Qualitative Research in Practice: Examples for Discussion and Analysis

ISBN-13: 9781119452027 / Angielski / Miękka / 2019 / 480 str.

Sharan B. Merriam; Robin S. Grenier

Spis treści

Preface ix About the Editors xiii Part One: The Nature of Qualitative Inquiry 1 1 Introduction to Qualitative Research 3 2 Assessing and Evaluating Qualitative Research 19 Part Two: Examples of Qualitative Research for Discussion and Analysis 33 Interpretive Qualitative Research 33 3 Roles Traditional Healers Play in Cancer Treatment in Malaysia: Implications for Health Promotion and Education 37 How Context Shapes the Design and Implementation of a Qualitative Study 54 Sharan B. Merriam 4 The Influence of Mentorship and Role Models on University Women Leaders' Career Paths to University Presidency 57 Mutual Reflections on Conceptual Frameworks in Qualitative Research 84 Lilian H. Hill, Celeste A. Wheat Phenomenology 87 5 Hiking Leisure: Generating a Different Existence Within Everyday Life 91 Hiking the Phenomenological Psychological Method 109 Rob Bongaardt, Børge Baklien, Idun Røseth 6 Being In-Between: The Lived Experience of Becoming a Prosthesis User Following the Loss of a Leg 113 Caught Up Between Ethics and Methodology: Reflections Addressing the Unintended Presence of a Participant's Partner During a Phenomenological Interview 131 Annelise Norlyk Ethnography 135 7 Boxing Culture and Serious Leisure Among North American Youth: An Embodied Ethnography 139 Embodied Ethnography as a Research Approach: Further Reflections and Insights on Boxing as Serious Leisure 158 Nuno F. Ribeiro 8 A Sojourn Experience in the Land of Fire and Ice: Examining Cultural Competence and Employee Well-Being Through an Autoethnographic Exploration 161 Managing the Burden and Blessing of Autoethnography 182 Robin S. Grenier Grounded Theory 185 9 A Grounded Theory of Professional Learning in an Authentic Online Professional Development Program 189 Navigating the Sea of Data With Grounded Theory 212 Hanna Teräs 10 Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education 215 Why Constructivist Grounded Theory? and the Importance of Researcher Reflexivity 235 Catherine Cronin Narrative Inquiry 239 11 Chandra's Story: An Adult Education Student Journeys From Fear to Gratitude 243 Narrative Inquiry: Good Things Take Time 255 Robin L. Danzak 12 Youths' and Adults' Stories Related to the Background for ADHD Assessment 259 Reflections on a Narrative Approach to Autobiographical Stories 280 Bjørg Mari Hannås Arts-Based Research 283 13 Drama, Performance Ethnography, and Self-Esteem:Listening to Youngsters With Dyslexia and Their Parents 287 When Participants Become Researchers 313 Ruth Falzon, Dione Mifsud 14 Voices From the Field: Preparing Teachers for High Need Schools 317 Dramatizing Data, Creating Art, and Finding Community:Ethnodrama/Arts-Based Research 331 Tabitha Dell'Angelo Qualitative Action Research 335 15 Action Research by Practitioners: A Case Study of a High School's Attempt to Create Transformational Change 339 Reflecting on Taking Action: Three Suggestions 361 Jeffrey Glanz 16 Collective Voices: Engagement of Hartford Community Residents Through Participatory Action Research 365 Trust the Process: Reflections on Participatory Action Research 382 Karen Brown McLean, Kenneth Williamson Mixed Methods 385 17 College Students and Yik Yak: An Exploratory Mixed-Methods Study 389 The Best of Both Worlds: Mixed Methodologies 409 Cathlin V. Clark-Gordon 18 "Talk to Me": A Mixed-Methods Study on Preferred Physician Behaviors During End-of-Life Communication from the Patient Perspective 413 The Sum Is Greater Than Its Parts: Using Mixed Methods to Answer a Complex Healthcare Question 431 Amane Abdul-Razzak Name Index 435 Subject Index 451

O autorze

SHARAN B. MERRIAM is a professor emerita of adult and continuing education and qualitative research at the University of Georgia, in Athens. She is the author, coauthor, or editor of more than thirty books, including Qualitative Research: A Guide to Design and Implementation, co-authored with Elizabeth Tisdell. ROBIN S. GRENIER is an associate professor of adult learning at the University of Connecticut in Storrs. She has taught qualitative research courses at the graduate level for over 14 years, along with researching and consulting on qualitative inquiry in education and human resource development.