Interpreting Qualitative Data: Methods for Analyzing Talk, Text and Interaction
In this exciting and major updating of one the most important textbooks for beginning qualitative researchers, David Silverman seeks to match the typical chronology of experience faced by the student-reader. Earlier editions of Interpreting Qualitative Data largely sought to provide material for students to answer exam questions, yet the undergraduate encounter with methods training is increasingly assessed by students doing their own research project. In this context, the objective of the...
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In this exciting and major updating of one the most important textbooks for beginning qualitative researchers, David Silverman seeks to match the typical chronology of experience faced by the student-reader. Earlier editions of Interpreting Qualitative Data largely sought to provide material for students to answer exam questions, yet the undergraduate encounter with methods training is increasingly assessed by students doing their own research project. In this context, the objective of the Third Edition is to offer undergraduates the kind of hands-on training in qualitative research required to guide them through the process.
Preface to the Third Edition xiiTheory and Method in Qualitative Research 1Beginning Research 3Common problems (and solutions) 4Research design: some broader issues 9The range of qualitative methods 18Conclusions 29What Is Qualitative Research? 33When quantitative research is appropriate 36The nonsense of quantitative research 39The sense of qualitative research 43The nonsense of qualitative research 44Combining quantitative and qualitative research 48Quantitative measures in qualitative research 51Varieties of qualitative research 56Methods 63Ethnography and Observation 65The ethnographic focus 70Methodological issues 78The theoretical character of ethnographic observations 97Conclusion: the unity of the ethnographic project 103Interviews 109What is an 'open-ended' interview? 109Why interview? 113Implications: three versions of interview data 117Positivism 119Emotionalism 123Constructionism 128Adolescent cultures: combining 'what' and 'how' questions 133Moral tales of parenthood 138The three models: a summary 143Three practical questions - and answers 145Conclusion 148Texts 153Structure of this chapter 158Content analysis 159Narrative structures 164Ethnography 168Ethnomethodology: membership categorization analysis 181Conclusion 194Naturally Occurring Talk 201Why work with tapes? 203Transcribing audiotapes 206Conversation analysis 210Discourse analysis 223CA and DA compared 235Conclusion 236Visual Images 241Kinds of visual data 243Research strategies 244Content analysis 248Semiotics 249Workplace studies 254Conclusion 264Research Practice 269Credible Qualitative Research 271Does credibility matter? 272Reliability 282Validity 289Generalizability 303Conclusions 310Research Ethics 315Ethical pitfalls 317Ethical safeguards 323Some ethical complications 329Writing Your Report 336Beginnings 338Your literature review 340Your methodology section 341Writing up your data 342Your final section 342A short note on plagiarism 344Implications 347The Relevance of Qualitative Research 349Three roles for the social scientist 351The audiences for qualitative research 359The contribution of qualitative social science 364Summary 373Conclusion 374The Potential of Qualitative Research: Eight Reminders 377Take advantage of naturally occurring data 379Avoid treating the actor's point of view as an explanation 381Study the interrelationships between elements 384Attempt theoretically fertile research 386Address wider audiences 388Begin with 'how' questions - then ask 'why'? 391Study 'hyphenated' phenomena 392Treat qualitative research as different from journalism 395Concluding remarks 395Simplified Transcription Symbols 398Glossary 400References 406Author index 423Subject index 426
