Researching Children's Experiences

1. Auflage 2008
ISBN: 978-1-59385-995-4
Verlag: Guilford Publications

Buch, Englisch, 196 Seiten, Format (B × H): 153 mm x 227 mm, Gewicht: 289 g

This accessible book presents approaches to planning, carrying out, and analyzing research projects with children and youth from a social constructivist perspective. Rich, contextualized examples illustrate how to elicit and understand the lived experiences of diverse young people. Data-collection methods discussed in depth include drawing, photography, the Internet, games, interviewing, focus groups, journaling, and observation. Also covered are strategies for fostering the active contributions of children in the research process; navigating consent and ethical issues; enlisting the support of parents, school personnel, and other gatekeepers; and interpreting data. Throughout, the authors emphasize the need to attend to the social setting in which research with children is done. End-of-chapter questions and exercises encourage readers to reflect on taken-for-granted conceptions of children and childhood and to try out the book’s ideas in their own research projects.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Freeman, Melissa

Mathison, Sandra

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Kinder- und Jugendpsychologie
• Medizin | Veterinärmedizin Medizin | Public Health | Pharmazie | Zahnmedizin Medizinische Fachgebiete Psychiatrie, Sozialpsychiatrie, Suchttherapie

Inhaltsverzeichnis

1. Conceptions of Children and Childhood
Historical Perspectives of Childhood
Theories of Socialization
New Studies of Childhood
2. Negotiating Access for Research with Children
The Regulation of Research in the Social Sciences
Navigating Institutional Review Boards
3. Recruiting Child Participants
Strategies for Obtaining Parental Permission
Getting Kids to Participate after You Are “Inâ€
Confidentiality
4. Defining Researcher Roles in Research with Children
The Effect of Institutions on Researcher Roles
Presentation of Self as Researcher
5. Ethical Challenges in Social Constructionist Research with Children
Voluntary Participation
Communicating Responsibly
Reciprocity
6. Interviewing
Interviewing as a Relationship
Developing Interview Questions and Protocols
Strategies for Eliciting Verbal Responses
Individual Interviews
Group Interviews and Focus Groups
7. Art and Photography
Visual Forms of Expression and Representation
Communicating through Participant Drawings

Communicating through Photographs
Communicating through Maps
Planning for Visual Activities
Planning for Analysis of Visual Data
8. Journaling and Other Written Responses
Communicating through Writing
Written Accounts as Data
Artifacts
Technology and Writing
9. Analyzing Data
Internal and External Narratives of Meaning
Analysis of Context, Contexts of Analysis
Analyzing Visual Data
Analysis Goes On and On
10. Children as Researchers
The Power of Children’s Voices
Why Partner with Young People?
The Possibility of True Partnerships

Über Autor(innen)

Melissa Freeman is Assistant Professor of Qualitative Research Methodologies in the College of Education at the University of Georgia. Her research focuses on critical, constructivist, and relational approaches to educational research and evaluation; the role of dialogue in the construction of meaning and understanding; and the use of alternative elicitation strategies in interviewing and focus groups. She has worked with parents and young people in a variety of educational and youth services settings. Dr. Freeman's most recent research focuses on parents’ and students’ perceptions of accountability and testing in public schools.

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Sandra Mathison is Professor of Education at the University of British Columbia. Her research is in educational evaluation, and her work has focused especially on the potential and limits of evaluation to support democratic ideals and promote justice. She has conducted national large-scale and local evaluations of K-12, postsecondary, and informal educational programs and curricula. Dr. Mathison's most recent research focuses on the effects of state-mandated testing on teaching and learning, especially the impact on the work life of teachers and the educational experiences of students. She is editor of the Encyclopedia of Evaluation, coeditor (with E. Wayne Ross) of Defending Public Schools: The Nature and Limits of Standards-Based Reform and Assessment and Battleground: Schools, and Editor-in-Chief of the journal New Directions for Evaluation.