Ethnographic/Qualitative Research: Theoretical Perspectives and Methodological Strategies.
Saved in:
| Title: | Ethnographic/Qualitative Research: Theoretical Perspectives and Methodological Strategies. |
|---|---|
| Language: | English |
| Authors: | Butler, E. Dean |
| Peer Reviewed: | N |
| Page Count: | 15 |
| Publication Date: | 1984 |
| Intended Audience: | Researchers |
| Document Type: | Speeches/Meeting Papers Reports - Descriptive |
| Descriptors: | Cultural Context, Data Collection, Educational Research, Ethnography, Reliability, Research Design, Research Methodology, Theories, Validity |
| Abstract: | This paper examines the metatheoretical concepts associated with ethnographic/qualitative educational inquiry and overviews the more commonly utilized research designs, data collection methods, and analytical approaches. The epistemological and ontological assumptions of this newer approach differ greatly from those of the traditional educational research orientation. Concepts discussed include multiple realities, discovery and explaining, expansion, importance of situational/contextual elements, and emergent rather than preordained research designs. The following methodological features are defined: case study designs, participant-observer, sampling, analytical induction ethnography, grounded theory, negative case analysis, constant comparative method, researcher as the main data collection instrument, triangulation, maps/models, foreshadowed problems, and levels of abstraction. The four constructs to determine the trustworthiness of naturalistic/qualitative research are credibility, transferability, dependability, and confirmability. (BS) |
| Entry Date: | 1985 |
| Accession Number: | ED255536 |
| Database: | ERIC |
| Abstract: | This paper examines the metatheoretical concepts associated with ethnographic/qualitative educational inquiry and overviews the more commonly utilized research designs, data collection methods, and analytical approaches. The epistemological and ontological assumptions of this newer approach differ greatly from those of the traditional educational research orientation. Concepts discussed include multiple realities, discovery and explaining, expansion, importance of situational/contextual elements, and emergent rather than preordained research designs. The following methodological features are defined: case study designs, participant-observer, sampling, analytical induction ethnography, grounded theory, negative case analysis, constant comparative method, researcher as the main data collection instrument, triangulation, maps/models, foreshadowed problems, and levels of abstraction. The four constructs to determine the trustworthiness of naturalistic/qualitative research are credibility, transferability, dependability, and confirmability. (BS) |
|---|
