Doing and Writing Qualitative Research

Holliday, Adrian

doi:10.4135/9781446287958

Cited by 385 publications

(359 citation statements)

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“…D. Silverman (2006) teigia, kad naudojant kokybinio tyrimo rezultatus interpretaciniu būdu siekiama pateikti tyrime dalyvavusių respondentų požiūrius kaip jie mato tiriamą reiškinį ir su juo susijusias sistemas. Kokybinis tyrimas yra atviras ir tinkamas norint atskleisti netyrinėtas sritis (Holliday, 2007). R. Thomas (2003) pabrė-žia, kad kokybinis tyrimas leidžia tyrėjui suprasti tiriamą reiškinį, prasmes, kurias tiriamam reiškiniui suteikia respondentai.…”

Section: įVadasunclassified

Savanoriškos veiklos valdymas Lietuvoje : nevyriausybinių organizacijų patirtys

Tamutienė¹,

Šimkus²

2012

MOSR

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Savanoriškos veiklos valdymas Lietuvoje: nevyriausybinių organizacijų patirtysStraipsnio tikslas -išanalizuoti Lietuvoje mažai tyrinėtą savanoriškos veiklos valdymą nevyriausybinėse organizacijose. Remiantis kokybinių interviu duomenimis išanalizuota savanorių verbavimo, atrankos, apmokymo, įvertinimo, pripažinimo ir veiklos nutraukimo valdymo procesai. Raktiniai žodžiai: savanoriška veikla, valdymas, nevyriausybinės organizacijos.The main aim of this article is to analyse the management of voluntary work in non-governmental organizations in Lithuania. Article is based on the data of qualitative interviews with experts. Planning, recruitment, workflow management and empowerment context is analysed.

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Section: įVadasunclassified

Savanoriškos veiklos valdymas Lietuvoje : nevyriausybinių organizacijų patirtys

Tamutienė¹,

Šimkus²

2012

MOSR

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“…Out of these 30 participants 25 returned completed questionnaires, while 5 did not return it at all. Moreover, the author took narrative accounts, documented as "Personal communication", of what was heard and seen, at times provoking more reflections on some points when necessary (Holliday, 2002). On some of the "critical data" identified as data that emerged in context that the author had to involve closer "critical friends" or experts based on their experience or academic discipline, four expert informants (their names are anonymized based on their request for confidentiality) were informally interviewed to seek their in-depth insights including validation of the emergent data during data analysis.…”

Section: Methodsmentioning

confidence: 99%

Failure to Achieve Development in Spite of a Series of Reforms: What Is Wrong With Efl Teachers’ English Proficiency?

Birbirso

2014

AJOTE

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This study focuses on one of Ethiopia's unfading education policy problems, namely the poor English proficiency of EFL teachers and their students. Qualitative data was collected through unstructured questionnaire and participant observation from twenty-five randomly selected highly experienced EFL schoolteachers and tertiary EFL educators coming from all corners of the country. Relevant archival data were also collected. Besides, four expert informants were also involved as critical consultants for the study. The data was analyzed qualitatively with the reflective and iterative constant comparative method. The results show that for Ethiopian EFL teachers, the problem of the so-called "poor" English proficiency is actually an outcome or a result of poor socio-educational preconditions that inhibited their holistic development as dignified, full-fledged professional citizens. Particularly, meager living conditions, alienating working environments, and a totalitarian policy and practices known as "Cascade Model" are the chief stumbling blocks to their development as fully proficient EFL teachers.

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“…Specifically, I investigated why Japanese upper elementary children are hesitant to speak English, both in and outside of class, even though they study English and are in an environment that encourages speaking in English. To research this, I conducted in-person, audio-taped, semi-structured interviews (Holliday, 2007) with 24 fourth, fifth, and sixth grade students currently enrolled in a bilingual international school in Kyoto, Japan. At the same time as the interview, I also administered to each individual student the Bilingual Verbal Ability Test (BVAT).…”

Section: Chapter 3: Methodologymentioning

confidence: 99%

Why Do Japanese People Not Speak English? Japanese Elementary Students in a Bilingual School

Rohrer¹

2011

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Japanese schools have invested much money and effort in teaching English, yet why do most Japanese people not speak English? Their reticence has been attributed to various factors including communication apprehension or language anxiety. In this study, qualitative, phenomenological interviews were conducted with 24 Japanese upper elementary students at a bilingual international school in Japan to investigate influences on their willingness to communicate in English. Through open coding of the students' responses, four themes emerged. Intrinsic factors which made students reticent to speak in English were internal stress and the perceived difficulty of English speaking. Social groups and identity issues were extrinsic factors which were also found to influence Japanese students' attitudes toward English speaking.

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Doing and Writing Qualitative Research

Cited by 385 publications

References 0 publications

Savanoriškos veiklos valdymas Lietuvoje : nevyriausybinių organizacijų patirtys

Savanoriškos veiklos valdymas Lietuvoje : nevyriausybinių organizacijų patirtys

Failure to Achieve Development in Spite of a Series of Reforms: What Is Wrong With Efl Teachers’ English Proficiency?

Why Do Japanese People Not Speak English? Japanese Elementary Students in a Bilingual School

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