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Psychology instructor viewpoints of ...

Hayes, Robert Francis.

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Psychology instructor viewpoints of the efficacy of qualitative research.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Psychology instructor viewpoints of the efficacy of qualitative research./
作者:	Hayes, Robert Francis.
面頁冊數:	101 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-10, Section: B, page: 6039.
Contained By:	Dissertation Abstracts International67-10B.
標題:	Psychology, General. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3238564
ISBN:	9780542933554

Psychology instructor viewpoints of the efficacy of qualitative research.
Hayes, Robert Francis.

Psychology instructor viewpoints of the efficacy of qualitative research. - 101 p.

Source: Dissertation Abstracts International, Volume: 67-10, Section: B, page: 6039.

Thesis (D.Phil.)--Capella University, 2006.

The following study investigated how psychology instructors viewed qualitative research. Each instructor agreed to participate in a qualitative investigation utilizing in-depth interviews. The co-researchers for this study were chosen from a variety of educational institutions. The phenomenological inquiry utilized in-depth interviews and fostered emerging themes for analysis. Each co-researcher answered four standard questions. Brief demographic profiles were recorded. In addition, each interview was tape recorded, transcribed and reviewed by the interviewee and outside reader for accuracy. The outside reader possessed a graduate degree in psychology and/or other appropriate academic area and possessed experience as a college instructor. When the data were analyzed, the following themes became apparent: (a) general skepticism of qualitative research techniques, (b) hesitancy to use qualitative data in the classroom when quantitative data were available, (c) the regular use of qualitative research by psychology professors without identifying the data as inherently qualitative, (d) psychology instructors having little or no formal training in qualitative research methodology, (e) psychology professors rarely, if ever, having supervised qualitative research, and (f) psychology instructors expressing a desire to receive more training in qualitative research methodology.

ISBN: 9780542933554Subjects--Topical Terms:

1018034
Psychology, General.

Psychology instructor viewpoints of the efficacy of qualitative research.
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245 1 0 $a Psychology instructor viewpoints of the efficacy of qualitative research.
300 $a 101 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-10, Section: B, page: 6039.
500 $a Adviser: Kelley Chappell.
502 $a Thesis (D.Phil.)--Capella University, 2006.
520 $a The following study investigated how psychology instructors viewed qualitative research. Each instructor agreed to participate in a qualitative investigation utilizing in-depth interviews. The co-researchers for this study were chosen from a variety of educational institutions. The phenomenological inquiry utilized in-depth interviews and fostered emerging themes for analysis. Each co-researcher answered four standard questions. Brief demographic profiles were recorded. In addition, each interview was tape recorded, transcribed and reviewed by the interviewee and outside reader for accuracy. The outside reader possessed a graduate degree in psychology and/or other appropriate academic area and possessed experience as a college instructor. When the data were analyzed, the following themes became apparent: (a) general skepticism of qualitative research techniques, (b) hesitancy to use qualitative data in the classroom when quantitative data were available, (c) the regular use of qualitative research by psychology professors without identifying the data as inherently qualitative, (d) psychology instructors having little or no formal training in qualitative research methodology, (e) psychology professors rarely, if ever, having supervised qualitative research, and (f) psychology instructors expressing a desire to receive more training in qualitative research methodology.
520 $a Themes that surfaced illustrated that the co-researchers possessed little or no training in qualitative research methodology although they utilize considerable amounts of qualitative data in many of their courses such as developmental psychology. It was interesting to elucidate the co-researchers' willingness to receive more training in qualitative research and their overall understanding of qualitative research design and implementation. According to the findings, psychology instructors may realize that better understanding of qualitative data will be required to impact the holistic dynamics of the human condition in the year 2006 and beyond.
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650 4 $a Education, Higher. $3 543175
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