evaluation. New examples from his own work and that of others serve to clarify and deepen understanding of qualitative research topics and processes. New discussion of many current issues and debates in qualitative scholarship (autoethnography, ethical issues of informed consent and confidentiality, focus group/group interviews, computer-assisted analysis, the complexity of creating criteria for judging the quality of qualitative research, etc.) will bring readers up-to-date with the variety in perspectives about (and the variety within) qualitative inquiry. Most of the chapters in the book have been substantially reorganized in ways that augment the reader’s understanding. When anyone asks me about conducting qualitative inquiry, I will say: ‘Get Patton’s book’."
Corrine Glesne, author of Becoming Qualitative Researchers
The
Third Edition has retained and expanded upon the exhibits, which highlight and summarize major issues, guidelines, the summative sections, tables, and figures as well as the sage advice of the Sufi-Zen master, Halcolm. This revision will help readers integrate and make sense of the great volume of qualitative works published in the past decade.
"Clearly, this is a vastly improved, much more comprehensive, cogently systematic, and timely review-a tour de force, one might say-of the field of qualitative research, in terms of the theoretical, conceptual, methodological, and normative dimensions/foundations of qualitative research. This is one of the strengths of the volume. It seeks to bring together theory and practice/methods without overburdening one or the other--this is as rare as it is commendable, not to mention extremely useful, not only for the professional researcher, but for the "non-professional" as well."
Lester Edwin J. Ruiz, New York Theological Seminar
New to this Edition
- Integrates and makes sense of the great volume of qualitative works published in the past decade
- Offers strategies for enhancing quality and credibility of qualitative findings by presenting a new framework for differentiating five contrasting and competing sets of standards for judging the quality and utility of findings
- Unravels the complexities of mixed methods and triangulation
- Explains the new issues and approaches to fieldwork as well as providing detailed analytical guidelines, including software and computer-assisted options
- Explores, compares and contrasts 16 different theoretical and philosophical approaches to qualitative inquiry
- Examines alternative interviewing strategies and approaches, including focus group interviews, group interviews, and cross-cultural interviews
- Identifies the latest Internet resources
Pedagogical Features to Enhance the Reader’s Understanding of the Material:
- Exhibit Boxes: Summarize and illuminate major points within chapters
- Chapter Opening Stories by Halcolm: Use wit and humor to engage the reader in reflecting upon the puzzles and lessons of qualitative research
- Foundational Questions: Orient the reader to the "meat" of the material being presented
- End of Chapter Appendices: Provide excerpts of detailed examples of particular techniques, such as open-ended interviews, case studies, etc.
- Comparison Tables: Organize, compare and contrast different approaches, strategies, and paradigms
- Original Cartoons:
Created from the book’s material, illuminate and poke fun at chapter concepts
Customer Reviews:
As good as it gets for a qualitative research text.......2007-09-14
I purchased this book for a graduate level qualitative research methods course. The book is well written and will be an important reference in the future. Patton's writing style is engaging and he uses examples throughout the text. He is a well known qualitative researcher who has valuable experience in the subject matter. I would highly recommend this text to those interested in learning about or completing qualitative research.
Interesting and easy to read.......2006-11-05
Very interesting, easy to read. For the person undertaking Qualitative research this book is a must to have.Patton has a way of writing that makes the reader feel connected to the subject.
In-depth details of qualitative research explained with ease.......2005-09-24
Patton describes qualitative research design and data collection methods in a way that even the novice researcher can easily understand and utilize.
Qualitative Research & Evaluation Methods.......2005-09-21
i knew the valuable information that was contained in the book. That is why i ordered it. I had also read Patton, 1990, 2nd ed.
M.Patton's Qualitiative Research Book Review.......2005-09-12
This book provides in-depth information about qualitative research that plays a very important role in the classroom.
Customer Reviews:
The perfect balance for new researchers.......2006-05-21
This book has been my bible during my Masters degree research project.
I looked around before finding it and found that most texts that covered both quantitative and qualitative methods were either radically simple introductions, or assumed way too much prior knowledge.
It is a great reference book, but for new researchers like me, reading it from front to back has guided my into the complexities of research without drowning me at the same time.
What more can I say?
Book Description
Over the two decades since the publication of the first edition of Introduction to Qualitative Research Methods, qualitative research has risen from a novel and controversial approach to the study of social issues to a widely practiced method for understanding how people view themselves and the world around them. New journals, university courses, handbooks, and encyclopedias are now devoted to the study and practice of qualitative research, but there is still only one comprehensive, practical guide to the collection and presentation of qualitative data.
Introduction to Qualitative Research Methods, Third Edition is a completely up-to-date guide to qualitative study design, data collection, analysis, and reporting. The first part of the book surveys a range of methods for collecting qualitative data, focusing on how these techniques are applied when conducting an actual study. Separate chapters are devoted to participant observation (both pre-fieldwork and in the field), in-depth interviewing, creative new approaches such as postmodern ethnography and personal document analysis, and data analysis. The second half of the book, which covers the writing and publication of qualitative studies, clearly demonstrates how qualitative methods are used in actual practice.
Comprehensive and jargon-free, Introduction to Qualitative Research Methods, Third Edition:
- Reviews current theoretical developments in feminist research and postmodernism
- Includes examples of studies conducted in educational, human services, disability services, and health care settings
- Surveys the full range of qualitative methods and reviews the research process from design through data collection, analysis, and writing
- Provides an extensive bibliography and an appendix containing participant observation field notes.
Comprehensive, practical, and brimming with new material, Introduction to Qualitative Research Methods, Third Edition is an ideal text for graduate and upper-level undergraduate courses across a broad range of social science disciplines. It is also an excellent guidebook and resource for practicing social scientists.
Praise for Introduction to Qualitative Research Methods: A Guidebook and Resource â Third Edition.
"This book has long been my favorite text in qualitative methods. With a bit of theory, a lot of practical advice, and some wonderful examples of field notes and published research, the authors educate beginners in qualitative research and provide a useful reference for experienced researchers. This Third Edition adds clear and straightforward coverage of new developments in the field, including feminism, postmodernism, and the recent emphasis on writing issues in qualitative research." âMarjorie L. DeVault, Ph.D. Associate Professor of Sociology Syracuse University.
"A valuable resource. Once again, Steven Taylor and Robert Bogdan have made an important contribution to the literature on qualitative research. The book is written with the same insight, clarity, and commitment to reaching their readers that has characterized their earlier collaborations." âJ. David Smith, Ed.D. Dean of the School of Education and Human Services Longwood College.
"Taylor and Bogdan's updating of their classic text will be incredibly valuable to students. It is a great choice for qualitative methods courses in the social sciences." âDavid Goode, Ph.D. Professor of Sociology and Coordinator Program in Developmental Disabilities College of Staten Island/CUNY Author of A World Without Words 1995 winner of the John Horton Cooley Award.
"The broad spectrum of methodological possibilities, the discussion of the history of methods, and the many instructive examples make this exciting new edition an excellent text for the beginning qualitative methodologist." â Carol Rambo Ronai, Ph.D. Professor of Sociology University of Memphis.
"An engaging, highly readable, and instructive guide to established and emerging methodological conventions. This impressively straightforward and balanced guide is also the most comprehensive and usable resource for publishing qualitative research that I have seen." â Tom Skrtic, Ph.D. Professor of Special Education University of Kansas.
Book Description
The second edition of this best-selling text continues to offer immensely practical advice and technical expertise to aid researchers in making sense of their collected data. Basics of Qualitative Research, Second Edition presents methods that enable researchers to analyze and interpret their data, and ultimately build theory from it. Highly accessible in their approach, authors Anselm Strauss (late of the University of San Francisco and co-creator of grounded theory) and Juliet Corbin provide a step-by-step guide to the research act-- from the formation of the research question through several approaches to coding and analysis, to reporting on the research. Full of definitions and illustrative examples, this highly accessible book concludes with chapters that present criteria for evaluating a study, as well as responses to common questions posed by students of qualitative research. Significantly revised, Basics of Qualitative Research remains a landmark volume in the study of qualitative methods.
Customer Reviews:
Research and Theory Construction.......2005-09-21
This book's title shows that "qualitative research" is its primary subject, and "developing grounded theory" is its secondary subject. The opposite is true in the case of the book coauthored earlier by Strauss: "The Discovery of Grounded Theory: Strategies for Qualitative Research." In the interval between the writing of the two books, Strauss may have realized that his thesis was about research work more than theory construction. But the text of this second book too presents research work as theory construction, as explained below. It could be thought that what is to be called a "theory" is a linguistic issue. But the definition of this term must not prevent the construction of real theories as distinct from empirical knowledge.
In lieu of the implicit definition of "theory" that appeared in the earlier book (p. 1), an explicit one is given in this second book: "A set of well developed concepts related through statements of relationship, which together constitute an integrated framework that can be used to explain or predict phenomena" (p. 15). The new and critical but obscure expressions in this definition are "well developed concepts" and "integrated framework," whereas the idea of explaining or predicting phenomena by using a theory appeared also in the earlier definition. As I mentioned in my review of the earlier book, explaining or predicting phenomena can be done by using empirical knowledge too and therefore cannot be considered a distinguishing characteristic of theories. For example, the empirical laws of electromagnetism known before Maxwell served to explain, predict, and control many electromagnetic phenomena but did not constitute a theory. The authors repeat the same mistake when they admit that "a theory is more than a set of [empirical] findings;" and continue by saying, "it offers an explanation of phenomena" (p.22). They also say, "generating theories about phenomena, rather than just generating a set of findings, is important to the development of a field of knowledge" (pp. 22-23). That is correct, but the problem is to know how theories are generated. Also, "findings" too serve to explain phenomena, as mentioned, although they have a narrower scope than theories.
"Statements of relationship [between phenomena] are commonly referred to as `hypotheses'" (p. 103). "Any hypotheses and propositions derived from data must be continuously `checked out' against incoming data and modified, extended, or deleted as necessary" (p. 22). The key concept here, which the authors do not clarify sufficiently, is the derivation of hypotheses from data. First, some relationships between phenomena can be deduced from the data. But what is thus produced constitutes not a hypothesis but empirical knowledge about those phenomena. It is when those relationships are "generalized through induction," in Newton's words, that they become general rules which are of hypothetical nature, or hypotheses, because induction yields only probabilities, not certainties, as Bertrand Russell emphasized. The authors seem to ignore this fact. Moreover, when the hypotheses thus derived from data are "continuously `checked out' against incoming data and modified, extended, or deleted as necessary" and those that are conserved are finally supported by all new information, they stop being hypotheses and become empirically known facts. And any set of such facts constitutes empirical knowledge, not a theory.
The authors seem not to have a clear view of where induction and deduction are used. "Anytime a researcher derives hypotheses from data, because it involves interpretation, we consider that a deductive process" (p. 22). A relationship that is deduced from the data related to some singular phenomena constitutes empirical knowledge about those phenomena. A hypothesis is created out of that knowledge when it is "generalized through induction." The total process is not only deduction but involves also induction. The authors express these facts in an obscure way thus: "At the heart of theorizing lies the interplay of making inductions (deriving concepts, their properties, and dimensions from data) and deductions (hypothesizing about the relationships between concepts, the relationships also are derived from data, but data that have been abstracted by the analyst from the raw data)" (p. 22). What the authors unclearly describe as "abstracted by the analyst from the raw data" is what Newton meant by the words "generalized through induction." And the generalization must cover phenomena that do not allow the deduction of the hypothesis from the data if the hypothesis is expected to be used to construct a theory. The authors conclude: "At the end, it is hoped, the researcher has systematically developed the products of analysis into a theory" (p. 22). The major mistake in this conception of theory construction is that it ignores the following fact: A hypothesis that is "checked out against incoming data," (i.e. fits the data, is deducible from the data) is no more a hypothesis but empirical knowledge and therefore a system of statements that contains only such tested hypotheses constitutes not a theory but a group of empirical knowledge. The authors repeat the same mistake when they say that a theory "is validated during the actual research process" (213). What can be validated during the "actual" (original) research process is empirical knowledge. A second phase of research is concerned with the validation of the theory, i.e. with showing that the consequences of the theory fit the phenomena, or that they are deducible not only from the theory but also from the phenomena. Consequently, the theory becomes usable in explaining, predicting, and controlling the phenomena.
Only when knowledge that is deduced, or readily obtained, from the raw data related to some singular phenomena is "generalized through induction" and assumed, or hypothesized, to be valid also in relation to phenomena that do not make possible the deduction of that hypothesis from the data that a hypothesis is created that can be used to construct a theory. This means that a theory contains at least one hypothesis that cannot be deduced from the empirical data related to all phenomena to which it is assumed to apply. The reason for this is that a law of nature may be deduced from the data related to some phenomena but not from the data related to other phenomena. Consequently, by transferring knowledge from one set of phenomena to another can provide hypothetical knowledge that is otherwise unavailable. A theory is a set of general statements, or laws, of which at least one is such a non-testable hypothesis at the time of the construction of the theory. After a theory is thus constructed, consequences are deduced from it that serve to explain, predict, and control the related phenomena. The usefulness of a theory in doing these things constitutes the proof of its usability and also the proofs of all of its contents, including the non-testable hypothesis, or hypotheses. When phenomena that do not fit a tested and accepted theory are encountered, a more general theory is constructed. The old theory is not discarded by being considered wrong but remains in use in the area where it is valid, because it is simpler than the more general theory.
The above-presented knowledge about the content and the method of construction of theories is derived from the grand theories of physics. I have shown in my books how the same method can be used in psychology too. As an example, I constructed a theory of automatic responses such as the symptoms of non-organic mental disorders, dreams, cerebral lateralization as structural response, etc. This theory serves not only to explain and predict those phenomena but also to control them very effectively where this is possible. I had to mention these here because the best test of ideas is their usefulness in explaining, predicting, and controlling the phenomena.
Although Strauss and Corbin advocate what they call "grounded theory," which is in reality nothing else than empirical knowledge, they expose their distrust of their work, which contains many unclear points, when they warn the reader by saying, "Remember that a theory is just that - a theory" (p. 213). Theories inspire more respect when their method of construction and their function are better understood.
Cognitive-Behavioral Cybernetics of Symptoms, Dreams, Lateralization: Theory, Interpretation, Therapy
Theory Construction and Testing in Physics and Psychology
Qualitative Research: A step-by-step approach.......2000-06-18
Fourth in a series of books about grounded theory, this book describes in detail the procedures and techniques used in the grounded theory method of qualitative research. The first-time qualitative researcher will now be able to go through the process with a competent guide, while the experienced researcher will be able to find answers to unanswered questions. The book starts with an explanation of the theoretical and philosphical foundations of the grounded theory method in qualitative research. Later chapters explain the different techniques that can be used in this approach, with examples. Sections that give definitions of terms used in this research approach provide a clearer understanding of the discussion in each chapter. This book is an ideal companion for anyone wishing to pursue qualitative research.
A Grounded Theory Classic (re-edited).......2000-03-30
Excellent book to put in the hands of every student wishing to use qualitative methodology - in grounded theory - for a research project, especially at the graduate level. Strauss (who died in 1996, two years before the new edition of the book was published) and Corbin have thoroughly revised the first edition of "Basics of Qualitative Research" and added, among other things, a FAQ based on their students' questions. Caution, though, the book is NOT a step-by-step manual or a A-to-Z handbook for forging concepts, building categories and properties, etc. and other books will have to be read as an introduction to the technical aspects of qualitative research. Also, a complete newcomer to qualitative analysis may find chapters 5, 6 and 7 unclear until he gets to chapter 8 about open coding.
This re-edition of a classic is nonetheless a must-read for every junior researcher pretending to work in the tradition of grounded theory.
Book Description
This book offers the most comprehensive coverage of qualitative techniques of any book on the market today and does it in a way that is easy to read and follow. The author's central purpose remains a desire to instruct inexperienced researchers in ways of effectively collecting, organizing, and making sense of qualitative data, while stressing the importance of ethics in research and in taking the time to properly design and think through any research endeavor. After reading this book, fledgling researchers should be able to design, collect, and analyze data and then present their results to the scientific community.
Considers seven different data collection strategies in detail. Describes focus group interviewing, one of the fastest growing styles of data collection, in detail (Ch. 5), including a new Moderator's Guide that provides the inexperienced focus group facilitator with a step-by-step guide to how the interview should be conducted. Maintains the emphasis on ethics in research (Ch. 3) including a new section on the President's apology for the Tuskegee Syphilis Study.
For anyone in the social sciences who needs to develop research methodology.
Customer Reviews:
Qualitative Manual.......2006-03-22
Prof used this book in a PhD Qualitative Research and Evaluation class. It is a nice refrence on the practical asspects of some of the more nebular qualitative methods rubric books. Ex, it gives some insight as to interview "feeling"... Having focused on Qualitative Methods in England... you should pair it with more 'hard core' works as well. Hope this helps.
Qualitative Research Methods for the Social Sciences, Fifth .......2006-02-23
Great book, but necessary for class so I am biased.
For undergraduate class.......2002-07-09
This book is a textbook on qualitative research methods at undergraduate level. To be a good and useful enough textbook on research methods, it must have two features:
1. the extensive coverage of existing methods to be used in the field.
2. elucidating those methods not only in abstract and theoretical words but also with live examples from real field works to grasp real sense of each method.
Fortunately, this textbook has both aspects. It embraces from classical methods like interview, fieldwork to young methods like sociometry, historiography. Moreover, it deals with, in depth, post processing of data. For quantitative methods, such processing has been automated with such packages like SPSS or SAS. But for qualitative methods, standardizing data is tricky and complex for the nature of data. But data should be treated anyway. This book briefly introduces reader to that process. Furthermore, unlike other textbooks simply enumerating various methods, this book attempts to explain them from consistent viewpoint, dramaturgy. As you know, dramaturgy interprets the activity of research itself such social process as the object of research. Such an approach orients readers towards what the research would be like in the field. In this view, research is portrayed so in dynamic and vivid way as to get a image of research with more ease.
But as the author incessantly points out, research methods could be learned not by reading but by doing. You should practice it to know it. Explanation in textbook is no more than a map to the destination, not the destination itself.
Too Vauge for Beginners, Too Basic for Experts.......2001-10-11
Berg's overview of qualitative methods has a great deal of promise, but it fell short of my expectations. I adopted this as a text in my qualitative methods course, and soon found that the treatment of various qualitative methods was overly vauge and confused students about the scope and purpose of qualitative research. In particular, Berg blurs the lines between focus groups, action research, and participant observation. One is left with a sense that all qualitative methods are equal and interchangable.
Each chapter alone is well written, but there is a lack of an overarching structure to the book that results in an over-simplification of qualitative methods. I do not plan on utilizing this text for courses again, it is too vauge for beginners and too basic for experts. It is also to general for use as a reference book.
Great resource for anyone interested in qualitative research.......2001-08-07
In the most recent edition of Bruce L. Berg's Qualitative Research Methods for the Social Sciences, the author makes a number of important addition to his work. This edition has a much greater emphasis on methodology-how to collect, organize, and present qualitative data-while maintaining a strong theoretical backing. A new chapter on ethical issues in field research is perhaps the most important addition to this work. The book still appeals primarily to students and researchers in social sciences, but the author attempts to broaden his scope into other fields not typically associated with the social sciences, such as nursing and business.
In his introduction, Berg laments the absence of comprehensive books on qualitative research methods, a technique that has lost out to a more quantitative, data-driven approach to field research. Berg also criticizes the number of texts written about ethnographic methodology that focus on only one aspect of field research. Elsewhere, Berg suggests that too often books on field methods presuppose a strong background in data collection techniques that most students simply do not have. Berg attempts to rectify these problems, by providing the novice researcher with a book that offers a comprehensive view of field methods that anyone can use. He is, for the most part, successful.
While the author discusses a number of different views concerning qualitative research design, he ultimately suggests that individuals begin collecting data as soon as their ideas are formed. Berg says that there is some value in combining the "research-before-theory" and "theory-before-research" approaches. This method has the researcher conducting investigations and gathering information as needed. The author looks at this as a "spiraling" pattern, where the researcher is able to learn theory while conducting investigations and to direct his or her research based on preexisting theories. While this method has its pitfalls, it seems like a more realistic approach than the traditional "linear" method, where an individual moves from idea generation to literature review to data collection without looking back.
Much like the "spiraling" approach that the author presents, the book itself moves effortlessly between discussions of theories in qualitative research and practical advice, which is given in the "Trying it out" section at the end of each chapter. The book looks closely at seven different strategies for data collection, including "focus group interviewing," "ethnographic field strategies," and the collecting of oral traditions and "historiographies." New to this addition is the chapter on "action research," which seems in many ways reminiscent of the concept of "participant observation" found in other areas of the social sciences, particularly anthropology. This new emphasis on action research also reflects a trend in the social sciences towards the incorporation of charitable work into a field research project. Action research, according to Berg, takes into account the history, culture, and "emotional lives" of a group of people as a means of tracing the sources of that community's problems. The author points out that all field research, on one level or another, evokes social change, but action research brings about change more directly.
Closely related to this notion of action research is the book's new chapter on the ethical dimensions of field research. Unlike other books on field methods that include ethical issues at the end on the text as an afterthought, Berg's book places his chapter on ethics towards the beginning of the book, before he goes into any detail about specific projects. While the rest of the text is full of practical advice, it is obvious that Berg is not out to establish any moral absolutes regarding field research. Instead, the author presents the reader with a number of real-life scenarios where ethical concerns have come into play. Berg also presents a number of factors for the reader to consider, such as consent, privacy, and the role of institutional review boards. He also provides an historical overview of ethics in field research that gives the reader an idea of how this issue has evolved.
Berg's book is perhaps the best resource for field researchers that money can buy, but there are still some issues that the book fails to address. Since the book focuses primarily on Western research in sociology, there is not much consideration for cross-cultural problems that may arise. Elsewhere the book fails to acknowledge the rising concern over intellectual property, which is relevant to social science research. For this reason, the researcher may want to supplement his or her reading with other texts that address global issues and intellectual property rights, but, overall, this book is by far the most thorough and practical resource available for those interested in field research.
Book Description
“At last a research and evaluation 'how to text' that speaks to the epistemological and practical questions of how to use this tool to improve conditions for society’s marginalized groups.”
--Ricardo Millett,
President and CEO, Woods Fund
This new edition of
Research and Evaluation in Education and Psychology continues and expands upon the approach that made the
First Edition an international bestseller. Author Donna Mertens explains quantitative, qualitative, and mixed methods, and incorporates the viewpoints of various research paradigms (postpositivist, constructivist, transformative, and pragmatic) into descriptions of these methods. Special emphasis is provided for conducting research in culturally complex communities, based on the perspectives of feminists, ethnic/racial minorities, and people with disabilities. Each chapter carefully explains a step of the research process from literature review to analysis and reporting. Additionally, sample studies and abstracts are included in each chapter to illustrate the concepts discussed in that section of the book.
Now in its
Second Edition, Research and Evaluation in Education and Psychology:
Integrating Diversity with Quantitative, Qualitative, and Mixed Methods is perfect as a core text for research courses in departments of education, psychology, and sociology, as well as social work and other human services disciplines. It can be used by itself or in conjunction with other texts focusing on specific methodologies.
New to the Second Edition
* Analysis of methodological advances in conducting research in culturally complex communities
* Coverage of electronic resources now available to researchers and evaluators
* Additional emphasis on program evaluation
* New chapter on mixed methods research
Key Features
* Chapters begin with an outline of the main ideas covered
* Summaries of specific research studies provide context for discussion throughout
* Step-by-step processes assist those conducting research and evaluations
* Perspectives and controversies from major research paradigms bring theories to life
* Questions for critical analysis in each chapter help students plan their own research
* Chapters end with questions and activities for students to put knowledge into practice
* Appendix includes an outline for the preparation of a research proposal, ideal for those working on a thesis or dissertation
Praise for the First Edition
“This informative volume is something of a page-turner. It is an insightful way of looking at research, and viewing its outcomes should force researchers to reflect on their assumptions about reality and their research methodology. This book should be read by everyone doing serious social research that affects people’s lives."
—J.F. Biter ,
St. Bonaventure University
Customer Reviews:
Buen libro.......2006-02-27
Este libro... es una muy buena guia para dar el curso de metodologia o para aquellos que inician una investigacion en psicologia.... El ingles es de facil comprension. Lo que posibilita a los estudiantes de habla hispana entender el lenguaje con relativa facilidad....
Book Description
"I believe Wolcott has achieved his purpose admirably. . .
Writing Up Qualitative Research contains many useful suggestions to help both the novice and the experienced writer. . . . If you follow the suggestions in the book, you will get your own work written and it will be well written."
--Madelaine Ramey in Evaluation Practice
"I have just finished a qualitative case study based almost entirely on interviews with engineering students. The two sources on which I depended most heavily were Robert Stake’s The Art of Case Study Research and Harry F. Wolcott’s
Writing Up Qualitative Research. I have heard others sing the praises of different works and I have referred to them, but favor the two mentioned."
--Terry C. Hall, Ed.D. Independent Scholar
"This book is timely in attempting to offer a path for beginning and perhaps more important, controlling and finishing written work for sharing with a wide but critical audience. The chapter headings provide a flavor of the book--reading about writing; getting going; keeping going; tightening up; finishing up; getting published. . . . This is a stimulating and worthwhile book for everyone attempting to cope with writing up their findings from this exciting form of research." --Journal of Osteopathic Education "Written in an easy-to-read, conversational-tone,
Writing Up Qualitative Research is useful and interesting and will be an important aid to graduate students working on their dissertations. It will also enable recent doctorates who accept university positions to advance in their profession through writing and publishing."
--Harvard Educational Review
"His consistent use of the first person and a conversational style . . . makes the book a pleasure to read. . . . It is not that Wolcott’s ideas are new. Indeed, much of what he has written is also covered by other writers. The difference is that his presentation is written in such an engaging style that it is more likely to be read."
--Contemporary Sociology
"Excellent advice on getting started, keeping going and crafting your writing towards appropriate audiences, and much of the advice offered is as applicable to quantitative as to qualitative work. Wolcott’s booklet provides the ideal complement to Richardson’s more reflexive discussion by offering us a down-to-earth guide as to ''how to do it.''. . . Clear, practical tips given with the obvious weight of experience behind them. . . . Recommended reading for anyone out there despairing of ever starting to turn that pile of transcripts into written form (and indeed for all those lucky enough to have already started)."
--Social Research Association
News Researchers across the social sciences all face the same inherent problem--how to write up their findings once the research stage is completed. Now, in
Writing Up Qualitative Research, Harry Wolcott draws on years of personal experience to take researchers step by step through the final stage of the research process. He examines key problems in writing qualitative research and explores alternative ways of coping with these problems. Written in a lively, informal style, this practical volume shows researchers how to begin the writing process, how to edit, and how to get published. Wolcott also addresses the problem of ensuring that whatever the researcher has recorded--from observations, interviews, or archival research--is included in the final write-up.
Writing Up Qualitative Research is an essential resource for anyone engaged in social research for whom the link between conducting research and writing it up seems more like an obstacle than an opportunity.
Customer Reviews:
Got me through my dissertation..........2007-01-22
I found this book more helpful than any dissertation-writing manual, and will rely on it for future projects beyond the PhD. Wolcott's honest and funny writing style makes you feel like a friend, and his advice is truly useful. The book is a great motivator as well, particularly during those frustrating stages of writing/revising. I highly recommend this book to anyone sitting on a mound of qualitative data who needs a bit of companionship along the way.
Writing Up Qualitative Research.......2005-09-13
This book has been very helpful in determining where to start and steps to make for completing a qualitative research project. It offers suggestions of "how to" and provides application tips that make a sometimes seemingly overwhelming project manageable.
Book Description
Research Methods in Anthropology is the standard textbook for methods classes in anthropology. Written in Russ Bernards unmistakable conversational style, his guide has launched tens of thousands of students into the fieldwork enterprise with a combination of rigorous methodology, wry humor, and commonsense advice. The author has thoroughly updated this new fourth edition. Whether you are coming from a scientific, interpretive, or applied anthropological tradition, you will learn field methods from the best guide in both qualitative and quantitative methods. Visit our website for sample chapters!
Customer Reviews:
A newly updated and expanded fourth edition.......2007-08-07
Now in a newly updated and expanded fourth edition, "Research Methods In Anthropology: Qualitative And Quantitative Approaches" by H. Russell Bernard (Professor of Anthropology, University of Florida) is a basic, comprehensive, 803-page introductory textbook on the research methods used in anthropology today. Written in a thoroughly 'reader friendly' conversational style that combines rigorous scientific methodology with Professor Bernard's wry sense of humor and experienced-based common sense, this new edition of "Research Methods In Anthropology" has an extensive bibliography and copious real-world examples, as well as sections on computer-based interviewing methods, management of electronic field notes, recording equipment and voice recognition software, text analysis, and the collection/analysis of visual materials. Ideal for college level courses in anthropology, "Research Methods In Anthropology" is also to be strongly recommended as accessibly informative for non-specialist general readers with an interest in anthropological research.
Long, Repetitive and Bland.......2007-02-21
I find this book, though filled with decent (not excellent) content to be very long and bland. The author continually repeats himself within chapters, extending the length and making it almost confusing to follow, not reinforcing. This is not exciting, neither in writing style nor content.
The Bible for anthropology research.......2007-01-24
This book is a must read for every anthropologist and every student of anthropology. Well written and thorough. Balanced and intelligent.
Book Description
The
Fourth Edition of this best-selling text,
Designing Qualitative Research, once again provides pragmatic guidance for developing and successfully defending proposals for qualitative inquiry. With expanded coverage of ethics, analysis processes, and approaches, authors Catherine Marshall and Gretchen B. Rossman, have updated this highly popular text to reflect the advances and challenges presented by provocative developments and new applications since the previous edition.
New to the Fourth Edition:
- Offers a contemporary perspective: This new edition takes the current political climate into consideration and introduces readers to today’s research environment. This edition also includes discussions about distance-based research (such as email interviews and online discussion groups), the implications of postmodern turns, integrating archival material in qualitative research, and creative ways of presenting the research.
- Provides updated references: Updated material enables researchers to find resources that reflect emerging genres and choices guided by the most recent insights, controversies, examples, and research tools. This version of the book addresses recent thinking on "the researcher in the research setting." In addition, the end of each chapter features a post script that consists of a dialogue between a student and an advisor which illustrates design dilemmas in real time.
- Emphasizes a step-by-step approach: The text walks readers through the crafting of a research project from start to finish in a step-by-step fashion. Concrete models for the various parts of a proposal are provided to help readers create outlines, entry letters, consent letters, budgets, and timelines.
Intended Audience:
Perfect for advanced undergraduate and graduate students taking their first or second Qualitative Research Methods or General Research Methods course, as well as for individual researchers across the social science disciplines; in addition it is a must-have resource for the library of those using qualitative approaches
Customer Reviews:
The best yet.......2007-07-15
I have recently read this book and found it very useful in terms of providing up to date references on most aspects of Qualitative Research. I found the chapters on Thematic analysis and coding very helpful indeed and wished that I had this book when engaged in my doctoral studies. I am pleased to refer researchers and students engaged in such work to carefully read this book. I plan to use it in an upcoming Journal paper that I am writing.
About as interesting as watching paint peel.......2007-06-10
This was the set text for a post-grad qual methods course I did. It gives a good coverage of the basics but it is horrible to read, boring and dull. Get Patton's book instead, more depth of coverage and actually enjoyable to read. My copies of Patton and Miles and Huberman are dog-earred with use after finishing my thesis and I am wishing I had bought my own copy of Rubin & Rubin as well as the Bilham book but this one I have never picked up since I finished the course.
Very Helpful.......2006-03-17
I used this as a reference during a Masters class. It was very useful when it came time to design my research project.
Great Overview on Qualitative Research.......2005-05-03
If you are in graduate school and decide to do your thesis as a qualitative research project, I would highly recommend this book. Even though the authors describe what qualitative research is, I would recommend that you read one of the texts they mention for the individual techniques. For example, even though it has a nice overview of case study, one should read Yin's book on case study research.
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