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Challenging the Qualitative-Quantitative Divide: Explorations in Case-focused Causal Analysis [Hardback]

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(Durham University, UK), (The Open University), (Independent Scholar, UK), (Durham University, UK)
  • Formāts: Hardback, 288 pages, height x width: 234x156 mm
  • Sērija : Continuum Research Methods
  • Izdošanas datums: 10-May-2012
  • Izdevniecība: Continuum Publishing Corporation
  • ISBN-10: 1441171444
  • ISBN-13: 9781441171443
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Challenging the Qualitative-Quantitative Divide: Explorations in Case-focused Causal AnalysisPalielināt
  • Formāts: Hardback, 288 pages, height x width: 234x156 mm
  • Sērija : Continuum Research Methods
  • Izdošanas datums: 10-May-2012
  • Izdevniecība: Continuum Publishing Corporation
  • ISBN-10: 1441171444
  • ISBN-13: 9781441171443
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781441171443.html
Keywords:
A team of social scientists identify problems with quantitative and qualitative research as strict categories, and explore case-focused approaches to causal analysis. They cover what is wrong with quantitative research, the problem of inference from outcomes to opportunities, grounded theorizing and the qualitative survey, ethnic inequalities in educational achievement as an example of qualitative causal analysis and the fallacies of composition and division, analytic induction versus qualitative comparative analysis, set theory versus correlation methods as exemplified by ability and educational achievement, and comparing fuzzy qualitative comparative analysis with fuzzy cluster analysis. Annotation ©2012 Book News, Inc., Portland, OR (booknews.com)


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An exploration of case-focused methods as a means of bridging the quantitative-qualitative divide and the key methodological issues.

Recenzijas

Highly Commended Society for Educational Studies Annual Book Prize 2013 * The Society for Educational Studies * This book does three important things. It provides a useful account of how the qualitative-quantitative divide in research methods arose and became entrenched, it sets out the various reasons why we need to move beyond this divide, and it offers a vision and a demonstration of how this can be done using an approach that combines a focus on cases with the search for the causes of the social phenomena under investigation. It combines philosophical discussion with empirical illustration in an accessible way that will make readers reconsider their ideas about how to deal with depth and breadth in social research. -- Graham Crow, Deputy Director, ESRC National Centre for Research Methods and Professor of Sociology, University of Southampton, UK

Papildus informācija

Commended for Society for Educational Studies Annual Book Prize 2013 (UK).An exploration of case-focused methods as a means of bridging the quantitative-qualitative divide and the key methodological issues.
Acknowledgements viii
Introduction: The Qualitative-Quantitative Divide 1(26)
The current status of the qualitative-quantitative divide
6(3)
Our position
9(2)
A parallel universe
11(3)
Case-focused versus aggregate-focused strategies
14(3)
Outline of the chapters
17(10)
Part I PROBLEMS WITH QUANTITATIVE AND QUALITATIVE RESEARCH
1 What's Wrong with Quantitative Research?
27(30)
Martyn Hammersley
Problems of large-scale data production
30(3)
The problem of measurement
33(3)
Problems with sampling
36(2)
Counterfactual comparison
38(3)
Reliance on significance testing
41(4)
Ecological validity and reactivity
45(1)
A preoccupation with hypothesis-testing?
46(1)
Causal process
47(4)
Conclusion
51(6)
2 Quantitative Research on Meritocracy: The Problem of Inference from Outcomes to Opportunities
57(15)
Martyn Hammersley
The distribution of benefits
61(4)
The allocation of rewards
65(3)
Conclusion
68(4)
3 Qualitative Causal Analysis: Grounded Theorizing and the Qualitative Survey
72(24)
Martyn Hammersley
An outline of grounded theorizing
73(1)
A comparison with analytic induction
74(6)
Causal analysis in practice: a qualitative survey of educational inequalities
80(12)
Conclusion
92(4)
4 Qualitative Causal Analysis and the Fallacies of Composition and Division: The Example of Ethnic Inequalities in Educational Achievement
96(33)
Roger Gomm
Ethnic gaps in educational performance
98(2)
Socio-economic status and ethnicity
100(3)
Levels of performance
103(2)
Differential contributions to the aggregate
105(5)
Small numbers and disproportional distributions
110(7)
Mediated comparisons
117(2)
Putting case studies in context
119(10)
Part II EXPLORING CASE-FOCUSED APPROACHES TO CAUSAL ANALYSIS
5 Analytic Induction versus Qualitative Comparative Analysis
129(41)
Martyn Hammersley
Barry Cooper
Analytic induction
131(3)
Qualitative Comparative Analysis
134(2)
Similarities and differences
136(4)
Assessing the differences
140(16)
The implications of fuzzy QCA
156(3)
Problems that Al and QCA share
159(5)
Conclusion
164(6)
6 Set Theoretic versus Correlational Methods: The Case of Ability and Educational Achievement
170(37)
Barry Cooper
Judith Glaesser
Introduction
170(6)
The artificial dataset: a correlational analysis
176(5)
Basics of the set theoretic approach
181(5)
The artificial dataset: a fuzzy set theoretic analysis
186(6)
Social class and educational achievement in the NCDS: an illustration of the set theoretic analytic approach
192(1)
Data and variables
192(1)
Causal heterogeneity: how does the ability/achievement relation vary by class background?
193(10)
Conclusion
203(4)
7 Creating Typologies: Comparing Fuzzy Qualitative Comparative Analysis with Fuzzy Cluster Analysis
207(33)
Barry Cooper
Judith Glaesser
Introduction
209(1)
Crisp set QCA (csQCA)
210(3)
Fuzzy set QCA (fsQCA)
213(3)
Cluster analysis
216(1)
fsQCA versus CA: a 2-dimensional non-empirical illustration
217(2)
fsQCA versus FCA: a first three-dimensional empirical illustration
219(5)
Comparing fsQCA and FCA: prediction using a conventional approach
224(1)
Comparing fsQCA and FCA: prediction using a set theoretic approach
224(4)
The consequences of recalibrating ability: a second 3-d empirical illustration
228(4)
Comparing fsQCA and FCA with ability recalibrated: conventional prediction
232(1)
Comparing fsQCA and FCA with ability recalibrated: set theoretic prediction
233(2)
Conclusion
235(5)
Conclusion
240(15)
Taking stock
242(9)
Final thoughts
251(4)
Author Index 255(6)
Subject Index 261
Judith Glaesser is Lecturer in the School of Education at Durham University, UK Roger Gomm, now retired, was Lecturer in Health and Welfare at The Open University, UK. He has a long experience of ethnographic research in both the UK and internationally, and of bespoke evaluation research. Martyn Hammersley is Professor of Educational and Social Research in the Centre for Childhood, Development and Learning at the Open University, UK. Barry Cooper is Emeritus Professor of Education at Durham University, UK. From 2004-2007, he was co-editor of the British Educational Research Journal.