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Qualitative researchers have long made use of many different interview forms. Yet, for novice researchers, making the connections between "theory" and "method" is not always easy. This book provides a theoretically-informed guide for researchers learning how to interview in the social sciences. In order to undertake quality research using qualitative interviews, a researcher must be able to theorize the application of interviews to investigate research problems in social science research. As part of this process, researchers examine their subject positions in relation to participants, and examine their interview interactions systematically to inform research design. This book provides a practical approach to interviewing, helping researchers to learn about themselves as interviewers in ways that will inform the design, conduct, analysis and representation of interview data. The author takes the reader through the practicalities of designing and conducting an interview study, and relates various forms of interview to different underlying epistemological assumptions about how knowledge is produced. The book concludes with practical advice and perspectives from experienced researchers who use interviews as a method of data generation. This book is written for a multidisciplinary audience of students of qualitative research methods.
What is Qualitative Interviewing? is an accessible and comprehensive 'what is' and 'how to' methods book. It is distinctive in emphasising the importance of good practice in understanding and undertaking qualitative interviews within the framework of a clear philosophical position. Rosalind Edwards and Janet Holland provide clear and succinct explanations of a range of philosophies and theories of how to know about the social world, and a thorough discussion of how to go about researching it using interviews. A series of short chapters explain and illustrate a range of interview types and practices. Drawing on their own and colleagues' experiences Holland and Edwards provide real research examples as informative illustrations of qualitative interviewing in practice, and the use of a range of creative interview tools. They discuss the use of new technologies as well as tackling enduring issues around asking and listening and power dynamics in research. Written in a clear and accessible style the book concludes with a useful annotated bibliography of key texts and journals in the field. What is Qualitative Interviewing? provides a vital resource for both new and experienced social science researchers across a range of disciplines.
This book provides an empirically grounded, in-depth investigation of the ethical dimensions to in-house practice and how legal risk is defined and managed by in-house lawyers and others. The growing significance and status of the role of General Counsel has been accompanied by growth in legal risk as a phenomenon of importance. In-house lawyers are regularly exhorted to be more commercial, proactive and strategic, to be business leaders and not (mere) lawyers, but they are increasingly exposed for their roles in organisational scandals. This book poses the question: how far does going beyond being a lawyer conflict with or entail being more ethical? It explores the role of in-housers by calling on three key pieces of empirical research: two tranches of interviews with senior in-house lawyers and senior compliance staff; and an unparalleled large survey of in-house lawyers. On the basis of this evidence, the authors explore how ideas about in-house roles shape professional logics; how far professional notions such as independence play a role in those logics; and the ways in which ethical infrastructure are managed or are absent from in-house practice. It concludes with a discussion of whether and how in-house lawyers and their regulators need to take professionalism and professional ethicality more seriously.
Legislatures are political bodies essential to democracy and the rule of law. They present social scientists with numerous intriguing puzzles, with far-reaching implications for our understanding of political institutions. Why, and how, have these ancient assemblies, established in pre-democratic times, survived the transition to mass democracies? How have they adapted? How do they structure such processes as budgeting, legislation, and executive oversight? How do their members get selected, and what consequences flow from differences in these rules? What roles do committees and political parties play in contemporary legislatures? What functions do legislatures perform in autocratic, semi-democratic or recently democratized societies? What explains the similarities and differences in legislative rules, powers and recruitment? What are the policy and other consequences of variation in how legislatures are organized and function? The 33 chapters in The Oxford Handbook of Legislative Studies, written by 47 of the most distinguished legislative scholars, provide a comprehensive and up-to-date description and assessment of the state of the art in legislative studies. Key themes explored include theoretical paradigms and methodological approaches to the study of legislatures, representation and legislative careers, internal organization, the role of parties within legislatures and the role of legislatures in policy making and accountability. The Handbook also explores the emergence of parliaments in historical and contemporary contexts, including new democracies and trans-national institutions.
Qualitative interviews are a key tool in modern research practice. What are the different forms of the qualitative interview? Which method is suitable for which situation? How does one conduct qualitative interviews in practice? The book answers these and other questions by presenting methodological principles and different interview methods with schemata, figures, and examples, along with a discussion of their advantages and disadvantages.
Drawing from her extensive classroom and field experience, Jeane W. Anastas merges the "practice wisdom" of today's social work educators with contemporary theories on instruction and learning. Built around a teacher- and student-in-situation framework, Teaching in Social Work examines the effect of social issues, professional norms and needs, and various educational settings on the interactions among educators, students, and the subjects they learn. The result is a singular volume that focuses specifically on teaching within the field of social work, identifying the factors that result in effective educational outcomes. Anastas draws on the theories and selected research findings of higher education and social work education literature. She illuminates the critical aspects of teaching and learning as an adult, the best uses of different modalities of instruction, and the issues of diversity that influence all aspects of teaching and learning. Her book includes guest-authored chapters on field learning and the latest advances in teaching technology. It also engages with ethics, teaching and learning assessments, and faculty work in full-time social work education.

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