Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social SciencesThe Third Edition of this bestselling resource provides clear, step-by-step guidance for new and experienced interviewers to help them develop, shape, and reflect on interviewing as a qualitative research process. While proposing a phenomenological approach to in-depth interviewing, the author also includes principles and methods that can be adapted to a range of interviewing approaches. Using concrete examples of interviewing techniques to illustrate the issues under discussion, this classic text helps readers to understand the complexities of interviewing and its connections to broader issues of qualitative research. Equally popular for individual and classroom use, the new Third Edition of Interviewing as Qualitative Researchfeatures: an introduction to the Institutional Review Board (IRB) process in its historical context, including an expanded discussion of informed consent and its complexities; apecial attention to the rights of participants in interview research as those rights interact with ethical issues; and updated references and suggestions for additional reading for a deeper consideration of methodological, ethical, and philosophical issues, including relevant Internet resources. |
Contents
Why Interview? | 7 |
The Purpose of Interviewing | 9 |
The Method of A Method? | 10 |
Why Not Interview? | 12 |
Conclusion | 14 |
A Structure for InDepth Phenomenological Interviewing | 15 |
The ThreeInterview Series | 16 |
Respect the Structure | 19 |
6 Dissemination | 72 |
7 Special Conditions for Children | 74 |
The Complexities of Affirming the IRB Review Process and Informed Consent | 75 |
Technique Isnt Everything But It Is a Lot | 78 |
Follow Up on What the Participant Says | 81 |
Listen More Talk Less and Ask Real Questions | 84 |
Follow Up but Dont Interrupt | 85 |
Two Favorite Approaches | 86 |
Length of Interviews | 20 |
Spacing of Interviews | 21 |
Whose Meaning Is It? Validity and Reliability | 22 |
Experience the Process Yourself | 27 |
Proposing Research From Mind to Paper to Action | 28 |
Commitment | 29 |
From Thought to Language | 30 |
What Is to Be Done? | 31 |
Rationale | 36 |
working with the Material | 37 |
Piloting Your Work | 38 |
Conclusion | 39 |
Establishing Access to Making Contact with and Selecting Participants | 40 |
Access Through Formal Gatekeepers | 43 |
Informal Gatekeepers | 45 |
Making Contact | 46 |
Building a Participant Pool | 48 |
Some Logistical Considerations | 49 |
Selecting Participants | 50 |
Snares to Avoid in the Selection Process | 54 |
The Path to Institutional Review Boards and Informed Consent | 57 |
The Establishment of Local Institutional Review Boards | 58 |
The Informed Consent Form | 60 |
Eight Major Parts of Informed Consent | 61 |
1 What How Long How to What End and for Whom? | 63 |
2 Risks Discomforts and Vulnerability | 64 |
4 Possible Benefits | 69 |
5 Confidentiality of Records | 70 |
Ask Participants to Reconstruct Not to Remember | 88 |
Do Not Take the Ebbs and Flows of Interviewing Too Personally | 89 |
Explore Laughter | 90 |
Follow Your Hunches | 91 |
Tolerate Silence | 92 |
Conclusion | 93 |
Interviewing as a Relationship | 95 |
Rapport | 96 |
Social Group Identities and the Interviewing Relationship | 99 |
Distinguish Among Private Personal and Public Experiences | 106 |
Avoid a Therapeutic Relationship | 107 |
Reciprocity | 109 |
Analyzing Interpreting and Sharing Interview Material | 112 |
What to Do Between Interviews | 113 |
TapeRecording Interviews | 114 |
Transcribing Interview Tapes | 115 |
Studying Reducing and Analyzing the Text | 117 |
Profiles and Themes | 119 |
Making and Analyzing Thematic Connections | 125 |
Interpreting the Material | 128 |
Note | 130 |
Two Profiles | 133 |
a LongTime Day Care Provider | 140 |
References | 145 |
Index | 156 |
About the Author | 162 |