Literaturnachweis - Detailanzeige
| Autor/inn/en | Vogl, Susanne; Schmidt, Eva-Maria; Zartler, Ulrike |
|---|---|
| Titel | Triangulating Perspectives: Ontology and Epistemology in the Analysis of Qualitative Multiple Perspective Interviews |
| Quelle | In: International Journal of Social Research Methodology, 22 (2019) 6, S.611-624 (14 Seiten)
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| Zusatzinformation | ORCID (Vogl, Susanne) ORCID (Schmidt, Eva-Maria) ORCID (Zartler, Ulrike) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1364-5579 |
| DOI | 10.1080/13645579.2019.1630901 |
| Schlagwörter | Interviews; Mixed Methods Research; Epistemology; Population Groups; Philosophy; Parents; Data Interpretation; Data Analysis |
| Abstract | Multiple perspective interviews (MPIs) involve interviewing members of a social group separately and triangulating their accounts during analysis to gain insights into the functioning of such groups (e.g. families). So far, there has been little engagement with the specific challenges of MPI research during the analysis, particularly with dissonant data. To illustrate the importance of this aspect, we draw on the triangulation metaphor and related epistemological and ontological perspectives, which determine analytic choices and thus yield different forms of knowledge. We show how triangulating perspectives can extend individual-level results, but also how researchers should go beyond a descriptive level of analysis for convergent and dissonant accounts to realize the potential of MPIs. Convergence should not be assumed too hastily, yet, there might be dissonance that cannot be resolved. (Self-)reflection on epistemological views, interpretive practice, and the purpose of MPI as well as their interrelation can increase the strengths of MPI approaches (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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