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• Title Page
• Copyright Page
• Brief Contents
• Contents
• Preface
• 1 Introduction
• 1.1: Qualitative Methods, Qualitative Data
• 1.2: Use of Triangulation in Research Methodology
• 1.3: Qualitative Strategies: Defining an Orientation
• 1.4: From a Symbolic Interactionist Perspective
• 1.5: Why Use Qualitative Methods?
• 1.6: A Plan of Presentation
• 2 Designing Qualitative Research
• 2.1: Theory and Concepts
• 2.2: Ideas and Theory
• 2.3: Reviewing the Literature
• 2.3.1: Evaluating Web Sites
• 2.3.2: Content versus Use
• Trying It Out
• 2.4: Framing Research Problems
• 2.5: Operationalization and Conceptualization
• 2.6: Designing Projects
• 2.6.1: Concept Mapping
• 2.6.2: Creating a Concept Map
• 2.6.3: Using a Concept Map
• 2.6.4: Setting and Population Appropriateness
• 2.6.5: Sampling Strategies
• 2.6.6: Representativeness
• 2.7: Data Collection and Organization
• 2.8: Data Storage, Retrieval, and Analysis
• 2.9: Dissemination
• 2.10: Why It Works
• 2.11: Why It Fails
• Trying It Out
• 3 Ethical Issues in Research
• 3.1: Research Ethics in Historical Perspective
• 3.1.1: Regulations in the Research Process
• 3.2: Informed Consent and Implied Consent
• 3.3: Confidentiality and Anonymity
• 3.3.1: Keeping Identifying Records
• 3.3.2: Strategies for Safeguarding Confidentiality
• 3.4: Securing the Data
• 3.5: Why Researchers Violate
• 3.6: Institutional Review Boards
• 3.6.1: IRBs and Their Duties
• 3.6.2: Clarifying the Role of IRBs
• 3.6.3: Active versus Passive Consent
• 3.6.4: Active versus Passive Consent in Internet Research
• 3.6.5: Membership Criteria for IRBs
• 3.7: Ethical Codes
• 3.8: Some Common Ethical Concerns in Behavioral Research
• 3.8.1: Covert versus Overt Researcher Roles
• 3.9: New Areas for Ethical Concern: Cyberspace
• 3.9.1: Protection for Children
• 3.9.2: Debriefing the Subjects
• 3.10: Objectivity and Careful Research Design
• 3.11: Other Misconduct
• 3.12: Why It Works
• 3.13: Why It Fails
• Trying It Out
• 4 A Dramaturgical Look at Interviewing
• 4.1: Performing the Interview
• 4.2: Types of Data
• 4.3: Types of Interviews
• 4.3.1: The Standardized Interview
• 4.3.2: The Unstandardized Interview
• 4.3.3: The Semistandardized Interview
• 4.4: The Data-Collection Instrument
• 4.5: Guideline Development
• 4.5.1: Question Order (Sequencing), Content, and Style
• 4.6: Communicating Effectively
• 4.7: A Few Common Problems in Question Formulation
• 4.7.1: Affectively Worded Questions
• 4.7.2: The Double-Barreled Question
• 4.7.3: Complex Questions
• 4.8: Pretesting the Schedule
• 4.9: Long versus Short Interviews
• 4.10: Telephone Interviews
• 4.10.1: Advantages of the Telephone Interview
• 4.10.2: Disadvantages of the Telephone Interview
• 4.11: Computer-Assisted Interviewing
• 4.11.1: Computer-Assisted Telephone Interviewing
• 4.11.2: Computer-Assisted Personal Interviewing
• 4.11.3: Web- and E-mail-Based In-Depth Interviews
• Trying It Out
• 4.12: Conducting an Interview: A Natural or an Unnatural Communication?
• 4.13: The Dramaturgical Interview
• 4.13.1: Interviewer Roles and Rapport
• 4.13.2: The Role of the Interviewee
• 4.13.3: The Interviewer as a Self-Conscious Performer
• 4.13.4: Social Interpretations and the Interviewer
• 4.14: The Interviewer’s Repertoire
• 4.14.1: Interviewers’ Attitudes and Persuading a Subject
• 4.14.2: Developing an Interviewer Repertoire
• 4.14.3: Techniques to Get Started
• 4.14.4: Taking the Show on the Road
• 4.14.5: The Ten Commandments of Interviewing
• 4.15: Know Your Audience
• 4.16: Analyzing Interview Data
• 4.16.1: Beginning an Analysis
• 4.16.2: Organizing Your Data
• 4.16.3: Analysis Procedures: A Concluding Remark
• Trying It Out
• 4.17: Why It Works
• 4.18: Why It Fails
• 5 Focus Group Interviewing
• 5.1: Basic Ingredients in Focus Groups
• 5.2: How Focus Groups Work
• 5.2.1: The Moderator’s Guide
• 5.2.2: Introduction and Introductory Activities
• 5.2.3: Statement of the Basic Rules or Guidelines for the Interview
• 5.2.4: Short Question-and-Answer Discussions
• 5.2.5: Special Activities or Exercises
• 5.2.6: Guidance for Dealing with Sensitive Issues
• 5.3: Focus Group Data
• 5.4: Selecting Focus Groups as a Method
• 5.5: Selecting Groups
• 5.5.1: Virtual Groups
• 5.6: Working with a Group
• 5.7: Common Missteps When Using Focus Groups
• 5.8: Confidentiality and Focus Group Interviews
• 5.9: Why It Works
• 5.10: Why It Fails
• Trying It Out
• Notes
• 6 Ethnographic Field Strategies
• 6.1: Accessing a Field Setting: Getting In
• 6.1.1: Negotiating the Researcher’s Role
• 6.2: Becoming Invisible
• 6.2.1: Dangers of Invisibility
• 6.2.2: Other Dangers During Ethnographic Research
• 6.3: Watching, Listening, and Learning
• 6.3.1: How to Learn: What to Watch and Listen For
• 6.3.2: Field Notes
• 6.3.3: Computers and Ethnography
• 6.3.4: Online Ethnography
• Trying It Out
• 6.4: Analyzing Ethnographic Data
• 6.5: Other Analysis Strategies: Typologies, Sociograms, and Metaphors
• 6.5.1: Typologies
• 6.5.2: Sociograms
• 6.5.3: Metaphors
• 6.6: Disengaging: Getting Out
• 6.7: Reflectivity and Ethnography
• 6.8: Critical Ethnography
• 6.8.1: The Attitude of the Ethnographer
• 6.8.2: The Researcher’s Voice
• 6.9: Why It Works
• 6.10: Why It Fails
• Trying It Out
• 7 Participatory Action Research
• 7.1: The Basics of Action Research
• 7.2: Identifying the Research Question(s)
• 7.3: Data Collection
• 7.4: Analyzing and Interpreting the Information
• 7.4.1: Descriptive Accounts and Reports
• 7.5: Sharing the Results with the Participants
• 7.6: When to Use and When Not to Use Action Research
• 7.7: The Action Researcher’s Role
• 7.8: Types of Action Research
• 7.8.1: Technical/Scientific/Collaborative Mode
• 7.8.2: A Practical/Mutual Collaborative/Deliberate Mode
• 7.8.3: Emancipating or Empowering/Enhancing/Critical Science Mode
• 7.9: Photovoice and Action Research
• 7.9.1: The Goals in Photovoice
• 7.10: Action Research: A Reiteration
• 7.11: Why It Works
• 7.12: Why It Fails
• Trying It Out
• 8 Unobtrusive Measures in Research
• 8.1: Archival Strategies
• 8.1.1: Public Archives
• 8.1.2: Private Archives: Solicited and Unsolicited Documents
• 8.1.3: A Last Remark About Archival Records
• 8.2: Physical Erosion and Accretion: Human Traces as Data Sources
• 8.2.1: Erosion Measures
• 8.2.2: Accretion Measures
• 8.3: Why It Works
• 8.4: Why It Fails
• Trying It Out
• 9 Social Historical Research and Oral Traditions
• 9.1: What Is Historical Research?
• 9.2: Life Histories and Social History
• 9.3: What Are the Sources of Data for Historical Researchers?
• 9.4: Doing Historiography: Tracing Written History as Data
• 9.4.1: External Criticism
• 9.4.2: Internal Criticism
• 9.5: What Are Oral Histories?
• 9.5.1: Oral History as Reality Check
• 9.5.2: Oral History Data
• 9.6: Why It Works
• 9.7: Why It Fails
• Trying It Out
• 10 Case Studies
• 10.1: The Nature of Case Studies
• 10.2: Theory and Case Studies
• 10.3: The Use of Interview Data
• 10.3.1: The Use of Personal Documents
• 10.4: Intrinsic, Instrumental, and Collective Case Studies
• 10.5: Case Study Design Types
• 10.5.1: Exploratory Case Studies
• 10.5.2: Explanatory Case Studies
• 10.5.3: Descriptive Case Studies
• 10.5.4: Designing Case Studies
• 10.6: The Scientific Benefit of Case Studies
• 10.6.1: Objectivity and the Case Method
• 10.6.2: Generalizability
• 10.7: Case Studies of Organizations
• 10.8: Case Studies of Communities
• 10.8.1: Data Collection for Community Case Studies
• 10.9: Why It Works
• 10.10: Why It Fails
• Trying It Out
• 11 An Introduction to Content Analysis
• 11.1: What Is Content Analysis?
• 11.2: Analysis of Qualitative Data
• 11.2.1: Interpretative Approaches
• 11.2.2: Social Anthropological Approaches
• 11.2.3: Collaborative Social Research Approaches
• 11.2.4: Content Analysis and Theory
• 11.3: Content Analysis as a Research Technique
• 11.3.1: Quantitative or Qualitative?
• 11.3.2: Manifest versus Latent Content Analysis
• 11.4: Communication Components
• 11.4.1: Levels and Units of Analysis
• 11.4.2: Building Grounded Theory
• 11.4.3: What to Count
• 11.4.4: Combinations of Elements
• 11.4.5: Units and Categories
• 11.4.6: Classes and Categories
• Trying It Out
• 11.5: Discourse Analysis and Content Analysis
• 11.6: Open Coding
• 11.7: Coding Frames
• 11.7.1: A Few More Words on Analytic Induction
• 11.7.2: Interrogative Hypothesis Testing
• 11.8: Stages in the Content Analysis Process
• 11.9: Computers and Qualitative Analysis
• 11.10: Why It Works
• 11.11: Why It Fails
• Trying It Out
• 12 Writing Research: Finding Meaning in Data
• 12.1: Plagiarism: What It Is, Why It’s Bad, and How to Avoid It
• 12.1.1: Why Plagiarism Occurs
• 12.1.2: How to Avoid Plagiarism
• 12.2: Identifying the Purpose of the Writing
• 12.3: Delineating a Supportive Structure: Visual Signals for the Reader
• 12.3.1: Context Sections
• 12.3.2: Original Contribution Sections
• 12.3.3: Findings or Results
• 12.3.4: Discussion/Conclusion
• 12.3.5: References, Notes, and Appendices
• 12.4: Terms and Conditions
• 12.5: Presenting Research Material
• 12.5.1: Disseminating the Research: Professional Meetings and Publications
• 12.6: A Word About the Content of Papers and Articles
• 12.7: Write It, Rewrite It, Then Write It Again!
• 12.8: A Few Writing Hints
• 12.9: None of This Works
• Trying It Out
• Notes
• References
• Credits
• Name Index
• Subject Index