Dedoose Publications

PUBLICATIONS

Dedoose has been field-tested and journal-proven by leading academic institutions and market researchers worldwide. Thousands of prominent researchers across the US and abroad have benefited from early versions of Dedoose in their qualitative and mixed methods work and have laid an outstanding publication and report trail along the way.

Education Based Publications

Mixed Methods Research: A Research Paradign Whose Time has Come

Johnson, R. B., & Onwuegbuzie, A. J. (2004)

Educational Researcher, 33(7): 14-26

Positions mixed methods as natural complement to traditional qualitative and quantitative research, to present pragmatism as attractive philosophical for mixed methods research, and provide framework for designing and conducting mixed methods research. In doing this, we briefly review the paradigm “wars” and incompatibility thesis, we show some commonalities between quantitative and qualitative research, we explain the tenets of pragmatism, we explain the fundamental principle of mixed research and how to apply it, we provide specific sets of designs for the two major types of mixed methods research (mixed-model designs and mixed-method designs), and, finally, we explain mixed methods research as following (recursively) an eight-step process.
Education Based Publications

Toward a Definition of Mixed Methods Research

Johnson, R. Burke, Onwuegbuzie, Anthony J., & Turner, Lisa A. (2007)

Journal of Mixed Methods Research, 1(2), 112-133

Examines the definition of the emerging mixed methods research field. Surveyed major authors in the mixed method literature with regard to definition for the field and key issues that need to be addressed as the field advances. Results show a consensus of mixed methods as an emerging ‘research paradigm’ and a breadth of opinion around definition for the field.
Sociology Based Publications

Integrating Survey and Ethnographic Methods for Systematic

Pearce, L. D. (2002)

Sociological Methodology, 32(1): 103-132

How the salience of research findings can be enhanced by combining survey and ethnographic methods to draw insight from anomalous cases. Using examples from a research project examining the influence of religion on childbearing preferences in Nepal, the author illustrates how survey data can facilitate the selection of ethnographic informants and how semistructured interviews with these deviant cases leads to improved theory, measures, and methods.
Education Based Publications

Barriers to Integrating Quantitative and Qualitative Research

Bryman, A. (2007)

Journal of Mixed Methods Research, 1(1): 8-22

This article is concerned with the possibility that the development of mixed methods research is being hindered by the tendency that has been observed by some researchers for quantitative and qualitative findings either not to be integrated or to be integrated to only a limited extent. It examines findings from 20 interviews with U.K. social researchers, all of whom are practitioners of mixed methods research. From these interviews, a wide variety of possible barriers to integrating mixed methods findings are presented. Challenges to integrating mixed methods data and strategy for writing mixed methods research articles.
Geography Based Publications

Evaluating Qualitative Research in Social Geography: Establishing ‘Rigour’ in Interview Analysis

Baxter, Jamie; Eyles, John (1997)

A review of 31 empirical and eighteen substantive papers by qualitative social geographers mainly using in-depth interviews reveals little explicit reference to the principle(s) adopted to enhance ‘rigour’ and to ensure meaningful inference. Given the modest explicit discussion of evaluative criteria in these papers, a scheme from evaluation research itself is critically reviewed. A set of evaluation questions derived from this review and their application to an empirical piece of qualitative work frame an argument for a general set of criteria rather than rigid rules for assessing qualitative work. Such criteria can serve as anchor points for qualitative evaluation.
Sociology Based Publications

Why Ethnography Should be the Most Important Method in the Study of Human Development

Weisner, Thomas S. (1996)

Chicago: University of Chicago Press, In Jessor, R., Colby, A., and Shweder, R., (Eds.). Ethnography and human development. Context and meaning in social inquiry, pp. 305-324

The recognition of the cultural place as a powerfully important influence in development immediately suggests that there is no "one" important thing, and that development is multiply determined in cultural context. All of the influences which usually come to mind are important in every cultural place. DeVelopmentally sensitive and appropriate interac¬tions are indeed crucial, ,for example, but the existence of those dyadic interactions is due to 'the 'everyday cultural routine of life and to shared understandings which surround and scaffold them. Self-understanding and esteem are important as well, but culturally provided settings and their meanings make these possible. Attachment and trust are important, but how do infants and Children experience strangers and learn whom to trust? Ethnography brings the importance of the cultural place to the center of attention, transforming it from ground to figure. An important goal of ethnographic research is to describe and understand the cultural place and its influence on the everyday lives of its members. Whatever one's opinions are about epistemological and methodological concerns regarding ethnographically derived knowledge (and there surely are such concerns, as for all methods), the remarkable findings from ethnographic work re¬garding the varying cultural tools children use to develop in cultural places throughout the world alone provide sufficient reason for ethnography's deep incorporation into developmental work. The chapters in this section offer interesting findings and their own models for how to integrate ethnography into developmental research. My comments on the chapters take advantage of their work to develop some general points about fieldwork and ethnography. First and foremost, eth¬nography and fieldwork get the researcher out into the cultural place of children and families. Once there, many ways of doing ethnography are possible and are illustrated in these chapters. Second, "methodocentrism,” the exclusive use of one method and fear of others, should be resisted as illustrated by these chapters. It is not plausible that any important question in developmental studies can be answered with a single method. Ethnography can and should be complementary with other methods. I suggest a way to talk about research methods different than the iconic qualitative/quantitative contrast, which seems to encourage polarizing discourse and is in any case not very useful or accurate. Third, ethnography is not limited only to early exploratory stages of research and to description of local meanings. It can and should be question driven; it provides valid evidence to test against our models of the world; and it produces findings, as these chapters demonstrate. Next, I suggest that ethnography is to the developmental sciences as siblings or cousins are to one another—a part of the same broad lineage in the naturalistic traditions of the social sciences. John Modell imagines ethnography and development as two fascinated and mutually dangerous lovers. Both metaphors are probably appropriate at times. Finally, I suggest that a number of salutary things would happier if fieldwork in another cultural place, like learning statistics, was a normal, expected part of every developmentalist's qualitative and mixed methods research training.
Sociology Based Publications

A Dual Methodology for Case Studies: Synergistic use of a Longitudinal Single Site with Replication Multiple Sites

Leonard-Barton, Dorothy (1990)

Organizational Science, 1(3), 248-266

Describes a case study methodology that combines real-time longitudinal with nine retrospective case studies on same phenomenon. Discusses complementary and synergistic nature of data and analysis strategy. Argues that the combination of these types enhances construct, internal and external validity and discusses appropriate application of the approach.
Education Based Publications

Making Sense of Qualitative Data

Coffey, Paul A., & Atkinson, Amanda J. (1996)

Thousand Oaks, CA: Sage Publications

Describes and illustrates a number of key, complementary approaches to qualitative data and offers practical advice on the many ways to analyze data. Practical and straightforward, with special attention paid to the possibilities in computer-aided analysis. A resource to students and professionals in qualitative and research methods, sociology, anthropology, communication, management, and education for inter-rater reliability and its use in coding validity.
Education Based Publications

EthnoNotes: An Internet-Based Fieldnote Management Tool

Lieber, Eli, Weisner, Thomas S., & Presley, Matthew (2003)

Field Methods, 15(4): 405-425

This report describes a field notes database management tool, EthnoNotes. EthnoNotes makes the process of writing, sharing, and analyzing field notes easier and more systematic. Text can be indexed, coded, and integrated with quantitative data or images, all accessed from the same database system. EthnoNotes can be used by individual researchers or be fully Internet-based, accessible online by teams collaborating in empirical studies. Field notes are easily entered on the Web, then are immediately accessible to other researchers for interpretation and analyses.
Medical Based Publications

"I speak a different dialect": Teen explanatory models of difference and disability

Daley, Tamara, & Weisner, Thomas S. (2003)

Medical Anthropology Quarterly, 17(1): 25-48

After eras of “blaming” parents for their children’s disabilities and relying on biomedical labels as both correct and sufficient to explain and name various conditions, research and practice today recognize the significance of the meaning and understanding of disabilities held by family members and children themselves. Elicited explanatory models from adolescents with varied cognitive disabilities and delay to better understand their personal experiences.
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