This book bridges scholarly forms of inquiry and practitioners' daily activities. It introduces inquiry as a process of relational construction, offering resources to practitioners who want to reflect on how their work generates practical effects.
There are hundreds of books on research, but in keeping with social scientific traditions, many emphasize method and neglect broader, overarching assumptions and interests. Further, most are written in ways that speak to those in the academic community and not to a wider audience of professionals and practitioners. The present text lays out relational constructionist premises and explores these in terms of their generative possibilities both for inquiry and social change work. It is applicable for professionals in the fields of social services, education, organizational consulting, community work, public policy, and healthcare. Using accessible language and extensive use of case examples, this book will help reflective practitioners or practice-oriented academics approach inquiry in ways that are coherent and consistent with a relational constructionist orientation.
This volume will be useful for undergraduates, graduate students, and practitioners engaged in professional development, with particular use for those scholar-practitioners who want to reflect on and learn from their practice and who want to produce practical results with and for those with whom they are working. It is also aimed at those scholar-practitioners who want to contribute to a wider understanding of how social relations (groups, organizations, communities, etc.) can work effectively.
This is a comprehensive, practical guide to the ethical issues raised by different kinds of medical research, and is the first such book to be written with the needs of the researcher in mind. Clearly structured and written in a plain, accessible style, this book covers every significant ethical issue likely to be faced by researchers and research ethics committees. The author outlines and clarifies official guidelines, gives practical advice on how to adhere to them, and suggests procedures in areas where official recommendations are vague or absent. This invaluable handbook will help researchers identify and address ethical issues at an early stage in the design of their studies, helping them to avoid unnecessary delay, and to safeguard the well-being of patients and healthy volunteers. The book will also be extremely useful to members of research ethics committees.
Phenomenology originated as a novel way of doing philosophy early in the twentieth century. In the writings of Husserl and Heidegger, regarded as its founders, it was a non-empirical kind of philosophical enquiry. Although this tradition has continued in a variety of forms, 'phenomenology' is now also used to denote an empirical form of qualitative research (PQR), especially in health, psychology and education. However, the methods adopted by researchers in these disciplines have never been subject to detailed critical analysis; nor have the methods advocated by methodological writers who are regularly cited in the research literature. This book examines these methods closely, offering a detailed analysis of worked-through examples in three influential textbooks by Giorgi, van Manen, and Smith, Flowers and Larkin. Paley argues that the methods described in these texts are radically under-specified, and suggests alternatives to PQR as an approach to qualitative research, particularly the use of interview data in the construction of models designed to explain phenomena rather than merely describe or interpret them. This book also analyses, and aims to develop, the implicit theory of 'meaning' found in PQR writings. The author establishes an account of 'meaning' as an inference marker, and explores the methodological implications of this view. This book evaluates the methods used in phenomenology-as-qualitative-research, and formulates a more fully theorised alternative. It will appeal to researchers and students in the areas of health, nursing, psychology, education, public health, sociology, anthropology, political science, philosophy and logic.
A comprehensive guide designed to help consumers understand the American health insurance system so that they can obtain the benefits to which they are entitled. Epstein explains the ins and outs of both new and traditional health insurance plans, including traditional individual and group policies, HMOs and other types of managed care plans, self-funded plans, Medicare, Medicare HMOs, Medigap, long-term care, COBRA, CHAMPUS, and Medical Savings Accounts.
Written by a nationally syndicated columnist, this useful volume also deals with special health insurance issues related to children, adults with special needs, and individuals who may need long-term care. In addition, Epstein provides valuable information for individuals who are in the process of changing jobs or making changes in their marital or family status, choosing a health insurance plan, or arranging long-term care-including placement in a nursing home or an assisted-living facility-for an aging parent. The book has a practical focus with a variety of tables and worksheets to help consumers establish a system for preventing health insurance problems, and for dealing with any health insurance problems that may arise. It also contains answers to common questions about health insurance, and provides a list of organizations that offer detailed information and advice in regard to specific health insurance problems.
Introduction to Educational Research: A Critical Thinking Approach 2e is an engaging and informative core text that enables students to think clearly and critically about the scientific process of research. In achieving its goal to make research accessible to all educators and equip them with the skills to understand and evaluate published research, the text examines how educational research is conducted across the major traditions of quantitative, qualitative, mixed methods and action research. The text is oriented toward consumers of educational research and uses a thinking-skills approach to its coverage of major ideas. 2e is an engaging and informative core text that enables students to think clearly and critically about the scientific process of research. In achieving its goal to make research accessible to all educators and equip them with the skills to understand and evaluate published research, the text examines how educational research is conducted across the major traditions of quantitative, qualitative, mixed methods and action research. The text is oriented toward consumers of educational research and uses a thinking-skills approach to its coverage of major ideas. W. Newton Suter received his Ph.D. in Educational Psychology in 1983 from Stanford University. He is Professor in Educational Foundations in the Department of Educational Leadership at the University of Arkansas
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