Five Ways of Doing Qualitative Analysis

Frederick J. Wertz (Fordham University, United States)|Emalinda McSpadden (Fordham University, United States)|Kathy Charmaz (Sonoma State University, United States)|Linda M. McMullen (University of Saskatchewan, Canada)|Rosemarie Anderson (Institute of T

ISBN 10: 1609181425 / ISBN 13: 9781609181420

Edité par Guilford Publications, 2011

A propos de cet article

Frederick J. Wertz is Professor of Psychology at Fordham University, where he served as department chair, received the Distinguished Teaching Award in the Sciences, and is a member of the Institutional Review Board. His scholarship focuses on the .

N° de réf. du vendeur 596407024

Détails bibliographiques

• Titre: Five Ways of Doing Qualitative Analysis
• Éditeur: Guilford Publications
• Date de parution: 2011
• Langue: anglais
• ISBN à 10 chiffres: 1609181425
• ISBN à 13 chiffres: 9781609181420
• Reliure: Couverture souple
• État de l'article: New

A propos de ce titre

Synopsis

This unique text provides a broad introduction to qualitative analysis together with concrete demonstrations and comparisons of five major approaches. Leading scholars apply their respective analytic lenses to a narrative account and interview featuring "Teresa," a young opera singer who experienced a career-changing illness. The resulting analyses vividly exemplify what each approach looks like in action. The researchers then probe the similarities and differences among their approaches; their distinctive purposes and strengths; the role, style, and subjectivity of the individual researcher; and the scientific and ethical complexities of conducting qualitative research. Also included are the research participant's responses to each analysis of her experience. A narrative account from another research participant, "Gail," can be used by readers to practice the kinds of analysis explored in the book.

À propos de l?auteur

Frederick J. Wertz is Professor of Psychology at Fordham University, where he served as department chair, received the Distinguished Teaching Award in the Sciences, and is a member of the Institutional Review Board. His scholarship focuses on the philosophy, methodology, theory, and cultural context of psychology.

Kathy Charmaz is Professor of Sociology and Director of the Faculty Writing Program at Sonoma State University. Much of her scholarship has either used or developed grounded theory methods. She has received mentoring and lifetime achievement awards from the Society for the Study of Symbolic Interaction.

Linda M. McMullen is Professor of Psychology at the University of Saskatchewan, where she served as department head and elected faculty member on the Board of Governors. Her research, which is qualitative and discursive in form, focuses on how people use language to do things and on how language shapes, and is shaped by, social and cultural contexts. She has received the Jillings Award from the Saskatchewan Psychological Association and the University of Saskatchewan Faculty Association Academic Freedom Award.

Ruthellen Josselson is Professor of Psychology at the Fielding Graduate University. Her work uses narrative approaches to investigate a variety of topics. She is a recipient of the American Psychological Association's Henry A. Murray Award and Theodore R. Sarbin Award, and is a cofounder of the Society for Qualitative Inquiry.

Rosemarie Anderson is Professor of Transpersonal Psychology at the Institute of Transpersonal Psychology and an Episcopal priest. In addition to intuitive inquiry, Dr. Anderson has developed the Body Intelligence Scale, which measures three types of body awareness; embodied writing; and a model of human development that describes development from the perspective of the body. Her website is www.rosemarieanderson.com.

Emalinda McSpadden is a PhD candidate in the Applied Developmental Psychology program at Fordham University. She is a psychology instructor at Hunter College and Bronx Community College, and works as a group therapy moderator for cancer patients. Her current academic work focuses on employing mixed methodologies in developmental and lifespan research.