Qualitative research design is continually evolving. It is not only more established in disciplines beyond the traditional social sciences in which it is a standard choice, but also just as impacted by the changes in what data, technologies, and approaches researchers are using. This Handbook takes readers through the foundational theories, functions, strategies, and approaches to qualitative research design, before showcasing how it negotiates different data and research environments and produces credible, actionable impact beyond the study. Containing contributions from over 90 top scholars from a range of social science disciplines, this Handbook is not just an anthology of different qualitative research designs and how/when to use them; it is a complete exploration of how and why these designs are shaped and how, why, and into what they are evolving. This is a valuable resource for Master's and PhD level students, faculty members, and researchers across a wide range of disciplines such as health, nursing, psychology, social work, sociology, and education. Volume One: Part I: Concepts of Designing Designs in Qualitative Research; Part 2: Theories and Epistemological Contexts of Designing Qualitative Research; Part 3: Elements of Designing Qualitative Research; Part 4: Basic Designs and Research Strategies in Qualitative Research; and Part 5: Mixing Methods in Designing Qualitative Research. Volume Two: Part 6: Designing Qualitative Research for Specific Kinds of Data; Part 7: Designing Qualitative Online and Multimodal Research; Part 8: Designing Qualitative Research for Specific Groups and Areas; Part 9: Designing Qualitative Research in Disciplinary Fields; and Part 10: Designing Qualitative Research for Impact.

Designing Qualitative Research in Disciplinary Fields
Designing qualitative research in disciplinary fields

Part IX continues the topics of the preceding parts by focusing on exemplary disciplinary contexts. Ageing and health studies have been mentioned already, in the previous part. This part discusses designing qualitative research in disciplinary fields such as education (see Tarozzi, Chapter 65, this Handbook). Here, the distinction between evidence-based education and the aims and designs of qualitative research and between research in education and educational research are discussed, as well as social justice research as a new approach in qualitative research in education. Design issues are outlined also for participatory approaches and action research. The second disciplinary field is social work (see Gilgun, Chapter 66, this Handbook), where conditions such as (a ...

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