qualitative research methods book pdf

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Qualitative Research Methods

• Monique Hennink - Emory University, USA
• Inge Hutter - Erasmus University Rotterdam, Netherlands
• Ajay Bailey - University of Utrecht, Netherlands
• Description

Practical and straightforward, this book is a multidisciplinary introduction to the process of planning, conducting and analysing qualitative research, from selecting appropriate methods to publishing your findings. Built around the authors’ Qualitative Research Cycle – consisting of the design, data collection and analytic cycles – this pragmatic guide clearly demonstrates the steps you need to take to ensure your research is rigorous and robust. Drawing on decades of experience teaching workshops, the book is packed with techniques and tools to help you turn theory and method into research practice. This second edition:

• Showcases the importance of linking research design to data analysis, helping you avoid potential pitfalls and get the most out of your data
• Highlights the relevance and wide application of qualitative methods with an array of international examples of real field research and interdisciplinary case studies
• Gives clear guidance on writing qualitative research, including how to respond to critiques of qualitative methods
• Has a renewed focus on evaluating quality in qualitative research, ensuring your work is valid, reflexive and ethical

Offering tried and tested research tools like interview guides that you can apply to your own projects and supported by online resources including checklists and reflective questions, this book is the perfect companion for anyone looking to complete a successful project using qualitative research methods.

See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .

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This introductory textbook presents a useful framework of three interconnected cycles – the design cycle, the data collection cycle and the analytic cycle – to guide students through the process of conducting qualitative research. Engaging examples illustrate each step from start to completion.

Hennink, Hutter and Bailey provide a highly practical overview of all stages in the qualitative research process, linking clearly the cycles of design, data collection and data analysis. Excellent case studies illustrate qualitative research in practice. The authors’ clarity and coherence throughout the text makes this book a valuable read for all qualitative researchers.

Written from a situated epistemological perspective, this handbook nicely blends theory with method and method with practical examples. A valuable guide for early career researchers in need of clear and simple answers to deal with complex phenomena and common critiques.

It might be valuable for any analysis done douring the class.

I have used it as the main textbook which offers an outstanding understanding of qualitative research with easy to follow and ample examples from the field.

This is essential for degree students who are focusing on a qualitative research project.

Excellent guide for students choosing to undertake qualitative research.

a useful and contemporary guide to qualitative research that will be appropriate to both undergraduate and postgraduate students.

It is always good to get an update to a book and this update is welcome ten years after the first edition.

I like to direct student to books that are readable and add value to their own learning, irrespective of their learning style. I think this book will appeal to a wide audience.

For me, take the time to also access the online resources, do not just use the book. Start at the glossary flash cards, a good place to help with some tricky terminology for people new to research.

Use book and online resources to get the most out of this publication

This is a very good resource

• A discussion of the theoretical principles as well as practical application of qualitative research is covered through case studies, field examples, and exercises.
• International field examples are provided and highlight the application of qualitative research in different cultural contexts.
• Research tools, such as interview guides, recruitment scripts, coded data segments, theoretical frameworks, are provided throughout the text.
• The chapters on research methods (in-depth interviews, focus group discussion and observation) include photographs of the method in practice to demonstrate specific elements of research practice (e.g. seating of interviewers, interview context, body language).
• Exercises are included at the end of each chapter to help the reader practice specific skills such as writing a qualitative research question, conducting a mock focus group discussion, an interview or an observation, transcribing an interview, developing codes from data, and presenting qualitative research.
• Annotated further readings are included in each chapter, one list of readings related to methodological concepts and a second list of readings for examples of empirical research.
• Each chapter includes a series of questions to assist the reader in evaluating the quality of their research.
• Each chapter concludes with a textbox summarizing the key points to reiterate important concepts to the student.

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The Oxford Handbook of Qualitative Research

Patricia Leavy Independent Scholar Kennebunk, ME, USA

A newer edition of this book is available.

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This handbook provides a broad introduction to qualitative research to those with little to no background in the subject while simultaneously providing substantive contributions to the field that will be of interest to even the most experienced researchers. The first two sections explore the history of qualitative research, ethical perspectives, and philosophical/theoretical approaches. The next three sections focus on the major methods of qualitative practice, as well as on newer approaches (such as arts-based research and internet research); area studies often excluded (such as museum studies and disaster studies); and mixed methods and participatory methods (such as community-based research). The next section covers key issues including data analysis, interpretation, writing, and assessment. The final section offers a commentary about politics and research and the move toward public scholarship. The Oxford Handbook of Qualitative Research is intended for students of all levels, faculty, and researchers across the social sciences.

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The SAGE Handbook of Qualitative Research (PDF)

Norman k. denzin, yvonna s. lincoln, explore pdf.

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Summary The SAGE Handbook of Qualitative Research

The SAGE Handbook of Qualitative Research Fifth Edition 2 International Advisory Board Ivan Brady Anthropology, State University of New York at Oswego (emeritus) Gaile Cannella Education Independent Scholar, College Station, TX Julianne Cheek Health, University of Oslo and University of South Australia Michelle Fine Education, City University of New York Uwe Flick Psychology, Freie Universität Berlin Mirka Koro-Ljungberg Education, Arizona State University Maggie MacLure Education, Manchester Metropolitan University, UK Janice Morse Nursing, University of Utah Fredrick Nafukho Education, Texas A&M University Paula Saukko Social Sciences, Loughborough University, UK Barbara Tedlock 3 Anthropology, State University of New York at Buffalo Harry Torrance Education, Manchester Metropolitan University, UK 4 The SAGE Handbook of Qualitative Research Fifth Edition Edited by Norman K. Denzin University of Illinois Yvonna S. Lincoln Texas A&M University Los Angeles London New Delhi Singapore Washington DC Melbourne 5 Copyright © 2018 by SAGE Publications, Inc. All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher. FOR INFORMATION: SAGE Publications, Inc. 2455 Teller Road Thousand Oaks, California 91320 E-mail: [email protected] SAGE Publications Ltd. 1 Oliver’s Yard 55 City Road London, EC1Y 1SP United Kingdom SAGE Publications India Pvt. Ltd. B 1/I 1 Mohan Cooperative Industrial Area Mathura Road, New Delhi 110 044 India SAGE Publications Asia-Pacific Pte. Ltd. 3 Church Street #10-04 Samsung Hub Singapore 049483 6 Acquisitions Editor: Helen Salmon Editorial Assistant: Chelsea Pearson Production Editor: Olivia Weber-Stenis Copy Editor: Gillian Dickens Typesetter: Hurix Systems Pvt. Ltd. Proofreader: Theresa Kay Indexer: Naomi Linzer Cover Designer: Candice Harman Marketing Manager: Susannah Goldes Printed in the United States of America ISBN 978-1-4833-4980-0 This book is printed on acid-free paper. 17 18 19 20 21 10 9 8 7 6 5 4 3 2 1 7 Contents Preface 1. Introduction: The Discipline and Practice of Qualitative Research PART I • LOCATING THE FIELD 2. A History of Qualitative Inquiry in Social and Educational Research 3. Ethics and Politics in Qualitative Research 4. Ethics, Research Regulations, and Critical Social Science PART II • PARADIGMS AND PERSPECTIVES IN CONTENTION 5. Paradigmatic Controversies, Contradictions, and Emerging Confluences, Revisited 6. Feminist Qualitative Research in the Millennium’s First Decade: Developments, Challenges, Prospects 7. Feminist Qualitative Research: Emerging Lines of Inquiry 8. Critical Race Theory and the Postracial Imaginary 9. Doing Indigenous Methodologies: A Letter to a Research Class 10. Critical Pedagogy and Qualitative Research: Advancing the Bricolage 11. Methodologies for Cultural and Social Studies in an Age of New Technologies 12. Queer/Quare Theory: Worldmaking and Methodologies PART III • STRATEGIES OF INQUIRY 13. The Marketization of Research: Implications for Qualitative Inquiry 14. Case Study Methodology 15. Performance Ethnography 16. Ethnodrama and Ethnotheatre: Research as Performance 17. Advancing a Constructionist Analytics 18. Evolving Grounded Theory and Social Justice Inquiry 19. Triangulation 20. D…a…t…a…, Data++, Data, and Some Problematics 21. In the Name of Human Rights: I Say (How) You (Should) Speak (Before I Listen) 22. Critical Participatory Action Research on State Violence: Bearing Wit(h)ness Across Fault Lines of Power, Privilege, and Dispossession PART IV • METHODS OF COLLECTING AND ANALYZING EMPIRICAL MATERIALS 8 23. Observation in a Surveilled World 24. Narrative Inquiry: Toward Theoretical and Methodological Maturity 25. Critical Arts-Based Inquiry: Performances of Resistance Politics 26. The Interview 27. Visual Research 28. Autoethnography and the Other: Performative Embodiment and a Bid for Utopia 29. Ethnography in the Digital Internet Era: From Fields to Flows, Descriptions to Interventions 30. Analyzing Talk and Text 31. Focus Group Research and/in Figured Worlds 32. Thinking With Theory: A New Analytic for Qualitative Inquiry 33. Creating a Space in Between: Collaborative Inquiries PART V • THE ART AND PRACTICES OF INTERPRETATION, EVALUATION, AND REPRESENTATION 34. Evidence, Criteria, Policy, and Politics: The Debate About Quality and Utility in Educational and Social Research 35. Reframing Rigor in Qualitative Inquiry 36. Writing: A Method of Inquiry 37. The Elephant in the Living Room, or Extending the Conversation About the Politics of Evidence 38. Braiding Narrative Ethnography With Memoir and Creative Nonfiction 39. Qualitative Evaluation: Methods, Ethics, and Politics With Stakeholders PART VI • THE FUTURE OF QUALITATIVE RESEARCH 40. Qualitative Research and Global Audit Culture: The Politics of Productivity, Accountability and Possibility 41. Critical Issues for Qualitative Research 42. Epilogue: Toward a “Refunctioned Ethnography” Author Index Subject Index About the Editors About the Contributors 9 Preface We shall not cease from exploration And the end of all our exploring Will be to arrive where we started And know the place for the first time. —T. S. Eliot, No. 4 of Four Quartets, 1943 The fifth edition of The SAGE Handbook of Qualitative Research, like the fourth edition, is virtually a new volume. Nearly two thirds of the authors from the fourth edition have been replaced by new contributors. Indeed, there are 57 new chapter authors and/or coauthors. There are 16 totally new chapter topics, including contributions on feminist qualitative research in the millennium’s second decade, critical social science, critical pedagogy and the bricolage, new science studies, the marketization of qualitative inquiry, data and its problematics, triangulation, observation in a surveilled world, thinking with theory, collaborative writing, rigor, the global audit culture, transformative research for social justice, human rights, indigenous inquiry, evidence, politics, science and government, criteria for assessing interpretive validity, models of representation, varieties of validity, qualitative research and technology, queer theory, performance ethnography, narrative inquiry, arts-based inquiry, the politics and ethics of online ethnography, analytic methodologies, writing strategies, policy and qualitative evaluation, the future of qualitative inquiry, teaching qualitative research, talk and text, focus groups in figured worlds, and postqualitative methodologies. All returning authors have substantially revised their original contributions, in many cases producing a totally new and different chapter; some added new authors, new voices. There were and continue to be multiple social science and humanities audiences for the Handbook: graduate students who want to learn how to do qualitative research; interested faculty hoping to become better informed about the field; persons in policy settings, who understand the value of qualitative research methodologies and want to learn about the latest developments in the field; and faculty who are experts in one of more areas of 10 the Handbook but who also want to be informed about the most recent developments in the field. We never imagined this audience would be so large. Nor did we imagine that the Handbook would become a text used in undergraduate and graduate research methods courses, but it did. In 2013, we created three new paperback volumes for classroom use: The Landscape of Qualitative Research, Strategies of Qualitative Inquiry, and Collecting and Interpreting Qualitative Materials. The fifth edition of The SAGE Handbook of Qualitative Research continues where the fourth edition ended. Sometime during the past two decades, critical qualitative inquiry came of age or, more accurately, moved through another historical phase.1 Out of the qualitative-quantitative paradigm wars of the 1980s, there appeared, seemingly overnight, journals,2 handbooks,3 textbooks,4 dissertation awards,5 annual distinguished lectures,6 and scholarly associations.7 All of these formations were dedicated to some version of qualitative inquiry (see Erickson, Chapter 2, this volume). Scholars were in the midst of a social movement of sorts, a new field of inquiry; a new discourse had arrived, or so it seemed, and it flourished. Qualitative researchers proudly took their place at the table. Students flocked to graduate programs for study and mentoring. Instruction in qualitative and mixed-methods models became commonplace. Now there were QUAN and QUAL programs. Paradigm proliferation prevailed, a rainbow coalition of racialized and queered post-isms, from feminism to structuralism, postmodernism, postcolonialism, poststructuralism, postpostivism, postscientism, Marxism, and postconstructivism (see Erickson, Chapter 2, this volume). All of this took place within and against a complex historical field, a global war on terror, a third methodological movement (Teddlie & Tashakkori, 2011), the resurgence of a managerial and audit-based economy in the academy, the quieting of new voices, global challenges to narrow-minded ethics review boards, the beginning or end of the eighth moment (Denzin & Lincoln, 2005, p. 3).8 In the methodologically contested recent past, qualitative researchers confronted and then went beyond the scientific backlash associated with the evidence-based social movement connected in North American education with the No Child Left Behind legislation (see Hatch, 2006). At the same time, many resisted what others embraced— namely, the multiple and mixed-methods research (MMR) approach to inquiry (see Teddlie & Tashakkori, 2011; also Morse, Chapter 35, in this volume). For too many, MMR was another version of the paradigm war, with quantitative researchers once again creating spaces for the uses of qualitative 11 inquiry. So near the end of the second decade of the 21st century, it is once again time to move forward into an uncertain, open-ended utopian future. It time to open up new spaces, time to decolonize the academy, time to create new spaces for indigenous voices, time to explore new discourses, new politics of identity, new concepts of equity and social justice, new forms of critical ethnography, new performance stages. We need to find new ways of connecting persons and their personal troubles with social justice methodologies. We need to become better accomplished in linking these interventions to those institutional sites where troubles are turned into public issues and public issues transformed into social policy. We must be relentless in pushing back against the structures of neoliberalism in these dangerous times. At the same time, we must revisit the recent past—namely, this generation’s version of the 1980s paradigm wars. What have we learned from the feminist, indigenous, decolonizing, critical race, social justice, structural, poststructural, postqualitative, institutional review board (IRB), MMR battles? A critical framework is central to this project. It privileges practice, politics, action, consequences, performances, discourses, methodologies of the heart, and pedagogies of hope, love, care, forgiveness, and healing. It speaks for and with those who are on the margins. As a liberationist philosophy, it is committed to examining the consequences of racism, poverty, and sexism on the lives of interacting individuals. Moving forward, it is necessary to confront and work through the criticisms that continue to be directed to qualitative inquiry. Each generation must draw its line in the sand and take a stance toward the past. Each generation must articulate its epistemological, methodological, and ethical stance toward critical inquiry. Each generation must offer its responses to current and past criticisms. In the spirit of inclusion, let us listen to our critics. But in doing so, we must renew our efforts to honor the voices of those who have been silenced by dominant paradigms. Let us do this in a spirit of cooperation and collaboration and mutual self-respect. There is a pressing need to show how the practices of qualitative research can help change the world in positive ways. It is necessary to continue to engage the pedagogical, theoretical, and practical promise of qualitative research as a form of radical democratic practice. In our invitation letter to authors and editorial board members, we stated the following: 12 As with the fourth edition, which was published by SAGE in 2011, we regard the Handbook as a major benchmark for future work in this field. One measure of a benchmark work is its status in graduate education. We want the fifth edition to be a work that all doctoral students in your field will continue to want to study as they prepare for their exams and their dissertations. We have also been gratified to discover that many faculty use the Handbook as a class textbook; we hope that the fifth edition fulfills the same teaching needs. The new edition should advance a democratic project committed to social justice in an age of uncertainty. We are working with authors who can write chapters that will address practical, concrete issues of implementation while critiquing the field and mapping key current and emergent themes, debates, and developments. This is the three-sided agenda of the fifth edition, to show how the discourses of qualitative research, inside and outside the classroom, in public and civic spaces, can be used to help create and imagine a free democratic society. Each of the chapters that follow is defined by these commitments, in one way or another. We ask of a handbook that it do many things. A handbook should ideally represent the distillation of knowledge of a field; it should be a benchmark volume that synthesizes an existing literature, helping to define and shape the present and future of that discipline. A handbook charts the past, the present, and the future of the discourses at hand. It represents the very best thinking of the very best scholars in the world. It is reflexive, comprehensive, dialogical, accessible. It is authoritative and definitive. Its subject matter is clearly defined. Its authors work within a shared framework. Its authors and editors seek to impose an order on a field and a discipline. Yet they respect and attempt to honor diversity across disciplinary and paradigmatic perspectives. A handbook is more than a review of the literature. It speaks to graduate students, to established scholars, and to scholars who wish to learn about the field. It has hands-on information. It shows persons how to move from ideas to inquiry, from inquiry to interpretation, from interpretation to praxis to action in the world. It locates its project within larger disciplinary and historical formations. It takes a stand on social justice issues; it is not just about pure scholarship. It is humble. It is indispensable. These understandings organized the first four editions of this Handbook. In metaphorical terms, if you were to take one book on qualitative research with 13 you to a desert island (or for a comprehensive graduate examination), a handbook would be the book. A critical social science seeks its external grounding not in science, in any of its revisionist postpositivist forms, but rather in a commitment to critical pedagogy and communitarian feminism with hope but no guarantees. It seeks to understand how power and ideology operate through and across systems of discourse, cultural commodities, and cultural texts. It asks how words and texts and their meanings play a pivotal part in the culture’s “decisive performances of race, class [and] gender” (Downing 1987, p. 80). We no longer just write culture. We perform culture. We have many different forms of qualitative inquiry today. We have multiple criteria for evaluating our work. It is a new day for a new generation. We have drawn our line in the sand, and we may redraw it. But we stand firmly behind the belief that critical qualitative inquiry inspired by the sociological imagination can make the world a better place. Organization of This Volume The organization of the Handbook moves from the general to the specific, the past to the present. Part I locates the field, starting first with the history of qualitative inquiry in social and educational research, then taking up ethics, politics, and critical social science traditions. Part II isolates what we regard as the major historical and contemporary paradigms now structuring and influencing qualitative research in the human disciplines. The chapters move from competing paradigms (positivist, postpositivist, constructivist, critical theory) to specific interpretive perspectives (feminist, critical race theory, indigenous theory, critical pedagogy, cultural studies, queer/quare theory). Part III isolates the major strategies of inquiry—historically, the research methods—a researcher can use in a concrete study. Framed by Cheek’s scathing critique of the marketization of qualitative inquiry, the contributors in this section embed their discussions of specific strategies of inquiry (case study, performance ethnography, ethnodrama, interpretive practice, grounded theory, triangulation, the new materialisms, testimonio, critical participatory action research) in social justice topics. The history and uses of these strategies are extensively explored in the 10 chapters in Part III. Still, the question of methods begins with the design of the qualitative research project. This always begins with a socially situated researcher who moves from a research question, to a paradigm or perspective, to the 14 empirical world. So located, the researcher then addresses the range of methods that can be employed in any study. In Chapter 13 of this volume, Julianne Cheek wisely observes that questions surrounding the practice and politics of funding qualitative research are often paramount at this point in any study. Globally, funding for qualitative research becomes more difficult as methodological conservatism gains momentum in neoliberal political regimes. Part IV examines methods of collecting and analyzing empirical materials. It moves from observation in a surveilled world, to narrative inquiry, to chapters on arts-based inquiry, the interview, visual research, performative autoethnography, online ethnography in the digital era, analyzing talk and text, and then on to focus groups in figured worlds, thinking with theory, ending with how to create a space in between for collaborative inquiry. Part V takes up the art and practices of interpretation, evaluation, and presentation, including criteria for judging the adequacy of qualitative materials in an age of relativism, the interpretive process, writing as a method of inquiry, the politics of evidence, strategies for composing place narratives, and qualitative evaluation and changing social policy with stakeholders. The two chapters in Part VI discuss qualitative research in the global audit culture and discuss the critical issues confronting qualitative research in an age of global uncertainty. We conclude with thoughts on qualitative research in the neoliberal era. Preparation of the Revised Handbook In preparation of a revised Handbook, it again became clear in our lengthy discussions that we needed input from perspectives other than our own. To accomplish this, we assembled a highly prestigious, international, and interdisciplinary editorial board (listed at the front of this volume), who assisted us in the selection of equally prestigious authors, the preparation of the Table of Contents, and the reading of (often multiple) drafts of each chapter. We used editorial board members as windows into their respective disciplines. We sought information on key topics, perspectives, and controversies that needed to be addressed. In our selection of editorial board members and chapter authors, we attempted to crosscut disciplinary, gender, race, paradigm, and national boundaries. Our hope was to use the authors’ views to minimize our own disciplinary blinders. Extensive feedback was received from the editorial board, including suggestions for new chapters, different slants to take on each of the chapters, 15

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Varieties of Qualitative Research Methods

Selected Contextual Perspectives

• © 2023
• Janet Mola Okoko   ORCID: https://orcid.org/0000-0002-1535-6793 0 ,
• Scott Tunison   ORCID: https://orcid.org/0000-0002-7942-1830 1 ,
• Keith D. Walker   ORCID: https://orcid.org/0000-0003-1692-6230 2

Department of Educational Administration, College of Education, University of Saskatchewan, Saskatoon, Canada

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Department of Educational Administration, University of Saskatchewan, Saskatoon, Canada

• Covers place and context sensitive, as well as universally applied qualitative research methods
• Speaks to the different ways of knowing and inquiry with integrity, rigor and relevance
• Focuses on the introduction of various methods and means of inquiry

Part of the book series: Springer Texts in Education (SPTE)

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Table of contents (76 chapters)

Front matter, introduction to a variety of qualitative research methods.

• Janet Mola Okoko, Scott Tunison, Keith D. Walker

Action Research

• Janet Mola Okoko

Actor-Network Theory

• Marguerite Koole

Affinity Research Approach

• Mary A. Otieno

Appreciative Inquiry

Keith D. Walker

Archival Research

• Connor Brenna

Arts‐Based Inquiry

Asset mapping, autoethnography.

• Lee B. Murray

Biographic Narrative Interpretive Method

• Benjamin Kutsyuruba, Bernadette Mendes
• Thomas Ndame

Coding Qualitative Data

• Marla Rogers

Comparative Analysis

• Kenisha Blair-Walcott

Content Analysis

• Scott Tunison

Critical Ethnography

• Janet Mola Okoko, Nana Prempeh

Critical Race Theory

• Maha Kumaran

Critical Theory

• Michael Cottrell

Cultural Domain Analysis

• Laila Albughayl, Wilfred Beckford

Decolonizing Methodologies: A Pacific Island Lens

• Cherie Chu-Fuluifaga
• qualitative research concepts
• social sciences and humanities
• historical background of qualitative research concepts
• strengths and limitations of qualitative research concepts
• foundational research courses
• universally applied qualitative research methods
• Indigenous qualitative research methods
• qualitative research methods in sociology
• qualitative research methods in social work
• qualitative research methods in health sciences
• qualitative research methods in psychology
• qualitative research methods in kinesiology
• qualitative research methods in business studies
• research inquiry
• qualitative research methods in human and social sciences

About this book

Editors and affiliations.

Janet Mola Okoko, Scott Tunison

About the editors

Janet  Okoko is an Associate Professor in the department of Educational Administration, College of Education at the University of Saskatchewan in Canada. Her research focuses on school leadership preparation and development. She has used qualitative research approaches such as case studies and phenomenology, with contextualized methods that incorporate  interviews, focus group, mind mapping, transect walk, and photo elicitation, to study school leadership problems in various African countries and in Canada. She is currently studying teacher leadership, as well as school and system leaders’ preparation for work with culturally and linguistically diverse Newcomer/ Migrants. She has published work on school leadership preparation and development in Kenya, and on the experiences of Canadian school leaders with newcomers. In addition, she has co-authored a cross-cultural analysis of school principals’ preparation in Kenya, South Africa, and development for  Canada.Her recent publication reports on the  framing of  school leadership preparation and development  for Kenya and the essence of  school leaders’ work  with newcomer families in Saskatchewan, Canada. Scott Tunison

is an Assistant Professor in the department of Educational Administration, College of Education at the University of Saskatchewan in Canada. His research focuses on evidence-informed leadership practice, strategic planning, and Indigenous education. He uses a broad range of qualitative research methods on their own and as part of mixed-methods investigations. He is currently studying district- and school-wide uptake of citizenship education instructional materials, models of district assessments of the efficacy of their support of Indigenous students and families, and school teams’ use of data as evidence of progress. He has published an authored book on processes to enhance K-12 leaders’ use of academic research to inform their practice. His other publications focus on reframing research ethics frameworks as guides for education systems’ use of data, K-12 leaders’ perspectives on honouring the best interests of children, educational administrators’ views of the value of academic research to guide their practice, developing community in online learning contexts, and processes for fostering and inspiring change and improvement in educational systems. 

Keith Walker is a Professor in the Department of Educational Administration at the University of Saskatchewan in Canada, where he has served for about 30 years. His academic interests, expertise, and activity revolve around positive leadership and organizational development, follower and community well-being, research methodologies, governance and decision making together with applied ethics in education, public administration and not-for-profit sectors. He most identifies with his roles as husband, father, grand-father, teacher-scholar, apprentice, colleague,mentor and friend. His formal education has been in several disciplines and fields of study, including physical education, theology, philosophy, education and educational administration. He has supervised over 100 graduate students to completion and has authored and co-authored over 150 chapters, books, and refereed articles

Bibliographic Information

Book Title : Varieties of Qualitative Research Methods

Book Subtitle : Selected Contextual Perspectives

Editors : Janet Mola Okoko, Scott Tunison, Keith D. Walker

Series Title : Springer Texts in Education

DOI : https://doi.org/10.1007/978-3-031-04394-9

Publisher : Springer Cham

eBook Packages : Education , Education (R0)

Copyright Information : The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023

Softcover ISBN : 978-3-031-04396-3 Published: 14 January 2023

eBook ISBN : 978-3-031-04394-9 Published: 01 January 2023

Series ISSN : 2366-7672

Series E-ISSN : 2366-7680

Edition Number : 1

Number of Pages : XVII, 495

Number of Illustrations : 3 b/w illustrations, 98 illustrations in colour

Topics : Research Methods in Education , Education, general , Higher Education

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Research Design Qualitative, Quantitative, And Mixed Methods Approaches ( 4th Ed.)

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Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage

The book Research Design: Qualitative, Quantitative and Mixed Methods Approaches by Creswell (2014) covers three approaches-qualitative, quantitative and mixed methods. This educational book is informative and illustrative and is equally beneficial for students, teachers and researchers. Readers should have basic knowledge of research for better understanding of this book. There are two parts of the book. Part 1 (chapter 1-4) consists of steps for developing research proposal and part II (chapter 5-10) explains how to develop a research proposal or write a research report. A summary is given at the end of every chapter that helps the reader to recapitulate the ideas. Moreover, writing exercises and suggested readings at the end of every chapter are useful for the readers. Chapter 1 opens with-definition of research approaches and the author gives his opinion that selection of a research approach is based on the nature of the research problem, researchers' experience and the audience of the study. The author defines qualitative, quantitative and mixed methods research. A distinction is made between quantitative and qualitative research approaches. The author believes that interest in qualitative research increased in the latter half of the 20th century. The worldviews, Fraenkel, Wallen and Hyun (2012) and Onwuegbuzie and Leech (2005) call them paradigms, have been explained. Sometimes, the use of language becomes too philosophical and technical. This is probably because the author had to explain some technical terms.

Related Papers

Daniel Ortiz

Research Design: Qualitative, Quantitative and Mixed Methods

Esra Öztürk Çalık

Conducting a well-established research requires deep knowledge about the research designs. Doing research can be likened to jumping into the sea which may transform into a huge ocean if the researcher is not experienced. As a PhD candidate and a novice researcher, I believe that the book "Research Design: Qualitative, Quantitative and Mixed Methods Approaches" by J.W. Creswell is a true reference guide for novice researchers since it is the most comprehensive and informative source with its reader-friendly structure.

International Journal of Social Sciences Interdisciplinary Research

Prashant Astalin

rhoda taller

Yan-yi Chang

John W. Creswell was previously a professor in educational psychology in the University of Nebraska–Lincoln. He moved to the University of Michigan in 2015 as a professor in the Department of Family Medicine. He has published many articles and close to 27 books on mixed methods. Professor Creswell is also one of the founding members of the Journal of Mixed Methods Research. He was a Fulbright scholar in South Africa in 2008 and Thailand in 2012. In 2011, he served as a visiting professor in the School of Public Health of Harvard University. In 2014, he became the Chairman of the Mixed Methods International Research Association. Professor Creswell has a personal website called “Mixed Methods Research” at http://johnwcreswell.com/. The site contains the information about his background, his own blog, consulting works and published books. He also posted replies questions from academic researchers and practitioners in the blog.

kassu sileyew

There are a number of approaches used in this research method design. The purpose of this chapter is to design the methodology of the research approach through mixed types of research techniques. The research approach also supports the researcher on how to come across the research result findings. In this chapter, the general design of the research and the methods used for data collection are explained in detail. It includes three main parts. The first part gives a highlight about the dissertation design. The second part discusses about qualitative and quantitative data collection methods. The last part illustrates the general research framework. The purpose of this section is to indicate how the research was conducted throughout the study periods.

Chisomo Mgunda

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Richard Baskas, Ed.D. Candidate

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