Qualitative Research: A Defense of Traditions

Jacob, Evelyn

doi:10.2307/1170416

Cited by 8 publications

(8 citation statements)

References 6 publications

(11 reference statements)

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“…Paradigms are established by communities of scholars with shared beliefs about the nature of reality and knowledge construction (Jacob 1989, Hinshaw 1996. They are human constructions categorized by differences in beliefs and values (Hamilton 1994).…”

Section: Background Defining Research Paradigmsmentioning

confidence: 99%

Understanding paradigms used for nursing research

Weaver

Olson²

2006

Journal of Advanced Nursing

205

188

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Section: Background Defining Research Paradigmsmentioning

confidence: 99%

Understanding paradigms used for nursing research

Weaver

Olson²

2006

Journal of Advanced Nursing

205

188

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“…Scholars have debated whether the idea of “traditions” in qualitative inquiry is even useful (see Atkinson, Delamont, & Hammersley, 1988; Buchmann & Floden, 1989; Jacob, 1987, 1988, 1989). Critics assert that the “traditions,” so-called, are both too numerous and too intertwined to yield clear and firm distinctions among them.…”

Section: Perspectives On Qualitative Research Designmentioning

confidence: 99%

The Practice of Designing Qualitative Research on Educational Leadership: Notes for Emerging Scholars and Practitioner-Scholars

Knapp

2016

Journal of Research on Leadership Education

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This article addresses a gap in methodological writing, concerning typical practice in designing qualitative inquiry, especially in research on educational leadership. The article focuses on how qualitative research designs are actually developed and explores implications for scholars’ work, especially for new scholars and for methods teachers. Working from methodological literature across multiple traditions, combined with the author’s experience designing qualitative studies and guiding emerging scholars and practitioner-scholars, the article describes alternative ways to develop viable designs, noting essential considerations and trade-offs along the way. While noting differences by tradition, the article emphasizes common patterns and implications shared by multiple traditions.

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“…Jacob, in articles published in the Review of Educational Research (1987) and the Educational Researcher (1988), defined qualitative in terms of the core traditions that gave rise to different approaches and theoretical perspectives: human ethnology, ecological psychology, holistic ethnography, cognitive anthropology, ethnography of communication, and symbolic interactionism. These articles, when they were published, gave rise to a range of critical discourses and point-counterpoint discussions across national boundaries (Atkinson, Delamont, & Hammersley, 1988;Buchmann & Floden, 1989;Jacob, 1989;Lincoln, 1989). These dialogues challenged her taxonomy, arguing that it was not inclusive of the full range of qualitative perspectives, particularly ones used by researchers in the U.K.…”

Section: Critiques Of What Counts As Qualitative Research: Phasementioning

confidence: 99%