ISBN-10:
1412995302
ISBN-13:
2901412995305
Pub. Date:
03/14/2012
Publisher:
SAGE Publications
Qualitative Inquiry and Research Design: Choosing Among Five Approaches / Edition 3

Qualitative Inquiry and Research Design: Choosing Among Five Approaches / Edition 3

by John W. Creswell

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Overview

Qualitative Inquiry and Research Design: Choosing Among Five Approaches / Edition 3

In the revised Fourth Edition of the best-selling text, John W. Creswell and new co-author Cheryl N. Poth explore the philosophical underpinnings, history, and key elements of five qualitative inquiry approaches: narrative research, phenomenology, grounded theory, ethnography, and case study. Preserving Creswell's signature writing style, the authors compare the approaches and relate research designs to each of the traditions of inquiry in a highly accessible manner. Featuring new content, articles, pedagogy, references, and expanded coverage of ethics throughout, the Fourth Edition is an ideal introduction to the theories, strategies, and practices of qualitative inquiry.

Product Details

ISBN-13: 2901412995305
Publisher: SAGE Publications
Publication date: 03/14/2012
Edition description: Third Edition
Pages: 472
Product dimensions: 6.00(w) x 1.25(h) x 9.00(d)

About the Author

John W. Creswell, PhD, is a professor of family medicine and co-director of the Michigan Mixed Methods Research and Scholarship Program at the University of Michigan. He has authored numerous articles and 28 books on mixed methods research, qualitative research, and research design. While at the University of Nebraska-Lincoln, he held the Clifton Endowed Professor Chair, served as director of a mixed methods research office, founded SAGE’s Journal of Mixed Methods Research, and was an adjunct professor of family medicine at the University of Michigan and a consultant to the Veterans Administration health services research center. He was a Senior Fulbright Scholar to South Africa in 2008 and to Thailand in 2012. In 2011, he co-led a national working group on mixed methods practices at the National Institutes of Health, served as a visiting professor at Harvard’s School of Public Health, and received an honorary doctorate from the University of Pretoria, South Africa. In 2014, he was the president of the Mixed Methods International Research Association. In 2015, he joined the staff of Family Medicine at the University of Michigan. John has been teaching research methods courses for the past 40 years..


Cheryl N. Poth, PhD, has been a faculty member of the Centre for Research and Applied Measurement and Evaluation within the Department of Educational Psychology in the Faculty of Education at the University of Alberta since 2008. In this role, she has developed and taught graduate-level research methods and program evaluation courses in addition to supervising and mentoring students, faculty, and community members in qualitative, quantitative, and mixed methods research. Dr. Poth has an adjunct appointment in the Faculty of Medicine and Dentistry and serves as the methodologist on several cross-disciplinary research teams. She has been principal investigator for projects and grants funded federally (e.g., Social Sciences and Humanities Research Council and Physiotherapy Foundation of Canada), provincially (e.g., Alberta Education and Alberta Centre for Child, Family and Community Research and Alberta Advisory Committee for Educational Studies), and locally (e.g., University of Alberta and School Boards). She has authored over 30 peer reviewed journal articles and served as guest co-editor of two special issues of the International Journal of Qualitative Methods. In addition to more than 100 conference and 25 workshop presentations, she served as co-chair of the 2013 Advances in Qualitative Methods Conference (AQM). She has led research methods workshops with diverse audiences; for example, at the International Institute of Qualitative Methods’ Thinking Qualitatively Series. She is a current editorial board member of the International Journal of Qualitative Methods and the Journal of Mixed Methods Research. In 2013, she was recognized with the Provost’s Award for Early Achievement of Excellence in teaching, and won the McGuffey Longevity Award in 2018.

Table of Contents

About the Authors
Acknowledgments
Analytic Table of Contents by Approach
List of Tables and Figures
1. Introduction
Purpose and Rationale for the Book
What Is New in This Edition
Positioning Ourselves
Definition of Qualitative Research
Selection of the Five Approaches
Key Book Readings
Audience
Organization
2. Philosophical Assumptions and Interpretive Frameworks
Questions for Discussion
Situating Philosophy and Interpretive Frameworks Within the Research Process
Philosophical Assumptions
Interpretive Frameworks
The Practice of Using Interpretive Frameworks in Qualitative Research
Linking Philosophy and Interpretive Frameworks in Qualitative Research
Chapter Check-In
Summary
Further Readings
3. Designing a Qualitative Study
Questions for Discussion
The Characteristics of Qualitative Research
When to Use Qualitative Research
What a Qualitative Study Requires From Us
The Features of a “Good” Qualitative Study
The Process of Designing a Qualitative Study
Ethics in Qualitative Research
The Design Structures of a Plan or Proposal
Chapter Check-In
Summary
Further Readings
4. Five Qualitative Approaches to Inquiry
Questions for Discussion
Deciding Among the Five Approaches
Narrative Research
Phenomenological Research
Grounded Theory Research
Ethnographic Research
Case Study Research
Comparing the Five Approaches
Chapter Check-In
Summary
Further Readings
5. Five Different Qualitative Studies
Questions for Discussion
A Narrative Study (Chan, 2010; see Appendix B)
A Phenomenological Study (Anderson & Spencer, 2002; see Appendix C)
A Grounded Theory Study (Harley et al., 2009; see Appendix D)
An Ethnographic Study (Mac an Ghaill & Haywood, 2015; see Appendix E)
A Case Study (Frelin, 2015; see Appendix F)
Differences Among the Approaches
Chapter Check-In
Summary
Further Readings
6. Introducing and Focusing the Study
Questions for Discussion
Interrelating the Study Problem, Purpose, and Questions Within Research
The Research Problem Statement
The Purpose Statement
The Research Questions
Chapter Check-In
Summary
Further Readings
7. Data Collection
Questions for Discussion
The Data Collection Circle
Five Approaches Compared
Chapter Check-In
Summary
Further Readings
8. Data Analysis and Representation
Questions for Discussion
Ethical Considerations for Data Analysis
Three Analysis Strategies
The Data Analysis Spiral
Analysis Within Approaches to Inquiry
Comparing the Five Approaches
Computer Use in Qualitative Data Analysis
Chapter Check-In
Summary
Further Readings
9. Writing a Qualitative Study
Questions for Discussion
Ethical Considerations for Writing
Several Writing Strategies
Overall and Embedded Writing Strategies
A Comparison of Writing Structures Across Approaches
Chapter Check-In
Summary
Further Readings
10. Standards of Validation and Evaluation
Questions for Discussion
Validation and Reliability in Qualitative Research
Evaluation Criteria
Comparing the Evaluation Standards of the Five Approaches
Chapter Check-In
Summary
Further Readings
11. “Turning the Story” and Conclusion
Turning the Story
A Case Study: “Campus Response to a Student Gunman”
A Case Study
A Narrative Study
A Phenomenology
A Grounded Theory Study
An Ethnography
Conclusion
Chapter Check-In
Appendix A. An Annotated Glossary of Terms
Appendix B. A Narrative Research Study—“Living in the Space Between Participant and Researcher as a Narrative Inquirer: Examining Ethnic Identity of Chinese Canadian Students as Conflicting Stories to Live By”
Appendix C. A Phenomenological Study—“Cognitive Representations of AIDS”
Appendix D. A Grounded Theory Study—“Developing Long-Term Physical Activity Participation: A Grounded Theory Study With African American Women”
Appendix E. An Ethnography—“British-Born Pakistani and Bangladeshi Young Men: Exploring Unstable Concepts of Muslim, Islamophobia and Racialization”
Appendix F. A Case Study—“Relational Underpinnings and Professionality—A Case Study of a Teacher’s Practices Involving Students With Experiences of School Failure”
References
Name Index
Subject Index

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