{"product_id":"qualitative-research-methods-isbn-9781119988656","title":"Qualitative Research Methods","description":"\u003cp\u003e\u003cb\u003eStep-by-step advice for constructing a qualitative project from beginning to end, covering both foundational theory and real-world application\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\u003ci\u003eQualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact\u003c\/i\u003e guides you through sequential stages of a qualitative research project, from project design and data collection to analysis, interpretation, and presentation. Drawing on her background in qualitative research methods and human communication, Sarah J. Tracy shares personal and backstage stories while showing you how to code data, craft meaningful claims, develop theoretical explanations, and communicate research that impacts key stakeholders. \u003c\/p\u003e\u003cp\u003eEmploying a practical, problem-based contextual approach, the third edition of \u003ci\u003eQualitative Research Methods\u003c\/i\u003e incorporates developments in textual, media, visual, arts-based, and digital analysis. New coverage includes social media data-scraping techniques, AI and ChatGPT, fieldwork and interviewing, digital ethnography, working with neurodivergent populations, adopting digital and traditional archival approaches, and much more. This edition includes a wealth of new examples, case studies, discussion questions, full-color visuals, and hands-on “Project Building Blocks” activities you can use at any stage of your qualitative research project. \u003c\/p\u003e\u003cp\u003eSupported by a companion website containing extensive teaching and learning tools, \u003ci\u003eQualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact\u003c\/i\u003e is an indispensable resource for undergraduates, graduate students, and faculty across multiple disciplines, as well as researchers, ethnographers, and user experience professionals looking to hone their methodological practice. \u003c\/p\u003e\u003cp\u003ePreface: Is this book for me? xvii\u003c\/p\u003e \u003cp\u003eAbout the Companion Website xxv\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 The impact and power of qualitative methods 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview and introduction 2\u003c\/p\u003e \u003cp\u003eThree core qualitative concepts: self-reflexivity, context, and thick description 2\u003c\/p\u003e \u003cp\u003eSelf-reflexivity 2\u003c\/p\u003e \u003cp\u003eContext 4\u003c\/p\u003e \u003cp\u003eThick description 4\u003c\/p\u003e \u003cp\u003eThe strengths and distinctions of qualitative research 4\u003c\/p\u003e \u003cp\u003eHow qualitative research is distinct from quantitative research 5\u003c\/p\u003e \u003cp\u003eStrengths of qualitative research 6\u003c\/p\u003e \u003cp\u003eQualitative research is useful in a variety of jobs, settings, and disciplines 8\u003c\/p\u003e \u003cp\u003eQualitative research skills are instrumental at work 8\u003c\/p\u003e \u003cp\u003eEXERCISE 1.1 Interviewing a friend, colleague, or classmate 10\u003c\/p\u003e \u003cp\u003eHow qualitative methods show up in a range of disciplines and settings 11\u003c\/p\u003e \u003cp\u003eTransforming ideas to sites, settings, and participants 12\u003c\/p\u003e \u003cp\u003eSources of research ideas 12\u003c\/p\u003e \u003cp\u003eEXERCISE 1.2 Field\/site\/participant brainstorm 13\u003c\/p\u003e \u003cp\u003eCONSIDER THIS 1.1 Sources of research ideas 14\u003c\/p\u003e \u003cp\u003eEthical compatibility, yield, suitability, and feasibility 15\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 1.1 Negotiating research with minoritized populations 18\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 1.1 Factoring the ease of fieldwork 19\u003c\/p\u003e \u003cp\u003eMoving toward a research question 19\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 1.2 Published examples of research questions 21\u003c\/p\u003e \u003cp\u003eEXERCISE 1.3 Early research question brainstorm 22\u003c\/p\u003e \u003cp\u003eConsidering collaboration 23\u003c\/p\u003e \u003cp\u003eFOLLOWING, FORGETTING, AND IMPROVISING 24\u003c\/p\u003e \u003cp\u003eIn summary 25\u003c\/p\u003e \u003cp\u003ePROJECT BUILDING BLOCK 1 Three potential field sites and\/or participant groups 25\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Entering the conversation of qualitative research 27\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePhronetic iterative qualitative data analysis (PIQDA) 28\u003c\/p\u003e \u003cp\u003eInductive\/emic, deductive\/etic, and abductive\/iterative approaches 30\u003c\/p\u003e \u003cp\u003eThe funnel metaphor 31\u003c\/p\u003e \u003cp\u003eEXERCISE 2.1 A quick dip into the field 32\u003c\/p\u003e \u003cp\u003eSensitizing concepts 32\u003c\/p\u003e \u003cp\u003eA complex focus on the whole 33\u003c\/p\u003e \u003cp\u003eNaturalistic inquiry 34\u003c\/p\u003e \u003cp\u003eThick description 34\u003c\/p\u003e \u003cp\u003eBricolage 34\u003c\/p\u003e \u003cp\u003eA sampling of theoretical approaches that commonly use qualitative methods 36\u003c\/p\u003e \u003cp\u003eSymbolic interactionism 36\u003c\/p\u003e \u003cp\u003eCONSIDER THIS 2.1 How do I know myself? 38\u003c\/p\u003e \u003cp\u003eStructuration theory 38\u003c\/p\u003e \u003cp\u003eCONSIDER THIS 2.2 Why am I standing in line? 40\u003c\/p\u003e \u003cp\u003eEXERCISE 2.2 Action versus structure 41\u003c\/p\u003e \u003cp\u003eSensemaking 41\u003c\/p\u003e \u003cp\u003eHistorical matters and current conversations in qualitative research 43\u003c\/p\u003e \u003cp\u003eThe early days 43\u003c\/p\u003e \u003cp\u003eEthically problematic research and the creation of the IRB 44\u003c\/p\u003e \u003cp\u003eRecent history in academia and the professional sector 45\u003c\/p\u003e \u003cp\u003eCurrent conversations: social justice, ethics, post-qualitative research, big data 46\u003c\/p\u003e \u003cp\u003eCONSIDER THIS 2.3 Celebrating diverse bodyminds in qualitative research 48\u003c\/p\u003e \u003cp\u003eIn summary 50\u003c\/p\u003e \u003cp\u003ePROJECT BUILDING BLOCK 2 Research problems and questions 51\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Paradigmatic reflections and qualitative research genres 54\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eParadigms: positivist, interpretive, critical, postmodern 55\u003c\/p\u003e \u003cp\u003ePositivist and post-positivist paradigms 55\u003c\/p\u003e \u003cp\u003eInterpretive paradigm 57\u003c\/p\u003e \u003cp\u003eEXERCISE 3.1 A frog’s eye view through verstehen\/understanding 59\u003c\/p\u003e \u003cp\u003eCritical paradigm 59\u003c\/p\u003e \u003cp\u003ePostmodern and other “post” paradigms 62\u003c\/p\u003e \u003cp\u003eParadigmatic complexities and intersections 65\u003c\/p\u003e \u003cp\u003eEXERCISE 3.2 Assumptions of paradigmatic approaches 66\u003c\/p\u003e \u003cp\u003eKey genres of qualitative research 68\u003c\/p\u003e \u003cp\u003eCase study 68\u003c\/p\u003e \u003cp\u003eGrounded theory 69\u003c\/p\u003e \u003cp\u003eEthnography and ethnography of communication 70\u003c\/p\u003e \u003cp\u003ePhenomenology 72\u003c\/p\u003e \u003cp\u003eParticipatory action research 74\u003c\/p\u003e \u003cp\u003eNarrative inquiry and autoethnography 76\u003c\/p\u003e \u003cp\u003eCreative, performative, and arts-based approaches 77\u003c\/p\u003e \u003cp\u003eIn summary 78\u003c\/p\u003e \u003cp\u003ePROJECT BUILDING BLOCK 3 Paradigmatic lens and qualitative genre 79\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Research design, sampling, research proposals, ethics, and IRB 83\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePlanning the data collection: fieldwork, interviews, texts, and visuals 84\u003c\/p\u003e \u003cp\u003eThe value of fieldwork and “participant witnessing” 84\u003c\/p\u003e \u003cp\u003eThe value of interviews 86\u003c\/p\u003e \u003cp\u003eThe value of textual analysis and cultural studies 87\u003c\/p\u003e \u003cp\u003eThe value of visual and arts-based materials 88\u003c\/p\u003e \u003cp\u003eDeveloping a sampling plan: who, what, where, how, and when 90\u003c\/p\u003e \u003cp\u003eRandom samples and representative samples 90\u003c\/p\u003e \u003cp\u003eConvenience\/opportunistic samples 91\u003c\/p\u003e \u003cp\u003eMaximum variation samples 91\u003c\/p\u003e \u003cp\u003eSnowball samples 92\u003c\/p\u003e \u003cp\u003eTheoretical-construct samples 92\u003c\/p\u003e \u003cp\u003eTypical, extreme, deviant, and critical incident samples 92\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 4.1 Sampling plans 94\u003c\/p\u003e \u003cp\u003eHow and when to choose your sample 94\u003c\/p\u003e \u003cp\u003eEthics and institutional review boards (IRB) 95\u003c\/p\u003e \u003cp\u003eCONSIDER THIS 4.1 Ethical considerations during the research design phase 96\u003c\/p\u003e \u003cp\u003eResearch instruments, informed consent, and confidentiality 96\u003c\/p\u003e \u003cp\u003eDifferent levels of ethical risk and IRB review 98\u003c\/p\u003e \u003cp\u003eThe quirks of IRB 99\u003c\/p\u003e \u003cp\u003eCreating a research proposal 101\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 4.2 Research proposal components 102\u003c\/p\u003e \u003cp\u003eTitle, abstract, and keywords 102\u003c\/p\u003e \u003cp\u003eIntroduction\/rationale 103\u003c\/p\u003e \u003cp\u003eEXERCISE 4.1 Conceptual cocktail party 104\u003c\/p\u003e \u003cp\u003eLiterature review and conceptual framework 106\u003c\/p\u003e \u003cp\u003eEXERCISE 4.2 Annotated bibliography 107\u003c\/p\u003e \u003cp\u003eResearch questions\/foci 107\u003c\/p\u003e \u003cp\u003eMethodology and methods 107\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 4.3 What belongs in a qualitative methods section? 108\u003c\/p\u003e \u003cp\u003eBudget\/timeline 108\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 4.4 What to include in a qualitative project budget 109\u003c\/p\u003e \u003cp\u003eProjected outcomes 109\u003c\/p\u003e \u003cp\u003eIn summary 110\u003c\/p\u003e \u003cp\u003ePROJECT BUILDING BLOCK 4 Research proposal \u0026amp; institutional ethics review 110\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Negotiating access and exploring the scene 114\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eConfessional tales that illustrate common challenges of access and consent 115\u003c\/p\u003e \u003cp\u003eRiding my mentor’s coattails: Citywest 911 emergency call-takers 115\u003c\/p\u003e \u003cp\u003eBecoming a full participant: the Radiant Sun cruise ship 116\u003c\/p\u003e \u003cp\u003eEntering a closed organization: Women’s Minimum and Nouveau Jail 117\u003c\/p\u003e \u003cp\u003eAccessing an elite interviewee population surrounding a delicate topic 118\u003c\/p\u003e \u003cp\u003ePractical considerations of negotiating access 119\u003c\/p\u003e \u003cp\u003eDo some homework before you begin 120\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 5.1 Contact information log 121\u003c\/p\u003e \u003cp\u003ePlease don’t reject me! Seeking research permission 121\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 5.2 Sample access proposal: Emotion, culture, and organizational communication 124\u003c\/p\u003e \u003cp\u003eAn ethical posture of accessing virtual and digital texts 125\u003c\/p\u003e \u003cp\u003eNegotiating access for interviews and avoiding imposter participants 127\u003c\/p\u003e \u003cp\u003eAbandoning the ego, engaging embodiment, embracing liminality 128\u003c\/p\u003e \u003cp\u003eEXERCISE 5.1 Self-identity audit 130\u003c\/p\u003e \u003cp\u003eNavigating those first research interactions 131\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 5.3 Initial reactions speak volumes 132\u003c\/p\u003e \u003cp\u003eRelationship building with participants 133\u003c\/p\u003e \u003cp\u003eSeeking informed consent in the scene 133\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 5.1 Navigating the beginning of the qualitative research project 134\u003c\/p\u003e \u003cp\u003eExploratory methods 134\u003c\/p\u003e \u003cp\u003eBriefing interviews and participant information table 134\u003c\/p\u003e \u003cp\u003eMember diaries 135\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 5.4 Participant information table 135\u003c\/p\u003e \u003cp\u003eMaps and narrative tours 136\u003c\/p\u003e \u003cp\u003eIn summary 138\u003c\/p\u003e \u003cp\u003ePROJECT BUILDING BLOCK 5 Research design, map, and narrative tour 139\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Field roles, fieldnotes, and field focus 141\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eField roles and standpoints 142\u003c\/p\u003e \u003cp\u003eComplete participant 143\u003c\/p\u003e \u003cp\u003ePlay participant 145\u003c\/p\u003e \u003cp\u003eCONSIDER THIS 6.1 When playing is uncomfortable 146\u003c\/p\u003e \u003cp\u003eFocused witness 146\u003c\/p\u003e \u003cp\u003eComplete witness 147\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 6.1 Advantages and disadvantages of different field roles 149\u003c\/p\u003e \u003cp\u003eVisual, virtual, and digital aspects of fieldwork 150\u003c\/p\u003e \u003cp\u003eWriting fieldnotes: raw records, headnotes, and formal fieldnotes 151\u003c\/p\u003e \u003cp\u003eRaw records and headnotes 151\u003c\/p\u003e \u003cp\u003eEXERCISE 6.1 Taking raw records in the scene 153\u003c\/p\u003e \u003cp\u003eFormal fieldnotes 154\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 6.1 Fieldnote header 155\u003c\/p\u003e \u003cp\u003eQualities of good fieldnotes 156\u003c\/p\u003e \u003cp\u003eEconomy versus detail 156\u003c\/p\u003e \u003cp\u003eShowing (and using dialogue) versus telling 156\u003c\/p\u003e \u003cp\u003eMaking the familiar strange and the strange familiar 157\u003c\/p\u003e \u003cp\u003eNoticing the data as evidence 158\u003c\/p\u003e \u003cp\u003eCONSIDER THIS 6.2 Noticing the data as evidence 159\u003c\/p\u003e \u003cp\u003eAnalytic reflections 159\u003c\/p\u003e \u003cp\u003eFieldnote wrap-up 160\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 6.2 Fieldnote writing tips 161\u003c\/p\u003e \u003cp\u003eFocusing the data and using heuristic devices 161\u003c\/p\u003e \u003cp\u003eFOLLOWING, FORGETTING, AND IMPROVISING 163\u003c\/p\u003e \u003cp\u003eIn summary 166\u003c\/p\u003e \u003cp\u003ePROJECT BUILDING BLOCK 6 Fieldnotes 166\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Interview planning and design: Structuring, wording, and questioning 169\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSelf-reflexivity in interviews 170\u003c\/p\u003e \u003cp\u003eEXERCISE 7.1 Self-reflexive interviewing 171\u003c\/p\u003e \u003cp\u003eInterview structure, type, and stance 171\u003c\/p\u003e \u003cp\u003eLevel of structure in interviews 171\u003c\/p\u003e \u003cp\u003eInterview types: ethnographic, informant, respondent, narrative 173\u003c\/p\u003e \u003cp\u003eInterview stances: deliberate naïveté, collaborative, pedagogical, responsive, confrontational 174\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 7.1 Interview structure, types, and stances 175\u003c\/p\u003e \u003cp\u003eInterview guide and question wording 176\u003c\/p\u003e \u003cp\u003eWording good questions 176\u003c\/p\u003e \u003cp\u003eEXERCISE 7.2 Strategizing interviews 176\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 7.1 Research questions versus interview questions 177\u003c\/p\u003e \u003cp\u003eInterview questions: types, purposes, examples, and sequencing 178\u003c\/p\u003e \u003cp\u003eOpening the interview 178\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 7.2 Interview question types 179\u003c\/p\u003e \u003cp\u003eGenerative questions 180\u003c\/p\u003e \u003cp\u003eDirective questions 182\u003c\/p\u003e \u003cp\u003eClosing the interview 184\u003c\/p\u003e \u003cp\u003eVisual, embodied, and experiential interview approaches 184\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 7.2 Mobile peripatetic interviews 187\u003c\/p\u003e \u003cp\u003eInterview question wrap-up 188\u003c\/p\u003e \u003cp\u003eHow many interviews are “enough”? 189\u003c\/p\u003e \u003cp\u003eIn summary 191\u003c\/p\u003e \u003cp\u003ePROJECT BUILDING BLOCK 7 Annotated interview schedule\/guide, sample rationale, and pilot 192\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Interview practice: Embodied, mediated, and focus-group approaches 196\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eConducting face-to-face interviews 197\u003c\/p\u003e \u003cp\u003eInterview logistics 197\u003c\/p\u003e \u003cp\u003eWhy good interviewing is so much more than asking questions 199\u003c\/p\u003e \u003cp\u003eTechnologically mediated approaches to interviewing 201\u003c\/p\u003e \u003cp\u003eStrengths of mediated interviews 202\u003c\/p\u003e \u003cp\u003eDisadvantages of mediated interviews 203\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 8.1 Mediated interviews: advantages and disadvantages 204\u003c\/p\u003e \u003cp\u003eThe focus-group interview 205\u003c\/p\u003e \u003cp\u003eThe value of focus groups 206\u003c\/p\u003e \u003cp\u003eWhen to use focus groups 208\u003c\/p\u003e \u003cp\u003ePlanning focus groups 208\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 8.2 Logistics of formal focus groups 209\u003c\/p\u003e \u003cp\u003eFacilitating the focus group 211\u003c\/p\u003e \u003cp\u003eEXERCISE 8.1 Practicing focus groups 212\u003c\/p\u003e \u003cp\u003eOvercoming common focus group and interviewing challenges 213\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 8.1 Interviewing people who are suffering 215\u003c\/p\u003e \u003cp\u003eEXERCISE 8.2 Role-playing interview challenges in a fishbowl 217\u003c\/p\u003e \u003cp\u003eTranscribing 218\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 8.3 Common transcribing symbols 220\u003c\/p\u003e \u003cp\u003eIn summary 221\u003c\/p\u003e \u003cp\u003ePROJECT BUILDING BLOCK 8 Interview practice, play-back, transcription, and fact-checking 222\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Phronetic iterative qualitative data analysis (PIQDA) 224\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePhronetic iterative qualitative data analysis (PIQDA) 225\u003c\/p\u003e \u003cp\u003eOrganizing and preparing the data 228\u003c\/p\u003e \u003cp\u003eCoding: what it is and how to start 229\u003c\/p\u003e \u003cp\u003eCONSIDER THIS 9.1 Motivating questions and coding domains 231\u003c\/p\u003e \u003cp\u003eAnalysis technology: manual approaches versus computerized software 232\u003c\/p\u003e \u003cp\u003eManual approaches 232\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 9.1 Manual coding visual displays: Artistic canvas and tabletop categories 233\u003c\/p\u003e \u003cp\u003eAnalysis using computers, AI, and qualitative data analysis software 235\u003c\/p\u003e \u003cp\u003ePrimary-cycle coding and first-level descriptive codes 236\u003c\/p\u003e \u003cp\u003eEXERCISE 9.1 Playing with analysis and thinking qualitatively (also known as practicing without the fear of screwing it up) 238\u003c\/p\u003e \u003cp\u003eSecondary-cycle coding: second-level analytic and axial\/hierarchical codes 239\u003c\/p\u003e \u003cp\u003eEXERCISE 9.2 Grouping together codes via axial and hierarchical coding 241\u003c\/p\u003e \u003cp\u003eFocusing the analysis and creating a codebook 242\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 9.2 Codebook excerpt 243\u003c\/p\u003e \u003cp\u003eCONSIDER THIS 9.2 Focusing the data analysis 246\u003c\/p\u003e \u003cp\u003eSynthesizing activities: memos, negative cases, and analytic outlines 246\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 9.3 Analytic memos 247\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 9.4 Loose analysis outline 249\u003c\/p\u003e \u003cp\u003ePIQDA visual overview and where to go from here 250\u003c\/p\u003e \u003cp\u003eFOLLOWING, FORGETTING, AND IMPROVISING 251\u003c\/p\u003e \u003cp\u003eIn summary 252\u003c\/p\u003e \u003cp\u003ePROJECT BUILDING BLOCK 9 Phronetic iterative qualitative data analysis (PIQDA) practices 253\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Advanced data analysis: The art and magic of interpretation 256\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAdvanced tools for data analysis: visual displays and QDAS 258\u003c\/p\u003e \u003cp\u003eVisual data displays 258\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 10.1 Matrix display 259\u003c\/p\u003e \u003cp\u003eQualitative data analysis software 261\u003c\/p\u003e \u003cp\u003eExemplars and vignettes 264\u003c\/p\u003e \u003cp\u003eDeveloping typologies 266\u003c\/p\u003e \u003cp\u003eNarrative analysis and dramatistic strategy 267\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 10.1 Questions to inspire narrative analysis 270\u003c\/p\u003e \u003cp\u003eMetaphor analysis 271\u003c\/p\u003e \u003cp\u003eExplanation and causality 274\u003c\/p\u003e \u003cp\u003eDiscourse tracing 276\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 10.2 Micro, meso, macro sources 277\u003c\/p\u003e \u003cp\u003eA post-qualitative analysis: deconstructionism and arts-based research 279\u003c\/p\u003e \u003cp\u003eFOLLOWING, FORGETTING, AND IMPROVISING 281\u003c\/p\u003e \u003cp\u003eIn summary 282\u003c\/p\u003e \u003cp\u003ePROJECT BUILDING BLOCK 10 Advanced data analysis\/interpretation 282\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 A big tent model of qualitative quality: Creating a credible, ethical, significant study 285\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCombatting positivism creep: moving beyond objectivity, reliability, and formal generalizability 286\u003c\/p\u003e \u003cp\u003eEight “big tent” criteria for high-quality qualitative research 288\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 11.1 Eight “big tent” criteria for excellent qualitative research 289\u003c\/p\u003e \u003cp\u003eWorthy topic 291\u003c\/p\u003e \u003cp\u003eRich rigor 291\u003c\/p\u003e \u003cp\u003eEXERCISE 11.1 Gauging worth and rigor 292\u003c\/p\u003e \u003cp\u003eSincerity 293\u003c\/p\u003e \u003cp\u003eCritical self-reflexivity 293\u003c\/p\u003e \u003cp\u003eTransparency 294\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 11.1 Sincerity word cloud 294\u003c\/p\u003e \u003cp\u003eCredibility 295\u003c\/p\u003e \u003cp\u003eThick description 295\u003c\/p\u003e \u003cp\u003eCrystallization or triangulation (NOT both at the same time) 295\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 11.2 Intercoder reliability 297\u003c\/p\u003e \u003cp\u003eMultivocality 297\u003c\/p\u003e \u003cp\u003eMember reflections (NOT member “checks”) 298\u003c\/p\u003e \u003cp\u003eResonance 299\u003c\/p\u003e \u003cp\u003eTransferability, naturalistic generalization, and provocative generalization 300\u003c\/p\u003e \u003cp\u003eAesthetic merit 301\u003c\/p\u003e \u003cp\u003eSignificant contribution 301\u003c\/p\u003e \u003cp\u003eEXERCISE 11.2 Articulating and gauging significance 304\u003c\/p\u003e \u003cp\u003eEthical research practice 304\u003c\/p\u003e \u003cp\u003eProcedural ethics 304\u003c\/p\u003e \u003cp\u003eSituational ethics 305\u003c\/p\u003e \u003cp\u003eCONSIDER THIS 11.1 Situational and relational ethics 306\u003c\/p\u003e \u003cp\u003eMeaningful coherence 306\u003c\/p\u003e \u003cp\u003eFOLLOWING, FORGETTING, AND IMPROVISING 308\u003c\/p\u003e \u003cp\u003eIn summary 309\u003c\/p\u003e \u003cp\u003ePROJECT BUILDING BLOCK 11 Articulating quality practices 309\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Theorizing and writing: Explaining, synthesizing, and crafting a tale 313\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTheorizing, brainstorming, explaining 314\u003c\/p\u003e \u003cp\u003eEXERCISE 12.1 Words push back on us: a creative analytic exercise 316\u003c\/p\u003e \u003cp\u003eEXERCISE 12.2 Theorizing via bracketing, abduction, metaphor, and explaining 317\u003c\/p\u003e \u003cp\u003eTypes of tales: realist, impressionistic\/poetic, confessional\/autoethnographic 318\u003c\/p\u003e \u003cp\u003eThe realist tale 318\u003c\/p\u003e \u003cp\u003eCreative, impressionist, and poetic tales 319\u003c\/p\u003e \u003cp\u003eThe confessional tale 321\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 12.1 Poetic inquiry 322\u003c\/p\u003e \u003cp\u003eCONSIDER THIS 12.1 Speculative fiction 323\u003c\/p\u003e \u003cp\u003eEXERCISE 12.3 Accidental rewrites 324\u003c\/p\u003e \u003cp\u003eKey puzzle pieces of a qualitative essay 324\u003c\/p\u003e \u003cp\u003eWriting the framing material: title, abstract, key words 326\u003c\/p\u003e \u003cp\u003eWriting the introduction, the literature review, and the conceptual framework 326\u003c\/p\u003e \u003cp\u003eWriting the research questions and purposes 327\u003c\/p\u003e \u003cp\u003eWriting the research methodology and method(s) 328\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 12.2 Methods data display 329\u003c\/p\u003e \u003cp\u003eFindings and analysis: choosing an organizational approach 330\u003c\/p\u003e \u003cp\u003eThemes\/topics 330\u003c\/p\u003e \u003cp\u003eChronology\/life-story 331\u003c\/p\u003e \u003cp\u003eConvergence\/braided narrative 331\u003c\/p\u003e \u003cp\u003ePuzzle explication strategy 332\u003c\/p\u003e \u003cp\u003eSeparated text 333\u003c\/p\u003e \u003cp\u003eLayered\/messy texts 333\u003c\/p\u003e \u003cp\u003eEXERCISE 12.4 Which writing strategy? 334\u003c\/p\u003e \u003cp\u003eImplications, conclusions, limitations, and future directions 334\u003c\/p\u003e \u003cp\u003eEXERCISE 12.5 Synthesizing implications simply and meaningfully 335\u003c\/p\u003e \u003cp\u003eIn summary 339\u003c\/p\u003e \u003cp\u003ePROJECT BUILDING BLOCK 12 Article format model 340\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Drafting, polishing, and publishing 343\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWriting as a method of inquiry 345\u003c\/p\u003e \u003cp\u003eHow to write and format qualitative research 346\u003c\/p\u003e \u003cp\u003eChoosing the research materials 346\u003c\/p\u003e \u003cp\u003eRich, luminous, and thick representations 347\u003c\/p\u003e \u003cp\u003eStructuring the data in sections, paragraphs, and sentences 348\u003c\/p\u003e \u003cp\u003eEXERCISE 13.1 Writing from different perspectives and verb tenses 349\u003c\/p\u003e \u003cp\u003eFormatting qualitative work 350\u003c\/p\u003e \u003cp\u003eVisual representations and art 352\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 13.1 Visual representation 354\u003c\/p\u003e \u003cp\u003eSetting yourself up for success by considering the audience first 355\u003c\/p\u003e \u003cp\u003eSubmitting, revising, and resubmitting for journal publication 356\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 13.1 National or international journals that have published qualitative communication research (an incomplete list) 357\u003c\/p\u003e \u003cp\u003eWriting as practice: creating good habits and overcoming challenges 360\u003c\/p\u003e \u003cp\u003eHow to write a lot 360\u003c\/p\u003e \u003cp\u003eAddressing common challenges in qualitative writing 362\u003c\/p\u003e \u003cp\u003eFOLLOWING, FORGETTING, AND IMPROVISING 366\u003c\/p\u003e \u003cp\u003eIn summary 366\u003c\/p\u003e \u003cp\u003ePROJECT BUILDING BLOCK 13 Empirical qualitative research essay 368\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Qualitative methodology matters: Exiting and communicating impact 369\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eNavigating exit and research disengagement 370\u003c\/p\u003e \u003cp\u003eGive notice and say goodbye 371\u003c\/p\u003e \u003cp\u003eExits can be emotional 371\u003c\/p\u003e \u003cp\u003eDon’t spoil the scene 372\u003c\/p\u003e \u003cp\u003eGive back 372\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 14.1 Thank you note 373\u003c\/p\u003e \u003cp\u003eEthically delivering the findings 374\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 14.1 Best practices for returning the findings 374\u003c\/p\u003e \u003cp\u003eFOLLOWING, FORGETTING, AND IMPROVISING 375\u003c\/p\u003e \u003cp\u003ePublic scholarship: crafting representations that move beyond the scholarly essay 376\u003c\/p\u003e \u003cp\u003ePublic scholarship 376\u003c\/p\u003e \u003cp\u003eStaged performances 377\u003c\/p\u003e \u003cp\u003eRESEARCHER’S NOTEPAD 14.2 Staged performance with impact 378\u003c\/p\u003e \u003cp\u003eDigital representations 379\u003c\/p\u003e \u003cp\u003eWhite papers and translated essays 380\u003c\/p\u003e \u003cp\u003eGrant applications and reports 381\u003c\/p\u003e \u003cp\u003eTIPS AND TOOLS 14.2 White papers 382\u003c\/p\u003e \u003cp\u003eProfessional consulting and private-sector qualitative research 384\u003c\/p\u003e \u003cp\u003eMedia relations 384\u003c\/p\u003e \u003cp\u003eEXERCISE 14.1 Six-word stories 385\u003c\/p\u003e \u003cp\u003eWeb presence 386\u003c\/p\u003e \u003cp\u003eWarning: doing research that matters can be terrifying 388\u003c\/p\u003e \u003cp\u003eOvercoming lingering obstacles to public scholarship 389\u003c\/p\u003e \u003cp\u003eEXERCISE 14.2 Making an impact via public scholarship 391\u003c\/p\u003e \u003cp\u003eFOLLOWING, FORGETTING, AND IMPROVISING 391\u003c\/p\u003e \u003cp\u003eIn summary 393\u003c\/p\u003e \u003cp\u003eAppendix A Fieldnote 394\u003c\/p\u003e \u003cp\u003eAppendix B Focus group guide 396\u003c\/p\u003e \u003cp\u003eAppendix C Interview\/focus group excerpts with different levels of transcription detail 400\u003c\/p\u003e \u003cp\u003eReferences 404\u003c\/p\u003e \u003cp\u003eIndex 431\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eSARAH J. TRACY\u003c\/b\u003e is Professor and School Director of The Hugh Downs School of Human Communication at Arizona State University. She developed the “Big Tent” model for high-quality qualitative research and has published more than 100 scholarly monographs, in publications such as \u003ci\u003eCommunication Monographs, Management Communication Quarterly,\u003c\/i\u003e and \u003ci\u003eCommunication Theory\u003c\/i\u003e.   \u003c\/p\u003e\u003cp\u003e\u003cb\u003eStep-by-step advice for constructing a qualitative project from beginning to end, covering both foundational theory and real-world application\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\u003ci\u003eQualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact\u003c\/i\u003e guides you through sequential stages of a qualitative research project, from project design and data collection to analysis, interpretation, and presentation. Drawing on her background in qualitative research methods and human communication, Sarah J. Tracy shares personal and backstage stories while showing you how to code data, craft meaningful claims, develop theoretical explanations, and communicate research that impacts key stakeholders. \u003c\/p\u003e\u003cp\u003eEmploying a practical, problem-based contextual approach, the third edition of \u003ci\u003eQualitative Research Methods\u003c\/i\u003e incorporates developments in textual, media, visual, arts-based, and digital analysis. New coverage includes social media data-scraping techniques, AI and ChatGPT, fieldwork and interviewing, digital ethnography, working with neurodivergent populations, adopting digital and traditional archival approaches, and much more. This edition includes a wealth of new examples, case studies, discussion questions, full-color visuals, and hands-on “Project Building Blocks” activities you can use at any stage of your qualitative research project. \u003c\/p\u003e\u003cp\u003eSupported by a companion website containing extensive teaching and learning tools, \u003ci\u003eQualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact\u003c\/i\u003e is an indispensable resource for undergraduates, graduate students, and faculty across multiple disciplines, as well as researchers, ethnographers, and user experience professionals looking to hone their methodological practice.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989893595365,"sku":"NP9781119988656","price":47.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119988656.jpg?v=1761785820","url":"https:\/\/k12savings.com\/es\/products\/qualitative-research-methods-isbn-9781119988656","provider":"K12savings","version":"1.0","type":"link"}