{"product_id":"interviewing-as-qualitative-research-a-guide-for-researchers-in-education-and-the-social-sciences-paperback-softback-9780807761489","title":"Interviewing As Qualitative Research; A Guide for Researchers in Education and the Social Sciences (Paperback \/ softback) 9780807761489","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eInterviewing As Qualitative Research\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eA Guide for Researchers in Education and the Social Sciences\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eIrving Seidman (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780807761489\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 31 May 2019\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e208 pages\u003cbr\u003e22.6 x 15.4 x 1.2 cm, 0.302 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cem\u003e\u003cfont size=\"3\"\u003e“For four editions, readers have turned to Interviewing as Qualitative Research for its practical and straight-forward presentation of a powerful interviewing model. With updated examples, new sections on ethics, and much more, this new edition remains a must-read for any graduate student or experienced researcher interested in the art of qualitative interviewing.”- Nancy Dana, University of Florida;\u003cbr\u003e\u003cbr\u003ePraise for Previous Editions!\u003cbr\u003e\u003cbr\u003e“A comprehensive perspective of the nature of qualitative inquiry and the art of interviewing.”- \u003ci\u003eTheory and Research in Social Education\u003c\/i\u003e;\u003cbr\u003e\u003cbr\u003e“A good starting point for training new researchers.”- \u003ci\u003eThe Journal of Higher Education\u003c\/i\u003e;\u003cbr\u003e\u003cbr\u003e\"\"I found Seidman’s guide coherent and relevant to its area of contribution and I look forward to consulting this text in the future not only in my work but also when teaching qualitative research methods.\"\"- \u003ci\u003eQualitative Research\u003c\/i\u003e;\u003cbr\u003e\u003cbr\u003e\"\"Seidman fulfills the book's stated purpose of providing a practical guide for graduate students and early career scholars who are interested in interview research...His writing is clear and concise, avoiding jargon and unnecessarily complex concepts \"\"- \u003ci\u003eThe Journal of Educational Research\u003c\/i\u003e\u003c\/font\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003eThis popular text, now in its fifth edition, provides step-by-step guidance for new and experienced researchers who want to use interviewing as a research method. This user-friendly guide explains the rationale for interviewing and the complexity of selecting interview participants, important interviewing techniques, and how to work with the results of interviews. Appropriate for individual and classroom use, this expanded edition includes: a revised assessment of the utility of Computer-Assisted Qualitative Data Analysis systems; contributions by Julie Simpson, the Director of Research Integrity Services at the University of New Hampshire, about preparing research for local Institutional Review Boards; and guidance for obtaining informed consent when using technology to interview, when interviewing abroad, and when hoping to include children as participants.\u003cbr\u003e\u003cbr\u003eBook Features:\u003cul\u003e\n\u003cli\u003ePrinciples and methods that can be adapted to a range of interviewing approaches.\u003c\/li\u003e\n\u003cli\u003eA clear and inviting presentation appropriate for both individual use and for classes.\u003c\/li\u003e\n\u003cli\u003eIdeas to help readers analyze and improve their own approach, as well as suggestions for group practice.\u003c\/li\u003e\n\u003cli\u003eAn interviewing technique that stresses listening, with guidance for avoiding leading questions.\u003c\/li\u003e\n\u003cli\u003eExamples of doctorial students’ research demonstrating that interviewing can deal with life and death issues, as well as everyday life.\u003c\/li\u003e\n\u003cli\u003eUpdated references to help readers deepen their understanding of interviewing as qualitative research.\u003c\/li\u003e\n\u003c\/ul\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cul\u003e\n\u003cli\u003eContents\u003c\/li\u003e\n\u003cli\u003ePreface \u003cbr\u003evii\u003c\/li\u003e\n\u003cli\u003eAcknowledgments \u003cbr\u003exi\u003c\/li\u003e\n\u003cli\u003e Introduction: How I Came to Interviewing \u003cbr\u003e1\u003c\/li\u003e\n\u003cli\u003e1. \u003cbr\u003eWhy Interview? \u003cbr\u003e7\u003c\/li\u003e\n\u003cli\u003eThe Purpose of Interviewing \u003cbr\u003e9\u003c\/li\u003e\n\u003cli\u003eInterviewing: “\u003cbr\u003eThe”\u003cbr\u003e Method or “\u003cbr\u003eA”\u003cbr\u003e Method? \u003cbr\u003e9\u003c\/li\u003e\n\u003cli\u003eWhy Not Interview? \u003cbr\u003e11\u003c\/li\u003e\n\u003cli\u003eConclusion \u003cbr\u003e13\u003c\/li\u003e\n\u003cli\u003e2. \u003cbr\u003eA Structure for In-Depth, Phenomenological Interviewing \u003cbr\u003e14\u003c\/li\u003e\n\u003cli\u003e What Makes Interviewing Phenomenological and Why Does It Matter? \u003cbr\u003e16\u003c\/li\u003e\n\u003cli\u003ePhenomenological Theme One: The Temporal and Transitory Nature of Human Experience \u003cbr\u003e16\u003c\/li\u003e\n\u003cli\u003ePhenomenological Theme Two: Whose Understanding Is It? Subjective Understanding \u003cbr\u003e17\u003c\/li\u003e\n\u003cli\u003ePhenomenological Theme Three: Lived Experience as the Foundation of “\u003cbr\u003ePhenomena”\u003cbr\u003e \u003cbr\u003e18\u003c\/li\u003e\n\u003cli\u003ePhenomenological Theme Four: The Emphasis on Meaning and Meaning in Context \u003cbr\u003e19\u003c\/li\u003e\n\u003cli\u003eHow Do These Phenomenological Themes Matter? \u003cbr\u003e20\u003c\/li\u003e\n\u003cli\u003eThe Three-Interview Series \u003cbr\u003e21\u003c\/li\u003e\n\u003cli\u003eRespect the Structure \u003cbr\u003e24\u003c\/li\u003e\n\u003cli\u003eAlternatives to the Structure and Process \u003cbr\u003e25\u003c\/li\u003e\n\u003cli\u003eLength of Interviews \u003cbr\u003e26\u003c\/li\u003e\n\u003cli\u003eSpacing of Interviews \u003cbr\u003e27\u003c\/li\u003e\n\u003cli\u003eWhose Meaning Is It? Validity and Reliability \u003cbr\u003e27\u003c\/li\u003e\n\u003cli\u003eExperience the Process Yourself \u003cbr\u003e32\u003c\/li\u003e\n\u003cli\u003e3. \u003cbr\u003eProposing Research: From Mind to Paper to Action \u003cbr\u003e33\u003c\/li\u003e\n\u003cli\u003e Research Proposals as Rites of Passage \u003cbr\u003e33\u003c\/li\u003e\n\u003cli\u003eCommitment \u003cbr\u003e34\u003c\/li\u003e\n\u003cli\u003eFrom Thought to Language \u003cbr\u003e35\u003c\/li\u003e\n\u003cli\u003eWhat Is to Be Done? \u003cbr\u003e35\u003c\/li\u003e\n\u003cli\u003eQuestions to Structure the Proposal \u003cbr\u003e36\u003c\/li\u003e\n\u003cli\u003eRationale \u003cbr\u003e40\u003c\/li\u003e\n\u003cli\u003eWorking with the Material \u003cbr\u003e41\u003c\/li\u003e\n\u003cli\u003ePiloting Your Work \u003cbr\u003e43\u003c\/li\u003e\n\u003cli\u003eConclusion \u003cbr\u003e43\u003c\/li\u003e\n\u003cli\u003e4. \u003cbr\u003eEstablishing Access to, Making Contact with, and Selecting Participants \u003cbr\u003e4\u003c\/li\u003e\n\u003cli\u003e The Perils of Easy Access \u003cbr\u003e45\u003c\/li\u003e\n\u003cli\u003eAccess Through Formal Gatekeepers \u003cbr\u003e48\u003c\/li\u003e\n\u003cli\u003eInformal Gatekeepers \u003cbr\u003e49\u003c\/li\u003e\n\u003cli\u003eAccessing Children \u003cbr\u003e50\u003c\/li\u003e\n\u003cli\u003eAccess and Hierarchy \u003cbr\u003e52\u003c\/li\u003e\n\u003cli\u003eMaking Contact \u003cbr\u003e52\u003c\/li\u003e\n\u003cli\u003eMake a Contact Visit in Person \u003cbr\u003e53\u003c\/li\u003e\n\u003cli\u003eBuilding the Participant Pool \u003cbr\u003e54\u003c\/li\u003e\n\u003cli\u003eSome Logistical Considerations \u003cbr\u003e55\u003c\/li\u003e\n\u003cli\u003eSelecting Participants \u003cbr\u003e56\u003c\/li\u003e\n\u003cli\u003eSnares to Avoid in the Selection Process \u003cbr\u003e59\u003c\/li\u003e\n\u003cli\u003eHow Many Participants Are Enough? \u003cbr\u003e60\u003c\/li\u003e\n\u003cli\u003e5. \u003cbr\u003eThe Path to Institutional Review Boards and Informed Consent  \u003cbr\u003e62\u003c\/li\u003e\n\u003cli\u003e The Belmont Report \u003cbr\u003e62\u003c\/li\u003e\n\u003cli\u003eThe Establishment of Local Institutional Review Boards \u003cbr\u003e63\u003c\/li\u003e\n\u003cli\u003eThe Informed Consent Document \u003cbr\u003e65\u003c\/li\u003e\n\u003cli\u003eSeven Key Sections of an Informed Consent Document \u003cbr\u003e66\u003c\/li\u003e\n\u003cli\u003e\u003cem\u003e1. What, How Long, How, to What End, and for Whom? \u003cbr\u003e67\u003c\/em\u003e\u003c\/li\u003e\n\u003cli\u003e2. Risks, Discomforts, and Vulnerability \u003cbr\u003e68\u003c\/li\u003e\n\u003cli\u003e3. The Rights of the Participant \u003cbr\u003e68\u003c\/li\u003e\n\u003cli\u003e4. Possible Benefits \u003cbr\u003e73\u003c\/li\u003e\n\u003cli\u003e5. Confidentiality of Records \u003cbr\u003e73\u003c\/li\u003e\n\u003cli\u003e6. Dissemination \u003cbr\u003e76\u003c\/li\u003e\n\u003cli\u003e7. Contact Information and Copies of the Document \u003cbr\u003e77\u003c\/li\u003e\n\u003cli\u003e Special Conditions for Children  \u003cbr\u003e78\u003c\/li\u003e\n\u003cli\u003eInformed Consent When Using Technology to Interview \u003cbr\u003e79\u003c\/li\u003e\n\u003cli\u003eInformed Consent When Interviewing Abroad \u003cbr\u003e80\u003c\/li\u003e\n\u003cli\u003eThe Complexities of Affirming the IRB Review Process and Informed Consent \u003cbr\u003e82\u003c\/li\u003e\n\u003cli\u003e6. \u003cbr\u003eTechnique Isn’\u003cbr\u003et Everything, But It Is a Lot \u003cbr\u003e85\u003c\/li\u003e\n\u003cli\u003e Listen More, Talk Less \u003cbr\u003e85\u003c\/li\u003e\n\u003cli\u003eFollow Up on What the Participant Says \u003cbr\u003e88\u003c\/li\u003e\n\u003cli\u003eListen More, Talk Less, and Ask Real Questions \u003cbr\u003e91\u003c\/li\u003e\n\u003cli\u003eFollow Up, but Don’\u003cbr\u003et Interrupt \u003cbr\u003e92\u003c\/li\u003e\n\u003cli\u003eTwo Favorite Approaches \u003cbr\u003e93\u003c\/li\u003e\n\u003cli\u003eAsk Participants to Reconstruct, Not to Remember \u003cbr\u003e94\u003c\/li\u003e\n\u003cli\u003eKeep Participants Focused and Ask for Concrete Details \u003cbr\u003e95\u003c\/li\u003e\n\u003cli\u003eDo Not Take the Ebbs and Flows of Interviewing Too Personally \u003cbr\u003e95\u003c\/li\u003e\n\u003cli\u003eLimit Your Own Interaction \u003cbr\u003e96\u003c\/li\u003e\n\u003cli\u003eExplore Laughter \u003cbr\u003e96\u003c\/li\u003e\n\u003cli\u003eFollow Your Hunches \u003cbr\u003e97\u003c\/li\u003e\n\u003cli\u003eUse an Interview Guide Cautiously \u003cbr\u003e98\u003c\/li\u003e\n\u003cli\u003eTolerate Silence \u003cbr\u003e99\u003c\/li\u003e\n\u003cli\u003eConclusion \u003cbr\u003e100\u003c\/li\u003e\n\u003cli\u003e7. \u003cbr\u003eInterviewing as a Relationship \u003cbr\u003e101\u003c\/li\u003e\n\u003cli\u003e Interviewing as an “\u003cbr\u003eI–\u003cbr\u003eThou”\u003cbr\u003e Relationship \u003cbr\u003e101\u003c\/li\u003e\n\u003cli\u003eRapport \u003cbr\u003e102\u003c\/li\u003e\n\u003cli\u003eSocial Group Identities and the Interviewing Relationship \u003cbr\u003e104\u003c\/li\u003e\n\u003cli\u003eDistinguish Among Private, Personal, and Public Experiences \u003cbr\u003e113\u003c\/li\u003e\n\u003cli\u003eAvoid a Therapeutic Relationship \u003cbr\u003e114\u003c\/li\u003e\n\u003cli\u003eReciprocity \u003cbr\u003e116\u003c\/li\u003e\n\u003cli\u003eEquity \u003cbr\u003e116\u003c\/li\u003e\n\u003cli\u003eInterviewing Online or by Telephone, and the Relationship Between Participant and Interviewer \u003cbr\u003e118\u003c\/li\u003e\n\u003cli\u003e8. \u003cbr\u003eAnalyzing, Interpreting, and Sharing Interview Material \u003cbr\u003e121\u003c\/li\u003e\n\u003cli\u003e Managing the Data \u003cbr\u003e121\u003c\/li\u003e\n\u003cli\u003eKeeping Interviewing and Analysis Separate: What to Do Between Interviews \u003cbr\u003e122\u003c\/li\u003e\n\u003cli\u003eRecording Interviews \u003cbr\u003e123\u003c\/li\u003e\n\u003cli\u003eTranscribing Interviews \u003cbr\u003e124\u003c\/li\u003e\n\u003cli\u003eStudying, Reducing, and Analyzing the Text \u003cbr\u003e125\u003c\/li\u003e\n\u003cli\u003eSharing Interview Data: Profiles and Themes \u003cbr\u003e127\u003c\/li\u003e\n\u003cli\u003eMaking and Analyzing Thematic Connections \u003cbr\u003e133\u003c\/li\u003e\n\u003cli\u003eInterpreting the Material \u003cbr\u003e136\u003c\/li\u003e\n\u003cli\u003eComputer Assisted Qualitative Data Analysis (CAQDAS) \u003cbr\u003e138\u003c\/li\u003e\n\u003cli\u003eCautions Regarding CAQDAS \u003cbr\u003e140\u003c\/li\u003e\n\u003cli\u003e9. \u003cbr\u003eThe Ethics of Doing Good Work \u003cbr\u003e147\u003c\/li\u003e\n\u003cli\u003e Doing Good Work \u003cbr\u003e147\u003c\/li\u003e\n\u003cli\u003eThe Reciprocity Implicit in Treating Participants with Dignity \u003cbr\u003e150\u003c\/li\u003e\n\u003cli\u003eConclusion \u003cbr\u003e151\u003c\/li\u003e\n\u003cli\u003eAppendix: Two Profiles \u003cbr\u003e153\u003c\/li\u003e\n\u003cli\u003e Nanda: A Cambodian Survivor of the Pol Pot Era \u003cbr\u003e153\u003c\/li\u003e\n\u003cli\u003eBetty: A Long-Time Day Care Provider \u003cbr\u003e160\u003c\/li\u003e\n\u003cli\u003eReferences \u003cbr\u003e164\u003c\/li\u003e\n\u003cli\u003eIndex \u003cbr\u003e182\u003c\/li\u003e\n\u003cli\u003eAbout the Author \u003cbr\u003e196\u003c\/li\u003e\n\u003c\/ul\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003c\/font\u003e","brand":"Teachers College Press","offers":[{"title":"Brand New","offer_id":52520725348632,"sku":"9780807761489","price":27.99,"currency_code":"GBP","in_stock":true}],"url":"https:\/\/freshlyprintedbooks.co.uk\/products\/interviewing-as-qualitative-research-a-guide-for-researchers-in-education-and-the-social-sciences-paperback-softback-9780807761489","provider":"Freshly Printed Books","version":"1.0","type":"link"}