Actions for Interviewing as qualitative research : a guide for researchers in education and the social sciences
Interviewing as qualitative research : a guide for researchers in education and the social sciences / Irving Seidman
- Author
- Seidman, Irving, 1937-
- Published
- New York : Teachers College Press, [2013]
- Copyright Date
- ©2013
- Edition
- 4th ed.
- Physical Description
- xiv, 178 pages ; 23 cm
- Contents
- Machine generated contents note: 1.Why Interview? -- The Purpose of Interviewing -- Interviewing: "The" Method or "A" Method? -- Why Not Interview? -- Conclusion -- 2.A Structure for In-Depth, Phenomenological Interviewing -- What Makes Interviewing Phenomenological and Why Does it Matter? -- Phenomenological Theme One The Temporal and Transitory Nature of Human Experience -- Phenomenological Theme Two Whose Understanding Is It? Subjective Understanding -- Phenomenological Theme Three Lived Experience as the Foundation of "Phenomena" -- Phenomenological Theme Four The Emphasis on Meaning and Meaning in Context -- How Do These Phenomenological Themes Matter? -- The Three-Interview Series -- Respect the Structure -- Length of Interviews -- Spacing of Interviews -- Alternatives to the Structure and Process -- Whose Meaning Is It? Validity and Reliability -- Experience the Process Yourself -- 3.Proposing Research: From Mind to Paper to Action -- Research Proposals as Rites of Passage -- Commitment -- From Thought to Language -- What Is to Be Done? -- Questions to Structure the Proposal -- Rationale -- Working with the Material -- Piloting Your Work -- Conclusion -- 4.Establishing Access to, Making Contact with, and Selecting Participants -- The Perils of Easy Access -- Access Through Formal Gatekeepers -- Informal Gatekeepers -- Access and Hierarchy -- Making Contact -- Make a Contact Visit in Person -- Building the Participant Pool -- Some Logistical Considerations -- Selecting Participants -- Snares to Avoid in the Selection Process -- How Many Participants Are Enough? -- 5.The Path to Institutional Review Boards and Informed Consent -- The Belmont Report -- The Establishment of Local Institutional Review Boards -- The Informed Consent Form -- Eight Major Parts of Informed Consent -- 1.What, How Long, How, to What End, and for Whom? -- 2.Risks, Discomforts, and Vulnerability -- 3.Rights of the Participant -- 4.Possible Benefits -- 5.Confidentiality of Records -- 6.Dissemination -- 7.Special Conditions for Children -- 8.Contact Information and Copies of the Form -- The Complexities of Affirming the IRB Review Process and Informed Consent -- 6.Technique Isn't Everything, But It Is a Lot -- Listen More, Talk Less -- Follow Up on What the Participant Says -- Listen More, Talk Less, and Ask Real Questions -- Follow Up, but Don't Interrupt -- Two Favorite Approaches -- Ask Participants to Reconstruct, Not to Remember -- Keep Participants Focused and Ask for Concrete Details -- Do Not Take the Ebbs and Flows of Interviewing Too Personally -- Limit Your Own Interaction -- Explore Laughter -- Follow Your Hunches -- Use an Interview Guide Cautiously -- Tolerate Silence -- Conclusion -- 7.Interviewing as a Relationship -- Interviewing as an "I-Thou" Relationship -- Rapport -- Social Group Identities and the Interviewing Relationship -- Distinguish Among Private, Personal, and Public Experiences 108 Avoid a Therapeutic Relationship -- Reciprocity -- Equity -- Long-Distance Interviewing and the Relationship Between Participant and Interviewer -- 8.Analyzing, Interpreting, and Sharing Interview Material -- Managing the Data -- Keeping Interviewing and Analysis Separate: What to Do Between Interviews -- Recording Interviews -- Transcribing Interviews -- Studying, Reducing, and Analyzing the Text -- Sharing Interview Data: Profiles and Themes -- Making and Analyzing Thematic Connections -- Interpreting the Material -- Computer Assisted Qualitative Data nalysis Software (CAQDAS) -- Cautions Regarding CAQDAS -- 9.The Ethics of Doing Good Work -- The Ethics of Doing Good Work -- The Reciprocity Implicit in Treating Participants with Dignity 142 Conclusion -- Appendix: Two Profiles -- Nanda: A Cambodian Survivor of the Pol Pot Era -- Betty: A Long-Time Day Care Provider.
- Summary
- Education --
"I have used Seidman's text with great success with graduate students new to qualitative research. Its complex yet readable treatment is an essential part of the toolbox for both novice and experienced qualitative interviewers." --
Mark R. Warren, Associate Professor of Public Policy and Public Affairs, University of Massachusetts Boston --
"This is a thoughtful and well-written introduction to the topic. I assign it in multiple undergraduate and graduate classes I teach. The chapter on interview technique is particularly helpful, giving students useful advice on topics like how to avoid asking leading questions. Highly recommended." --
Amy Bruckman, College of Computing, Georgia Institute of Technology --
Nowin its fourth edition, this popular book provides' clear, step-by-step guidance for new and experienced interviewers to develop, shape, and reflect on interviewing as a qualitative research process. Using concrete examples of interviewing techniques to illustrate the issues under discussion, this classic text helps readers understand the complexities of interviewing and its connections to broader issues of qualitative research. The text includes principles and methods that can be adapted to a range of interviewing approaches. --
Appropriate for individual and classroom use, the new edition has been completely updated and expanded to include important new material on ethical issues, long-distance interviewing, computer-assisted data analysis, and more --Book Jacket. - Subject(s)
- ISBN
- 9780807754047 (pbk. : alk. paper)
0807754048 (pbk. : alk. paper) - Bibliography Note
- Includes bibliographical references (pages 156-168) and index.
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