Qualitative Research Interviewing: Biographic Narrative and Semi-Structured MethodsSAGE, 9 мая 2001 г. - Всего страниц: 424 `Wengraf provides a comprehensive theoretical and practical guide to the planning, conduct, and interpretative analysis of data by semi-structured interviewing methods. Forthright and frank in his comments about the limitations and practical implications of varying choices which investigators have to make in designing their research projects. Reading this text is like having a tough but expert and caring mentor who wants you to do the best research possible, but will not hesitate to tell you when your ideology and assumptions skew that possibility′ - Vincent W Hevern, Le Moyne College, USA Unique in its conceptual coherence and the level of practical detail, this book provides a comprehensive resource for those concerned with the practice of semi-structured interviewing, the most commonly used interview approach in social research, and in particular for in-depth, biographic narrative interviewing. It covers the full range of practices from the identification of topics through to strategies for writing up research findings in diverse ways. |
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Стр. 31
... relevant to 'effect of paternal deprivation'. The 'all that' is non-directive. 044 045 046 Figure 2.2 continued Comment 056 057 058 059 . . O47 do-youewaneanWZ O48 #eA/o, O49 thae'sélé. 050 After he finishes Camyeeedesen'beafeaae 'Can ...
... relevant to 'effect of paternal deprivation'. The 'all that' is non-directive. 044 045 046 Figure 2.2 continued Comment 056 057 058 059 . . O47 do-youewaneanWZ O48 #eA/o, O49 thae'sélé. 050 After he finishes Camyeeedesen'beafeaae 'Can ...
Стр. 42
... relevant in their discussion of the codes which determined the encoding and the decoding of the messages as communicated through the channels, mostly of sound but also involving non-verbal Social roles + (past/future) history Social ...
... relevant in their discussion of the codes which determined the encoding and the decoding of the messages as communicated through the channels, mostly of sound but also involving non-verbal Social roles + (past/future) history Social ...
Стр. 52
... relevant or appropriate, had to "belong" both to the whole and to the place it occupied in the whole. ' Each question had to “arise"; there must be that about it whose absence l condemn when I refuse to answer a question on the grounds ...
... relevant or appropriate, had to "belong" both to the whole and to the place it occupied in the whole. ' Each question had to “arise"; there must be that about it whose absence l condemn when I refuse to answer a question on the grounds ...
Стр. 53
... relevant indicator. Consequently no verbal statements by an interviewee would be indicators of social class, if the concept was defined in this way. Alternatively, you might decide that the indicator of social class was the capacity or ...
... relevant indicator. Consequently no verbal statements by an interviewee would be indicators of social class, if the concept was defined in this way. Alternatively, you might decide that the indicator of social class was the capacity or ...
Стр. 62
... relevant to a particular TQ. I can say that the relationship between IQ and the TQ is governed by our instrumentation theory which tells us how the interviewer should intervene (or avoid intervening wrongly) in each interview if they ...
... relevant to a particular TQ. I can say that the relationship between IQ and the TQ is governed by our instrumentation theory which tells us how the interviewer should intervene (or avoid intervening wrongly) in each interview if they ...
Содержание
2 | |
16 | |
51 | |
60 | |
UP TO THE INTE RVIEW STRATEGIES FOR GETTING THE RIGHT MATERIALS | 71 |
5 Preparing for any Interviewing Sequence | 72 |
A Design for a BNIMType BiographicNarrative Interview | 111 |
7 Preparing Moderately or Heavily Structured Interviews | 152 |
Answers to TQs | 231 |
COMPARISON OF CASES FROM CONT INGENCIES OF CASES TO TYPES OF TYPOLOGIES | 301 |
13 Resources for Typification and GeneralModels Within Single Case Research | 302 |
14 Types of Typologies | 310 |
WRITING UP STRATEGIES OF REPRESENTATION | 313 |
15 Conceptual Frameworks for Studying and Representing | 314 |
Theorizing and Narrating in Presentation Strategies | 337 |
Suggestions by way of a Conclusion | 362 |
AROUND THE INTERVIEW CONTACT MANAGEMENT THEORY AND PRACTICE | 183 |
8 Before Making Contact and Starting the Fieldwork Phase of the Research Process | 184 |
9 The Session | 191 |
AFTER THE INTERVIEW STRATEGIES FOR WORKING THE MATERIALS | 207 |
10 Copying Indexing and Transcribing | 208 |
Answers to TQs | 224 |
Ruthrofs Typology of Told StoryPresentedWorld Positions | 366 |
Critical LinguisticsSemiotics Model | 368 |
Informal Paralinguistics A More Elaborate Example | 378 |
Bibliography | 380 |
Index | 391 |
Другие издания - Просмотреть все
Qualitative Research Interviewing: Biographic Narrative and Semi-Structured ... Tom Wengraf Ограниченный просмотр - 2001 |
Qualitative Research Interviewing: Biographic Narrative and Semi-Structured ... Tom Wengraf Ограниченный просмотр - 2001 |
Qualitative Research Interviewing: Biographic Narrative and Semi-Structured ... Tom Wengraf Недоступно для просмотра - 2001 |
Часто встречающиеся слова и выражения
active listening analysis answer argue argument attempt biographical data BNIM Central Research Question column concepts conceptual framework context continued continued datum David Buckingham depth interview developed Dionysos discourse discussion Eastenders evaluation example experience father feel Figure formulated free-associative gestalt give grounded theory Harold hypotheses identify idiolect important indicate inductivist inferences informant informant’s inter interpretation interventions interview interaction interview material interview questions involved listening meaning methadone narrative interview notes paralinguistics particular person possible present produce qualitative research refer relation relevant research interview response sampling segment semi-structured semi-structured interviews sequence session Simple Minds Sostris speaker specific Spradley SQUIN strategy structured interview subsession suggest summary talk tell text segment textsort thematic field theoretical theory-language theory-questions tion told story topic transcript typologies understanding words