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| Preface | |
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| Introduction | |
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| Quantitative Versus Qualitative Schools of Thought | |
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| Use of Triangulation in Research Methodology | |
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| Qualitative Strategies: Defining an Orientation | |
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| From a Symbolic Interactionist Perspective | |
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| Why Use Qualitative Methods? | |
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| A Plan of Presentation | |
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| References | |
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| Designing Qualitative Research | |
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| Theory and Concepts | |
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| Ideas and Theory | |
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| Reviewing the Literature | |
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| Evaluating Web Sites | |
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| The Two-Card Method | |
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| Theory, Reality, and the Social World | |
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| Framing Research Problems | |
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| Operationalization and Conceptualization | |
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| Designing Projects | |
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| Setting and Population Appropriateness | |
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| Sampling Strategies | |
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| Data Collection and Organization | |
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| Data Storage, Retrieval, and Analysis | |
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| Dissemination | |
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| Trying It Out | |
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| References | |
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| Ethical Issues | |
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| Research Ethics in Historical Perspective | |
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| From Guidelines to Law: Regulations on the Research Process | |
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| Institutional Review Boards (IRBs) | |
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| IRBs and Their Duties | |
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| Clarifying the Role of IRBs | |
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| Active Versus Passive Consent | |
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| Active Versus Passive Consent in Internet Research | |
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| Membership Criteria for IRBs | |
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| Ethical Codes | |
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| Some Common Ethical Concerns in Behavioral Research | |
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| New Areas for Ethical Concern: Cyberspace | |
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| Protection for Children | |
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| Debriefing the Subjects | |
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| Physical and Ethical Dangers in Covert Research | |
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| Informed Consent and Implied Consent | |
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| Confidentiality and Anonymity | |
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| Keeping Identifying Records | |
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| Strategies for Safeguarding Confidentiality | |
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| Securing the Data | |
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| Objectivity and Careful Research Design | |
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| Trying It Out | |
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| References | |
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| A Dramaturgical Look at Interviewing | |
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| Dramaturgy and Interviewing | |
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| Types of Interviews | |
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| The Standardized Interview | |
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| The Unstandardized Interview | |
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| The Semistandardized Interview | |
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| The Interview Schedule | |
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| Schedule Development | |
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| Question Order, Content, and Style | |
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| Communicating Effectively | |
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| A Few Common Problems in Question Formulation | |
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| Affectively Worded Questions | |
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| The Double-Barreled Question | |
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| Complex Questions | |
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| Question Sequencing | |
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| Pretesting the Schedule | |
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| Long Versus Short Interviews | |
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| Telephone Interviews | |
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| Advantages of the Telephone Interview | |
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| Disadvantages of the Telephone Interview | |
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| Computer-Assisted Interviewing | |
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| Computer Assisted Telephone Interviewing (CATI) | |
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| Computer Assisted Personal Interviewing (CAPI) | |
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| Web-Based In-Depth Interviews | |
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| Conducting an Interview: A Natural or an Unnatural Communication? | |
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| The Dramaturgical Interview | |
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| Interviewer Roles and Rapport | |
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| The Role of the Interviewee | |
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| The Interviewer as a Self-Conscious Performer | |
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| Social Interpretations and the Interviewer | |
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| The Interviewer's Repertoire | |
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| Interviewers' Attitudes and Persuading a Subject | |
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| Developing an Interviewer Repertoire | |
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| Techniques to Get New Researchers Started | |
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| Taking the Show on the Road | |
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| The Ten Commandments of Interviewing | |
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| Know Your Audience | |
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| Curtain Calls | |
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| Analyzing Data Obtained from the Dramaturgical Interview | |
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| Beginning an Analysis | |
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| Systematic Filing Systems | |
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| Short-Answer Sheets | |
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| Analysis Procedures: A Concluding Remark | |
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| Trying It Out | |
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| Notes | |
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| References | |
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| Focus Group Interviewing | |
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| What Are Focus Group Interviews? | |
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| The Evolution of Focus Group Interviews | |
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| Advantages and Disadvantages of Focus Group Interviewing | |
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| Focus Group Interviewing and Face-to-Face Interviewing | |
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| Focus Group Interviewing and Participant Observation | |
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| Focus Group Interviewing and Unobtrusive Measures | |
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| Facilitating Focus Group Dynamics: How Focus Groups Work | |
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| The Moderator's Guide | |
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| Introduction and Introductory Activities | |
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| Statement of the Basic Rules or Guidelines for the Interview | |
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| Short Question-and-Answer Discussions | |
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| Special Activities or Exercises | |
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| Guidance for Dealing with Sensitive Issues | |
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| Basic Ingredients in Focus Groups | |
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| Analyzing Focus Group Data | |
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| Confidentiality and Focus Group Interviews | |
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| Recent Trends in Focus Groups: Online Focus Groups | |
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| Conclusion | |
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| Trying It Out | |
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| Notes | |
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| References | |
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| Ethnographic Field Strategies | |
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| Accessing a Field Setting: Getting in | |
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| Reflectivity and Ethnography | |
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| The Attitude of the Ethnographer | |
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| The Researcher's Voice | |
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| Gaining Entry | |
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| Becoming Invisible | |
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| Dangers of Invisibility | |
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| Other Dangers During Ethnographic Research | |
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| Watching, Listening, and Learning | |
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| How to Learn: What to Watch and Listen For | |
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| Field Notes | |
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| Computers and Ethnography | |
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| Analyzing Ethnographic Data | |
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| Other Analysis Strategies: Typologies, Sociograms, and Metaphors | |
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| Typologies | |
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| Sociograms | |
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| Metaphors | |
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| Disengaging: Getting Out | |
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| Trying It Out | |
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| References | |
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| Action Research | |
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| The Basics of Action Research | |
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| Identifying the Research Question(s) | |
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| Gathering the Information to Answer the Question(s) | |
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| Analyzing and Interpreting the Information | |
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| Procedures for Using Interview and Ethnographic Data | |
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| Guiding Questions of Analysis: Why, What, How, Who, Where, When? | |
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| Descriptive Accounts and Reports | |
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| Sharing the Results with the Participants | |
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| The Action Researcher's Role | |
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| Types of Action Research | |
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| Technical/Scientific/Collaborative Mode | |
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| A Practical/Mutual Collaborative/Deliberate Mode | |
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| Emancipating/Enhancing/Critical Science Mode | |
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| Photovoice and Action Research | |
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| The Goal in Photovoice | |
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| Action Research: A Reiteration | |
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| Trying It Out | |
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| References | |
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| Unobtrusive Measures in Research | |
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| Archival Strategies | |
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| Public Archives | |
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| Private Archives: Solicited and Unsolicited Documents | |
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| A Last Remark about Archival Records | |
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| Physical Erosion and Accretion: Human Traces as Data Sources | |
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| Erosion Measures | |
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| Accretion Measures | |
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| Some Final Remarks about Physical Traces | |
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| Trying It Out | |
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| References | |
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| Historiography and Oral Traditions | |
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| What is Historical Research? | |
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| Life Histories and Historiography | |
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| What are the Sources of Data of Historical Researchers? | |
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| Doing Historiography: Tracing Written History as Data | |
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| External Criticism | |
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| Internal Criticism | |
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| What are Oral Histories? | |
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| Trying It Out | |
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| References | |
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| Case Studies | |
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| The Nature of Case Studies | |
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| Theory and Case Studies | |
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| The Individual Case Study | |
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| The Use of Interview Data | |
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| The Use of Personal Documents | |
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| Intrinsic, Instrumental, and Collective Case Studies | |
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| Case Study Design Types | |
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| Exploratory Case Studies | |
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| Explanatory Case Studies | |
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| Descriptive Case Studies | |
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| The Scientific Benefit of Case Studies | |
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| Objectivity and the Case Method | |
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| Generalizability | |
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| Case Studies of Organizations | |
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| Case Studies of Communities | |
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| Data Collection for Community Case Studies | |
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| Community Groups and Interests | |
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| Trying It Out | |
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| References | |
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| An Introduction to Content Analysis | |
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| What is Content Analysis | |
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| Analysis of Qualitative Data | |
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| Interpretative Approaches | |
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| Social Anthropological Approaches | |
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| Collaborative Social Research Approaches | |
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| Content Analysis as a Technique | |
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| Content Analysis: Quantitative or Qualitative? | |
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| Manifest versus Latent Content Analysis | |
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| Blending Manifest and Latent Content Analysis Strategies | |
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| Communication Components | |
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| What to Count: Levels and Units of Analysis | |
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| Category Development: Building Grounded Theory | |
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| What to Count | |
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| Combinations of Elements | |
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| Units and Categories | |
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| Classes and Categories | |
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| Open Coding | |
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| Coding Frames | |
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| A Few More Words on Analytic Induction | |
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| Interrogative Hypothesis Testing | |
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| Stages in the Content Analysis Process | |
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| Strengths and Weaknesses of the Content Analysis Process | |
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| Computers and Qualitative Analysis | |
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| Word Processors | |
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| Text Retrievers | |
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| Textbase Managers | |
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| Code-and-Retrieve Programs | |
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| Code-Based Theory Builders | |
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| Conceptual Network Builders | |
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| Qualitative Research at the Speed of Light | |
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| Trying It Out | |
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| References | |
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| Writing Research Papers: Sorting the Noodles from the Soup | |
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| Plagiarism: What It Is, Why It's Bad, and How to Avoid It | |
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| Why Plagiarism Occurs | |
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| How to Avoid Plagiarism | |
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| Identifying the Purpose of the Writing: Arranging the Noodles | |
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| Delineating a Supportive Structure: Visual Signals for the Reader | |
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| The Title | |
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| The Abstract | |
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| The Introduction | |
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| Literature Review | |
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| Methodology | |
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| Findings or Results | |
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| Discussion/Conclusion | |
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| References, Notes, and Appendices | |
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| Presenting Research Material | |
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| Disseminating the Research: Professional Meetings and Publications | |
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| A Word About the Content of Papers and Articles | |
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| Write It, Rewrite It, Then Write It Again! | |
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| A Final Note | |
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| Notes | |
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| References | |
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| Index | |