Qualitative Research Practice in Adult Education.

Sonst. Personen	Willis, Peter (Hrsg.); Neville, Bernie (Hrsg.)
Titel	Qualitative Research Practice in Adult Education.
Quelle	(1996), (362 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-86355-056-9
Schlagwörter	Action Research; Adult Education; Adult Learning; Adult Literacy; Data Interpretation; Developed Nations; Developing Nations; Educational Philosophy; Educational Research; Foreign Countries; Inplant Programs; Job Training; Literacy Education; Nurses; Phenomenology; Qualitative Research; Research Methodology; Transformative Learning; Womens Education; Australia; Brazil + Suchen Sie Ihr Suchwort? Projektforschung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Data evaluation; Datenauswertung; Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland; Bildungsphilosophie; Erziehungsphilosophie; Bildungsforschung; Pädagogische Forschung; Ausland; Betriebliche Weiterbildung; Berufsqualifizierender Bildungsgang; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Research method; Forschungsmethode; Pädagogische Transformation; 'Women''s education'; Frauenbildung; Australien; Brasilien
Abstract	This collection of 20 papers is aimed at researchers, research students, and research supervisors interested in qualitative research into facilitated adult learning in the workplace, formal education programs, professional development, and community settings. "Introduction" (Willis) provides a summary of the papers. "Qualitative Inquiry: Meaning and Menace for Educational Researchers" (Garman) introduces two kinds of knowledge and identifies three communities of discourse inside approaches to qualitative research. The papers that follow are grouped in four loose clusters. Five papers in the first group have a commonality around social elements in adult learning, education, and research: "On Becoming a Meditator: Reflections on Adult Learning and Social Context" (McIntyre); "Bread and Sex: Learning in Brazilian Women's Organizations" (Foley); "Learning Centers and Community Houses: Twelve More Years" (Neville); "Ethics of Ethics Committees" (Crotty); and "Contribution of Dr. Rudolf Steiner to Adult Education: Australian Perspective" (Stehlik). These three papers in the second group are concerned with elements of interpretation in various forms of qualitative research: "Multi-Storied Approach to the Analysis and Interpretation of Interview Transcript Data" (Grant); "Archetypal Investigation of the Experience of Infertility in Women: Observations Drawn from a Ph.D. in Progress" (Fiske); and "Enquiry into Writing in the Process of Transformation" (Coates). These five papers in the third group deal with the theory and practice of phenomenology: "Difficulties of Using Phenomenology: Novice Researcher's Experience" (Ehrich); "Representation and Interpretation in Phenomenological Research" (Willis); "Capturing the Experience of the Clinical Nurse Specialist through Phenomenology" (Borbasi); "Hidden Spaces of Adult Literacy Education: Phenomenological Study of Personal Transformation" (Campbell); and Doing Phenomenology" (Crotty). These six papers in the last section focus on elements of qualitative research practice: "Visible Politics: Postgraduate Study and Adult Education Research" (Shore); "John Thomas, the Meno, and Research" (Claydon); "At Sea Beginning to Do Qualitative Research from and for Whom does Knowing and the Known Emanate?" (Arnold); "Reflections on the Role of an Evaluator" (Harris); "Course Design as Action Research" (Mulligan); and"Autobiography, Experiential Learning, and Discourse in Context: A Thesis in Evolution" (Waterhouse). An index is appended. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC