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The download Solution Manual for Qualitative Research Methods for the Social Sciences 9th Edition Lune 0134202139 9780134202136 full chapter new 2024
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Berg/Lune, Qualitative Research for the Social Sciences, 8/e
Solution Manual for Qualitative Research Methods for the Social Sciences 9th
Edition Lune 0134202139 9780134202136
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Chapter 2: Designing Qualitative Research
Chapter Overview:
This chapter offers a basic description of how to design a research project. It provides the basic
information necessary for understanding the research enterprise. This chapter discusses the
research process and proposes a spiraling model to follow when developing a research agenda.
Chapter 2 also offers advice about how to organize and conduct a literature review. Additionally,
this chapter examines topics such as operationalization, conceptualization, and how to frame a
project.
Learning Objectives:
2.1: Evaluate the applicability of theory and concepts in qualitative research
2.2: Explain how research progresses from the original idea
2.3: Describe the importance of authentic literature in research
2.4: Give an example of a problem-statement with researchable questions
2.5: Describe the process of operationally defining a concept
2.6: Examine how the technique of concept mapping assists the research design process
2.7: Recognize the importance of advance planning before beginning the data-collection
process
2.8: Describe the three concurrent flows of action comprising data analysis
2.9: Explain why dissemination of research findings is important
2.10: Analyze why the design logic is important in understanding research
2.11: Recognize why research fails at times
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Copyright © 2017, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Berg/Lune, Qualitative Research for the Social Sciences, 8/e
Chapter Outline
1. Theory and Concepts
a. Patterns in social life
b. Meaning underlying patterns
c. Theory to explain meaning
d. Concepts defined by theory
i. Symbolic element
ii. Definitional element
e. Propositions explain relationships between concepts
f. Hypotheses test propositions about research concepts
2. Ideas and Theory
a. Relationship between idea and theory
b. Theory-before-research methodology
c. Research-before-theory methodology
d. Linear progression of research
e. Spiral progression of research
3. Reviewing the Literature
a. Rough idea
b. Locate relevant databases, periodicals, books
c. Develop variety of subject terms to search
d. Investigate variety of topic key words
e. Evaluating Web sites
i. Legitimacy
ii. Large missed body of work
iii. Whose Web site is it, and what’s in the URL?
iv. What is the nature of the domain?
v. Is material current or dated?
vi. Can the information be corroborated?
f. Content versus use
i. How to take notes on research
1. What does material say?
2. How does this relate to my research?
ii. Take good notes
iii. Record full citation
iv. Identify major claims of work
v. Write out best quotes, definitions, unique findings
vi. Don’t paraphrase
vii. Save keywords for each work
viii. Sort notes into categories on key word
g. How to use your notes
i. Create solid ground to base new work upon
ii. Relate new idea to pillars of research
iii. Use classic works to establish conceptual framework
4
Copyright © 2017, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Berg/Lune, Qualitative Research for the Social Sciences, 8/e
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Copyright © 2017, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Berg/Lune, Qualitative Research for the Social Sciences, 8/e
Lecture Suggestions
1. How to Structure Research: Comparing and Contrasting the Research-before-theory,
Theory-before-research, Linear Progression, and Spiral Methods
2. Research Strategies: How to Search and Identify Valid Sources
3. The Importance of Specificity to Allow Reproduction of Study and Define Concepts
4. Choosing a Sampling Strategy
5. Why It Works and Why It Fails
Class Activities
Activity 1: Using your favorite search engine on the Web, look up “Family Research Council.”
Take a look at the research data available at several of the hits that the search has found.
Consider the merits of the documents on each of these sites. Does the material seem biased?
Does the material sound reasonable? How heavily would you rely on this information in a report
or research? (LO 2.3: Describe the importance of authentic literature in research)
Activity 2: Locate the Index to the Social Sciences in a college or university library. Use the
index to find 10 sources of reference material for a potential study on homelessness. Now go to
6
Copyright © 2017, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Berg/Lune, Qualitative Research for the Social Sciences, 8/e
the Web, and, using your favorite search engine, enter the search term “homelessness” to locate
10 additional reference items. Compare the two sets of materials. (LO 2.3: Describe the
importance of authentic literature in research)
Activity 3: Run a Web search on the term “asthma.” Now compare the different resources that
may be available if you add the search terms “peer reviewed” or “magazine.” Based on these
different answers, offer a conceptual definition of the term that would be suitable for research.
(LO 2.5: Describe the process of operationally defining a concept)
Activity 4: Identify six concepts and operationally define each. Be sure to consult relevant
literature before the terms are defined. Do not make up definitions off the top of your head.
When operationalizing how each concept will be measured, be certain these operations conform
to both relevant literature and the qualitative paradigm. (LO 2.5: Describe the process of
operationally defining a concept)
Key Terms
Theory: A system of logical statements or propositions that explain the relationship between two
or more objects, concepts, phenomena, or characteristics of humans.
Concepts: Symbolic elements representing objects, properties, or features of objects, processes,
or phenomena that allow communication of thought.
Propositions: Concept clusters, or statements about the relationships between concepts.
Hypotheses: Testable propositions about the relations among research concepts.
Cognitive reality: The thoughts in your mind, in which anything is possible.
Sensory reality: The world around you, in which there are clear limitations and conditions are not
in your control.
Operational definition: A concrete intended meaning of a concept in relation to a particular study
that provides criteria for measuring the empirical existence of that concept.
Concept mapping: A technique used to pictorially represent ideas and their connections and
enhances understanding of relationships between ideas/concepts.
Sampling: A research technique in which a subset (the sample) of a larger population is used to
make inferences about the population as a whole.
Probability sampling: A research technique in which a sample is selected mathematically to
represent subgroups of some larger population.
Simple random sample: A sampling technique in which each element of the full population has
an equal and independent chance of inclusion in the eventual sample to be studied based on a full
listing of every element in the full population to be investigated.
Convenience sampling: A sampling technique relying on subjects who are close at hand or easily
accessible.
Purposive sampling: A sampling technique in which researchers use special knowledge or
expertise to select subjects who represent the population for inclusion in the sample.
Snowball sampling: A sampling technique in which a sample is obtained through respondent
referrals to obtain entrance to a difficult-to-access population by gaining participants from a
small group of original subjects who share similar characteristics.
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Copyright © 2017, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Berg/Lune, Qualitative Research for the Social Sciences, 8/e
Quota sampling: A sampling technique where the sample is designed to match the percentage of
certain named groupings in the general population studied.
8
Copyright © 2017, 2012, 2009 Pearson Education, Inc. All Rights Reserved
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lijmerig z’n pijp vullend, vingerdiep, den tabak met duwetjes bedaard
inplettend.—Vroolijk snaterde Guurt weer op.…
—Hep jullie hoort van die raike vent van Duinkaik.… die hep s’n aige
veur s’n kop skote.…
—En ikke hep hoort dat tie valle is, zei Piet, leuk-ontgoochelend ’t
nieuwtje van Guurt.
—Kees.…!
—Da lieg je Ouë.… da lieg je.… driftte Dirk met ’n slag op tafel.
—Daa’s puur klets maid, sarde Piet weer leuk.… hai hep skarrelt mit
Mie van de metselaar.… en da sit nou mit jonk.. en nou hep ie van
d’r broer op s’n ribbekast hat.… en nou durft ie nie meer op stroat
komme.…
—Jai hep main noodig, debies, neenet snurkert, da’ lapje main nie!
—Main kristus, ik hep nooit niks.… nooit, driftte Guurt gemaakt; heé
Piet.… toe.… wees d’r nou erais ’n oardige knoap!.… ik hep aêrs
soo’n dooie Sinterklòas.… se speule van moorde.… soo vreeselik.…
je weut wel daa’k ’r dol op bin.…
Maar Piet was niet te vermurwen. Van avond, strooiavond, nee, dan
most ie de ploats op, lollen met de meiden en zuipers.
Dirk zat lichtelijk te ronken, met kop tegen kachelpijp.… z’n ingezakt
lijf stonk van grondvuil.… z’n stomp-wreed gezicht stond grimmig als
van ’n slapenden bloed-dog en z’n vurige zeerende wimpers,
streepten pijnlijk-rood onder z’n in gelen lampschemer, duisterende
oogen. Hem vroeg ze niet eens. [81]
[Inhoud]
IV.
Blikjes gingen van hand tot hand als ’n smak over was.
—Wie hepp sàin, leste blikkie?.… tien cent, krijschte armelijk schorre
kerel achter de toonbank,—’n venter die op den dag met
afvalgroenten door de plaats ging, en nu, tot laat in den nacht, met
schreeuwen en smak-opgejaag voor de winkeliers, nog ’n extratje
verdienen wilde. Achter ’m stond deftig banketbakker-eigenaar met
witte baret, blufferig in ’t wit, vettig-grinnekend bij stormgeloop van
menschen, lacherig-kontroleerend, met z’n handen frommelend
onder z’n blank schort.
—Nou, is nou dààn, la moar beginne, riep ’n ongeduldig bochelig
kereltje.
—Seg Jans.… jai hep sain vast.… hoor.… t’met ses pond vraiers.…
wa mo je mit soo’n vracht.… puur ses pond.…
[Inhoud]
V.
Piet Hassel, sterke oproerige Wierelander, was kroeg in, kroeg uit
geloopen op de haven, waar wit-schimmig de spoordijk weg te
donkeren lag, achter het breeë watertje en vèr, ver, nevelig-blank
van alom polderland, waarin fantomig reservoirs van gasfabriekje
opdoemden.—Groote molen rechts, naar ’t [87]station, omkneld van
donkere huisjesgroep, vaagde sneeuw-schimmig in duistere lucht,
melancholiek over verren polder starend, den versneeuwenden
bleeken nacht in.
Piet had z’n vrienden opgevischt in een kroeg bij Schildert. Hendrik
Gelder, de Haas bijgenaamd, Jan Sik, Kees Slooter, Kol en nog wat
arme ploeter-schooiers, woelige, jolige losse tuinders en
bloemistknechten met ’n paar sigarenmakers. Naast hen
schuchterde bescheiden, ’n half-heerig klerk je van de fabriek van
ingelegde groenten, ’n Wierelandsch burgertje, dat zich ’t liefst bij
plebsche arme, schooiende herrieschoppers opdrong. Ieder in
Wiereland kende ’t zuipende stelletje, als gevaarlijke vechtersbazen,
nakende zwoegers en sjouwers, die in dronk-zwijmel opspogen
tegen alles, allereerst tegen elkaar ruzieden omdat Kol en Slooter,
katholiek, Sik en Gelder, protestanten, in hun hitte-buien, elkaar
moèsten afrossen. Want verborgen ingetoomden, plòts soms
uitziedenden schroei-haat sintelde en giftte er altijd tusschen
bevolking, katholiek en protestant. Onder alle standen dàt gebruis, al
wilde niemand ’t weten, omdat, gelijk verdeeld in aantal, men elkaar
te veel noodig had. Maar soms barstten de belhamels los en
helleveegden rond, braakten langgesmoorde driften uit van twee
kanten. Nuchter, kon ’t Wierelandsche stelletje elkaar wel luchten.
Iederen avond, in den naakten wintertijd, broeiden ze vast bijeen, in
’n kroeg. Eerste avondwerk was jacht op meiden, achter, op de
stikdonkere kronkel-weggetjes, tusschen tuinderij en wandelpaden.
Wellust-jacht van buurtmenschen waar geen simpel landelijke
vrijage òp kon leven, of doodgetrapt werd ze, door rauwe spot en
krijsch van verdierlijkte massa. Gewissel van meiden en jongens
was overal. Leefdrang en passie werd genomen of betaald.
Piet Hassel wou ruzie. Dat had ie met ’t stelletje afgesproken. Wat
zou ’t; gevochten most d’r worden. En Piet was in lol maar begonnen
met schijnherrie tegen ’n Duinkijker, dien ie heel goed kende.
Dadelijk erin, hakten anderen die partij trokken. Lach-barstend
drongen Piet en Duinkijker weg, de partijtrekkers tegen elkaar aan
den gang ziend. Achterhoeksche haatdragendheid en stupiede
kijfbotheid stond op dronken zwijmelkoppen uit te barsten. Loome
wrok, die langzaam maar schrikkelijk opboorde uit gesmoorde
gloeidriften. Grooter werd broeiing, rossig toortste walm rond,
vergroenend de zinne-koppen in grauwig brandlicht. ’n Kerkvaarter
en Wierelander waren vlak bijeen gedrongen, eigenlijk niet goed
wetend wat ze van elkaar wouen. Een had partij voor Piet getrokken
’n ander voor den Duinkijker. Die twee nou zaten te gieren op bank
bij de deur tegen de uithijgende meiden lollend, dat ze voor hùn
beidjes op elkaar inhakken gingen. Wierelander krijschte rauw.
—Bàrst jai.
—Blaif jai heel!.… en meteen trok Rink z’n jas uit, om in z’n
overhemd, meesliertend verkronkeld-oranjige halsdoek, nek-
ontbloot, de eerste striemen weg te patsen, ’n Meid, blond in
koniginne-statuur, slank en reuzig-forsch, was plots midden
ingedrongen en uitrazend met tartende gebaren, duim onder kin
woest wègstrijkend, gierde ze tegen Duinkijker kerel.…
—Jai? an main jassie.… sie ie main van veure.… kaik nou doàr’.…
En wild draaide furie om, met haar achterste hoog opwippend naar
’m toe, in dwazen hoonenden wellust-sprong.
—Vuile kwieb!.…
—Mô je se maid siene.… puur soo breed aa’s hai.… soo pot!.… soo
pan!.… gierde ’n kleine furie.
—Blaif jullie nou je fesoen houe.… toe nou.… kalm an.… kalm an.…
jai die weg uit.… en jai die.—Zacht begon ie den polderreus te
verduwen, die beenplakte, als ’n rots onwrikbaar, uitdagend, met z’n
moker-armen tegen muzikantenhekje bombardeerend, dat de kerels
trilden achter walmlicht. Rink’s groen-valsche oogen, lichtten als
fosfor, donker-woest diep in z’n ruwen kop verdoken. Ruzie was
geslabakt en wilde warrel joeg weer door de loods, die walm-zwaar
pafte, in stofpoeier boven het geschetter, dat rood-sferig brandde.
De koperen instrumenten van blazers flitsten in licht-glimsels.—
Toortsig-helsch en satanisch, dreunden donkere monden van
trombones, hun zwaarlijvige tonen den stankwalm in, dat wanden te
barsten dreigden; fel boorden de hoorn-stooten als priemend geluid
door de broeiing; schommelend gingen de lijven weer in rhytmisch
gehobbel, in koorts van draai en tolling, [95]geilde de zwijmeldans
weer door de loods, in rossigen rook, die meid-gezichten schroeide
en oranjerig-rood begloeide in zwelling van bezweete huid.
Piet zoende in ’n storm, tien meiden te gelijk, achter den arm van
hun dansers, waarin ze omschroefd pletten, en met Rink achter ’m
aan, wien hij iets in ’t oor schreeuwde, drong ie naar den uitgang.