Qualitative Research & Evaluation Methods

Front Cover
SAGE, 2002 - 598 pages
7 Reviews
The completely revised and updated edition of this methodological classic continues to provide practical, comprehensive and strategic guidance on qualitative design, purposeful sampling, interviewing, fieldwork, observation methods, and qualitative analysis and interpretation while integrating the extensive qualitative literature of the last decade.

New to this edition:

- Twelve primary strategic themes of qualitative inquiry to clarify readers′ understanding of the different strands of qualitative research

- Five distinct criteria-based frameworks for presenting and judging qualitative findings

- Sixteen different theoretical and philosophical approaches to qualitative inquiry identified, compared and contrasted

- Variations in observational methods, including historical perspectives, ethical issues, and case studies

- Alternative interviewing strategies and approaches, including focus group interviews, group interviews, and cross-cultural interviews

- Additional new coverage on: new issues in and approaches to fieldwork; in-depth treatment of emergent designs and purposeful sampling; detailed analytical guidelines, including software and computer-assisted options; strategies for enhancing quality and credibility of qualitative findings, mixed methods, and triangulation; and, a review and listing of the latest internet resources

The book examines and honours both the science and art of qualitative inquiry. The qualities that made previous editions of this widely used book so highly valued by both seasoned professionals and students continue to shine through in this revision, including Patton′s extensive experience, broad perspective, inclusive sensitivity, concrete examples, pragmatic orientation, and fine writing.

 

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Contents

The Fruit of Qualitative Methods
3
Top Ten Pieces of Advice to a Graduate Student
33
Theoretical Orientations
75
Theoretical Traditions and Orientations
81
Constructivism Versus Constructionism
97
Phenomenology
104
Ethnomethodology
110
Ecological Psychology
118
Nested and Layered Case Studies During Fieldwork
297
5 Fieldnotes Comparisons
304
Stages of Fieldwork
310
Shifting Perspectives
335
Variations in Interview Instrumentation
349
Wording Questions
353
Rapport and Neutrality
365
Process Feedback During the Interview
374

Grounded Theory
124
Different Answers to Core Questions
131
The Apple of Your Eye
137
Particularly Appropriate Qualitative Applications
143
Comparing Program Evaluation and Quality Assurance
149
Types of Teacher Centers
166
Interactive and Participatory Applications
175
Appreciative Inquiry
181
Summary Checklist
204
Qualitative Designs and Data Collection
207
Fundamental Disciplinary Questions
216
The Purpose of Purpose Distinctions
222
A Typology of Research Purposes
224
Purposeful Sampling
230
Emergent Designs and Protection of Human Subjects
246
Fieldwork Strategies and Observation Methods
259
1 Dimensions Showing Fieldwork Variations
277
The Human Social Environment
283
Nonverbal Communication
290
Mechanics of Gathering Interview Data
380
CrossCultural Interviewing
391
Analysis Interpretation and Reporting
429
Pattern Theme and Content Analysis
452
Qualitative Analysis of Ancestry at the US Census
461
Determining Substantive Significance
467
Matrix of Linkages Between Program Processes and Impacts
474
TheoryBased Analysis Approaches
481
Special Analytical Issues and Frameworks
494
Who Am I?
537
Enhancing the Quality and Credibility of Qualitative Analysis
541
Credibility
552
The Credibility of the Researcher
566
Increased Legitimacy
584
References
591
Author Index
103
Subject Index 113
125
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About the author (2002)

Michael Quinn Patton is an independent consultant with more than 40 years’ experience conducting applied research and program evaluations. He lives in Minnesota, where, according to the state’s poet laureate, Garrison Keillor, “all the women are strong, all the men are good-looking, and all the children are above average.” It was this interesting lack of statistical variation in Minnesota that led him to qualitative inquiry despite the strong quantitative orientation of his doctoral studies in sociology at the University of Wisconsin. He was on the faculty of the University of Minnesota for 18 years, including 5 years as director of the Minnesota Center for Social Research, where he was awarded the Morse-Amoco Award for innovative teaching. Readers of this book will not be surprised to learn that he has also won the University of Minnesota storytelling competition.

He has authored six other SAGE books: Utilization-Focused Evaluation, Creative Evaluation, Practical Evaluation, How to Use Qualitative Methods for Evaluation, Essentials of Utilization-Focused Evaluation, and Family Sexual Abuse: Frontline Research and Evaluation. He has edited or contributed articles to numerous books and journals, including several volumes of New Directions in Program Evaluation, on subjects as diverse as culture and evaluation, how and why language matters, HIV/AIDS research and evaluation systems, extension methods, feminist evaluation, teaching using the case method, evaluating strategy, utilization of evaluation, and valuing. He is the author of Developmental Evaluation: Applying Complexity Concepts to Enhance Innovation and Use and coauthor of Getting to Maybe: How the World Is Changed, a book that applies complexity science to social innovation. His creative nonfiction book, Grand Canyon Celebration: A Father–Son Journey of Discovery, was a finalist for Minnesota Book of the Year.

He is a former president of the American Evaluation Association and recipient of both the Alva and Gunnar Myrdal Award for Outstanding Contributions to Useful and Practical Evaluation and the Paul F. Lazarsfeld Award for Lifelong Contributions to Evaluation Theory from the American Evaluation Association. The Society for Applied Sociology presented him the Lester F. Ward Award for Outstanding Contributions to Applied Sociology.

He is on the faculty of The Evaluators’ Institute and teaches workshops for the American Evaluation Association’s professional development courses and Claremont University’s Summer Institute. He is a founding trainer for the International Program for Development Evaluation Training, sponsored by The World Bank and other international development agencies each summer in Ottawa, Ontario.

He has conducted applied research and evaluation on a broad range of issues, including antipoverty initiatives, leadership development, education at all levels, human services, the environment, public health, medical education, employment training, agricultural extension, arts, criminal justice, mental health, transportation, diversity initiatives, international development, community development, systems change, policy effectiveness, managing for results, performance indicators, and effective governance. He has worked with organizations and programs at the international, national, state, provincial, and local levels and with philanthropic, not-for-profit, private sector, international agency, and government programs. He has worked with people from many different cultures and perspectives.

He has three children—a musician, an engineer, and a nonprofit organization development and evaluation specialist—and one granddaughter. When not evaluating, he enjoys exploring the woods and rivers of Minnesota with his partner, Jean—kayaking, cross-country skiing, and snowshoeing—and occasionally hiking in the Grand Canyon. He enjoys watching the seasons change from his office overlooking the Mississippi River in Saint

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