Kvalitativa ansatser till utbildningsvetenskaplig forskning

GU 2026/236

Course books
Alvesson, M., & Sandberg, J. (2013). Constructing research questions: doing interesting research. London: SAGE. GU library e-book, 152 pages.

William J.G., & Brown, A. (2009). Working with Qualitative Data. London: SAGE Publications. GU library e-book, 232 pages.

Midgley, W., Danaher, P. A., & Baguley, M. (2013). The role of participants in education research: ethics, epistemologies, and methods. New York, NY: Routledge. GU library e-book, 262 pages.

Articles
Agee, J. (2009). Developing qualitative research questions: a reflective process. International Journal of
Qualitative Studies in Education, 22(4), 431–447. https://doi.org/10.1080/09518390902736512

Aydin, S. (2012). A review of research on Facebook as an educational environment. Educational Technology Research and Development, 60(6), 1093–1106. https://doi.org/10.1007/s11423-012-
9260-7

Barone, T. (2007). A Return to the Gold Standard? Questioning the Future of Narrative Construction as Educational Research. Qualitative Inquiry, 13(4), 454–470.
https://doi.org/10.1177/1077800406297667

Beach, D. (2010). Identifying and comparing Scandinavian ethnography: comparisons and influences. Ethnography and Education, 5(1), 49–63. https://doi.org/10.1080/17457821003768455

Bolton, N. (1979). Phenomenology and education. British Journal of Educational Studies, 27(3), 245–258.
https://doi.org/10.1080/00071005.1979.9973552

Boote, D. N., & Beile, P. (2005). Scholars Before Researchers: On the Centrality of the Dissertation Literature Review in Research Preparation. Educational Researcher, 34(6), 3–15.
https://doi.org/10.3102/0013189X034006003

Caine, V., Estefan, A., & Clandinin, D. J. (2013). A Return to Methodological Commitment: Reflections on Narrative Inquiry. Scandinavian Journal of Educational Research, 57(6), 574–586.
https://doi.org/10.1080/00313831.2013.798833

Cheney, K. E. (2011). Children as ethnographers: Reflections on the importance of participatory research in assessing orphans’ needs. Childhood, 18(2), 166–179.
https://doi.org/10.1177/0907568210390054

Conlan, A. J. K., Eames, K. T. D., Gage, J. A., von Kirchbach, J. C., Ross, J. V., Saenz, R. A., & Gog, J. R. (2011). Measuring social networks in British primary schools through scientific engagement. Proceedings of the Royal Society B: Biological Sciences, 278(1711), 1467–1475.
https://doi.org/10.1098/rspb.2010.1807

Denshire, S. (2014). On auto-ethnography. Current Sociology, 62(6), 831–850.

Flyvbjerg, B. (2006). Five Misunderstandings About Case-Study Research. Qualitative Inquiry, 12(2), 219–245. https://doi.org/10.1177/1077800405284363

Gallagher, K. M. (2011). In search of a theoretical basis for storytelling in education research: story as method. International Journal of Research & Method in Education, 34(1), 49–61.
https://doi.org/10.1080/1743727X.2011.552308

Hostetler, K. (2005). What Is ‘Good’ Education Research? Educational Researcher, 34(6), 16–21. https://doi.org/10.3102/0013189X034006016

Kara, H. (2013). It’s hard to tell how research feels: using fiction to enhance academic research and writing. Qualitative Research in Organizations and Management: An International Journal, 8(1), 70–84.https://doi.org/10.1108/17465641311327522

Kennan, D., Fives, A., & Canavan, J. (2012). Accessing a hard to reach population: reflections on research with young carers in Ireland. Child & Family Social Work, 17(3), 275–283.
https://doi.org/10.1111/j.1365-2206.2011.00778.x

Kilburn, D., Nind, M., & Wiles, R. (2014). Learning as Researchers and Teachers: The Development of a Pedagogical Culture for Social Science Research Methods? British Journal of Educational Studies, 62(2), 191–207. https://doi.org/10.1080/00071005.2014.918576

Lather, P. (1992). Critical frames in educational research: Feminist and post-structural perspectives. Theory into Practice, 31(2), 87–99.

Law, J. (2009). Seeing Like a Survey. Cultural Sociology, 3(2), 239–256.
https://doi.org/10.1177/1749975509105533

Lester, J. N., Lochmiller, C. R., & Gabriel, R. (2016). Locating and applying critical discourse analysis within education policy. Education Policy Analysis Archives, 24(0), 102.

Lundy, L., McEvoy, L., & Byrne, B. (2011). Working With Young Children as Co-Researchers: An Approach Informed by the United Nations Convention on the Rights of the Child. Early Education & Development, 22(5), 714–736. https://doi.org/10.1080/10409289.2011.596463

Marton, F. (1981). Phenomenography: Describing conceptions of the world around us. Instructional Science, 10, 177–200.

Rönnerman, K., & Salo, P. (2012). ‘Collaborative and action research’ within education. Nordic Studies in Education, 32, 1–16.

Scutt, C., & Hobson, J. (2013). The stories we need: anthropology, philosophy, narrative and higher education research. Higher Education Research & Development, 32(1), 17–29.
https://doi.org/10.1080/07294360.2012.751088

Smith, R. (2008). Proteus Rising: Re-Imagining Educational Research. Journal of Philosophy of Education, 42(s1), 183–198. https://doi.org/10.1111/j.1467-9752.2008.00635.x

St. Pierre, E. A. (2018). Post Qualitative Inquiry in an Ontology of Immanence. Qualitative Inquiry. https://doi.org/10.1177/1077800418772634

Van Dijk, T. A. (1993). Principles of critical discourse analysis. Discourse & Society, 4(2), 249–283.