Abstract
The naturalistic, qualitative data collection instrument of choice is the human inquirer himself or herself, complete with his/her own individual strengths and weaknesses, world views, and values. Thus, learning about qualitative data collection entails not only apprehension of what constitutes a good open-ended interview question, how to record observational field data, and the like, but also appreciation of the value-ladenness and concomitant need for reflexivity that permeate naturalistic inquiry. Thus, learning about qualitative data collection invokes a rather large span between theory and practice.
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Background Readings
Relevant chapters from the texts for this course are
Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage, ch. 10, pp. 267–288.
Patton, M.Q. (1980) . Qualitative evaluation methods. Beverly Hills, CA: Sage, chs. 6,7.
Selected other readings on data collection from the course syllabus are
Adler, P.A., & Adler, R. (1987) . Membership roles in field research. Qualitative Research Methods Series 6. Beverly Hills, CA: Sage.
Denzin, N.K. (1978) . The research act. New York: McGraw-Hill, chs. 4,7.
LeCompte, M.D., & Goetz, J.P. (1984) . Ethnographic data collection in evaluation research. In D.M. Fetterman (ed.) , Ethnography in educational evaluation. Beverly Hills, CA: Sage.
Whyte, W.F. (1984) . Learning from the field. Beverly Hills, CA: Sage, chs. 2,3,4,6,7.
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© 1989 Springer Science+Business Media Dordrecht
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Greene, J.C. (1989). Naturalistic Data Collection: Case Study Discussion. In: Mertens, D.M. (eds) Creative Ideas For Teaching Evaluation. Evaluation in Education and Human Services, vol 24. Springer, Dordrecht. https://doi.org/10.1007/978-94-015-7829-5_15
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DOI: https://doi.org/10.1007/978-94-015-7829-5_15
Publisher Name: Springer, Dordrecht
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