bogdan and biklen qualitative research for education pdf

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Qualitative research for education : an introduction to theory and methods

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• 1.Foundations of Qualitative Research in Education: An Introduction. Characteristics of Qualitative Research. Traditions of Qualitative Research. Theoretical Underpinnings. Ten Common Questions about Qualitative Research. Ethics. What Is to Come. 2.Research Design. Choosing a Study. Case Studies. Multi-Site Studies. Additional Issues Related to Design. Concluding Remarks. 3.Fieldwork. Gaining Access. First Days in the Field. The Participant/Observer Continuum. Doing Fieldwork in Another Culture. Researcher Characteristics and Special Problems with Rapport. Be Discreet. Research in Politically Charged and Conflict-Ridden Settings. Feelings. How Long Should an Observation Session Be? Interviewing. Visual Recording and Fieldwork. Triangulation. Leaving the Field. 4.Qualitative Data. Some Friendly Advice. Fieldnotes. The Process of Writing Fieldnotes. Transcripts from Taped Interviews. Documents Photography. Official Statistics and Other Quantitative Data. Concluding Remarks. 5.Data Analysis. Analysis in the Field. Analysis after Data Collection. The Mechanics of Working with Data. Concluding Remarks.
• 6. Writing It Up. Writing Choices. More Writing Tips. Criteria for Evaluating Writing. Texts. A Final Point about Getting Started. 7.Applied Qualitative Research for Education. Evaluation and Policy Research. Action Research. Practitioner Uses of Qualitative Research. Appendix. Examples of Observational Questions for Educational Settings. References. Index.
• (source: Nielsen Book Data)

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Qualitative Research for Education: An Introduction to Theories and Methods, Fifth Edition 5th Edition

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This concise, applied, and very clearly written introduction to qualitative research methods can be used effectively in a semester, or year-long course. The purpose of this introductory-level text is to provide the reader with a background for understanding the uses of qualitative research in education to examine its theoretical and historical underpinnings, and to provide the “how-to's” of doing qualitative research. This new edition places qualitative research within current debates about research methods and alternative ways of knowing. While the authors approach the subject from a sociological perspective, they also take care to reflect the many changes in conceptualization of qualitative research brought by post-structural and feminist thought.

• ISBN-10 0205482937
• ISBN-13 978-0205482931
• Edition 5th
• Publisher Pearson
• Publication date July 25, 2006
• Language English
• Dimensions 9.3 x 7.21 x 0.86 inches
• Print length 304 pages
• See all details

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Editorial Reviews

From the back cover.

This concise, applied, and very clearly written introduction to qualitative research methods can be used effectively in a semester, or year-long course.

This introductory-level text provides the reader with a background for understanding the uses of qualitative research in education (and other professions) examining its theoretical and historical underpinnings, and providing the “how-to's” of doing qualitative research. This new edition places qualitative research within current debates about research methods and alternative ways of knowing. While the authors approach the subject from a sociological perspective, they also take care to reflect the many changes in conceptualization of qualitative research brought by post-structural and feminist thought.

New to This Edition:

· Rewritten Chapter 5, “Data Analysis,” places more emphasis on the interpretive aspect of research and research writing.

· Expanded coverage of action or practitioner research (Chapter 7) highlights a topic that is of immediate use.

· Added emphasis on technology and qualitative analysis software in qualitative research helps students to use and incorporate technology efficiently. Links to useful research websites have also been integrated throughout.

· Expanded coverage of such topics as formal research designs, work with different cultures, critical race theory, and the debate over quantitative vs. qualitative research.

· New end-of-chapter summaries, questions, and field assignments have been added to make this text easy to use with students.

Product details

• Publisher ‏ : ‎ Pearson; 5th edition (July 25, 2006)
• Language ‏ : ‎ English
• Hardcover ‏ : ‎ 304 pages
• ISBN-10 ‏ : ‎ 0205482937
• ISBN-13 ‏ : ‎ 978-0205482931
• Item Weight ‏ : ‎ 1.26 pounds
• Dimensions ‏ : ‎ 9.3 x 7.21 x 0.86 inches
• #1,031 in Education Research (Books)
• #7,345 in Education (Books)
• #46,977 in Unknown

About the author

Robert bogdan.

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Qualitative research for education : an introduction to theories and methods

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Bogdan Biklen investigacao qualitativa em educacao

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Um investigador de trinta e poucos anos de idade encontrava-se no pátio de recreio de uma escola primária a observar a chegada, para o primeiro dia de aulas, de um autocarro cheio de crianças afro-americanas. Tratava-se do primeiro grupo de afro-americanos a frequentar esta escola. O investigador estava a desenvolver um estudo exploratório sobre o processo de integração. O estudo obrigava-o a visitar a escola regularmente, com o objectivo de observar as experiências de alunos e professores. Adicionalmente, entrevistou professores, o director, as crianças e os pais, tendo igualmente assistido a reuniões. Este tipo de trabalho prolongou-se ao longo de todo um ano, resultando num registo escrito no qual foi anotado, de forma não intrusiva, aquilo que observara (Rist, 1987). Noutro local dos Estados Unidos, alguns investigadores estudaram o significado que os itens dos testes tinham para as crianças que as eles se submetiam. Interrogaram crianças da primeira classe sobre as suas respostas. Por exemplo, uma das questões do teste solicitava às crianças que escolhessem, de entre três gravuras, aquela que melhor se relacionava com determinada palavra que as acompanhava. Muitas das crianças responderam à palavra mosca, que acompanhava gravuras representando um elefante, um pássaro e um cão, assinalando simultaneamente o pássaro e o elefante ou mesmo só o elefante (a resposta "certa" era o pássaro). Quando questionados relativamente às suas respostas, as crianças disseram aos investigadores que o elefante era o "Dumbo", o elefante voador de Walt Disney. As crianças tinham compreendido o conceito que a questão do teste tentava evocar, mas responderam baseando-se numa perspectiva diferente daquela que os criadores do teste tinham em mente. Este estudo pretendia investigar o raciocínio das crianças (Mehan, 1978). Numa grande cidade, determinada investigadora entrevistou um grupo de professoras, na tentativa de compreender das relações entre as suas vidas privadas e as suas vidas profissionais. A amostra era reduzida, menos de dez sujeitos. Acabou por conhecer bem estas mulheres, dado que as entrevistas eram longas e em profundidade, tendo sido conduzidas ao longo de todo um ano nas próprias casas e salas de aulas das professoras. A investigadora analisou os dados deste estudo de caso com o objectivo de identificar padrões relativos às perspectivas das professoras face às suas vidas profissionais (Spencer, 1986). Página 16. Todos os exemplos anteriores são ilustrações de investigação qualitativa em educação. É óbvio que não esgotam nem a diversidade de estratégias de investigação, nem os tópicos possíveis. Outros autores que conduzem investigação qualitativa estudam os contos de fadas e os livros escolares para identificar as formas como são representadas as pessoas com deficiências físicas (Biklen e Bogdan, 1977); analisam fotografias de crianças em álbuns familiares para identificar as formas como a família se representa (Musello, 1979); e visionam vídeos de estudantes a executar trabalhos escolares com o objectivo de compreender os conceitos que as crianças têm sobre ordem (Florio, 1978; McDermotl, 1976). As experiências educacionais de pessoas de todas as idades (bem como todo o tipo de materiais que contribuam para aumentar o nosso conhecimento relativo a essas experiências), tanto em contexto escolar como exteriores à escola, podem constituir objecto de estudo. A investigação qualitativa em educação assume muitas formas e é conduzida em múltiplos contextos. Ainda que os investigadores em antropologia e sociologia tenham vindo a utilizar a abordagem descrita no presente livro desde há um século, a expressão "investigação qualitativa" não foi utilizada nas ciências sociais até ao final dos anos sessenta. Utilizamos a expressão investigação qualitativa como um termo genérico que agrupa diversas estratégias de investigação que partilham determinadas características. Os dados recolhidos são designados por qualitativos, o que significa ricos em pormenores descritivos relativamente a pessoas. locais e conversas, e de complexo tratamento estatístico. As questões a investigar não se estabelecem mediante a operacionalização de variáveis, sendo, outrossim, formuladas com o objectivo de investigar os fenómenos em toda a

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Due to its major importance on the teaching-learning process, students’ assessment, and the way it is implemented, is a key factor on the whole process. Several investigations have not only pointed out the discrepancy between legislation and its implementation, but also to some gaps between teachers’ conceptions and practices in assessing their students' learning, especially when it comes to formative assessment or assessment for learning. Because we already knew the English teacher’s work and the importance she gives to self-assessment and self-regulation practices, it seemed very important to understand how students perceived these same practices and if they really had impact on students’ outcomes. To do this, we used participant observation, throughout the school year, and conducted semi-structured interviews with focus groups. By doing a qualitative research, using a case study in a secondary English class, we are focused on understanding how difficulties are overcome and if it is, thus, possible to successfully promote learning in students, bearing in mind the sustainable development of students’ self-assessment and ability to regulate their own learning. Without wishing to generalize the results, we found that it is possible to overcome the many difficulties identified in a large number of investigations and work on a daily basis, thus promoting learning, because when teaching students’ self-assessment, the teacher aims to help them learn to analyze their work, developing a critical sense and autonomy together with self-regulation. More than consumers, students should be the creators, taking the lead in the construction of their learning. It is the teacher’s tremendous responsibility to guide the way forward, in the appropriate direction, never forgetting that school experience shapes students’ lives. It is up to the teacher’s practices and regulation, to guide the students’ ability for self-assessment. Based on this self-assessment, with appropriate adjustments, students can take control of their learning process, making it more meaningful. Key-Words: Learning-assessment; Self-assessment; Self-regulation; Teaching and Learning; Pedagogical supervision.

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