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Group Presentation  Part 3.1
Group Presentation  Part 3.1
Group Presentation  Part 3.1
Group Presentation  Part 3.1
Group Presentation  Part 3.1
Group Presentation  Part 3.1
Group Presentation  Part 3.1
Group Presentation  Part 3.1
Group Presentation  Part 3.1
Group Presentation  Part 3.1
Group Presentation  Part 3.1
Group Presentation  Part 3.1
Group Presentation  Part 3.1
Group Presentation  Part 3.1
Group Presentation  Part 3.1
Group Presentation  Part 3.1
Group Presentation  Part 3.1
Group Presentation  Part 3.1
Group Presentation  Part 3.1
Group Presentation  Part 3.1
Group Presentation  Part 3.1
Group Presentation  Part 3.1
Group Presentation  Part 3.1
Group Presentation  Part 3.1
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Group Presentation Part 3.1

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  • 1. Contents Strangeness and familiarity 陌生與熟悉 ( 角色 ) Access to individuals 接觸個人 Access to institutions 進入體制機構 Role definitions in entering an open field 進入開放場域的角色定義 Expectations of qualitative researchers and the problem of access 質性研究的要求與進入問題 Part 10 Entering the field
  • 2. What is field? <ul><li>Definition of terms: </li></ul><ul><li>field( 場域 ): </li></ul><ul><li>It may mean a certain institution, a subculture, a family, a specific group of persons with a special biography, decision makers in administrations or enterprises. </li></ul><ul><li>可泛指機構,次文化,家庭,特殊自傳中的特殊團體,行政或企業決策者。 </li></ul><ul><li>(Schiizte , 1983 ) </li></ul>( p. 113 )
  • 3. Expectations of qualitative researchers and the problem of access 質性研究的要求與進入問題 比量化更須妥善因應切入研究 尋求較緊密且深刻的接觸程度 取得潛在參與者的合作 / 順利的訪談與資料獲得 質性研究 ( p. 112 )
  • 4. Example 研究對象 / 機構設定 深度訪談 學校行政人員 / 本籍教師 行政支援 外師在台文化適應
  • 5. Role definitions in entering an open field 進入開放場域的角色定義 ( p. 114 ) Neutral role 中立角色 Certain role 特定角色 You as a researcher and your respondent and your communicative competencies are the main “ instruments ” of collecting data and of recognition.
  • 6. Role definitions in entering an open field 進入開放場域的角色定義 <ul><li>Definition of terms: </li></ul><ul><li>participant( 參與者 ): </li></ul><ul><li>接受訪談或觀察的對象 </li></ul><ul><li>與量化 “研究對象” 的比較 : </li></ul><ul><li>1. 強調有權於研究過程中決定自己的敞開程度 </li></ul><ul><li>2. 共同參與知識的探究、建構與解放 </li></ul><ul><li>3. 依循 “刺激模式” 給與反應或資訊 </li></ul>( p. 114 )
  • 7. Example Chicago School ( p. 115 ) 觀察 互動 共同參與 Existential Sociology 調查式參與 Ethnomethodology 善意的成員 客觀 主觀 (Alder &amp; Alder, 1987 ) Member roles 邊緣性 主動性 完整性
  • 8. Access to institutions 進入體制機構 <ul><li>Definition of terms: </li></ul><ul><li>institution( 體制機構 ): </li></ul><ul><li>1. An established organization , especially one dedicated to education, public service, culture or the care of the destitute, poor etc. </li></ul><ul><li>2. The building which houses such an organization. </li></ul>
  • 9. Example 外師在台文化適應 <ul><li>體制機構 </li></ul><ul><li>學校 </li></ul><ul><li>補習班 </li></ul><ul><li>教師工會 </li></ul>
  • 10. The problem of entering institutions &amp; Example 進入體制機構的問題與舉例 學校、班級、企業、行業 ... 學校行政人員問卷配合度 隔行如隔山 ( p. 116 ) 所有的研究皆介入某一社會系統 1 被研究的系統防衛研究的干擾與破壞 2 研究與被研究之間的相互不透明性 3
  • 11. The problem of entering institutions &amp; Example 進入體制機構的問題與舉例 “ 免疫反應” : 身體對抗原的反應 漸進式建立關係基礎 學校行政系統與支援 大量的訊息交流,導致雙方迷思上升 4 把促成相互理解視為漸進努力的方向 5 資料保護使進入的歷程更趨複雜 6
  • 12. The problem of entering institutions &amp; Example 進入體制機構的問題與舉例 發現型態與問題 功能性作用 研究貢獻 (Wolff , 2004a ) 社會系統沒有真正的理由可拒絕研究 9 場域因研究計劃的進入而揭顯 7 不要妄自承諾可以帶給該社會系統任何好處 8
  • 13. My Reflection 研究對象配合度 如何避免迷思並增進關係 “ 參考之用” 提供教育單位規劃外師工作參考 被研究的系統防衛研究的干擾與破壞 2 大量的訊息交流,導致雙方迷思上升 4 社會系統沒有真正的理由可拒絕研究 9 不要妄自承諾可以帶給該社會系統任何好處 8 ?
  • 14. The institution with three implications 體制機構的三種隱含不安 缺陷的揭露 不明的動機 拒絕的理由 ( p. 117 ) 建立信賴關係
  • 15. Access to Individuals 接觸個人 Major Parts ( p. 117 ) 協商的過程 滾雪球的轉介策略 建立人際關係的能力
  • 16. Access to Individuals 接觸個人 ( p. 118 ) 熟人 陌生人 研究對象
  • 17. Strangeness and familiarity 陌生與熟悉 ( 角色 ) ( Box 10.1 p. 119 ) 陌生人 圈內人 研究者的角色 參訪者 新進者
  • 18. Strangeness and familiarity 陌生與熟悉 ( 角色 ) ( p. 119 ) <ul><li>Definition of terms: </li></ul><ul><li>stranger( 陌生人 ): </li></ul><ul><li>The perspective of an outsider and to take an attitude of doubt towards any sort of social self-evidence. </li></ul>
  • 19. Strangeness and familiarity 陌生與熟悉 ( 角色 ) ( p. 119 ) <ul><li>Definition of terms: </li></ul><ul><li>visitor( 參訪者 ): </li></ul><ul><li>To appear in the field-in the extreme case-only once for a singer interview , but you will be able to receive knowledge through questioning the routines mentioned above. </li></ul>
  • 20. Strangeness and familiarity 陌生與熟悉 ( 角色 ) ( p. 119 ) <ul><li>Definition of terms: </li></ul><ul><li>initiate( 新進者 ): </li></ul><ul><li>It is precisely the process of giving up the outsider’s perspective step-by-step in the course of the participant observation , which is fruitful. </li></ul>
  • 21. Strangeness and familiarity 陌生與熟悉 ( 角色 ) ( p. 119 ) <ul><li>Definition of terms: </li></ul><ul><li>Refused( 圈內人 ): </li></ul><ul><li>To understand the individual’s viewpoint or the organizational principles of social groups from a member’s perspective . </li></ul>
  • 22. Strangeness and familiarity 陌生與熟悉 ( 角色 ) ( p. 120 ) stranger refused ? To regard to the object of the research
  • 23. Example ( p. 120 ) refused <ul><li>To understand the foreign teacher’s viewpoint </li></ul><ul><li>To understand the organizational principles of school </li></ul>外師在台文化適應
  • 24. Key points &amp; My conclusion ( p. 121 ) Entering the field is a complex process of locating yourself and being located in the field 1 Taking and being allocated to a role in the field 2 Making good relationship is the best way to meet the rejecting reasons of institutions 3 Trying to win people you don’t know personally for your research 4

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