Preface 1. Deciding to Do a Qualitative Study Foundations Characteristics Research Paradigms Kinds of Qualitative Research Criteria for Deciding to Do a Qualitative Study 2. Designing Qualitative Studies Design Elements Human Subjects Ethics Criteria for Assessing Design Adequacy 3. Collecting Qualitative Data Observing Interviewing Collecting Unobtrusive Data Collecting Other Types of Data Criteria for Assessing Data Collection Adequacy 4. Analyzing Qualitative Data Doing Qualitative Data Analysis Typological Analysis Inductive Analysis Interpretive Analysis Political Analysis Polyvocal Analysis Computer-Assisted Analysis Criteria for Assessing Data Analysis Adequacy 5. Reporting Qualitative Research Writing Processes Dissertation Issues Writing Up Findings from Data Analysis Tips for Publishing Qualitative Research Criteria for Assessing the Adequacy of Qualitative Reports Appendix A: Selected Internet Resources Appendix B: Protocol Excerpt Appendix C: Research Journal Entry Appendix D: Teacher Interview Transcript Appendix E: Master Outline for Dissertation Findings References Author Index Subject Index
J. Amos Hatch is Professor of Theory and Practice in Teacher Education at the University of Tennessee and the editor of Qualitative Research in Early Childhood Settings and coeditor (with Richard Wisniewski) of Life History and Narrative. He was coeditor (with Richard Wisniewski) of the International Journal of Qualitative Studies in Education for five years.
"Even though some of the material is extremely sophisticated, the text is accessible. The guidance for navigating the difficulties of writing and publishing qualitative research is particularly helpful and unique for a methods book." - Childhood Education "Timely and up-to-date, this is a major new work in this area. Wonderfully written, solid scholarship." - Norman K. Denzin, coeditor of Handbook of Qualitative Research, Second Edition and The Qualitative Inquiry Reader "An excellent book. It is highly accessible, even though some of the material is extremely sophisticated; it is comprehensive, and its use of examples gives a very real, practical sense of the issues. The author has taken advantage of the fact that qualitative research is at a watershed period. He has read everything, and created a synthesis which others might have attempted, but have not done well, if at all. I predict that this book will become the standard in the field of education." - Yvonna S. Lincoln, coeditor of Handbook of Qualitative Research, Second Edition and The Qualitative Inquiry Reader
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