Early Childhood Qualitative Research
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action research methods
Analyzing Focus Group Data
Category=JNA
Category=JNLA
Category=JNLB
Category=JNMT
childhood ethnography
Clipped
constructivist theory
critical pedagogy
decolonizing
Decolonizing Research
dynamics
Early Childhood Education
Early Childhood Qualitative Research
Early Childhood Researchers
Early Childhood Settings
education
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Face To Face
Field Based Research
focus
Focus Group Study
Follow
group
Hermeneutic Text Analysis
High Quality Qualitative Studies
Kindergarten Teachers
knowledge
Knowledge Power Dynamics
Methodological Crisis
NAEYC Guideline
participatory observation
power
pre-school
Pre-school Teachers
Professional Development
qualitative inquiry in early childhood
Qualitative Paradigms
Qualitative Research
Qualitative Research Paradigms
Researcher Questions
researcher reflexivity
Scientifically Based Research
settings
Social Science Inquiry
teachers
Product details
- ISBN 9780415954723
- Weight: 640g
- Dimensions: 152 x 229mm
- Publication Date: 14 Nov 2006
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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How can qualitative researchers make the case for the value of their work in a climate that emphasizes so-called "scientifically-based research?" What is the future of qualitative research when such approaches do not meet the narrow criteria being raised as the standard? In this timely collection, editor J. Amos Hatch and contributors argue that the best argument for the efficacy of qualitative studies in early childhood is the new generation of high quality qualitative work. This collection brings together studies and essays that represent the best work being done in early childhood qualitative studies, descriptions of a variety of research methods, and discussions of important issues related to doing early childhood qualitative research in the early 21st century. Taking a unique re-conceptualist point of view, the collection includes materials spanning the full range of early childhood settings and provides cutting edge views by leading educators of new methods and perspectives.
Amos Hatch is Professor of Theory and Practice in Teacher Education at the University of Tennessee, Knoxville.
