Qualitative Inquiry & Research Design: Choosing Among Five Approaches
This volume explores the philosophical underpinnings, history, and key elements of five qualitative inquiry approaches: narrative research, phenomenology, grounded theory, ethnography, and case study. Using an accessible and engaging writing style, author John W. Creswell compares theoretical frameworks, methodologies in employing standards of quality, strategies for writing introductions to studies, the collection and analysis of data, narrative writing, and result verification. New to the Second Edition: (a) Brings the philosophical and theoretical orientations to the beginning of the book: This change helps ground students in the foundational thinking behind these methods much earlier. (b) Gives broader coverage of narrative research: Creswell expands one of the original five approaches from "Biography" to "Narrative," thus exploring a wider range of narrative opportunities--biography still being one of them. (c) Offers a much deeper discussion of interpretive approaches: This edition places much more emphasis on interpretive and postmodern perspectives such as feminism, ethnicity, and critical theory. (d) Provides more specific steps for doing research within each approach: Creswell discusses the actual procedure for each approach and includes the types of qualitative research within each of the five approaches. (e) Illustrates phenomenology and ethnography: The Second Edition contains two new, recent sample journal articles: one covering a phenomenological study, the other covering ethnographic study. (f) Includes additional examples: The author provides examples from the field of human services to enhance the already robust examples from education, sociology, and psychology. Intended Audience: This is a useful text for advanced undergraduate and graduate courses in introductory qualitative research methods across the social, behavioral, and health sciences. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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- "Purposeful sampling, consistent with qualitative research (Creswell, 2007), was used to select participants on the basis that they can speak to the experience of learning and using a CFT EBP. Homogeneity is recommended for IPA studies and there is a need to speak to what situations these CFTs practice in, such as: how they vary, how they are similar, and how the contexts shape their practice. "
ABSTRACT: http://www.tandfonline.com/eprint/PMWRQnr2aJNSBa5upssU/full This study reports on the experience of shame while learning an evidence-based approach to working with couples or families. Couple and family therapists were interviewed about their experience with learning and using an evidence-based practice (EBP) and the data was analyzed using a phenomenological approach called interpretative phenomenological analysis. The theme of shame emerged from a number of research participants as part of their development with the EBP they were integrating into their practice. Starting with an exploration of the participants’ experiences and the impact of shame, the paper will then link these experiences with the psychological and sociological research literature about shame.
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- "However, as I discuss below it offers a useful way of initiating a reflective approach to musical practice that may continue to be developed by the student as a life-long project. Indeed, while phenomenological approaches form a major part of qualitative research in the social sciences, psychology and education (Creswell, 2014; van Manen, 2014), my goal here is to introduce how phenomenology may be applied in a more 'radically empirical' context––how it may offer a useful way of researching one's own lived experience and for expanding the possibilities of what that might entail. I begin by introducing a simple exercise in experimental phenomenology involving multistable visual phenomena (the Necker Cube) that can be explored without the use of complex terminology. "
ABSTRACT: Phenomenology is explored as a way of helping students and educators open up to music as a creative and transformative experience. I begin by introducing a simple exercise in experimental phenomenology involving multi-stable visual phenomena that can be explored without the use of complex terminology. Here, I discuss how the ‘phenomenological attitude’ may foster a deeper appreciation of the structure consciousness, as well as the central role the body plays in how we experience and form understandings the worlds we inhabit. I then explore how the phenomenological attitude may serve as a starting point for students and teachers as they begin to reflect on their involvement with music as co-investigators. Here I draw on my teaching practice as a percussion and drum kit instructor, with a special focus on multi-stable musical phenomena. To conclude, I briefly consider how the phenomenological approach might be developed beyond the practice room to examine music’s relationship to the experience of culture, imagination and ‘self’.
- "In this study, the elicitation defined as extracting and/or discovering the needs of end users from the system. One of the most important tasks in the requirement engineering is the elicitation task, hence, the poor implementation of elicitation will almost guarantee that the final system project is a complete failure and the key measure of system success is the degree to which it meets its intended purpose , . Two main types of requirements involved in developing any new system, namely, Functional Requirement (FR) which include user needs from the system and Non-Functional Requirement (NFR) which represent system architecture. "
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