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Interviewing As Qualitative Research: A Guide for Researchers in Education And the Social Scien...

ISBN: 9780807746660 | 0807746665
Edition: 3rd
Format: Paperback
Publisher: Teachers College Pr
Pub. Date: 1/1/2006

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SummaryTable of ContentsAuthor Biography
The third edition of this bestselling resource provides clear, step-by-step guidance for new and experienced interviewers to help them develop, shape, and reflect on interviewing as a qualitative research process. While proposing a phenomenological approach to in-depth interviewing, the author also includes principles and methods that can be adapted to a range of interviewing approaches. Using concrete examples of interviewing techniques to illustrate the issues under discussion, this classic text helps readers to understand the complexities of... MORE
... MORE
Prefaceix
Acknowledgmentsxiii
Introduction: How I Came to Interviewing1(6)
1. Why Interview?7(8)
The Purpose of Interviewing
9(1)
Interviewing: "The" Method or "A" Method?
10(2)
Why Not Interview?
12(2)
Conclusion
14(1)
Note
14(1)
2. A Structure for In-depth, Phenomenological Interviewing15(13)
The Three-Interview Series
16(3)
Respect the Structure
19(1)
Length of Interviews
20(1)
Spacing of Interviews
21(1)
Alternatives to the Structure and Process
21(1)
Whose Meaning Is It? Validity and Reliability
22(5)
Experience the Process Yourself
27(1)
3. Proposing Research: From Mind to Paper to Action28(12)
Research Proposals as Rites of Passage
28(1)
Commitment
29(1)
From Thought to Language
30(1)
What Is to Be Done?
31(1)
Questions to Structure the Proposal
31(5)
Rationale
36(1)
Working with the Material
37(1)
Piloting Your Work
38(1)
Conclusion
39(1)
4. Establishing Access to, Making Contact with, and Selecting Participants40(17)
The Perils of Easy Access
40(3)
Access Through Formal Gatekeepers
43(2)
Informal Gatekeepers
45(1)
Access and Hierarchy
45(1)
Making Contact
46(1)
Make a Contact Visit in Person
46(2)
Building the Participant Pool
48(1)
Some Logistical Considerations
49(1)
Selecting Participants
50(4)
Snares to Avoid in the Selection Process
54(1)
How Many Participants Are Enough?
54(3)
5. The Path to Institutional Review Boards and Informed Consent57(21)
The Belmont Report
57(1)
The Establishment of Local Institutional Review Boards
58(2)
The Informed Consent Form
60(1)
Eight Major Parts of Informed Consent
61(14)
1. What, How Long, How, to What End, and for Whom?
63(1)
2. Risks, Discomforts, and Vulnerability
64(1)
3. Rights of the Participant
64(5)
4. Possible Benefits
69(1)
5. Confidentiality of Records
70(2)
6. Dissemination
72(2)
7. Special Conditions for Children
74(1)
8. Contact Information and Copies of the Form
74(1)
The Complexities of Affirming the IRB Review Process and Informed Consent
75(3)
6. Technique Isn't Everything, But It Is a Lot78(17)
Listen More, Talk Less
78(3)
Follow Up on What the Participant Says
81(3)
Listen More, Talk Less, and Ask Real Questions
84(1)
Follow Up, but Don't Interrupt
85(1)
Two Favorite Approaches
86(2)
Ask Participants to Reconstruct, Not to Remember
88(1)
Keep Participants Focused and Ask for Concrete Details
88(1)
Do Not Take the Ebbs and Flows of Interviewing Too Personally
89(1)
Limit Your Own Interaction
89(1)
Explore Laughter
90(1)
Follow Your Hunches
91(1)
Use an Interview Guide Cautiously
91(1)
Tolerate Silence
92(1)
Conclusion
93(2)
7. Interviewing as a Relationship95(17)
Interviewing as an "I—Thou" Relationship
95(1)
Rapport
96(3)
Social Group Identities and the Interviewing Relationship
99(7)
Distinguish Among Private, Personal, and Public Experiences
106(1)
Avoid a Therapeutic Relationship
107(2)
Reciprocity
109(1)
Equity
109(3)
8. Analyzing, Interpreting, and Sharing Interview Material112(21)
Managing the Data
112(1)
Keeping Interviewing and Analysis Separate: What to Do Between Interviews
113(1)
Tape-Recording Interviews
114(1)
Transcribing Interview Tapes
115(2)
Studying, Reducing, and Analyzing the Text
117(2)
Sharing Interview Data: Profiles and Themes
119(6)
Making and Analyzing Thematic Connections
125(3)
Interpreting the Material
128(2)
Note
130(3)
Appendix: Two Profiles133(12)
Nanda: A Cambodian Survivor of the Pol Pot Era
133(7)
Betty: A Long-Time Day Care Provider
140(5)
References145(12)
Index157(5)
About the Author162
Irving Seidman is a professor of qualitative research and secondary teacher education at the School of Education, University of Massachusetts, Amherst


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