Social Research Methods: Qualitative and Quantitative Approaches

By H. Bernard. 2000

10,999 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d3055aaa5901519a4a79fa2c0f8a1153843b0b70

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Citations in the corpus

Trends in Marital Happiness by Gender and Race, 1973 to 2006 (2009, background): “…a longitudinal panel study, which assesses intraindividual differences by following a sample during a particular time period (Neuman, 2003). although commonly used with survey research, cross-sectional data may not capture advanced social processes or changes associated with aging (Neuman, 2003).”
Coding In-depth Semistructured Interviews (2013, methodology): “Krip-pendorff (2004:241-43; see also Bernard 2000:461) argues that there is no set answer for how reliable is reliable enough.”
Bridging the Divide Between Theory and Practice (2005, methodology): “Quantitative frequencies were generated utilizing SPSS–the Statistical Package for the Social Sciences, with qualitative responses analyzed according to the thematic framework approach, with data organized into categories on the basis of themes and concepts (Jennings, 2001; Neuman, 2000).”
Influence of Limitedly Visible Leafy Indoor Plants on the Psychology, Behavior, and Health of Students at a Junior High School in Taiwan (2009, background): “Because the difficulty of the questions of each subject might be varied across the examinations, the scores of the seven subjects were first standardized (Neuman, 2006) and then were averaged to form the students’ academic performance.”
Exploring the alchemy of qualitative management research: Seeking trustworthiness, credibility and rigor through crystallization (2017, methodology): “Research itself can only be enhanced when the exploration of the phenomenon is included in the determining of the most appropriate methods (Neuman, 2013; Yin, 2011), which is essential to advancing the quality and rigor of QMR.”
Promoting Critical Thinking and Problem Solving Skills of Preservice Elementary Teachers through Process-Oriented Guided-Inquiry Learning (POGIL) (2018, methodology): “Furthermore, Brown (2010) integrates POGIL into medicinal chemistry course, at the end of the treatment, Brown found out improvement on the grade outcomes, propel students’ active involvement with the material during the course, and create participative class environment. Soltis, Verlinden, Kruger, ”
The Strengths and Weaknesses of Research Methodology: Comparison and Complimentary between Qualitative and Quantitative Approaches (2014, methodology): “The defined cases have proven that complementary approach between qualitative and quantitative approaches for a same research topic may provide expected results as both references better than just thoroughly considering either one research methodology approach.”
Values in Mathematics Textbooks: A View through Two Australasian Regions. (2000, methodology): “By the very nature of content analysis, the impact and effects of these subtle messages on pupil readers cannot be inferred without carrying out a further study on their perceptions (Neuman, 1997; Sommer & Sommer, 1997).”
Compassion without action: Examining the young consumers consumption and attitude to sustainable consumption (2010, background): “The use of theory building (Neumann, 2003) will identify and validate the number of factors that will advance sustainable business and sustainable practice, from a purely „green‟ environmental approach to incorporate other topics including economic, environment, family, social, economic, technologic”
How to Conduct a Mini-Ethnographic Case Study: A Guide for Novice Researchers (2017, background): “A researcher's cultural and experiential background will also contain biases, values, and ideologies that can affect the interpretation of a study (Bernard, 2012).”
The Dangerous Myth of Emerging Adulthood: An Evidence-Based Critique of a Flawed Developmental Theory (2014, background): “There are a wide range of qualitative methodologies available to researchers, including for example the extraction of themes to saturation (i.e., the point where no more themes emerge as more cases are added; e.g., Marshall, 1996; Mason, 2010; Neuman, 2006).”