The choreography of qualitative research design

By Vj. Janesick. 2000

1,465 citations recorded by the source corpus.

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Citations in the corpus

Professional development and job-embedded collaboration: how teachers learn to exercise leadership (2012, background): “Moreover, during the focus group sessions, ‘thin’ findings were identified and elaborated through theoretical sampling (Miles and Huberman 1994, Strauss and Corbin 1998), and all findings were authenticated by the research participants themselves (Janesick 2000).”
Reflective Practice as a Means for Preparing to Teach Outdoors in an Ecological Garden (2009, methodology): “Member checking, a common procedure that enhances the research validity in qualitative research (Guba and Lincoln 1985; Janesick 2000), was achieved in two ways: (a) we presented our main understanding to the five participants who were requested to make comments; and (b) discussions between the…”
Preservice teachers' pedagogical content knowledge of using particle models in teaching chemistry (2005, methodology): “Next, by comparing and discussing our individual analyses (investigator triangulation; Janesick, 2000), we aimed to reach consensus about the interpretation of the data in terms of the content of each individual preservice teacher’s PCK.”
A Call to Educate, Participate, Invoke and Indict: Understanding the Communication of Online Hate Groups (2010, methodology): “Additionally, we took several steps to demonstrate rigor, often referred to as evidence of a committed study, sufficient data, or saturation (see Janesick, 2000; Lindlof & Taylor, 2002; Taylor & Trujillo, 2001).”
Learning to make music in older adulthood: A mixed-methods exploration of impacts on wellbeing (2014, background): “The focus of the enquiry thus becomes in-depth exploration of participants’ accounts of beginning to learn music, framed within qualitative inquiry employed to capture the “nuance and complexity of the social situation under study” (Janesick, 2000, p. 380).”
The impact of professional development on early childhood educators’ confidence, understanding and knowledge of education for sustainability (2014, methodology): “We adopted an iterative inductive and deductive approach in the analysis of the ‘list five words when you think of sustainability’ question (Hatch 2002; Janesick 2000).”
Methodological rigour within a qualitative framework. (2004, background): “She dismisses this fixed position and moves from plain geometry to light theory (Janesick 2000), proposing that we should not triangulate but crystallize.”
Academic Motherhood: Managing Complex Roles in Research Universities (2003, methodology): “We conducted member checks by selecting study participants to review and analyze working themes to see if they resonated with individual experience, then incorporated this feedback into the final narrative (Janesick, 2000).”
Scaffolding science teachers in open-inquiry teaching (2009, methodology): “Secondly, by comparing and discussing the analyses (investigator triangulation; Janesick, 2000), they aimed to reach consensus about the interpretation of the data.”
Microfinance: accountability from the grassroots (2006, background): “), and opinions of lending practices and social settings ( Janestick, 2002”
An Array of Qualitative Data Analysis Tools: A Call for Data Analysis Triangulation. (2007, background): “…back out into the field and undertake member checking (Merriam, 1998) with the participants by asking if the themes, arguments, or assertions developed from the codes are accurately describing their statements (Janesick, 2000; Merriam, 1998), leading to descriptive validity (Maxwell, 1992, 1995).”
The Beliefs and Practices of School Counselors who Use Data to Implement Comprehensive School Counseling Programs (2011, methodology): “The first author and a research assistant conducted investigator triangulation to ensure accuracy of the coding process and to prevent researcher bias (Denzin & Lincoln, 1995; Richardson, 2000).”
Women coaches' perceptions of their sport organizations' social environment: Supporting coaches' psychological needs? (2009, methodology): “However, to ensure consistency in our interpretations of the data and in keeping with our desire to analyze women coaches’ experiences through their articulations of perceptions of the organizational social environment, both authors examined the data for commonalities, contrasts and tensions (Janesi”