Конспект книги Carl F. Auerbach, Louise B. Silverstein "Qualitative Data. An Introduction to coding and analysis"

 

Carl F. Auerbach, Louise B. Silverstein "Qualitative Data. An Introduction to coding and analysis", New York University Press, New York  and London, 2003, 206 p.

p. vii [Qualitative research] focus on subjective experience, diversity, ad historical context.

p. 7 The grounded theory method allows the researcher to begin a research study without having to test a hypothesis. Instead, it allows her to develop hypotheses by listening to what the research participants say...

Two basic principles: (1) questioning rather than measuring; (2) generating hypotheses using theoretical coding.  

p. 15 Grounded theory instructs him [the researcher] to look for issues that are open and unclear.

p. 33 .. the research participants were addressing their own concerns, rather than yours.

How the coding procedure works

1. Finding relevant text

2. Identifying repeating ideas

3. Goups of repeating ideas that have something in common are themes (p. 38).

4. Building theoretical constructs.

5. Building theoretical narrative.

p. 47 How do I decide if something is relevant? The answer is that there is no rule. Relevance is subjective. Passages are  relevant p. 48 if they seem so to you. 

Does it relate to your research concern? Does it help you understand your participants better? Does it clarify your thinking? Does it simply seem important even if you can't say why?

p. 50 Qualitative research involve an inescapable element of interpretation, and different readers can reasonably disagree. The main issue is each coder's interpretion must be transparent (understandable) to other coders. 

p. 59 It may be important to report that only one person had a particular experience. Because qualitative research is not focused on quantity, individual differences have an important place in this paradigm. 

p. 75 The narrative style should talk about the research participants in the third person (they), and be addressed to a literate academic audience, not necessarily to specialists in your field.

p. 84 Transparency... does not mean that other need to agree with your interpretation; only that they know how you arrived at it.

p. 95 Random sampling aims at generalizability, and would lead us to try to obtain a more representative sample. Theoretical sampling aims at elaborating the theoretical construct further. and so would choose research sampling geared to that end.

STRATEGIES FOR THEORETICAL SAMPLING

p. 96

Convenience sampling - to obtain information about your theoretical construct in a convenient fashion

Extreme or unusual case sampling - to obtain information about extreme or unusual samples of your theoretical construct

Central or critical case sampling - to obtain information about situations where your theoretical construct is assumed to be present

Typical or paradigm case ssampling - to obtain information about your theoretical construct in everyday life

Similar case sampling - to obtain information about how your theoretical contruct operates in a range of situations similar to your original study

Sensitive or political case sampling - to obtain information about how your theoretical construct operations in situations in a public eye

p. 173 Qualitative equivalents of reliability and validity

We aim for a procedure which is transparent (another investigator can know and check what we have done), communicable (the categories make sense to both the participants themselves and to other investigators who want to use them), and coherent (teh categories are simulteneously internally consistent, and reflect both individual differences and genuine inconsistencies in the culture).

 

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