質的研究を考える ―概念，評価，方法― 住 政二郎

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―
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Egbert, J., & Sanden, S. (2013). Foundations of education research.
Mertens, D. M. (2014). Research and evaluation in education and psychology (4th ed).
Egbert and Sanden
2013
3
2013
LET
2014
Egbert and Sanden
Keywords:
2013
Egbert & Sanden
Mertens
2013
2014
Mertens
2014
MAXQDA
1.
Egbert, J., & Sanden, S. (2013). Foundations of education research.
Mertens, D. M. (2014). Research and evaluation in education and psychology (4th ed).
Egbert and Sanden
2013
2013
3
LET
2014
Egbert and Sanden
2013
7
1. Foundations of Research: Conceptual Framework
2. Influences on the Research and the Researchers: Episte-what?
3. Research Paradigms
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4. Research and Theory: just a Hunch or Something More?
5. Theoretical Frameworks: You Can’t Have a How Without a Why
6. Research Methodologies and Methods: Ingredients for Research Success
7. Myths and Misconceptions About Research
7
6
1
2
3
4
5
6
Egbert and Sanden
2013
6
1.
Mertens
2014
Egbert and Sanden
8
2013
1
5
Mertens
Mertens
4
2014
2014
Egbert and Sanden
2013
Mertens
2014
Grounded Theory Approach
GTA
2014
Mac
2
MAXQDA 11
43
GTA
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2.
Egbert and Sanden 2013
Egbert and Sanden
2013
… Joy Egbert and Sherry Sanden address central components of research in order to
give both novice and experienced researchers common ground [emphasis added] from
which to learn and grow. (p. ⅸ)
Egbert and Sanden
2013
2.1 Conceptual Framework
1
conceptual framework
Egbert and Sanden
2013
p. 5
1
conceptual framework
conceptual framework
1
Ground
1
overall worldview
We consider a conceptual framework as an overall worldview [emphasis in original].
It is an individual perspective defined not only by values and perceptions (Northcutt &
McCoy, 2004), but also by the sum of one’s experiences, beliefs, and knowledge from
every facet of life, including, for example, gender, religious, family, political, social,
academic, and environmental arenas. (p. 5)
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2.2
Epistemology
2
epistemology
epistemology
1
Roots
conceptual framework
Egbert and Sanden
1
2013
…we define epistemology as the individual lens, created through our worldview, that we
use to understand knowledge in the world [emphasis in original]. (p. 17)
You are both looking at the same mountains and trees and animals, but the picture for that
person is not the same as the one you are seeing. (p. 17)
2
Egbert and Sanden
2013
knowledge
truth (or truths)
Truth
a
p. 19
Truth
a truth (or truths)
2014a
p. 224
2
a truth (or truths)
a truth (or truths)
Egbert and Sanden
2013
Egbert and Sanden
2013
1
a truth (or truths)
Truth
45
a truth (or truths)
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Egbert and Sanden
Truth
2013
a truth (or truths)
a truth (or truths)
2005
Jakob von Uexküll 1864–1944
1930
Umwelt
Merkwelt
Wirkwelt
p. 7
p. 20
2005
2007
3
9
8
p. 137
2010
1994
—
60
1994
—
2010
46
p. 97
p.
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p. 63
2009
2
2
1
2
2009
p. 121
p. 204
1
47
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1979
6
2014a
meaning-making
9
p. 245
2007, p.
a truth (or truths)
knowledge
7
2.3
Paradigm
3
paradigm
2
2013
epistemology
1
epistemology
Egbert and Sanden
conceptual framework
the individual lens
(or truths) can be uncovered (if they can)
3
p. 33
paradigm
2
how we think that Truth
paradigm
Trunk
2
incommensurability
world view
1980
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1
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2.4
Theory, Theoretical Framework, and Methodology and Method
4
theory
theory
theory
3
1
paradigm
Branches
We define theory, for the purposes of research, as a reasonable, systematic,
investigable, modifiable explanation of certain facts or phenomena that may help to
predict an outcome. (p. 47)
5
theoretical framework
theoretical framework
4
theory
p. 64
1
theory
Figure 5.1
Theoretical framework
Twigs
… a theoretical framework can be defined as an integration of the theoretical
concepts that apply to the problem under investigation [emphasis in original].
(p. 60)
6
methodology and method
methodology and method
1
Leaves
We define methodology, then, as a reasonable plan for gathering and analyzing
information that responds to a line of research inquiry. Methods can be defined as
the specific procedures that accomplish the task of gathering and analyzing the
data in a research study [emphasis in original] (p. 75)
3.
Mertens (2014)
Mertens
8
2014
Egbert and Sanden
Mertens
2014
2013
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5
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3.1
Chapter 1: An Introduction to Research
4
Mertens
2014
As I began conducting research studies myself in the messier world of people and
educational and psychological phenomena, I found that a piece of the puzzle was
missing. I felt compelled to study the principles of qualitative approaches to research
to get a more complete understanding of the phenomena that I was researching.
(p. xvii)
Egbert and
Sanden
2013
1
In the spirit of full disclosure of values held by researchers, it is my position as
author of this text that a researcher’s philosophical orientation has implications for
every decision made in the research process, including the choice of method. (p. 7)
1
3.2
Chapter 8: Qualitative Methods
Qualitative research is a situated activity that locates the observer in the world. It
consists of a set of interpretive, material practices that make the world visible. These
practices transform the world. They turn the world into a series of representations,
including field notes, interviews, conversations, photographs, recordings, and memos
to the self. … This means that qualitative researchers study thing in their natural
settings, attempting to make sense of or to interpret phenomena in terms of the
meanings people bring to them. (p. 236)
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p. 242
1. Ethnographic research
2. Case study
3. Phenomenological research
4. Grounded theory
5. Participatory action research
to engage
meaningfully in the debates in the research community” p. xviii
2014a
p. 252
Quality indicators for qualitative research are dependent on the approach and
purpose of the study. Standard for evidence and quality in qualitative inquiries
requires careful documentation of how the research was conducted and the
associated data analysis and interpretation processes, as well as the thinking
processes of the researcher. (p. 267)
2008
2014a
1. Credibility
2. Transferability
3. Dependability
4. Confirmability
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p. 148
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5. Transformative
4.
GTA and MAXQDA
4.1 Grounded Theory Approach
GTA
2014b
1.
GTA
4
grounded
2.
3.
4.
GTA
GTA
GTA
open coding
axial coding
selective coding
GTA
MAXQDA
2006
GTA
GTA
2008
2
…
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…
2006
pp. 183–184
…
2008
p.13
GTA
2
2
1
line-by-line
coding
focused coding
1
line-by-line coding
—
2
—
focused coding
—
—
2008
p.16
1
53
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…
2006
p. 189
2008,
5
1
2009
Penz and Duggleby (2011)
1
1
1
2
3
4
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2
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3
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CCC
JJJ
MMM
DDD
KKK
4.2 MAXQDA
QDA (qualitative data analysis)
Lewins
2014
2
Silver, 2007
QDA
Mac
MAXQDA 11 (http://www.maxqda.com)
MAXQDA 11
2006
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2008
MAXQDA
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MAXQDA 11
QDA
1. QDA
2.
3.
4.
MAXQDA 11
MAXQDA 11
Project
Existing Project
Create and Open New
Open
Create and Open New Project
OK
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Texts
document(s)
MAXQDA 11
PDF
56
Import
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1
Code
with a New Code
57
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MAXQDA 11
MAXQDA 11
8
GTA
MEMO SYSTEM
MAXQDA 11
Active
3
1.
2.
3.
2006
pp. 90–91
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MAXQDA 11
MaxMap
Code Matrix Browser
Code Relation Browser
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Document Comparison Chart
Document Portrait
Codeline
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5
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MAXQDA 11
Backup Project
5.
Egbert, J., & Sanden, S. (2013). Foundations of education research.
Mertens, D. M. (2014). Research and evaluation in education and psychology (4th ed).
Egbert and Sanden (2013)
2
epistemology
Mertens (2014)
GTA
MAXQDA 11
QDA
conceptual framework
method
2006
2006
2006
KJ
p. 188
61
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1.
interest-correlativity
2005
p. 53;
2014a
2.
p. 247
the theory-ladenness of observation
1986
3.
2007
Nørretranders (1999, p.152)
8
40
Self
2007
4.
5.
6.
7.
8.
110
1996
2013, p. 50
2006
p. 178
2007
.
pp. 3 20
, K.
2008
.
Egbert, J., & Sanden, S. (2013). Foundations of education research. NY: Routledge
2009
1996
H. R.
2007
1986
.
.
.
2007
T.
1980
.
Lewins, A, & Silver, C. (2007). Using software in qualitative research: A step-by-step guide. Los
Angeles : Sage Publications.
62
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Mertens, D. M. (2014). Research and evaluation in education and psychology (4th ed). Thousand
Oaks, Calif. : Sage Publications.
1979
Nørretranders, T. (1999). The user illusion: Cutting consciousness down to size. Penguin Books.
Northcutt, N., & McCoy, D. (2004). Interactive qualitative analysis: A systems method for
qualitative research. Thousand Oaks, CA: Sage publications.
2009
.
2
8, 103–113.
Penz, K., & Duggleby, W. (2011). Harmonizing hope: A grounded theory study of the experience
of hope of registered nurses who provide palliative care in community settings. Palliative and
Supportive Care, 9, 281–294.
2005
2008
SCQRM
2006
.
2008
.
M.
2013
.
10
1994
2014a
.
2014b
GTA
2014, March
2013
2010
LET
3
.
NTT
J.
2005
63
.
.