Interviewing for Education and Social Science Research: The by Carolyn Lunsford Mears

By Carolyn Lunsford Mears

This quantity introduces a clean method of examine using a narrator-centred approach, which provides a way for researchers to entry the customarily hidden human responses a couple of scenario in order that those that make judgements and write coverage may perhaps develop into larger knowledgeable concerning the real influence in their activities at the participants concerned.

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Extra resources for Interviewing for Education and Social Science Research: The Gateway Approach

Sample text

Interview-based investigations often raise concerns about scientific rigor and the relative usefulness of findings. These challenges need to be faced squarely so that there will be fewer surprises once you have started your study. Time, effort, resources One particularly daunting aspect of interview-based research is a characteristic shared by qualitative research in general. As others have observed, the data are “messy, and usually voluminous. We wind up with huge piles of texts . . and have to sort our way through them” (Weitzman, 2004, p.

What meaning do you want it to have? Who, beyond your advisor, will be interested in reading it? Who can work or live better if they learn from the results of your study? Are you looking to inform policy makers? Practitioners? Historians? The public at large? Do you want to influence the world of educational planning? Could your investigation be useful to curriculum developers, or social workers, or teachers? Could your findings have utilitarian value? Could they broaden a philosophical understanding?

Lies, not so much in their ability to preserve the past, as in the very changes wrought by memory. These changes reveal the narrators’ effort to make sense of the past and to give a form to their lives, and set the interview and the narrative in their historical context. (p. 52) Psychologists recognize that “memory is not a literal reproduction of the past but instead depends on constructive processes that are sometimes prone to errors, distortions, and illusions” (Schacter, Norman, & Koustall, 1998, p.

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