Qualitative Research in Practice : Stories From the Field - Blogs Unpad

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Presenting and writing up adopted children while evocatively conveying their experiences much more powerfully than the written word would have allowed. Stories from the field This chapter’s stories are again drawn from our interviews with researchers. Readers who are interested in the published work of these researchers and the other researchers interviewed for this book can follow-up the references in the bibliography. Liz Kelly—Domestic violence matters Here Liz talks about her preferred approach to writing up mixed methods research. Her position that qualitative and quantitative methods are equal but different—each making a unique contribution to any study—is reflected in her resolve to integrate the findings from both approaches in written reports on her research (Kelly, 1999). Writing up a mixed methods study Yvonne: Liz: How do you write up a mixed methods study? I think with enormous difficulty. Looking at Domestic Violence Matters now, I don’t think I entirely succeeded. The chapter on crisis intervention I really like, I think it works. It draws on different parts of the data and there is a thread weaving through it that different parts of the data illuminate and help explore. I think the chapter on the police is clumsy and dense and tries to use too much of the data without distilling it. That was the hardest one to do partly because the data was incomplete. The information that we ought to have had from the police wasn’t available, so it was having to kind of wander around, without having a central core . . . I think the thing for me is that if you have a clear thread or couple of threads that you can follow and the data weaves into this thread, then it is okay, then 167
Qualitative research in practice Yvonne: Liz: you can work out which data are ‘setting-the-scene’ and come at the beginning, which are the more complex data in the middle and then which are the data that give you some kind of clear insights. If you don’t have that, or there are too many possible threads to follow, then it is actually quite difficult, because it’s hard to know what to select ...whether this bit of data goes with this, or with that. I suppose one of the things you do, is that you use the more quantitative data as the scene-setting—this is how many, this is how much of this, how much of that—and then the qualitative data enables you to explore. I think a lot of times qualitative data are used as a kind of illustration, a sort of more accessible description, but there are also other ways that you use it. One of the ways we use it is to show contradiction. For example, there is one lot of police officers who understand arrest in this way, and another lot of police officers who understand arrest in a different way. Qualitative data helps us to communicate some of the complexity and the dilemmas as well. Quantitative data can’t give you a sense of the actual messiness of real life, and qualitative data can show you that—okay, yes, there are some police officers who are offensive and whatever, and there are some who are great, but most of them are struggling to know what to do, and to make sense of often conflicting messages. I don’t think I was as clear about that when I wrote it, as I am now, and I don’t think that it is stated there as strongly as I would now. Was that about having time and distance from the study, or something else? It is partly that this was the first piece of research where the police were subjects, and it is partly through talking with researchers from other countries who have also done research on the police, in relation to domestic violence. In dialogue, I think I have come to see that actually, unintentionally, the demands of the women’s movement have placed the police in a quite complicated position, because on the one hand the demand has been for more victim-centred and empathetic understandings in response, but on the 168
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Qualitative research in practice St
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Contents The researchers vi Table o
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Contents 8 Presenting and writing u
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The researchers Anne Coleman began
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The researchers into factors associ
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Table of research studies Tim and W
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Preface In this book we aim to brid
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Preface known to us, either through
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1 From practice to research In the
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From practice to research social wo
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From practice to research in relati
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From practice to research consumer
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From practice to research parent—
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From practice to research space—t
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From practice to research what peop
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From practice to research developed
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From practice to research or exit f
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From practice to research tracked d
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2 Ethics and organisations The best
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Ethics and organisations relevant i
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Ethics and organisations Informed c
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Ethics and organisations Yet a mino
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Ethics and organisations Observatio
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Ethics and organisations Ethical an
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Ethics and organisations with the s
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Ethics and organisations Dorothy Sc
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Ethics and organisations happened,
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Ethics and organisations an intensi
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Ethics and organisations to outside
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Ethics and organisations Yvonne: To
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Ethics and organisations Dorothy: R
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Ethics and organisations can only e
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In-depth interviewing them or not m
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In-depth interviewing Stories give
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In-depth interviewing experience of
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In-depth interviewing There is a re
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In-depth interviewing data sought,
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In-depth interviewing interview. Th
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In-depth interviewing Generally, th
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In-depth interviewing in-depth inte
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In-depth interviewing Yvonne: So a
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In-depth interviewing Sampling Yvon
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In-depth interviewing much they tal
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In-depth interviewing encouraged mu
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In-depth interviewing contact, the
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Observation Choosing observation Li
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Observation The observation process
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Observation When to observe and for
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Observation Anne Coleman—Five sta
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Observation Yvonne: Anne: Yvonne: A
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Observation Anne: Another useful th
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Observation couldn’t understand h
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Observation interesting because I s
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Observation of questions separate f
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Tailoring data collection We focus
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Tailoring data collection The exper
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Tailoring data collection be achiev
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Tailoring data collection Making us
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Tailoring data collection children
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Tailoring data collection collectio
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Tailoring data collection • Settl
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Tailoring data collection Caroline
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Tailoring data collection Dorothy:
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Tailoring data collection Dorothy:
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Tailoring data collection Tim: real
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Tailoring data collection supermark
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Page 136 and 137: 6 Mixing methods ‘Mixed methods
Page 138 and 139: Mixing methods the different compon
Page 140 and 141: Mixing methods methods which allowe
Page 142 and 143: Mixing methods obtained through one
Page 144 and 145: Mixing methods in itself. Rather, t
Page 146 and 147: Mixing methods and how they would e
Page 148 and 149: Mixing methods violence; that they
Page 150 and 151: Mixing methods incredibly arrogant
Page 152 and 153: Mixing methods about 1200 organisat
Page 154 and 155: Mixing methods Yvonne: that overarc
Page 156 and 157: Mixing methods Yvonne: Cheryl: Yvon
Page 158 and 159: Mixing methods reducing the benefit
Page 160 and 161: Analysing data possible about what
Page 162 and 163: Analysing data sometimes referred t
Page 164 and 165: Analysing data Team research makes
Page 166 and 167: Analysing data crying—and I could
Page 168 and 169: Analysing data Analysing the observ
Page 170 and 171: Analysing data I’d said that’,
Page 172 and 173: Analysing data straight to the inte
Page 174 and 175: Analysing data They also highlight
Page 176 and 177: Presenting and writing up be used.
Page 178 and 179: Presenting and writing up participa
Page 180 and 181: Presenting and writing up the princ
Page 182 and 183: Presenting and writing up difficult
Page 186 and 187: Presenting and writing up Yvonne: L
Page 188 and 189: Presenting and writing up of the th
Page 190 and 191: Presenting and writing up Tim: stor
Page 192 and 193: Presenting and writing up Anne felt
Page 194 and 195: 9 Epilogue: From research to practi
Page 196 and 197: Epilogue are presented to the way i
Page 198 and 199: Epilogue • Diffusion (disseminati
Page 200 and 201: Epilogue practical and simple langu
Page 202 and 203: Epilogue violence, the things we em
Page 204 and 205: Epilogue [it] was dragging me along
Page 206 and 207: Epilogue through reporting the expe
Page 208 and 209: References Beresford, B. 1997 Perso
Page 210 and 211: References Darlington, Y., Osmond,
Page 212 and 213: References Johnson, K. & Scott, D.
Page 214 and 215: References ——1995 In-depth Inte
Page 216 and 217: References ——1990 Writing Strat
Page 218 and 219: References Tilse, C. 1994 ‘Long t
Page 220 and 221: Index Page numbers in italics refer
Page 222 and 223: Index ‘getting in/getting on/gett
Page 224 and 225: Index quantitative research 3; meth
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