30 essential skills for the qualitative researcher / (Record no. 18302)
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| 000 -LEADER | |
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| fixed length control field | 10963cam a22003978i 4500 |
| 001 - CONTROL NUMBER | |
| control field | 21505958 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20211110145523.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 200420s2021 cau b 000 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER | |
| LC control number | 2020017294 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781544355702 |
| Qualifying information | (paperback) |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | DLC |
| Language of cataloging | eng |
| Description conventions | rda |
| Transcribing agency | DLC |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | pcc |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | H62 |
| Item number | .C696176 2021 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 001.42 CRE C |
| Edition number | 23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Creswell, John W., |
| Relator term | author. |
| 245 10 - TITLE STATEMENT | |
| Title | 30 essential skills for the qualitative researcher / |
| Statement of responsibility, etc. | John W. Creswell, Johanna Creswell Báez. |
| 246 3# - VARYING FORM OF TITLE | |
| Title proper/short title | Thirty essential skills for the qualitative researcher |
| 250 ## - EDITION STATEMENT | |
| Edition statement | Second edition. |
| 263 ## - PROJECTED PUBLICATION DATE | |
| Projected publication date | 2008 |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Thousand Oaks, California : |
| Name of producer, publisher, distributor, manufacturer | SAGE Publications, Inc, |
| Date of production, publication, distribution, manufacture, or copyright notice | [2021] |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | ©2020 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | pages cm |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | unmediated |
| Media type code | n |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | volume |
| Carrier type code | nc |
| Source | rdacarrier |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc. note | Includes bibliographical references. |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Preface<br/>Acknowledgments<br/>About the Authors<br/>Part I: Understanding the Landscape of Qualitative Research<br/>Chapter 1 * Thinking Like a Qualitative Researcher<br/>Why the Skill Is Important<br/>The Research Process<br/>Different Approaches to This Research Process<br/>How Qualitative Researchers Think<br/>The Boat Picture<br/>The Nature of Qualitative Research<br/>Some Misconceptions About Qualitative Research<br/>Summary<br/>Activity<br/>Further resources<br/>Chapter 2 * Building on Quantitative Research Knowledge to Implement Qualitative Research<br/>Why the Skill Is Important<br/>Characteristics of Quantitative Research in a Quantitative Journal Article<br/>Characteristics of Qualitative Research in a Qualitative Journal Article<br/>Comparing Qualitative and Quantitative Characteristics on a Continuum<br/>Easy- and Hard-to-See Components<br/>Summary<br/>Activity<br/>Further resources<br/>Chapter 3 * Making Your Qualitative Project Rigorous and Conceptually Interesting<br/>Why the Skill Is Important<br/>Decide on Your Research Topic<br/>Be Cautious About Studying Your Own Backyard<br/>Make Your Topic Conceptually Interesting<br/>Include an Interesting Element in Your Title<br/>Summary<br/>Activity<br/>Further resources<br/>Chapter 4 * Managing Difficult Emotions That Come Up During Research<br/>Why the Skill Is Important<br/>The Emotional Journey of Qualitative Research<br/>Possible Steps in the Emotional Journey<br/>The Upside of Qualitative Research<br/>The Downside of Qualitative Research<br/>Summary<br/>Activity<br/>Further resources<br/>Chapter 5 * Working With Research Advisers and Committees<br/>Why the Skill Is Important<br/>Educating Your Committee<br/>Putting Forward Your Best Material<br/>On Taking Feedback<br/>Research Committee Meetings<br/>Summary<br/>Activity<br/>Further resources<br/>PART II * Considering Preliminary Elements<br/>Chapter 6 * Using Philosophy and Theory in Qualitative Research<br/>Why the Skills Are Important<br/>The Philosophy Behind Qualitative Research<br/>Writing About Philosophy in Your Qualitative Study<br/>Use of Theory in Qualitative Research<br/>Summary<br/>Activities<br/>Further resources<br/>Chapter 7 * Anticipating Ethical Issues<br/>Why the Skill Is Important<br/>Human Research Protections in Your Qualitative Research<br/>Ethical Issues at Different Phases in the Research<br/>Ethical Issues We Have Faced as Qualitative Researchers<br/>Permissions for Borrowed Material Used in Qualitative Research<br/>A Checklist for Ethics<br/>Summary<br/>Activity<br/>Further resources<br/>Chapter 8 * Organizing the Literature<br/>Why the Skill Is Important<br/>Challenges in Reviewing the Literature<br/>Options for Placing the Literature in a Qualitative Study<br/>Steps in Conducting a Literature Review<br/>Priority for Reviewing the Literature<br/>How to Design a Literature Map<br/>Additional Ideas About Designing a Literature Map<br/>A Sample Description of a Literature Map<br/>Summary<br/>Activity<br/>Further resources<br/>Chapter 9 * Viewing the Structure of a Thesis or Dissertation for a Qualitative Study<br/>Why the Skill Is Important<br/>Topics Typically Included in a Qualitative Proposal or Plan<br/>Structure of a Dissertation or Thesis Qualitative Proposal<br/>A Concept Map of the Structure of a Qualitative Journal Article<br/>Summary<br/>Activity<br/>Further resources<br/>PART III * Introducing a Qualitative Study<br/>Chapter 10 * Writing a Good Qualitative Title and Abstract<br/>Why the Skill Is Important<br/>Good Qualitative Titles<br/>Improving Titles<br/>Definition of an Abstract<br/>A Word About Word Count<br/>Topics of a Good Abstract<br/>Examples of Abstracts<br/>Summary<br/>Activity<br/>Further resources<br/>Chapter 11 * Writing a Good Introduction and Opening Sentence for a Study<br/>Why the Skill Is Important<br/>Positioning an Introduction Within a Qualitative Study<br/>Five Key Elements of a Good Introduction<br/>The First Sentence of an Introduction<br/>Summary<br/>Activity<br/>Further resources<br/>Chapter 12 * Scripting a Qualitative Purpose Statement and Research Questions<br/>Why the Skills Are Important<br/>Interrelating the Purpose, the Research Questions, and the Methods<br/>Purpose Statements<br/>Research Questions<br/>The Central Question<br/>Examples of Improving the Central Question<br/>The Central Phenomenon<br/>Summary<br/>Activity<br/>Further resources<br/>PART IV * Collecting Qualitative Data<br/>Chapter 13 * Understanding the Process of Qualitative Data Collection<br/>Why the Skill Is Important<br/>The Parts of Qualitative Data Collection<br/>A Checklist for Qualitative Data Collection<br/>Summary<br/>Activities<br/>Further resources<br/>Chapter 14 * Conducting a Good Observation<br/>Why the Skill Is Important<br/>Observation as a Developed Skill<br/>The Nature of Observing<br/>Steps in the Process of Observing<br/>Additional Helpful Guidelines for Observing<br/>Challenges in Observing<br/>Observation Checklist<br/>Summary<br/>Activity<br/>Further resources<br/>Chapter 15 * Designing and Administering an Interview Protocol<br/>Why the Skill Is Important<br/>Types of Interviews<br/>Steps in Conducting a Qualitative Interview<br/>Parts of an Interview Protocol<br/>A Sample Interview Protocol<br/>Additional Interviewing Ideas<br/>An Interview Checklist<br/>Challenges in Conducting Interviews<br/>Summary<br/>Activity<br/>Further resources<br/>Chapter 16 * Collecting Data With Marginalized Populations<br/>Why the Skills Are Important<br/>Marginalized Groups<br/>Concerns in Collecting Data From Marginalized Groups<br/>Addressing Potential Concerns<br/>Summary<br/>Activities<br/>Further resources<br/>Chapter 17 * Being Culturally Aware in Global Qualitative Research<br/>Why the Skills Are Important<br/>Key Concepts in Conducting Global Qualitative Research<br/>Cultural Competency<br/>Building Country-Level Expertise<br/>Global Research Policies<br/>Methodological Orientation and Data Collection Methods<br/>Qualitative Study Designs and Procedures<br/>Recommendations for the Global Qualitative Researcher<br/>Summary<br/>Activities<br/>Further resources<br/>PART V * Analyzing and Validating Data<br/>Chapter 18 * Coding Text Data<br/>Why the Skill Is Important<br/>The Overall Process of Qualitative Data Analysis<br/>From the Raw Data to Codes<br/>From the Raw Data to Themes<br/>The Nature of Coding<br/>Working Backward From a Theme Passage to Understand Coding<br/>The Process of Coding<br/>Summary<br/>Activity<br/>Further resources<br/>Chapter 19 * Coding Images and Pictures<br/>Why the Skill Is Important<br/>Types of Qualitative Image Data<br/>Potential Concerns When Using Images<br/>Analyzing Images<br/>Summary<br/>Activities<br/>Further resources<br/>Chapter 20 * Developing Theme Passages<br/>Why the Skill Is Important<br/>Four Levels of Evidence in Qualitative Data Analysis<br/>Elements to Write Into Themes<br/>A Table That Organizes Themes, Codes, and Quotations<br/>Summary<br/>Activity<br/>Further resources<br/>Chapter 21 * Using a Computer Software Program for Data Analysis<br/>Why the Skill Is Important<br/>Using QDA Software in the Data Analysis and Report Writing Phases<br/>Should You Use QDA Software?<br/>Major Software Programs Available<br/>How Do You Choose a QDA Program?<br/>What Are the Steps in Using QDA Software?<br/>Summary<br/>Activity<br/>Further resources<br/>Chapter 22 * Implementing Validity Checks<br/>Why the Skill Is Important<br/>What Is Validity in Qualitative Research?<br/>Types of Validity in Qualitative Research<br/>What Validity Strategies Should You Use?<br/>Summary<br/>Activity<br/>Further resources<br/>Chapter 23 * Conducting Intercoder Agreement<br/>Why the Skill Is Important<br/>What Is Intercoder Agreement?<br/>Procedures for Conducting Intercoder Agreement<br/>Examples of Intercoder Agreement From Informal to More Systematic Procedures<br/>Summary<br/>Activity<br/>Further resources<br/>PART VI * Writing and Publishing Qualitative Research<br/>Chapter 24 * Writing in a Scholarly Way<br/>Why the Skill Is Important<br/>Developing as Writers<br/>Writing to Think About Your Topic<br/>Developing the Habit of Writing<br/>Staging Your Thoughts<br/>Using Principles of Good Writing<br/>Other Strategies for Good Writing<br/>Summary<br/>Activity<br/>Further resources<br/>Chapter 25 * Writing in a Qualitative Way<br/>Why the Skill Is Important<br/>Writing Using Thick Description<br/>Writing Coherently<br/>Writing Using Similes<br/>Writing Using Quotations<br/>Summary<br/>Activity<br/>Further resources<br/>Chapter 26 * Writing Reflexively<br/>Why the Skill Is Important<br/>What Is Reflexivity?<br/>Reflexivity for the Researcher<br/>Reflexivity for the Participants<br/>Reflexivity for the Readers<br/>How to Facilitate Reflexive Writing<br/>Where Do You Place Your Personal Reflexive Statements in a Study?<br/>Summary<br/>Activity<br/>Further resources<br/>Chapter 27 * Writing a Good "Conclusion" Section<br/>Why the Skill Is Important<br/>How Do You Conclude a Qualitative Study?<br/>Perspectives on Elements of a "Conclusion" Section<br/>Two Approaches to Concluding a Qualitative Study<br/>Summary<br/>Activity<br/>Further resources<br/>Chapter 28 * Publishing a Qualitative Journal Article<br/>Why the Skill Is Important<br/>Publishing During an Academic Career<br/>Studying a Journal Before Submission<br/>Summary<br/>Activity<br/>Further resources<br/>PART VII * Evaluating a Study and Using Qualitative Designs<br/>Chapter 29 * Selecting Quality Criteria for a Qualitative Study<br/>Why the Skill Is Important<br/>Are Standards Important in Qualitative Research?<br/>Some Perspectives on the Standards Question<br/>What Standards Should You Use?<br/>Summary<br/>Activity<br/>Further resources<br/>Chapter 30 * Selecting a Qualitative Design<br/>Why the Skill Is Important<br/>Moving From Generic to Types of Qualitative Designs<br/>The Choice of Five Designs to Emphasize<br/>How Do You Choose What Design Is Appropriate for Your Project?<br/>An Example, "Turning the Story"<br/>Summary<br/>Activity<br/>Further resources<br/>Glossary<br/>References |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | "The second edition of 30 Essential Skills for the Qualitative Researcher provides practical, applied information for the novice qualitative researcher, addressing the "how" of conducting qualitative research in one brief guide. Author John W. Creswell and new co-author Johanna Creswell Báez draw on many examples from their own research experiences, sharing them throughout the book"-- |
| Assigning source | Provided by publisher. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Qualitative research |
| General subdivision | Methodology. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Social sciences |
| General subdivision | Research |
| -- | Methodology. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Creswell Báez, Johanna, |
| Relator term | author. |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) | |
| a | 7 |
| b | cbc |
| c | orignew |
| d | 1 |
| e | ecip |
| f | 20 |
| g | y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Reference text books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Home library | Current library | Date acquired | Total Checkouts | Full call number | Barcode | Date last seen | Price effective from | Koha item type | Date last checked out |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | R-1/1 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 10/11/2021 | 001.42 CRE C | 22911 | 10/11/2021 | 10/11/2021 | Reference text books | ||||||
| Dewey Decimal Classification | 1/2 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 10/11/2021 | 2 | 001.42 CRE C;1 | 22912 | 01/04/2026 | 10/11/2021 | Stack text books | 24/03/2026 |