{"product_id":"interviewing-as-qualitative-research-a-guide-for-researchers-in-education-and-the-social-sciences-9780807761489","title":"Interviewing as Qualitative Research  A Guide for","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eProvides step-by-step guidance for new and experienced researchers who want to use interviewing as a research method. This expanded edition explains the rationale for interviewing and the complexity of selecting interview participants, important interviewing techniques, and how to work with the results of interviews.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\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\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cul\u003e\n\u003cli\u003eContents\u003c\/li\u003e\n\u003cli\u003ePreface vii\u003c\/li\u003e\n\u003cli\u003eAcknowledgments xi\u003c\/li\u003e\n\u003cli\u003e Introduction: How I Came to Interviewing 1\u003c\/li\u003e\n\u003cli\u003e1. Why Interview? 7\u003c\/li\u003e\n\u003cli\u003eThe Purpose of Interviewing 9\u003c\/li\u003e\n\u003cli\u003eInterviewing: “The” Method or “A” Method? 9\u003c\/li\u003e\n\u003cli\u003eWhy Not Interview? 11\u003c\/li\u003e\n\u003cli\u003eConclusion 13\u003c\/li\u003e\n\u003cli\u003e2. A Structure for In-Depth, Phenomenological Interviewing 14\u003c\/li\u003e\n\u003cli\u003e What Makes Interviewing Phenomenological and Why Does It Matter? 16\u003c\/li\u003e\n\u003cli\u003ePhenomenological Theme One: The Temporal and Transitory Nature of Human Experience 16\u003c\/li\u003e\n\u003cli\u003ePhenomenological Theme Two: Whose Understanding Is It? Subjective Understanding 17\u003c\/li\u003e\n\u003cli\u003ePhenomenological Theme Three: Lived Experience as the Foundation of “Phenomena” 18\u003c\/li\u003e\n\u003cli\u003ePhenomenological Theme Four: The Emphasis on Meaning and Meaning in Context 19\u003c\/li\u003e\n\u003cli\u003eHow Do These Phenomenological Themes Matter? 20\u003c\/li\u003e\n\u003cli\u003eThe Three-Interview Series 21\u003c\/li\u003e\n\u003cli\u003eRespect the Structure 24\u003c\/li\u003e\n\u003cli\u003eAlternatives to the Structure and Process 25\u003c\/li\u003e\n\u003cli\u003eLength of Interviews 26\u003c\/li\u003e\n\u003cli\u003eSpacing of Interviews 27\u003c\/li\u003e\n\u003cli\u003eWhose Meaning Is It? Validity and Reliability 27\u003c\/li\u003e\n\u003cli\u003eExperience the Process Yourself 32\u003c\/li\u003e\n\u003cli\u003e3. Proposing Research: From Mind to Paper to Action 33\u003c\/li\u003e\n\u003cli\u003e Research Proposals as Rites of Passage 33\u003c\/li\u003e\n\u003cli\u003eCommitment 34\u003c\/li\u003e\n\u003cli\u003eFrom Thought to Language 35\u003c\/li\u003e\n\u003cli\u003eWhat Is to Be Done? 35\u003c\/li\u003e\n\u003cli\u003eQuestions to Structure the Proposal 36\u003c\/li\u003e\n\u003cli\u003eRationale 40\u003c\/li\u003e\n\u003cli\u003eWorking with the Material 41\u003c\/li\u003e\n\u003cli\u003ePiloting Your Work 43\u003c\/li\u003e\n\u003cli\u003eConclusion 43\u003c\/li\u003e\n\u003cli\u003e4. Establishing Access to, Making Contact with, and Selecting Participants 4\u003c\/li\u003e\n\u003cli\u003e The Perils of Easy Access 45\u003c\/li\u003e\n\u003cli\u003eAccess Through Formal Gatekeepers 48\u003c\/li\u003e\n\u003cli\u003eInformal Gatekeepers 49\u003c\/li\u003e\n\u003cli\u003eAccessing Children 50\u003c\/li\u003e\n\u003cli\u003eAccess and Hierarchy 52\u003c\/li\u003e\n\u003cli\u003eMaking Contact 52\u003c\/li\u003e\n\u003cli\u003eMake a Contact Visit in Person 53\u003c\/li\u003e\n\u003cli\u003eBuilding the Participant Pool 54\u003c\/li\u003e\n\u003cli\u003eSome Logistical Considerations 55\u003c\/li\u003e\n\u003cli\u003eSelecting Participants 56\u003c\/li\u003e\n\u003cli\u003eSnares to Avoid in the Selection Process 59\u003c\/li\u003e\n\u003cli\u003eHow Many Participants Are Enough? 60\u003c\/li\u003e\n\u003cli\u003e5. The Path to Institutional Review Boards and Informed Consent  62\u003c\/li\u003e\n\u003cli\u003e The Belmont Report 62\u003c\/li\u003e\n\u003cli\u003eThe Establishment of Local Institutional Review Boards 63\u003c\/li\u003e\n\u003cli\u003eThe Informed Consent Document 65\u003c\/li\u003e\n\u003cli\u003eSeven Key Sections of an Informed Consent Document 66\u003c\/li\u003e\n\u003cli\u003e\u003cem\u003e1. What, How Long, How, to What End, and for Whom? 67\u003c\/em\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cem\u003e2. Risks, Discomforts, and Vulnerability 68\u003c\/em\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cem\u003e3. The Rights of the Participant 68\u003c\/em\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cem\u003e4. Possible Benefits 73\u003c\/em\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cem\u003e5. Confidentiality of Records 73\u003c\/em\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cem\u003e6. Dissemination 76\u003c\/em\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cem\u003e7. Contact Information and Copies of the Document 77\u003c\/em\u003e\u003c\/li\u003e\n\u003cli\u003e Special Conditions for Children  78\u003c\/li\u003e\n\u003cli\u003eInformed Consent When Using Technology to Interview 79\u003c\/li\u003e\n\u003cli\u003eInformed Consent When Interviewing Abroad 80\u003c\/li\u003e\n\u003cli\u003eThe Complexities of Affirming the IRB Review Process and Informed Consent 82\u003c\/li\u003e\n\u003cli\u003e6. Technique Isn’t Everything, But It Is a Lot 85\u003c\/li\u003e\n\u003cli\u003e Listen More, Talk Less 85\u003c\/li\u003e\n\u003cli\u003eFollow Up on What the Participant Says 88\u003c\/li\u003e\n\u003cli\u003eListen More, Talk Less, and Ask Real Questions 91\u003c\/li\u003e\n\u003cli\u003eFollow Up, but Don’t Interrupt 92\u003c\/li\u003e\n\u003cli\u003eTwo Favorite Approaches 93\u003c\/li\u003e\n\u003cli\u003eAsk Participants to Reconstruct, Not to Remember 94\u003c\/li\u003e\n\u003cli\u003eKeep Participants Focused and Ask for Concrete Details 95\u003c\/li\u003e\n\u003cli\u003eDo Not Take the Ebbs and Flows of Interviewing Too Personally 95\u003c\/li\u003e\n\u003cli\u003eLimit Your Own Interaction 96\u003c\/li\u003e\n\u003cli\u003eExplore Laughter 96\u003c\/li\u003e\n\u003cli\u003eFollow Your Hunches 97\u003c\/li\u003e\n\u003cli\u003eUse an Interview Guide Cautiously 98\u003c\/li\u003e\n\u003cli\u003eTolerate Silence 99\u003c\/li\u003e\n\u003cli\u003eConclusion 100\u003c\/li\u003e\n\u003cli\u003e7. Interviewing as a Relationship 101\u003c\/li\u003e\n\u003cli\u003e Interviewing as an “I–Thou” Relationship 101\u003c\/li\u003e\n\u003cli\u003eRapport 102\u003c\/li\u003e\n\u003cli\u003eSocial Group Identities and the Interviewing Relationship 104\u003c\/li\u003e\n\u003cli\u003eDistinguish Among Private, Personal, and Public Experiences 113\u003c\/li\u003e\n\u003cli\u003eAvoid a Therapeutic Relationship 114\u003c\/li\u003e\n\u003cli\u003eReciprocity 116\u003c\/li\u003e\n\u003cli\u003eEquity 116\u003c\/li\u003e\n\u003cli\u003eInterviewing Online or by Telephone, and the Relationship Between Participant and Interviewer 118\u003c\/li\u003e\n\u003cli\u003e8. Analyzing, Interpreting, and Sharing Interview Material 121\u003c\/li\u003e\n\u003cli\u003e Managing the Data 121\u003c\/li\u003e\n\u003cli\u003eKeeping Interviewing and Analysis Separate: What to Do Between Interviews 122\u003c\/li\u003e\n\u003cli\u003eRecording Interviews 123\u003c\/li\u003e\n\u003cli\u003eTranscribing Interviews 124\u003c\/li\u003e\n\u003cli\u003eStudying, Reducing, and Analyzing the Text 125\u003c\/li\u003e\n\u003cli\u003eSharing Interview Data: Profiles and Themes 127\u003c\/li\u003e\n\u003cli\u003eMaking and Analyzing Thematic Connections 133\u003c\/li\u003e\n\u003cli\u003eInterpreting the Material 136\u003c\/li\u003e\n\u003cli\u003eComputer Assisted Qualitative Data Analysis (CAQDAS) 138\u003c\/li\u003e\n\u003cli\u003eCautions Regarding CAQDAS 140\u003c\/li\u003e\n\u003cli\u003e9. The Ethics of Doing Good Work 147\u003c\/li\u003e\n\u003cli\u003e Doing Good Work 147\u003c\/li\u003e\n\u003cli\u003eThe Reciprocity Implicit in Treating Participants with Dignity 150\u003c\/li\u003e\n\u003cli\u003eConclusion 151\u003c\/li\u003e\n\u003cli\u003eAppendix: Two Profiles 153\u003c\/li\u003e\n\u003cli\u003e Nanda: A Cambodian Survivor of the Pol Pot Era 153\u003c\/li\u003e\n\u003cli\u003eBetty: A Long-Time Day Care Provider 160\u003c\/li\u003e\n\u003cli\u003eReferences 164\u003c\/li\u003e\n\u003cli\u003eIndex 182\u003c\/li\u003e\n\u003cli\u003eAbout the Author 196\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"John Wiley \u0026 Sons","offers":[{"title":"Default Title","offer_id":49950781374807,"sku":"9780807761489","price":31.46,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780807761489.jpg?v=1738901547","url":"https:\/\/bookcurl.com\/products\/interviewing-as-qualitative-research-a-guide-for-researchers-in-education-and-the-social-sciences-9780807761489","provider":"Book Curl","version":"1.0","type":"link"}