doing qualitative research in educational settings

• Doing Qualitative Research in Education Settings

In this Book

• J. Amos Hatch
• Published by: State University of New York Press

Table of Contents

• Title page Copyright page
• pp. vii-viii
• 1 Deciding to Do a Qualitative Study
• 2 Designing Qualitative Studies
• 3 Collecting Qualitative Data
• 4 Analyzing Qualitative Data
• pp. 147-210
• 5 Reporting Qualitative Research
• pp. 211-246
• APPENDIX A: Selected Internet Resources
• pp. 247-250
• APPENDIX B: Protocol Excerpt
• pp. 251-255
• APPENDIX C: Research Journal Entry
• pp. 257-258
• APPENDIX D: Teacher Interview Transcript
• pp. 259-272
• APPENDIX E: Master Outline for Dissertation Findings (Hatch, 1984, pp. 145–46)
• pp. 273-274
• pp. 275-290
• AUTHOR INDEX
• pp. 291-295
• SUBJECT INDEX
• pp. 297-299

Additional Information

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Doing Qualitative Research in Education Settings, Second Edition

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Table of contents

Preface to the Revised Edition Preface to the First Edition

1. DECIDING TO DO A QUALITATIVE STUDY Foundations Characteristics Research Paradigms Kinds of Qualitative Research Criteria for Deciding to Do a Qualitative Study

2. DESIGNING QUALITATIVE STUDIES Design Elements Institutional Review Ethics Criteria for Assessing Design Adequacy

3. COLLECTING QUALITATIVE DATA Observing Interviewing Collecting Unobtrusive Data Collecting Other Types of Data Criteria for Assessing Data Collection Adequacy

4. ANALYZING QUALITATIVE DATA Doing Qualitative Data Analysis Typological Analysis Inductive Analysis Interpretive Analysis Political Analysis Polyvocal Analysis Computer-Assisted Analysis Criteria for Assessing Data Analysis Adequacy

5. REPORTING QUALITATIVE RESEARCH Writing Processes Dissertation Issues Writing Up Findings from Data Analysis Tips for Publishing Qualitative Research Criteria for Assessing the Adequacy of Qualitative Reports

Appendixes References Name Index Subject Index

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An up-to-date, clearly written, user-friendly guide that students and experienced scholars alike will find invaluable as they plan, implement, and write up qualitative research projects.

Description

Doing Qualitative Research in Education Settings, Second Edition is a methods book that speaks directly to qualitative researchers in the field of education, providing a step-by-step guide to the development of a research project. Written in accessible language, the book emphasizes learning how to do qualitative work. Specific examples from real studies, using real data and demonstrating real analyses, are provided throughout. The book is designed to guide doctoral candidates through the dissertation process, from unpacking assumptions and identifying research questions, through project design, data collection and analysis, to writing the final draft. Recommendations for publishing qualitative work are included.

New to the second edition are a comprehensive updating of citations and references, new sections addressing the impact of computer-mediated communication (especially as related to data collection and analysis), an overview of the recent history of qualitative research, and an overall refresh that acknowledges the many changes that have occurred in society and academe since the original publication.

J. Amos Hatch is Professor Emeritus of Education at the University of Tennessee. He is the author of Teaching as a Human Activity: Ways to Make Classrooms More Joyful and Effective and Reclaiming the Teaching Profession: Transforming the Dialogue on Public Education , among other books.

Reviews of the First Edition "Even though some of the material is extremely sophisticated, the text is accessible. The guidance for navigating the difficulties of writing and publishing qualitative research is particularly helpful and unique for a methods book." — Childhood Education "Timely and up-to-date, this is a major new work in this area. Wonderfully written, solid scholarship." — Norman K. Denzin, coeditor of Handbook of Qualitative Research, Second Edition and The Qualitative Inquiry Reader "An excellent book. It is highly accessible, even though some of the material is extremely sophisticated; it is comprehensive, and its use of examples gives a very real, practical sense of the issues. … I predict that this book will become the standard in the field of education." — Yvonna S. Lincoln, coeditor of Handbook of Qualitative Research, Second Edition and The Qualitative Inquiry Reader

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Integrating the engineering design process into the conceive-design-implement-operate model for promoting high school students’ STEM competence

• Development Article
• Published: 15 April 2024

Cite this article

• Feifei Xi 1 ,
• Hongliang Ma   ORCID: orcid.org/0000-0001-9177-8069 1 ,
• Zhongling Pi 2 ,
• Yuhan Dong 3 ,
• Junmei Sun 1 &
• Rucheng Jin 1  

Recently, integrated science, technology, engineering, and mathematics (STEM) education has gained sustained attention in K-12 settings, and engineering design-based pedagogy has become a key issue. Compared with rich research in higher education, relatively few studies are performed on engineering education in K-12 schools. In this study, we combined Conceive-Design-Implement-Operate (CDIO) model with the engineering design process (EDP), naming EDP-CDIO, aiming to promote high school students’ STEM competence and compare its effects with the conventional CDIO approach. A pretest–posttest nonequivalent group design was conducted among 64 eleventh-grade students with eleven lessons. Quantitative data were collected via a pretest and posttest, and qualitative data were collected via artifacts and semistructured interviews. The repeated-measures analysis of variance and epistemic network analysis revealed that, compared with the conventional CDIO approach, the EDP-CDIO model significantly improved students’ STEM knowledge, skills, and attitudes and developed more comprehensive epistemic networks in STEM competence. These findings provide a reference for K-12 STEM teachers, encouraging them to implement the EDP-CDIO model more frequently in the classroom, especially with the iterative design process.

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Data availability

The datasets generated during and analysed during the current study are available from the corresponding author on reasonable request.

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Acknowledgements

The authors would like to express their sincere gratitude to Youji Fu and Min Su, who helped with the design of the STEM project; and to Hongying Li and Mingao Yang, who provided general assistance in coding the data for this paper.

This study was supported by Guizhou Province Education Research of Science Planning 2022 project (Project Number: 2022B307).

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Faculty of Education, Shaanxi Normal University, Xi’an, 710062, Shaanxi, China

Feifei Xi, Hongliang Ma, Junmei Sun & Rucheng Jin

Key Laboratory of Modern Teaching Technology (Ministry of Education), Shaanxi Normal University, Xi’an, 710062, Shaanxi, China

Zhongling Pi

Research Center for AI and STEM Education, Shaanxi Normal University, Xi’an, 710062, Shaanxi, China

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All authors contributed to the study conception and design, and have read and agreed to the published version of the manuscript. FX: Conceptualization, Methodology, Analysis of data and investigation, Writing-Original draft preparation, Writing-Review and Editing. HM: Conceptualization, Methodology, Writing-Original draft preparation, Writing-Review. ZP: Methodology, Analysis of data and investigation, Writing-Review and Editing. YD: Writing-Original draft preparation, Writing-Review and Editing. JS: Writing-Original draft preparation, Writing-Review and Editing. RJ: Writing-Original draft preparation, Writing-Review and Editing.

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Xi, F., Ma, H., Pi, Z. et al. Integrating the engineering design process into the conceive-design-implement-operate model for promoting high school students’ STEM competence. Education Tech Research Dev (2024). https://doi.org/10.1007/s11423-024-10377-7

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Doing Qualitative Research in Education Settings unknown Edition

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• ISBN-10 0791455041
• ISBN-13 978-0791455043
• Edition unknown
• Publisher State University of New York Press
• Publication date August 1, 2002
• Language English
• Dimensions 6 x 0.71 x 9 inches
• Print length 312 pages
• See all details

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About the author, product details.

• Publisher ‏ : ‎ State University of New York Press; unknown edition (August 1, 2002)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 312 pages
• ISBN-10 ‏ : ‎ 0791455041
• ISBN-13 ‏ : ‎ 978-0791455043
• Item Weight ‏ : ‎ 13.4 ounces
• Dimensions ‏ : ‎ 6 x 0.71 x 9 inches
• #181 in Education Research (Books)
• #218 in Social Sciences Research
• #894 in Professional

About the author

J. amos hatch.

J. Amos Hatch is Professor Emeritus at the University of Tennessee. He began his career teaching in urban elementary schools in Kansas City, Missouri and Jacksonville, Florida. After earning his Ph.D., he shifted to teaching teachers and advanced graduate students at the Ohio State University campus in Marion and the University of Tennessee in Knoxville. To date, Amos has published eight books, authored over 150 journal articles and book chapters, and presented scores of papers at academic conferences around the globe. His published work has been translated into Spanish, Chinese, and Korean. He was executive editor of two important education journals, served in leadership capacities in multiple professional organizations, and was the recipient of numerous awards for teaching, scholarship, and professional service. Although a prolific scholar, his first love is teaching and supporting others who love to teach.

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