Methodology Books - Page 2

Qualitative Data Analysis: An Expanded Sourcebook

Matthew B. Miles, Michael Huberman

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Customer Reviews:
Total reviews: 9 Average rating: 4.5 of 5

Editorial Review:

"This is not a book about how to collect qualitative data but rather what to do with qualitative data that have been collected. . . . For evaluators who work with qualitative data, this book provides a wealth of ideas on organizing, analyzing, and presenting such data. It is. . . a set of resources for practicing teachers. It is well-organized, clearly written, and practical. I have recommended the book to graduate students seeking advice on ways to treat the data from their field studies, and they too have found it helpful."

--Thomas A. Schwandt in Evaluation and Program Planning

"Matthew B. Miles and A. Michael Huberman maintain a high degree of integrity in what they propose and how they present their material. . . . The authors also offer a thorough presentation of issues in qualitative research. The book progresses logically and will be of great assistance to anyone engaged in qualitative research. . . . An excellent addition to any researcher’s library."

--Canadian Journal of Program Evaluation

"The book offers communication researchers some of the best recent work on qualitative inquiry in the human disciplines. . . . Published by Sage, the leading publisher of qualitative research in the social sciences today. . . . Matthew B. Miles and A. Michael Huberman offer a ''must-own'' text, in the revisions of their highly influential sourcebook on qualitative data analysis. . . . This second edition updates the 1984 edition, outlining a complex and comprehensive model for a causal, grounded theory and variable approach to the management, analysis, and interpretation of qualitative data. A valuable appendix reviews over 200 computer-assisted models of qualitative data analysis. . . . This work brings the communication scholar up-to-date on where qualitative methods are in current sociological and educational discourse."

--Norman K. Denzin in Journal of Communication

"The first edition of this book was terrific, and the second edition sets even higher standards. Matthew B. Miles and A. Michael Huberman simply demystify qualitative data analysis, offering practical advice on how to code text and how to compare cases systematically. Most important, they bring the conceptual power of matrix analysis to qualitative research. This book is not just for qualitative social scientists, though. It’s a must-have book for anyone who teaches social research methods."

--H. Russell Bernard, University of Florida

"The second edition of Qualitative Data Analysis is a stunning accomplishment, a major advance beyond their first edition. Thoroughly comprehensive in scope, well-written, and easily accessible, Qualitative Data Analysis provides the best developed and most rigorous set of analytic procedures now available in the social sciences. Qualitative researchers have, with this new edition, a revised and expanded version of their Bible. Its virtues are many: guidelines for reducing and displaying qualitative data; how to build a grounded, conceptual framework; advice on sampling and coding strategies; how to do within and cross-case designs and matrix displays; a thorough review of the ethical issues in qualitative analysis; and strategies for writing and presenting the final report. I recommend that this book be on the shelf of every qualitative researcher. No significant work can be done in this area without reference to Matthew B. Miles and A. Michael Huberman’s new book."

--Norman K. Denzin, University of Illinois,

Urbana-Champaign

"I think this is a terrific book, and a definite improvement over the first edition. The additions to Chapters 1 and 2 and the new Chapter 3, address issues that have become increasingly important since the first edition was published, and will make the book more useful and influential. The additions to Chapters 4 and 5 are also useful, as is the reorganization of Chapter 5 to make it more coherent. It’s also more user-friendly."

--Joseph Maxwell, Graduate School of Education, Harvard University

"It is a goldmine of ideas, sources, tactics, recipes, warnings, aphorisms, examples, and questions. A wondrous collection."

--Harry F. Wolcott, University of Oregon

In 1984, the First Edition of Qualitative Data Analysis addressed a critical need faced by researchers in all fields of the human sciences-how to draw valid meaning from qualitative data. It provided methods of analysis that were practical, credible, and reliable. This groundbreaking book has now been revised to take up where the first edition left off and account for the phenomenal expansion of qualitative inquiry since then. In the Second Edition, Matthew B. Miles and A. Michael Huberman bring the art of qualitative data analysis up-to-date, adding hundreds of new techniques, ideas, and references that draw on the experience of the authors and many colleagues in the design, testing, and use of qualitative data analysis methods. Each method of data display and analysis is described and illustrated in detail, with practical suggestions for adaptation and use. The growth of computer use in qualitative analysis is reflected throughout this volume, which also includes an extensive appendix on criteria useful for choosing among the currently available analysis packages.

Using examples from a host of social science and professional disciplines and stressing a hands-on, practical approach, Qualitative Data Analysis, Second Edition remains the most complete treatment of this topic available to scholars and applied researchers.

Handbook of Qualitative Research

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Total reviews: 7 Average rating: 5.0 of 5

Editorial Review:

"These authors challenged my assumptions about the research process, particularly the writing of research findings. . . . they made me imagine what new directions I could take in future research projects, leaving me excited to continue learning about qualitative research. . . . Exciting the reader to continue to learn is a major accomplishment for any author. . . . the Handbook of Qualitative Research is a good financial. . . investment for graduate students, researchers and academics who are dedicated to qualitative research and want a thought-provoking reference book for their personal libraries. . . . Teachers of advanced courses in qualitative research may find this a useful text to guide seminars and discussions. . . the editors. . . have produced an impressive and comprehensive reference book. . . it fills an important gap in the current qualitative text market." --Marcia Finlayson in Canadian Journal on Aging "It is at this crucial juncture--between the increasing practice and the internal criticism of qualitative ethnographic research--that Norman K. Denzin and Yvonna S. Lincoln's recent editorship of the Handbook of Qualitative Research is an especially welcomed contribution. . . . This may well be 'the one book on qualitative research' that one would want to take 'to a desert island,' as the editors hope. . . . We can keep a stack of must-read books at our side. Clearly, the Handbook should be in the stack, particularly if one is interested in qualitative research." --David A. Snow & Calvin Morrill in Journal of Contemporary Ethnography "It is undoubtedly the case that Norman K. Denzin, Yvonna S. Lincoln, and contributors have produced here a remarkable book, full of interest and insight, and both informative and highly readable. Given the breadth and scope of the area to which the book is directed, it deserves a readership wider than either the directed inquirer or the dedicated browser of the library reference shelves, and in this is the real achievement--to produce a work that one would confidently wish to use and reuse." --The Service Industries Journal "This is an immense volume offering a comprehensive account of qualitative research. A wealth of information, guidance, ideas, and challenging concepts is provided. For anyone who is fascinated by the research process and methodology, it is a particularly welcome resource. For the researcher less enthralled by methodology, this book will in any case amply serve his or her needs." --Bath College of Higher Education "Norman K. Denzin and Yvonna S. Lincoln's Handbook of Qualitative Research represents a major publishing event. It comprehensively gathers together and organizes rapidly growing developments in the philosophy, theory, and method of conducting qualitative research. . . . The power and foundational core behind these developments is explosive: It is the postmodernist attack on the traditional, quantitative methods of positivist social science. In fact, this book might have well been titled the `Handbook of Postmodern Research.' " --Evaluation and Program Planning In discipline after discipline, old models, methods, and theories of research have been supplanted or supplemented by new paradigms, strategies, and techniques based on a naturalistic study of people in their social and cultural environment. The Handbook of Qualitative Research is the first attempt to synthesize this vast world of activity. The handbook moves from the theoretical to the specific, examining the various paradigms for doing qualitative work; the strategies developed for studying people in their settings; and a variety of techniques for collecting, analyzing, interpreting, and reporting findings. Contributors to this authoritative volume come from disciplines as diverse as sociology and education, medicine and communication, anthropology and policy studies, and from three continents. Edited by two leading qualitative researchers, Norman K. Denzin and Yvonna S. Lincoln, and assisted by an international editorial board of renowned scholars, the Handbook of Qualitative Research is the essential resource for anyone doing work in this international, interdisciplinary tradition and a benchmark volume for future qualitative researchers.

The Discovery of Grounded Theory: Strategies for Qualitative Research

Barney G. Glaser, Anselm Strauss

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Total reviews: 6 Average rating: 4.0 of 5

Experimental and theoretical investigations 2 out of 5 stars.
7 of 22 people found this review helpful.

A. The term "theory" is used to mean many different things as can be seen in dictionaries. Even a simple guess of which the origin is ignored by the guesser and which has no proof can be called a theory. Consequently, there is a general distrust of theories even among scientists, and one often hears the slighting remark "it's only a theory." This attitude is most conspicuous in human sciences, such as psychology and sociology, for example. There was even a period during which theory construction was prohibited in those disciplines as pointed out by the authors in relation to sociology: "Those who still wished to generate theory had to brook the negative, sometimes punitive, attitudes of their colleagues or professors" (p. 10). So, the authors' aim appears to be to find a method of theory construction that will produce theories that are "grounded" in experimental data and therefore cannot be derogated as "only a theory." In reality, a theory has to be based on, or "grounded in," experimental data to be considered scientific. The real issue is how the grounding has to be done. We will see what the authors recommend and what physicists did an still do.

The authors do not explain what they mean by "theory," and instead, they say that the kind of theory constructed with the method advocated by them "provides us with relevant predictions, explanations, interpretations, and applications" (p. 1). What they overlook is that empirical knowledge too does the same things. Thus, the authors appear not to see the difference between empirical knowledge and scientific theories, and between experimental and theoretical methods of scientific investigation. This insufficiency is apparent even in the title of their book: "The discovery of grounded theory." The laws of nature can be experimentally discovered, but a theory is not something that exists in nature and can be experimentally discovered. A theory is constructed using the appropriate and unique method and is then tested, as explained below.

The authors' insufficiency in differentiating between experimental and theoretical investigations is reflected also in the second part of their book's title: "strategies for qualitative research." The term "research" indicates experimental investigation more often than theory construction, as in the nomenclature of The American Psychological Association, for example. So, the authors seem to say in the title of their book that reliable theories can be discovered by using adequate research strategies, which they will explain. Their text supports this view.

"We argue in our book for grounding theory in social research itself - for generating it from the data" (p. viii). "We believe that the discovery of theory from data - which we call grounded theory - is a major task confronting sociology today" (p. 1). "The basic theme in our book is the discovery of theory from data systematically obtained from social research" (p. 2). The issues involved in generating grounded theory from the data are listed as follows: "sampling, coding, reliability, validity, indicators, frequency distributions, conceptual formulation, construction of hypotheses, and presentation of evidence" (p. viii). The key issues are "construction of hypotheses" and "presentation of evidence."

B. The construction of hypotheses is explained thus: "The comparison of differences and similarities among groups not only generates categories, but also rather speedily generates generalized relations between them. It must be emphasized that these hypotheses..." (p. 39). So, "generalized relations" constitute hypotheses and are derived from the data. The authors also talk about "many levels of generality," "working" or "ordinary" hypotheses, "theoretical" hypotheses, and their integration (p. 40), but they do not clarify what they precisely mean.

Physicists are experts in theory construction but do not write about its method, because it looks most natural to them, for the reason mentioned below. It is only said that a theory is constructed by integrating at least one hypothesis with known facts. At the end of his book Principia, Newton explained very briefly the beginning of the process of theory construction and illustrated the rest of it by constructing his theory of mechanics. Judging from what Newton and other great theoreticians of physics said and/or did, hypotheses are framed in physics as explained by the authors (p. 39), but a hypothesis leads to theory construction only when it is generalized to cover phenomena of which the data do not allow the deduction of that hypothesis, contrary to the author's belief. For example, Newton assumed that, in accordance with his third law of motion, the Earth was attracting the Sun with the same force with which the Sun was attracting the Earth, even though this cannot be deduced directly from empirical data without using Newton's theory, i.e., it cannot be proved through direct measurement. A theory is made up of some basic statements, or laws, which contain at least one hypothesis that cannot be deduced from the analysis of every phenomenon to which it applies; when it is used to study a particular phenomenon, these laws are integrated with knowledge about that phenomenon. "Integration" means in this context deducing common consequences from the laws and the particulars of the phenomenon that is studied theoretically. All this means that the authors' explanation of the generation of hypotheses is valid only concerning a hypothesis that turns to empirical knowledge by being deduced from the data related to every phenomenon to which the hypothesis is supposed to apply and which is used to test it. Thus, the authors' conception of the generation of hypotheses is not valid in theory construction.

C. In relation to the "presentation of evidence," the authors require "an excessive piling of evidence to establish a proof" (p. 40). What they mean by this becomes clear when they explain the verification of some hypotheses, or hypothetical theories, on pages 119-131 and elsewhere. In each one of their examples, the verification is done by showing that the hypothesis, or the theory, is seen to be valid about a particular phenomenon, meaning that it can be deduced from the data related to that phenomenon. What the authors overlook is that when a hypothesis, or theory, can be deduced from the data related to every phenomenon to which it applies, it stops being a hypothesis or a theory and becomes empirical knowledge, as mentioned. For example, when ice is heated, it turns to water. This causal relation can be adopted as a hypothesis when it is observed for the first time; but after it is observed each time ice is heated, it becomes empirical knowledge. In opposition to this, a scientific theory contains at least one hypothesis that cannot be deduced from the data related to every phenomenon to which it is supposed to apply, as mentioned above. For example, the equations of the electromagnetic theory as they existed before Maxwell were not considered a theory but a group of empirical knowledge. They became "the electromagnetic theory" after Maxwell added to one of them the hypothetical term related to displacement currents which are not detected in any way even today. Because a theory contains at least one hypothesis that cannot be deduced from the data related to every phenomenon to which it is assumed to apply, it cannot be deduced from such data by definition. A theoretical hypothesis, or a theory, is tested not by deducing it from the data but by deducing some of its consequences from the data, which also means that the data support the consequences of the hypothesis or theory. Some scientists, notably psychologists, believe that untested hypotheses have no scientific value. The truth is that it is precisely non-testable hypotheses that make theories possible. Such hypotheses become tested together with the theory to which they belong - through their consequences that are supported by empirical data, which also means that those consequences can be deduced also from the data.

D. So, what the authors call "grounded theory" is in reality empirical knowledge, both because of the generation of its hypotheses and its verification. They ignore what a theory is and how it is constructed and tested. Worse than that, because they present the acquisition of empirical knowledge as theory construction, they close the door to real theory construction although they acknowledge the lack of, and the need for, theories in social sciences. However, the authors cannot be blamed for this mistake, because the process by which the grand theories of physics have been constructed, and are still constructed, is not explained in detail anywhere in the literature. This is a shameful blind spot of some disciplines of science and prevents progress in them. In my books, I have explained the method of theory construction in detail on the basis of what the great theoreticians of physics have said and done, profiting also from the views of Bertrand Russell, and I presented many examples of theories constructed using this method, including a psychological theory of automatic responses such as the symptoms of non-organic mental disorders, dreams, cerebral lateralization as a structural response, etc.

In reality, the method of theory construction is built into the brain/mind by evolution and is used by everyone automatically in daily life because of its survival value. Physicists have been the first scientists to use that method consciously, beginning with Newton.

E. So, the book of Glaser and Strauss explains not how scientific (reliable and respectable) theories are constructed but how fruitful research (experimental investigation) can be conducted. It may deserve five stars concerning the "strategies for qualitative research" and also as an illustration of the general ignorance reigning in social sciences about what a scientific theory is, how it is constructed, and how it is tested; but as a book about the construction of scientific theories, it deserves five black holes.

Editorial Review:

This volume is directed toward closing the gap between theory and empirical research and improving social scientists' capacities for generating theory that is relevant and useful to their research.

Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory

Juliet Corbin, Anselm C. Strauss

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Total reviews: 5 Average rating: 4.0 of 5

Editorial Review:

The Third Edition of the bestselling Basics of Qualitative Research:Techniques and Procedures for Developing Grounded Theory continues to offer immensely practical advice and technical expertise to aid researchers in making sense of their collected data. Authors Juliet Corbin and the late Anselm Strauss (co-creator of Grounded Theory) present methods that enable researchers to analyze and interpret their data, and ultimately build theory from it. Highly accessible in their approach, Corbin and Strauss provide a step-by-step guide to the research act--from the formation of the research question through several approaches to coding and analysis, to reporting on the research. Full of definitions and illustrative examples, this book concludes with chapters that present criteria for evaluating a study, as well as responses to common questions posed by students of qualitative research. Significantly revised, Basics of Qualitative Research remains a landmark volume in the study of qualitative methods.

Key Features of the Third Edition:

• Allows for students to develop their critical thinking skills in the "Critical Issues" section at the end of each chapter.

• Shows the actual steps involved in data analysis (from description to grounded theory) and data gathering by means of theoretical sampling.

• Provides exercises for thinking, writing and group discussion that reinforces material presented in the text.

• Consists of a student companion Web site at www.sagepub.com/corbinstudysite that includes real data and practice with qualitative software such as MAXQDA, as well as student practice exercises.

Writing Up Qualitative Research

Harry F. Wolcott

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Total reviews: 2 Average rating: 5.0 of 5

Editorial Review:

"Harry Wolcott’s book is one of those little must-have, must-read gems. The voice of experience is unmistakable. It’s great fun to read, and chock full of helpful, how-to-do-it advice."

-H. Russell Bernard, University of Florida and author of Social Research Methods

How do you select what to write up from all the qualitative data you’ve collected? How can you best tell the story of your study? Wolcott has thoroughly revised the book that has provided a solution to this conundrum as well as inspired thousands of readers with their writing. Using lively examples from his and other researchers’ experiences, friendly, practical tips, and a warm, reflective writing style, Wolcott offers readers suggestions for when and where to begin, how to keep the momentum going once writing is underway, suggestions for tightening things up, alternatives for handling questions of theory and method, how to proceed with the mechanics of preparing a manuscript from the table of contents to the index, and how to get published. Designed in a new format to make it easier to locate and review key ideas, this second edition has been completely updated and includes new features, such as: *Chapter 4 on Linking Up: Provides readers with thoughtful guidelines as to how and where to use theory, what needs to be said about method, some thoughts about the "traditional" literature review (as well as how to decide whether or not to include this material!) *Applications: Give readers the opportunity to put into practice some of Wolcott’s tips to improve or jump-start their own writing *Bulleted Reviews: Highlight the key points to remember from each chapter Read the book that will not only enable you to better tell the story of your research in the article, monograph, or dissertation you need to write but also help you to incorporate writing into the essential role it must play in a professional research career.

The Language of New Media (Leonardo Books)

Lev Manovich

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Total reviews: 15 Average rating: 4.0 of 5

Editorial Review:

In this book Lev Manovich offers the first systematic and rigorous theory of new media. He places new media within the histories of visual and media cultures of the last few centuries. He discusses new media's reliance on conventions of old media, such as the rectangular frame and mobile camera, and shows how new media works create the illusion of reality, address the viewer, and represent space. He also analyzes categories and forms unique to new media, such as interface and database.

Manovich uses concepts from film theory, art history, literary theory, and computer science and also develops new theoretical constructs, such as cultural interface, spatial montage, and cinegratography. The theory and history of cinema play a particularly important role in the book. Among other topics, Manovich discusses parallels between the histories of cinema and of new media, digital cinema, screen and montage in cinema and in new media, and historical ties between avant-garde film and new media.

Social Network Analysis (Quantitative Applications in the Social Sciences)

David Knoke, Song Yang

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Editorial Review:

In the thoroughly updated edition of Social Network Analysis, authors David Knoke and Song Yang take into account the vast number of changes in the field that have occurred in the 25 years since the first edition was published. They cover various issues in basic network concepts, data collection, and network analytical methodology. They succinctly illustrate the concepts and methods related to substantive social network research problems, citing examples ranging from children’s play groups to organizations, communities, and international systems. Readers can also analyze the real and artificial

datasets incorporated throughout the book.

Key Features of the Second Edition

· Expands on the previous edition by incorporating new basic social network developments

· Provides a general overview of fundamental theoretical and methodological topics

· Clearly presents concepts by using concise language and avoiding technical complexities

Intended Audience

The text’s informal approach will appeal to both students and professionals in the humanities and social sciences.

How to Measure Training Results : A Practical Guide to Tracking the Six Key Indicators

Jack Phillips, Ron Stone

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Customer Reviews:
Total reviews: 6 Average rating: 4.5 of 5

e-book beware 3 out of 5 stars.
24 of 27 people found this review helpful.

I ordered this book with the Adobe Digital Download. After running the install file 3 times, it still wouldn't work. It kept saying "None of the requested vouchers could be obtained."

I called Adobe twice and they said they don't support the e-Book reader! I checked their user forums at (...)and there are three other people with the same problem. I can't believe Amazon(.com) and Adobe sell a product neither one supports!

How to get up and running when training assessment is wanted 5 out of 5 stars.
18 of 18 people found this review helpful.

Jack J. Phillips' has been writing several books on assessing the impact of training and his latest book, co-authored with Ron D. Stone, is among the best ones, it is indeed a very good introductory book on evaluating training.
The more experienced training practitioner, who may have been using Kirkpatricks 4 levels, will also get a lot out of the book. It adds tools to Kirkpatricks levels but it also completes the Kirkpatrick model by adding a fifth lev, a ROI analysis. However, not everything may be measured in $ so the authors also include some ideas on how to present intangible assets in the reports.

A lot of the concepts have been presented in previous books, but here they are taken a step further when the authors give examples from their long experience within the field. Downloadable forms, worksheets, and checklists (at the publishers website!!), that may be adapted to various needs is a definite valuable add-on for practitioners who do not have an urge "to do it all on their own".

The book starts off with taking a look at the need for measurement and evaluation and presents the ROI-process as a framework for 6 types of measures, (Kirkspatricks' 4, the ROI and intangible assets). Then all levels, possible measurements etc are presented throughout the book, finishing off with key implementation steps. It is all wrapped in the ROI-process, a step-by-step "receipe" for planning, building and implementing the evaluation process.

So when the top management want to know if a training program is worth the money . . .
Reading the book may get you on the track. It may help you talk the language of Money a way that senior management understands.
This is in addition to building better programs.

And it sure was practical with a digital version on my laptop, that way I bing it with me whereever I go; really conveniant when being a consultant - -

Editorial Review:

How to Measure Training Results presents practical tools for collecting and measuring six types of data critical to an overall evaluatin of training. This timely resource:

• Includes dozens of reproducible tools and processes for training evaluation
• Shows how to measure both financial and intangible/non-financial results

Evaluation: A Systematic Approach

Peter Henry Rossi, Howard E. Freeman, Mark W. Lipsey

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Total reviews: 7 Average rating: 3.5 of 5

A primo primer 5 out of 5 stars.
3 of 3 people found this review helpful.

This book works well as an introductory textbook to the field of Evaluation -- including a brief history of its origins, essential components of evaluation, theory, and designs.

If you are looking for a class in Evaluation 101, or a refresher course on the principles of evaluation, this is a good textbook for you.

I am in the process of reading the 6th edition cover to cover (something I never do), and have hopped on line to order the latest edition so that I can upgrade.

Editorial Review:

The book that has been a benchmark in evaluation has just gotten better. Relied on by over 90,000 readers as the text on how to design, implement, and appraise the utility of social programs through the use of evaluation methods, Evaluation, 6th Edition has been completely revised to include the latest techniques and approaches to evaluation as well as guidelines for how evaluations should be tailored to fit programs and social contexts. Plus, throughout this new edition, there is more focus on evaluation diagnostic procedures. New coverage to launch evaluation into the next millennium:

Counterfactuals and Causal Inference: Methods and Principles for Social Research (Analytical Methods for Social Research)

Stephen L. Morgan, Christopher Winship

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Editorial Review:

Did mandatory busing programs in the 1970s increase the school achievement of disadvantaged minority youth? Does obtaining a college degree increase an individual's labor market earnings? Did the use of a butterfly ballot in some Florida counties in the 2000 presidential election cost Al Gore votes? Simple cause-and-effect questions such as these are the motivation for much empirical work in the social sciences. In this book, the counterfactual model of causality for observational data analysis is presented, and methods for causal effect estimation are demonstrated using examples from sociology, political science, and economics.