For courses in research methods in political science and sociology, and in qualitative research methods.
Raising questions, rather than giving answers Qualitative Research Methods for the Social Sciences is written with the recognition that different researchers in different fields each bring their own needs and intentions to the process. Howard Lune and Bruce Berg aim to guide the reader through the process of research planning, carrying out one's projects, and making sense of the results. Each chapter provides examples of the best and worst approaches to the kinds of questions that arise with each form of research, as well as discussions of what makes an approach successful or not. Like its predecessors, the 9th Edition stresses the importance of ethics in research and respect for subjects.
Extend learning beyond the classroom Pearson eText is an easy-to-use digital textbook. It lets students customize how they study and learn with enhanced search and the ability to create flashcards, highlight, and add notes all in one place. The mobile app lets students learn wherever life takes them, offline or online. Learn more about Pearson eText.
NEW - More attention to mixed methods, spatial analysis, and visual data.
NEW - A greater focus on research design and preparation.
NEW - More contemporary research cited in examples to help relate the techniques to students' experiences.
EXPANDED - Expanded discussions on ethical challenges and lapses in research.
Software and internet-based tools integrated for research design, data collection, coding, and analysis throughout the entire text.
A review of research ethics to better reflect the role of institutional review and the unique ethical concerns of cyber research and electronic media in research, as well as to add practical advice on researcher safety.
Descriptions of the literature review process to incorporate electronic access to primary and secondary sources.
Practical guidancefor evaluating the reliability and applicability of different sources of information and different means of acquiring it.
Inclusion ofsocial-historical research as a methodology.
A discussion of interviewguidelines for non-standardized and semi-standardized interview formats.
A section on organizing one's research from design to completion.
An innovative strategy for conducting in-depth interviews using a dramaturgical orientation.
Presentation of and discussion about examples of research from across the social sciences, including sociology, criminology, community-oriented nursing, education, and business.
Detailed descriptions of the stages of content analysis and coding, both as a research strategy in its own right and as the underlying logic for most qualitative data analysis.
Focus-group interviewing -- one of the fastest growing styles of data collection -- described in detail, as well as enhanced discussion of using the internet to undertake focus-group interviews.
The importance of researcher reflexivity and voice, discussed in detail throughout.
Resources for further study, in the extensive references after each chapter, to encourage independent learning.
A step-by-step discussion on how to write qualitative research proposals and findings, as well as a series of specific writing hints.
Challenging exercises and activities
NEW - More challenging exercises or questions for discussion.
Class exercises at natural break-points within the longer chapters, to better assist instructors in the pacing of the materials and/or to enable instructors to pair this text with a reader or other secondary text.
An assortment of hands-on activities, such as "Trying It Out" exercises in each chapter, giving students an opportunity to experience qualitative research first hand.
Numerous, concrete examples from contemporary and classiccases to ensure that students understand the various procedures and concepts.
Current, accessible coverage
NEW - New sections on when and why the tools and techniques work, and when they do not.
NEW - Continued attention to remaining current with information technologies.
NEW - Reorganization of materials that had given students difficulties in past editions.
NEW - Continued emphasis on engaging and challenging readers.
A highly accessible "essay" style of presentation.
Pearson eText benefits for your students
UPDATED - Intuitive eText navigation. The newly redesigned interface looks and performs better than ever to make navigation a breeze.
UPDATED - Find it fast. Enhanced search makes it easy to quickly find a key term or topic to study. Students can also search videos, images, and their own notes.
UPDATED - Read online or offline. You and your students can download the mobile app to read wherever life takes you, even offline. The app is available on the App Store® and Google Play Store.
Help students personalize their eText. Students can easily add their own notes, bookmarks, and highlights directly in their eText.
NEW - Listen and learn. Play the full audiobook to listen to your eText on the go or at home. (Available with select titles.)
Engage learners with compelling media. Videos and animations bring key concepts to life, helping students place what they are reading into context. (Available with select titles.)
UPDATED - Let students check their understanding. Flashcards help students review key terms and concepts. Students can use pre-built flashcards or create their own to study how they like. (Available with select titles.)
New to This Edition
Effective research practices and interview skills
More attention to mixed methods, spatial analysis, and visual data.
A greater focus on research design and preparation.
More contemporary research cited in examples to help relate the techniques to students' experiences.
Expanded discussions on ethical challenges and lapses in research.
Challenging exercises and activities
More challenging exercises or questions for discussion.
Current, accessible coverage
New sections on when and why the tools and techniques work, and when they do not.
Continued attention to remaining current with information technologies.
Reorganization of materials that had given students difficulties in past editions.
Continued emphasis on engaging and challenging readers.
Pearson eText benefits for your students
UPDATED - Intuitive eText navigation. The newly redesigned interface looks and performs better than ever to make navigation a breeze.
UPDATED - Find it fast. Enhanced search makes it easy to quickly find a key term or topic to study. Students can also search videos, images, and their own notes.
UPDATED - Read online or offline. You and your students can download the mobile app to read wherever life takes you, even offline. The app is available on the App Store® and Google Play Store.
Help students personalize their eText. Students can easily add their own notes, bookmarks, and highlights directly in their eText.
NEW - Listen and learn. Play the full audiobook to listen to your eText on the go or at home. (Available with select titles.)
Engage learners with compelling media. Videos and animations bring key concepts to life, helping students place what they are reading into context. (Available with select titles.)
UPDATED - Let students check their understanding. Flashcards help students review key terms and concepts. Students can use pre-built flashcards or create their own to study how they like. (Available with select titles.)
Table of Contents
1. Introduction 2. Designing Qualitative Research 3. Ethical Issues in Research 4. A Dramaturgical Look at Interviewing 5. Focus Group Interviewing 6. Ethnographic Field Strategies 7. Participatory Action Research 8. Unobtrusive Measures in Research 9. Social Historical Research and Oral Traditions 10. Case Studies 11. An Introduction to Content Analysis 12. Writing Research: Finding Meaning in Data
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About the Author(s)
Howard Lune is an Associate Professor of Sociology and the Director of the Graduate Social Research Program at Hunter College, CUNY. He specializes in research on organizations and organizational fields, with a particular focus on nonprofit organizations. The majority of his research concerns the efforts by relatively marginal groups to organize for greater political, social and/or economic power. He has published studies of organizing in response to HIV/AIDS, the development of zero tolerance drug policies in the US, state-community relations in political policy domains, and adolescent violence in public schools. He is presently working on a historical study of the development of the American Irish transnational identity, from the founding of the US to the turn of the 20th century.
Bruce L. Berg (1954-2009) received his PhD from Syracuse University in 1983. His first faculty position as Assistant Professor was at Florida State University, where he also served as Internship Director. In 1986, he took a position at University of Massachusetts-Boston Harbor campus. Then from 1988 to 1996, he moved up the academic ladder at Indiana University of Pennsylvania, achieving tenure and full professor status. He served as chair of many doctoral dissertation committees and thus influenced generations of young scholars. In 1997, he moved to Southern California and took a faculty position at CSULB, where he remained until his death in 2009.
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