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This volume is a clear introduction to methods of data collection and analysis in the social sciences, with a special focus on interpretive methods based on a logic of discovering hypotheses and grounded theories. The chief methods presented are participant observation, open interviews and biographical case reconstruction. The special advantages of interpretive methods, as against other qualitative methods, are revealed by comparing them to content analysis. Empirical examples show how the methods presented can be implemented in practice, and concrete problems connected with conducting empirical research are discussed. By presenting individual case studies, the author shows how to apply the principle of openness when collecting empirical data, whether through interviews or observations, and she offers rules for analysis based on the principles of reconstruction and sequentiality.

Participant observation.

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In this book Carmen Martinez-Vargas explores how academic participatory research and the way it is carried out can contribute to more, or less, social justice. Adopting theoretical and empirical approaches, and addressing multiple complex, intersectional issues, this book offers inspiration for scholars and practitioners to open up alternative pathways to social justice, viewed through a Global South lens. Martinez-Vargas examines the colonial roots of research and emphasises the importance of problematising current practices and limitations in order to establish more just and democratic participatory research practices. Although practitioners have been challenging the Western roots of research and participatory research for decades, their goals can be compromised by pluralities and contradictions in the field. This book aims not to replicate past participatory research approaches, but to offer an innovative theoretical foundation--the Capabilities Approach--and an innovative participatory practice called 'Democratic Capabilities Research'. Democratising Participatory Research is not only timely and relevant in South Africa, but also in the Global North owing to the current crisis of values jeopardising the peaceful existence of diverse societies. The book gives essential recommendations for capabilities and human development scholars to reframe their perspectives and uses of the Capabilities Approach, as well as for participatory practitioners to critically reflect on their practices and their often limited conceptualisation of participation.

Participant observation --- Research --- Philosophy. --- Methodology.

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This book comes as one of the outcomes of the COST Action "LUDI - Play for children with disabilities" (2014-2018), a multidisciplinary network including more than 32 countries and 100 researchers and practitioners from the humanistic and technological fields, devoted to study the topic of play for children with disabilities. The primary objective of this book, developed within the scientific activities of the Working Group no. 1, is to review the state of the art of knowledge on play evaluation and to present and discuss existing tools and methodologies for play assessment. Gathering all the existing knowledge in this area of study is urgent; moreover, this knowledge must be harnessed for an innovative goal, potentially disruptive in the overall conception of disability. In fact, it concerns the need to give children with disabilities the opportunity to play as they want, as they wish, in an autonomous way. Establishing the goal of respecting the play for the sake of play of children with disabilities means building an authoritative, appropriate and competent area in favour of these children's needs. ABSTRACTING & INDEXING Evaluation of childrens' play is covered by the following services: EBSCO Discovery Service Google Books Google Scholar J-Gate Naviga (Softweco) Primo Central (ExLibris) ReadCube Semantic Scholar Summon (ProQuest) TDOne (TDNet) WorldCat (OCLC)

Play, playfulness, evaluation, assessment, observation, play-based.

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"This Handbook presents established and innovative perspectives on involving older adults as co-creators in ageing research. It reorients research and policy toward more inclusive and adequate designs that capture the voices and needs of older adults. The Handbook: - introduces types of participatory approaches in ageing research; - highlights key methodological aspects of these approaches; - gives insights from projects across different cultural contexts and academic disciplines, showing ways in which older participants can be involved in co-designing different stages of the research cycle; - examines key issues to consider when involving older participants at each step of the research process; - includes the voices of older adults directly; - draws out conclusions and points ways forward for future research. This Handbook will be essential reading for researchers and students interested in the field of ageing and/or participatory methods, as well as for those policy stakeholders in the fields of ageing and demographic change, social and public policy, or health and wellbeing who are interested in involving older adults in policy processes. It will be useful for third sector advocacy organisations and international non-governmental and public agencies working either in citizen involvement/participation or the ageing sector"-- Provided by publisher.

Aging Research --- Gerontology --- Older people. --- Participant observation. --- Methodology.

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Si l’étude des composantes multimodales de la communication, déjà ancienne et repérable dans différents champs scientifiques, fournit aujourd’hui des cadres pertinents pour l’analyse de la production des significations sociales, de l’organisation de l’interaction et du partage des connaissances, cet ouvrage propose de les traiter dans leur rapport à la formation des professionnels en éducation. À partir d’études empiriques menées dans différents contextes éducatifs (milieu médico-éducatif, enseignement primaire et secondaire, formation professionnelle initiale et continue), et en s’appuyant sur la sémiotique sociale de Gunther Kress, il interroge les conditions méthodologiques dans lesquelles les pratiques éducatives mobilisant diverses ressources sémiotiques, comme le corps, l’espace, les objets et le langage, peuvent être observées et interprétées. Il questionne également la manière dont ces conditions d’observation et d’interprétation peuvent être réinvesties dans la formation aux métiers de l’éducation et appelle à une reconnaissance des pratiques multimodales dans la construction, la médiation ou l’appropriation des savoirs. Although the multimodal components of communication have been studied for some time in different scientific fields, and provide relevant frameworks for the analysis of social meaning, the organisation of interaction and knowledge sharing, this book looks at them in relation to the training of education professionals. It presents empirical studies in different educational contexts: special education; primary and secondary education; initial and continuing vocational training. Based on Gunther Kress’s social semiotic theory, it examines the methodological conditions in which educational practice which mobilises a variety of semiotic resources - gestuality, gaze, space, proxemy, artefacts and language – can be observed and interpreted. But the authors also pose the question of how these observation and interpretation conditions can be…

Education --- multimodalité --- formation professionnelle --- ressource sémiotique --- observation des pratiques --- multimodality --- professional training --- observation of practices --- educational situation