Negotiating the Complexities of Qualitative Research in Higher Education: Fundamental Elements and Issues
Negotiating the Complexities of Qualitative Research in Higher Education illuminates the complex nature of qualitative research, while attending to issues of application. This text addresses the fundamentals of research through discussion of strategies, ethical issues, and challenges in higher education. In addition to walking through the methodological steps, this text considers the conceptual reasons behind qualitative research and explores how to conduct qualitative research that is rigorous, thoughtful, and theoretically coherent. Seasoned researchers Jones, Torres, and Arminio combine high-level theory with practical applications and examples, showing how research in higher education can produce improved learning outcomes for students, especially those who have been historically marginalized. This book will help students in higher education and Student Affairs graduate programs to cultivate an appreciation for the complexity and ambiguity of the research and the ways to think thorough questions and tensions that emerge in the process.
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Guba (1990) noted that “the net that contains a researcher's epistemological, ontological and methological premises may be termed a paradigm or interpretive framewor ” (p. 17). The language one uses in describing a researchable ...
“Philosophical “A worldview. a general “A worldview or general that guide action” (p. 35). paradigms [include] perspective, a way of perspective" (p. 2 I 7). 18. as cited in Guba. feminism. post breaking down the I990). modernism, ...
5), and as directly related to one of the central features of qualitative research, the researcher-as-instrument (Lincoln & Guba, 1985; Patton, 2002). Qualitative inquiry often requires the researcher to become embedded.
Sources: Bronner (1999); Crotty (1998); Lather (2007); Lincoln & Guba (2000); Lincoln, Lynham, & Guba (2011); Maykut & Morehouse (2001); Pascale (2011); and Pinar, Reynolds, Slattery, & Taubman (1995) These statements indicate aspects ...
and Guba (2011) indicated that five positions exist: positivism, postpositivism, critical, constructivism, and participatory. Views of knowledge grounding research are dynamic and seen as a “dizzying array of in-movement shifts” (Lather ...
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Meeting the Obligations of High Quality Inquiry
Incorporating Theoretical Perspectives
Perspectives on Sampling
Challenges in Collecting Data
Issues in Analysis and Interpretation
Anticipating and Navigating Ethical Issues
Lessons Learned and Future Directions
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Negotiating the Complexities of Qualitative Research in Higher Education ...
Susan R. Jones,Vasti Torres,Jan L. Arminio
No preview available - 2013