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| Preface | p. xi |
| Introduction | p. 1 |
| Quantitative Versus Qualitative Schools of Thought | p. 2 |
| Use of Triangulation in Research Methodology | p. 5 |
| Qualitative Strategies: Defining an Orientation | p. 8 |
| From a Symbolic Interactionist Perspective | p. 9 |
| Why Use Qualitative Methods? | p. 15 |
| A Plan of Presentation | p. 16 |
| References | p. 17 |
| Designing Qualitative Research | p. 21 |
| Theory and Concepts | p. 21 |
| Ideas and Theory | p. 23 |
| Reviewing the Literature | p. 27 |
| Evaluating Web Sites | p. 29 |
| The Two-Card Method | p. 32 |
| Theory, Reality, and the Social World | p. 36 |
| Framing Research Problems | p. 37 |
| Operationalization and Conceptualization | p. 38 |
| Designing Projects | p. 41 |
| Concept Mapping | p. 42 |
| Creating a Concept Map | p. 45 |
| Setting and Population Appropriateness | p. 46 |
| Sampling Strategies | p. 48 |
| Data Collection and Organization | p. 52 |
| Data Storage, Retrieval, and Analysis | p. 53 |
| Dissemination | p. 55 |
| Trying It Out | p. 56 |
| References | p. 56 |
| Ethical Issues | p. 60 |
| Research Ethics in Historical Perspective | p. 61 |
| From Guidelines to Law: Regulations on the Research Process | p. 67 |
| Institutional Review Boards (IRBs) | p. 68 |
| IRBs and Their Duties | p. 69 |
| Clarifying the Role of IRBs | p. 72 |
| Active Versus Passive Consent | p. 74 |
| Active Versus Passive Consent in Internet Research | p. 76 |
| Membership Criteria for IRBs | p. 77 |
| Ethical Codes | p. 78 |
| Some Common Ethical Concerns in Behavioral Research | p. 78 |
| Covert Versus Overt Researcher Roles | p. 80 |
| New Areas for Ethical Concern: Cyberspace | p. 84 |
| Protection for Children | p. 85 |
| Debriefing the Subjects | p. 86 |
| Informed Consent and Implied Consent | p. 87 |
| Confidentiality and Anonymity | p. 90 |
| Keeping Identifying Records | p. 91 |
| Strategies for Safeguarding Confidentiality | p. 91 |
| Securing the Data | p. 92 |
| Objectivity and Careful Research Design | p. 93 |
| Trying It Out | p. 95 |
| References | p. 95 |
| A Dramaturgical Look at Interviewing | p. 101 |
| Dramaturgy and Interviewing | p. 102 |
| Types of Interviews | p. 104 |
| The Standardized Interview | p. 105 |
| The Unstandardized Interview | p. 106 |
| The Semistandardized Interview | p. 107 |
| The Interview Schedule | p. 109 |
| Schedule Development | p. 111 |
| Question Order (Sequencing), Content, and Style | p. 112 |
| Communicating Effectively | p. 116 |
| A Few Common Problems in Question Formulation | p. 117 |
| Affectively Worded Questions | p. 117 |
| The Double-Barreled Question | p. 118 |
| Complex Questions | p. 118 |
| Pretesting the Schedule | p. 119 |
| Long Versus Short Interviews | p. 119 |
| Telephone Interviews | p. 121 |
| Advantages of the Telephone Interview | p. 123 |
| Disadvantages of the Telephone Interview | p. 123 |
| Computer Assisted Interviewing | p. 123 |
| Computer Assisted Telephone Interviewing (CATI) | p. 124 |
| Computer Assisted Personal Interviewing (CAPI) | p. 125 |
| Web-Based In-Depth Interviews | p. 125 |
| Conducting an Interview: A Natural or an Unnatural Communication? | p. 127 |
| The Dramaturgical Interview | p. 128 |
| Interviewer Roles and Rapport | p. 130 |
| The Role of the Interviewee | p. 132 |
| The Interviewer as a Self-Conscious Performer | p. 132 |
| Social Interpretations and the Interviewer | p. 133 |
| The Interviewer's Repertoire | p. 136 |
| Interviewers' Attitudes and Persuading a Subject | p. 139 |
| Developing an Interviewer Repertoire | p. 140 |
| Techniques to Get New Researchers Started | p. 141 |
| Taking the Show on the Road | p. 142 |
| The Ten Commandments of Interviewing | p. 143 |
| Know Your Audience | p. 144 |
| Curtain Calls | p. 146 |
| Analyzing Data Obtained from the Dramaturgical Interview | p. 146 |
| Beginning an Analysis | p. 147 |
| Systematic Filing Systems | p. 147 |
| Short-Answer Sheets | p. 149 |
| Analysis Procedures: A Concluding Remark | p. 149 |
| Trying It Out | p. 150 |
| Notes | p. 151 |
| References | p. 152 |
| Focus Group Interviewing | p. 158 |
| What are Focus Group Interviews? | p. 158 |
| The Moderator's Role | p. 159 |
| Some Problems to Avoid in Focus Group Interviewing | p. 160 |
| The Evolution of Focus Group Interviews | p. 163 |
| Advantages and Disadvantages of Focus Group Interviewing | p. 165 |
| Focus Group Interviewing and Face-to-Face Interviewing | p. 166 |
| Focus Group Interviewing and Participant Observation | p. 168 |
| Focus Group Interviewing and Unobtrusive Measures | p. 169 |
| Facilitating Focus Group Dynamics: How Focus Groups Work | p. 172 |
| The Moderator's Guide | p. 172 |
| Introduction and Introductory Activities | p. 173 |
| Statement of the Basic Rules or Guidelines for the Interview | p. 173 |
| Short Question-and-Answer Discussions | p. 174 |
| Special Activities or Exercises | p. 174 |
| Guidance for Dealing with Sensitive Issues | p. 175 |
| Basic Ingredients in Focus Groups | p. 175 |
| Analyzing Focus Group Data | p. 180 |
| Confidentiality and Focus Group Interviews | p. 181 |
| Recent Trends in Focus Groups: Online Focus Groups | p. 183 |
| Conclusion | p. 184 |
| Trying It Out | p. 185 |
| Notes | p. 185 |
| References | p. 186 |
| Ethnographic Field Strategies | p. 190 |
| Accessing a Field Setting: Getting In | p. 194 |
| Reflectivity and Ethnography | p. 198 |
| Critical Ethnography | p. 198 |
| The Attitude of the Ethnographer | p. 200 |
| The Researcher's Voice | p. 200 |
| Gaining Entry | p. 204 |
| Becoming Invisible | p. 207 |
| Dangers of Invisibility | p. 209 |
| Other Dangers During Ethnographic Research | p. 211 |
| Watching, Listening, and Learning | p. 213 |
| How to Learn: What to Watch and Listen For | p. 215 |
| Field Notes | p. 218 |
| Computers and Ethnography | p. 225 |
| OnLine Ethnography | p. 226 |
| Analyzing Ethnographic Data | p. 228 |
| Other Analysis Strategies: Typologies, Sociograms, and Metaphors | p. 230 |
| Typologies | p. 230 |
| Sociograms | p. 232 |
| Metaphors | p. 236 |
| Disengaging: Getting Out | p. 236 |
| Trying It Out | p. 238 |
| References | p. 238 |
| Action Research | p. 246 |
| The Basics of Action Research | p. 251 |
| Identifying the Research Question(s) | p. 253 |
| Gathering the Information to Answer the Question(s) | p. 254 |
| Analyzing and Interpreting the Information | p. 254 |
| Procedures for Using Interview and Ethnographic Data | p. 255 |
| Guiding Questions of Analysis: Why, What, How, Who, Where, When? | p. 255 |
| Descriptive Accounts and Reports | p. 256 |
| Sharing the Results with the Participants | p. 256 |
| When to Use and When Not to Use Action Research | p. 257 |
| The Action Researcher's Role | p. 258 |
| Types of Action Research | p. 258 |
| Technical/Scientific/Collaborative Mode | p. 259 |
| A Practical/Mutual Collaborative/Deliberate Mode | p. 259 |
| Emancipating or Empowering/Enhancing/Critical Science Mode | p. 260 |
| Photovoice and Action Research | p. 261 |
| The Goals in Photovoice | p. 262 |
| Action Research: A Reiteration | p. 263 |
| Trying It Out | p. 264 |
| References | p. 265 |
| Unobtrusive Measures in Research | p. 268 |
| Archival Strategies | p. 271 |
| Public Archives | p. 271 |
| Private Archives: Solicited and Unsolicited Documents | p. 282 |
| A Last Remark about Archival Records | p. 286 |
| Physical Erosion and accretion: Human Traces as Data Sources | p. 287 |
| Erosion Measures | p. 287 |
| Accretion Measures | p. 288 |
| Some Final Remarks about Physical Traces | p. 289 |
| Trying It Out | p. 290 |
| References | p. 290 |
| Historiography and Oral Traditions | p. 296 |
| What Is Historical Research? | p. 296 |
| Life Histories and Historiography | p. 300 |
| What Are the Sources of Data of Historical Researchers? | p. 300 |
| Doing Historiography: Tracing Written History as Data | p. 301 |
| External Criticism | p. 303 |
| Internal Criticism | p. 307 |
| What Are Oral Histories? | p. 309 |
| Trying It Out | p. 313 |
| References | p. 313 |
| Case Studies | p. 317 |
| The Nature of Case Studies | p. 317 |
| Theory and Case Studies | p. 319 |
| The Individual Case Study | p. 322 |
| The Use of Interview Data | p. 322 |
| The Use of Personal Documents | p. 324 |
| Intrinsic, Instrumental, and Collective Case Studies | p. 325 |
| Case Study Design Types | p. 326 |
| Exploratory Case Studies | p. 327 |
| Explanatory Case Studies | p. 327 |
| Descriptive Case Studies | p. 327 |
| The Scientific Benefit of Case Studies | p. 329 |
| Objectivity and the Case Method | p. 329 |
| Generalizability | p. 330 |
| Case Studies of Organizations | p. 330 |
| Case Studies of Communities | p. 331 |
| Data Collection for Community Case Studies | p. 332 |
| Community Groups and Interests | p. 333 |
| Trying It Out | p. 334 |
| References | p. 335 |
| An Introduction to Content Analysis | p. 338 |
| What is Content Analysis? | p. 338 |
| Analysis of Qualitative Data | p. 339 |
| Interpretative Approaches | p. 339 |
| Social Anthropological Approaches | p. 339 |
| Collaborative Social Research Approaches | p. 340 |
| Content Analysis as a Technique | p. 341 |
| Content Analysis: Quantitative or Qualitative? | p. 342 |
| Manifest Versus Latent Content Analysis | p. 343 |
| Blending Manifest and Latent Content Analysis Strategies | p. 344 |
| Communication Components | p. 345 |
| What to Count: Levels and Units of Analysis | p. 346 |
| Category Development: Building Grounded Theory | p. 346 |
| What to Count | p. 348 |
| Combinations of Elements | p. 349 |
| Units and Categories | p. 350 |
| Classes and Categories | p. 351 |
| Discourse Analysis and Content Analysis | p. 352 |
| Open Coding | p. 353 |
| Coding Frames | p. 356 |
| A Few More Words on Analytic Induction | p. 358 |
| Interrogative Hypothesis Testing | p. 360 |
| Stages in the Content Analysis Process | p. 362 |
| Strengths and Weaknesses of the Content Analysis Process | p. 364 |
| Computers and Qualitative Analysis | p. 366 |
| Word Processors | p. 368 |
| Text Retrievers | p. 368 |
| Textbase Managers | p. 368 |
| Code-and-Retrieve Programs | p. 368 |
| Code-Based Theory Builders | p. 369 |
| Conceptual Network Builders | p. 369 |
| Qualitative Research at the Speed of Light | p. 371 |
| Trying It Out | p. 372 |
| References | p. 373 |
| Writing Research Papers: Sorting the Noodles from the Soup | p. 378 |
| Plagiarism: What It Is, Why It's Bad, and How to Avoid It | p. 379 |
| Why Plagiarism Occurs | p. 379 |
| How to Avoid Plagiarism | p. 380 |
| Identifying the Purpose of the Writing: Arranging the Noodles | p. 382 |
| Delineating a Supportive Structure: Visual Signals for the Reader | p. 383 |
| The Title | p. 386 |
| The Abstract | p. 386 |
| The Introduction | p. 387 |
| Literature Review | p. 388 |
| Methodology | p. 390 |
| Findings or Results | p. 392 |
| Discussion/Conclusion | p. 392 |
| References, Notes, and Appendices | p. 393 |
| Presenting Research Material | p. 396 |
| Disseminating the Research: Professional Meetings and Publications | p. 396 |
| A Word About the Content of Papers and Articles | p. 400 |
| Write It, Rewrite It, Then Write It Again! | p. 400 |
| A Few Writing Hints | p. 402 |
| A Final Note | p. 404 |
| Notes | p. 405 |
| References | p. 406 |
| Name Index | p. 408 |
| Subject Index | p. 413 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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