Qualitative Research through Case Studies

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Qualitative Research through Case Studies

Name: Qualitative Research through Case Studies
Brand: SAGE PUBLICATIONS INC
SKU: 9780761968061
Price: 112.0 AUD
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SAGE PUBLICATIONS INCISBN: 9780761968061

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By Max Travers
Imprint: SAGE PUBLICATIONS INC
Release Date: March 22, 2011
Format: PAPERBACK
Pages: 208

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Qualitative Research Through Case Studies provides an accessible introduction to a wide range of approaches that deal with the theorctical analysis of qualitative data. Max Travers explains the theoretical assumptions of different traditions through a discussion of case studies. The case studies are classic or exemplary studies which illustrate how researchers have used qualitative methods to research a wide variety of topics. The author covers: interpretive approaches such as grounded theory, dramaturgical analysis, ethnomethodology and conversation analysis; political approaches such as critical discourse analysis, feminism and postmodern ethnography; This practical volume helps the rcader learn how to use similar techniques and ideas in their own work.

Max Travers is a reader in Sociology at Buckinghamshire Chilterns University College, where he has been since 1992. Before that he lectured at Plymouth University. He has an MA in History, an MA in Economics and a PhD in Sociology. He is also a Solicitor of the Supreme Court.

What Is Qualitative Research? PART ONE: THE INTERPRETIVE TRADITION Addressing `Lived Experience' Symbolic Interactionism and Ethnography Varieties of Symbolic Interactionism Grounded Theory and Dramaturgical Analysis Investigating Practices Ethnomethodological Ethnography Researching Language Conversation Analysis PART TWO: CRITICAL PERSPECTIVES From Description to Critique Feminism and Qualitative Research Postmodern Ethnography PART THREE: CONCLUSION The Craft of Qualitative Research

`The great strength of this book is that it provides a clear and well-structured overview of some of the diverse approaches that are currently available within the qualitative tradition' - British Journal of Educational Psychology

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