000			05128cam a22005297i 4500
001			on1394120496
003			OCoLC
005			20241121073129.0
006			m d
007			cr cnu---unuuu
008			230819s2023 nyu o ||| 0 eng d
040			_aEBLCP _beng _erda _cEBLCP _dYDX _dOCLCQ _dYDX _dN$T
019			_a1394062105 _a1401750628
020			_a9781438494623 _qelectronic book
020			_a1438494629 _qelectronic book
020			_z9781438494609
020			_z1438494602
035			_a3565327 _b(N$T)
035			_a(OCoLC)1394120496 _z(OCoLC)1394062105 _z(OCoLC)1401750628
050		4	_aLB1028 _b.H36 2023
082	0	4	_a370.72 _223/eng/20230512
049			_aMAIN
100	1		_aHatch, J. Amos, _eauthor. _923219
245	1	0	_aDoing qualitative research in education settings / _cJ. Amos Hatch.
250			_aSecond edition.
264		1	_aAlbany : _bState University of New York Press, _c[2023]
300			_a1 online resource (374 p.)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
505	0		_aIntro -- Contents -- Preface to the Revised Edition -- Preface to the First Edition -- 1. Deciding to Do a Qualitative Study -- Foundations -- Characteristics -- Natural Settings -- Participant Perspectives -- Researcher as Data-Gathering Instrument -- Extended Firsthand Engagement -- Centrality of Meaning -- Wholeness and Complexity -- Subjectivity -- Emergent Design -- Inductive Data Analysis -- Reflexivity -- Research Paradigms -- Positivist Paradigm -- Ontology -- Epistemology -- Methodology -- Products -- Postpositivist Paradigm -- Ontology -- Epistemology -- Methodology -- Products
505	8		_aConstructivist Paradigm -- Ontology -- Epistemology -- Methodology -- Products -- Critical/Feminist Paradigm -- Ontology -- Epistemology -- Methodology -- Products -- Poststructuralist Paradigm -- Ontology -- Epistemology -- Methodology -- Products -- Kinds of Qualitative Research -- Ethnographies -- Microethnographies -- Ethnomethodology -- Participant Observation Studies -- Interview Studies -- Focus Group Studies -- Artifact Analysis -- Historical Studies and Historiography -- Grounded Theory Studies -- Naturalistic Inquiries -- Symbolic Interactionist Studies -- Narrative Studies
505	8		_aEducational Criticism -- Phenomenological Studies -- Case Studies -- Action Research Projects -- Collaborative Studies -- Internet-Based Studies -- Conclusion: What Do I Call It? -- Criteria for Deciding to Do a Qualitative Study -- 2. Designing Qualitative Studies -- Design Elements -- Methodological and Substantive Theory -- Research Questions -- Contexts -- Participants -- Data Collection Strategies -- Data Analysis Procedures -- Nature of Anticipated Findings -- Institutional Review -- Project Identification -- Project Objectives -- Description of Research Participants
505	8		_aMethods and Procedures -- Specific Risks and Protection Measures -- Benefits -- Methods of Obtaining Informed Consent -- Qualifications of the Investigator(s) -- Facilities and Equipment -- Ethics -- Criteria for Assessing Design Adequacy -- 3. Collecting Qualitative Data -- Observing -- Level of Involvement -- Field-Note Processes -- Figuring Out What to Attend To -- Writing Raw Field-Notes -- Filling in Research Protocols -- Bracketing -- Keeping a Research Journal -- Knowing When to Stop -- Interviewing -- Kinds of Qualitative Interviews -- Interview Processes
505	8		_aPreparing for Qualitative Interviews -- Doing Qualitative Interviews -- Processing Interview Data -- Summary: Tips for Successful Interviews -- Collecting Unobtrusive Data -- Kinds of Unobtrusive Data -- Working with Unobtrusive Data -- Collecting and Processing Unobtrusive Data -- Collecting Other Types of Data -- Using Video in Qualitative Studies -- Doing Focus Group Interviews -- What are some of the advantages and disadvantages of focus group data collection? -- How should focus group techniques be used in qualitative studies in education settings?
500			_aWhat do I need to do to prepare for focus group interviews?
520			_aAn up-to-date, clearly written, user-friendly guide that students and experienced scholars alike will find invaluable as they plan, implement, and write up qualitative research projects.
520			_a"An up-to-date, clearly written, user-friendly guide that students and experienced scholars alike will find invaluable as they plan, implement, and write up qualitative research projects"-- _cProvided by publisher.
590			_aOCLC control number change
650		0	_aEducation _xResearch. _97763
776	0	8	_iPrint version: _aHatch, J. Amos _tDoing Qualitative Research in Education Settings, Second Edition _dAlbany : State University of New York Press,c2023 _z9781438494609
856	4	0	_3EBSCOhost _uhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=3565327
938			_aProQuest Ebook Central _bEBLB _nEBL30397299
938			_aYBP Library Services _bYANK _n305647974
938			_aEBSCOhost _bEBSC _n3565327
994			_a92 _bN$T
999			_c8791 _d8791