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Doing Qualitative Research in Education Settings

J. Amos Hatch

Publication Year: 2002

J. Amos Hatch offers a methods book that speaks directly to novice qualitative researchers in the field of education, providing a step-by-step guide to the development of a research project. Written in accessible language, the book emphasizes learning how to do qualitative work. Specific examples from real studies, using real data, and demonstrating real analyses are provided throughout. The book is designed to guide doctoral candidates through the dissertation process, from unpacking assumptions and identifying research questions, through project design, data collection, and analysis, to writing the final draft. Recommendations for writing and publishing qualitative work are included.

Published by: State University of New York Press

Title page Copyright page

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pp. i-iv


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pp. vii-viii

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pp. ix-xi

One of my responsibilities as a university professor has been to teach qualitative research methods to advanced graduate students in education, and teaching such courses has led me to see the need for a text that actually guides novice researchers through the concrete realities of planning and implementing qualitative studies. This book is a guide for doing qualitative research in education settings. ...

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1 Deciding to Do a Qualitative Study

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pp. 1-35

Should I do a qualitative study? This is a question I hear often as I meet with advanced graduate students and occasionally as I talk with academic colleagues. They come with a variety of reasons to answer yes to their own question. Some are convinced that qualitative research is more suited to their personal style. ...

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2 Designing Qualitative Studies

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pp. 37-70

How do I design a qualitative study? What should be included in a qualitative research proposal? Once students have decided that their worldviews place them in the qualitative research camp, they are faced with the task of conceptualizing and designing a research project and, at most universities, putting their plans into a dissertation prospectus or proposal. ...

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3 Collecting Qualitative Data

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pp. 71-146

How do I start collecting data? How do I take field notes? What do I write down when there is so much going on? What kinds of questions should I take to an open-ended interview? What artifact data are needed for my study? When will I start analyzing the data? How will I know when I have enough data? This chapter is about how to collect qualitative data, and it is designed to answer these and other questions that novice researchers have about the data collection process. ...

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4 Analyzing Qualitative Data

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pp. 147-210

How do I make sense of the mountain of data I have collected? How do I start to analyze my data? How will I know when I am finished? How exactly do I do data analysis? This last question is one I hear all the time. Even students who have taken the courses and read the books still ask, “How do I analyze my data?” As someone who teaches some of the courses and recommends many of the books, I am sometimes frustrated that they seem genuinely to have no clue. ...

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5 Reporting Qualitative Research

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pp. 211-246

How do I write up my findings? What form should my dissertation take? How can I publish my research results? This chapter provides guidelines for turning the hard-earned products of design, data collection, and analysis into findings that communicate what has been learned. More than a few new scholars have gone through all of the steps described so far in this book and hit the wall when it comes to writing up their final results. ...

APPENDIX A: Selected Internet Resources

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pp. 247-250

APPENDIX B: Protocol Excerpt

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pp. 251-255

APPENDIX C: Research Journal Entry

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pp. 257-258

APPENDIX D: Teacher Interview Transcript

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pp. 259-272

APPENDIX E: Master Outline for Dissertation Findings (Hatch, 1984, pp. 145–46)

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pp. 273-274


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pp. 275-290


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pp. 291-295


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pp. 297-299

E-ISBN-13: 9780791487945
Print-ISBN-13: 9780791455036
Print-ISBN-10: 0791455033

Page Count: 299
Illustrations: 7 figures
Publication Year: 2002