79
Views
8
CrossRef citations to date
0
Altmetric
Original Articles

The development of qualitative research: efforts and experiences from continental Europe

, &
Pages 239-255 | Published online: 09 Jul 2006

References

  • Adorno , T.W. , Albert , H. , Dahrendorf , R. , Habermas , J. , Pilot , H. and Popper , K.R. 1969 . Der Positivismusstreit in der Deutschen Soziologie , Darmstadt Neuwied : Luchterhand . [The positivism struggle in German sociology].
  • Altrichter , H. 1986 . Visiting two worlds: an excursion into the methodological jungle including an optional evening's entertainment at the rigour club . Cambridge Journal of Education , 16 (2) : 131 – 143 .
  • Altrichter , H. 1988 . “ Enquiry‐based learning in initial teacher education ” . In The enquiring teacher: supporting and sustaining teacher research , Edited by: Nias , J. and Groundwater‐Smith , S. 121 – 134 . Lewes : Falmer Press .
  • Altrichter , H. 1993 . “ The concept of quality in action research: giving practitioners a voice in educational research ” . In Qualitative voices in educational research , Edited by: Schratz , M. 40 – 55 . London : Falmer Press .
  • Altrichter , H. and Gstettner , P. 1993 . Action research: a closed chapter in the history of German social science? . Educational Action Research , 1 : 329 – 360 .
  • Altrichter , H. and Posch , P. 1989 . Does the “grounded theory” approach offer a guiding paradigm for teacher research? . Cambridge Journal of Education , 19 (1) : 21 – 31 .
  • Altrichter , H. , Posch , P. and Somekh , B. 1993 . Teachers investigate their work: an introduction to the methods of action research , London : Routledge .
  • Arbeitsgruppe Bielefelder Soziologen , ed. 1973 . Alltagswissen, Interaklion und gesellschaftliche Wirklichkeit , [Everyday knowledge, interaction, and social reality]. Reinbek : Rowohlt .
  • Baacke , Baacke and Schulze , Schulze , eds. 1979 . Aus Geschichten lernen: Zur Einübung pädagogischen Verstehens , München : Juventa Verlag . [Learning from stories: on the practice of educational understanding].
  • Baacke , Baacke and Schulze , Schulze , eds. 1985 . Padagogische Biographieforschung, Orientierungen, Probleme, Beispiele , Weinheim : Beltz . [Pedagogical biographical research, orientations, problems, examples]
  • Ben‐Peretz , Ben‐Peretz , Bromme , R. and Halkes , Halkes , eds. 1986 . Advances of research on teacher thinking , Berwyn‐Lisse : Swets North America ‐‐ Swets & Zeitlinger .
  • Berger , P. and Luckmann , T. 1985 . The social construction of reality: a treatise in the sociology of knowledge , Hammondsworth‐New York : Pelican Books .
  • Bertaux , D. , ed. 1981 . Biography and society: the life history approach in the social sciences , London : Sage .
  • Blumer , H. 1969 . Symbolic interactionism: perspective and method , Englewood Cliffs, NJ : Prentice Hall .
  • Breuker , J. , Elshout , J. , Van Someren , M. and Wielinga , B. 1986 . Hardop denken en protokoanalyse [Thinking aloud and protocol analysis] . Tijdschrift voor Onderwijsresearch , 11 : 241 – 254 .
  • Brumlik , M. 1973 . Der symbolische Interaktionismus und seine padagogische Bedeutung , Frankfurt/M. : Athenaeum Fischer . [Symbolic interactionism and its educational meaning].
  • Carretero , Carretero , Pope , Pope , Simons , Simons and Pozo , Pozo , eds. 1991 . Learning & instruction. European research in an international context Vol.3 , Oxford : Pergamon Press .
  • Catani , M. 1981 . “ Social life history as ritualized oral exchange ” . In Biography and society , Edited by: Bertaux , D. 211 – 222 . London : Sage .
  • Catani , M. 1984 . “ De l'enseignement centré sur l'écoute et l'expression de soi à l'approche biographique orale [From teaching based on listening and self‐expression to the oral biographical approach] ” . In Education Permanente 72 – 73 . 97 – 119 .
  • Clark , C. and Peterson , P. 1986 . “ Teachers’ thought processes ” . In Handbook of research on teaching , (3rd ed.) , Edited by: Wittrock , M. 255 – 296 . New York : Macmillan .
  • Clement , M. and Staessens , K. 1993 . “ Professional development of primary school teachers and the tension between autonomy and collegiality ” . In School culture, school improvement, and teacher development , Edited by: Kievit , F. and Vandenberghe , R. 129 – 152 . Leiden : DWSO Press .
  • Crawford , J. , Kippax , S. , Onyx , J. , Gault , U. and Benton , P. 1992 . Emotion and gender , London : Sage .
  • Day , Day , Calderhead , J. and Denicolo , Denicolo , eds. 1993 . Research on teacher thinking: towards understanding professional development , London : Falmer Press .
  • Day , Day , Pope , M. and Denicolo , Denicolo , eds. 1990 . Insights into teachers’ thinking and practice , London : Falmer Press .
  • De Corte , E. 1984 . “ Kwalitatieve gegevens in onderwijsonderzoek [Qualitative data in educational research] ” . In Onderwijspsychologisch onderzoek , Edited by: De Klerk , L. and Knoers , A. 6 – 26 . Lisse : Swets & Zeitlinger .
  • De Corte , E. and Lowyck , J. 1983 . Heroriëntatie in het Onderzoek van het Onderwijzen [Reorienting research on teaching] . Tijdschrift voor Onderwijsresearch , 8 : 242 – 260 .
  • De Corte , E. , Lowyck , J. and Verschaffel , L. 1986 . Zelfrapportering als techniek bij de Studie van onderwijsleerprocessen: een poging tot verheldering [Self reporting as a research technique in the study of teaching and learning processes] . Pedagogische Studien , 63 : 506 – 514 .
  • De Corte , Corte , Lodewijks , Lodewijks , Parmentier , Parmentier and Span , Span , eds. 1987 . Learning & instruction. European research in an international context. Vol. 1 , Leuven : Leuven University Press‐Pergamon Press .
  • De Graeve , B. , Simon , F. , Du Bois‐Reymond , M. and Mutsaers , M. 1985 . Het onderwijzersberoep en intergenerationaliteit: een vier generatieonderzoek in Viaanderen en Nederland op basis van oral history [The teacher's job and intergenerationality: an oral history study in Flanders and the Netherlands] . Tijdschrifi voor Sociale Geschiedenis , 11 : 324 – 348 .
  • Dick , A. 1992 . “ Putting reflectivity back into the teaching equation ” . In Effective and responsible teaching , Edited by: Oser , F. , Dick , A. and Patry , J. 365 – 382 . San Francisco : Jossey Bass .
  • Du Bois‐Reymond , M. and Van Eiteren , M. 1989 . Biographieforschung und oral history in den Niederlanden [Biographical research and oral history in the Netherlands] . Bios , 2 (1) : 111 – 138 .
  • Elliott , J. 1976 . Developing hypotheses about classrooms from teachers’ practical constructs , Grand Forks : University of North Dakota, Study Group on Evaluation Series .
  • Elliott , J. 1985 . “ Facilitating educational action research: some dilemmas ” . In Field methods in the study of education , Edited by: Burgess , R. 235 – 262 . Lewes : Falmer Press .
  • Elliott , J. 1991 . Action research for educational change , Milton Keynes : Open University Press .
  • Elliott , J. 1993 . Reconstructing teacher education , London : Falmer Press .
  • Fuchs , W. 1970–1971 . Empirischer Sozialforschung als politische Aktion [Empirical social research as political action] . Soziale Welt , 21–22 (1) : 1 – 17 .
  • Fuchs , W. 1984 . Biographische Forschung: Eine Einführung in Praxis und Methoden , Opladen : Westdeutscher Verlag . [Biographical research: an introduction to praxis and methods].
  • Garz , Garz and Kraimer , Kraimer , eds. 1983 . Brauchen wir andere Forschungsmethoden? Beiträge zur Diskussion interpretativer Verfahren , Frankfurt am Main : Scriptor . [Do we need other research methods? Contributions to the discussion on interpretive research].
  • Geertz , C. 1973 . The interpretation of cultures: selected essays , New York : Basic Books .
  • Glaser , B. and Strauss , A. 1967 . The discovery of grounded theory , Chicago : Aldine .
  • Groeben , N. and Scheele , B. 1977 . Argumente für eine Psychologie des reflexiven Subjekts , Darmstadt : Steinkopff . [Arguments for a psychology of the reflective subject].
  • Habermas , J. 1968 . Erkenntnis und Interesse , [Knowledge and interest], Frankfurt am Main : Suhrkamp .
  • Halkes , Halkes and Olson , Olson , eds. 1984 . Teacher thinking: a new perspective on persisting problems in education , Lisse : Swets & Zeitlinger .
  • Haug , F. , ed. 1987 . Female sexualisation: a collective work of memory , London : Verso .
  • Haug , F. 1990 . Erinnerungsarbeit , Berlin : Argument Verlag . [Memory‐work].
  • Heinze , T. 1984a . Hermeneutisch‐lebensgeschichtliche Forschung: Vol 1. Theoretische und methodologische Konzepte , Hagen : Fern Universität . [Hermeneutical‐biographical research: Vol. 1. Theoretical and methodological concepts].
  • Heinze , T. 1984b . Hermeneutisch‐lebensgeschichtliche Forschung: Vol. 2. Interpretationen einer Bildungsgeschichte , Hagen : Fern Universität . [Hermeneutical‐biographical research. Vol. 2: Interpretation of an educational life history].
  • Heinze , T. 1987 . Qualitative Sozialforschung: Erfahrungen. Probleme, Perspektiven , Opladen, , Germany : Westdeutscher Verlag . [Qualitative social research, experiences, problems, perspectives].
  • Heinze , Heinze , Klusemann , H.W. and Soeffner , Soeffner , eds. 1980 . Interpretationen einer Bildungsgeschichte: Überlegungen zur sozialwissenschaftlichen Hermeneutik , Frankfurt am Main : Päd, extra Buchverlag . [Interpretations of an educational life history: reflections on hermeneutics in social sciences].
  • Hirsch , G. 1993 . Biography and teacher identity: a typological analysis of life history data . International Journal of Qualitative Studies in Education , 6 : 67 – 83 .
  • Hirsch , G. , Ganguillet , G. , Trier , U. , Egli , H. and Elmer , H.R. 1990 . Wege und Erfahrungen im Lehrerberuf: Eine lebensgeschichtliche Untersuchung über Einstellungen, Engagement und Belastung bei Zürcher Oberstufelehrern , Bern : Haupt . [Careers and experiences in the teaching job, a biographical study on attitudes, commitment, and job stress among teachers in Zürich].
  • Huber , G. 1990 . Computer‐assisted analysis of qualitative data: principles and manual of the software package AQUAD 3.0 , Schwangau : Huber . [computer program manual].
  • Huber , Huber and Mandl , Mandl , eds. 1982 . Verbale Daten: Eine Einführung in die Grundlage und Methoden der Erhebung und Auswertung , Weinheim‐Basel : Beltz . [Verbal data: an introduction in the methodological groundings and the methods for data collection and analysis].
  • Huber , G. and Marcelo Garcia , C. 1991 . Computer assistance for testing hypotheses about qualitative data: the software‐package AQUAD 3.0 . Qualitative Sociology , 14 : 325 – 347 .
  • Huber , G. and Marcelo Garcia , C. 1993 . “ Voices of beginning teachers: computer‐assisted listening to their common experiences ” . In Qualitative voices in educational research , Edited by: Schratz , M. 139 – 156 . London : Falmer Press .
  • Huberman , M. 1989 . The professional life cycle of teachers . Teachers College Record , 91 (1) : 31 – 57 .
  • Huberman , M. , Grounauer , M. and Marti , J. 1993 . The lives of teachers , London : Cassell .
  • Jahoda , M. , Lazarsfeld , D.F. and Zeisel , H. 1978 . Die Arbeitslosen von Marienthal , [The unemployed from Marienthal] (2nd ed.). Frankfurt am Main : Suhrkamp .
  • Janssens , F. 1985 . Betrouwbaarheid en validiteit in interpretatief onderzoek [Reliability and validity in interpretative research] . Pedagogisch Tijdschrift , 10 (3) : 149 – 161 .
  • Janssens , S. 1987 . “ A description of concerns of beginning teachers: the results of a qualitative study with some methodological considerations ” . In Research on internal change facilitation in schools , Edited by: Vandenberghe , R. and Hall , G.E. 49 – 70 . Leuven‐Amersfoort : Acco .
  • Karakalos , B. 1979 . “ Das narrative Interview als Instrument der Konstitution sozialwissenschaftlicher Daten: Zur Problematik umgangssprachlich verfasster Texte [The narrative interview and data collection in social research: on the problems of texts in everyday speech] ” . In Interpretative verfahren in den sozial und textwissenschaften , Edited by: Soeffner , H.G. 227 – 242 . Stuttgart : Metzler .
  • Kelchtermans , G. 1993a . Getting the story and understanding the lives: from career stories to teachers’ professional development. . Teaching and Teacher Education , 9 : 443 – 456 .
  • Kelchtermans , G. 1993b . “ Teachers and their career story: a biographical perspective on professional development ” . In Research on teacher thinking: towards understanding professional development , Edited by: Day , C. , Calderhead , J. and Denicolo , P. 198 – 220 . London : Falmer Press .
  • Kelchtermans , G. Stimulated autobiographical self‐thematisation: methodological reflections on a research procedure for studying teachers’ professional development . Paper presented at the 6th Conference of the International Study Association on Teacher Thinking . Göteborg, Sweden. August ,
  • Kelchtermans , G. 1994 . “ Recent European research on teacher education and professional development 91–107 ” . In Report of the R.I.F.‐European Symposium ‘93 of the Network of Teacher Training Institutions Edited by: Janssens , S. and Loly‐Smets , R. Leuven s.e
  • Klafki , W. 1973 . Handlungsforschung im Schulfeld [Action research in education] . Zeitschrift für Pädagogik , 19 : 487 – 516 .
  • Kraimer , K. 1983 . “ Anmerkungen zu einem “erzählgenerierenden” Instrument der kommunikativen Sozialforschung (Narratives Interview) [Reflections on the narrative interview as an instrument for data collection in communicative social research] ” . In Brauchen wir andere Forschungsmethoden? Beiträge zur Diskussion interpretativer Verfahren , Edited by: Garz , D. and Kraimer , K. 86 – 112 . Frankfurt am Main : Scriptor .
  • Krause , F. and Dann , H.D. 1986 . Die Interview und Legetechnik zur Rekonstruktion kognitiver Handlungsstrukturen , Konstanz : Universität Konstanz . [The interview and placing technique for the reconstruction of cognitive structures in action].
  • Kroath , F. 1989 . How do teachers change their practical theories? . Cambridge Journal of Education , 19 (1) : 59 – 69 .
  • Larcher , D. 1993 . “ Understanding the incomprehensible: redundancy analysis as an attempt to decipher biographic interviews ” . In Qualitative voices in educational research , Edited by: Schratz , M. 126 – 138 . London : Falmer Press .
  • Lechler , P. 1982 . “ Kommunikative Validierung [Communicative validation] ” . In Verbale Daten , Edited by: Huber , G. and Mandl , H. 243 – 258 . Weinheim : Beltz .
  • Lowyck , Lowyck and Clark , Clark , eds. 1989 . Teacher thinking and professional action , Leuven : Leuven University Press .
  • Mandl , H. and Huber , G. 1983 . Subjektive Theorien von Lehrern [Teachers’ subjective theories] . Psychologie in Erziehung und Unterricht , 30 : 98 – 112 .
  • Mandl , Mandl , De Corte , Corte , Bennett , Bennett and Friedrich , Friedrich , eds. 1990a . Learning & instruction: European research in an international context: Vol.2.1. Social and cognitive aspects of learning and instruction , Oxford : Pergamon .
  • Mandl , Mandl , De Corte , Corte , Bennett , Bennett and Friedrich , Friedrich , eds. 1990b . Learning & instruction: European research in an international context: Vol.2.2. Analysis of complex skills and complex knowledge domains , Oxford : Pergamon Press .
  • Maso , I. “ [Qualitative research] ” . In Kwalitatief onderzoek , Meppel : Boom . (s.d.).
  • Mayring , P. 1990 . Einführung in die qualitative Sozialforschung , München : Psychologie Verlags Union . [Introduction to qualitative social research].
  • Miedema , S. 1986 . Kennen en handelen , Leuven‐Amersfoort : Acco . [Knowing and acting].
  • Miedema , S. 1988 . Kwalitative en kwantitatieve methoden van pedagogisch onderzoek: enkele invalshoeken [Qualitative and quantitative methods in pedagogical research: some perspectives] . Nederlands Tijdschrift voor Opvoeding, Vorming en Onderwijs , 4 : 263 – 272 .
  • Moser , H. 1976 . Anspruch und Selbstverständnis der Aktionsforschung [Aims and self‐understanding of action research] . Zeitschrift für Pädagogik , 22 : 257 – 268 .
  • Niethammer , L. , ed. 1980 . Lebenserfahrung und kollektives Gedächtnis, die Praxis der “Oral History” , Frankfurt am Main : Syndikat . [Life experiences and collective memory: the praxis of oral history].
  • Novoa , A. , ed. 1992 . Vidas de Professores , Porto : Porto Editora . [Teachers’ lives].
  • Novoa , Novoa and Finger , Finger , eds. 1988 . “ [The (auto)biographical method in training]. ” . In Ométodo (auto)biogràfico e a formação , Lisboa : D.R.H. Ministério da Saude .
  • Oevermann , U. 1983 . “ Hermeneutische Sinnrekonstruktion: als Therapie und Pädagogik missverstanden, oder: das notorische strukturtheoretische Defizit pädagogischer Wissenschaft [Hermeneutical reconstruction of meaning: misunderstood as therapy and pedagogy, or the structural‐theoretical deficit of pedagogical science] ” . In Brauchen wir andere Forschungsmethoden? , Edited by: Garz , D. and Kraimer , K. 113 – 155 . Frankfurt am Main : Scriptor .
  • Oeverraann , U. , Allert , T. , Konau , E. and Krambeck , J. 1979 . “ Die Methodologie einer “objektiven Hermeneutik” und ihre allgemeine forschungslogische Bedeutung in den Sozialwissenschaften [The methodology of “Objective Hermeneutics” and its general importance for the logic of social research] ” . In Interpretative Verfahren in den Sozial und Textwissenschaften , Edited by: Soeffner , H.G. 352 – 433 . Stuttgart : Metzler .
  • Organization of Economic Cooperation and Development/Center for Educational Research and Innovation . 1991 . Environment, schools and active learning , Paris : OECD/CERI .
  • Peters , V. , Wester , F. and Richardson , R. 1989 . Kwalitatieve analyse in de praktijk en handleiding bij Kwalitan versie 2 , Nijmegen : Vakgroep Methoden‐Faculteit Sociale Wetenschappen van de K.U. Nijmegen . [Qualitative analysis in praxis, handbook for Kwalitan, version 2] (Computer program manual).
  • Pineau , G. and Le Grand , J. 1993 . Les histoires de vie , Paris : PUF . [Life histories].
  • Polkinghorne , D. 1988 . Narrative knowing and the human sciences , Albany : State University of New York Press .
  • Popper , K.R. 1959 . The logic of scientific discovery , London : Hutchinson .
  • Posch , P. 1990 . The project “environment and school initiatives” , Vienna : Federal Ministry for Education and the Arts .
  • Projekt Frauengrundstudium . 1982 . Frauen Grundstudium 2 , Berlin : Argument Verlag . [Foundations of feminist studies 2].
  • Roth , H. 1966 . Pädagogische Anthropologie: Vol 1 , Hannover : Schroedel . [Educational anthropology].
  • Roth , H. 1971 . Pädagogische Anthropologie: Vol. 2 , Hannover : Schroedel . [Educational anthropology].
  • Scheele , B. and Groeben , N. 1988 . Dialog‐Konses‐Methoden: Zur Rekonstruktion subjektiver Theorien: die Heidelberger Struktur‐Lege‐Technik (SLT), konsensuale Ziel‐Mittel‐Argumentation und kommunikative Flussdiagrammbeschreibung von Handlungen , Tübingen : A. Francke Verlag . [Dialog‐consensual methods: on the reconstruction of subjective theories].
  • Schindler , G. 1993 . The conflict . Educational Action Research , 1 : 457 – 468 .
  • Schratz , M. 1993a . Researching while teaching: promoting reflective professionality in higher education . Educational Action Research , 1 (1) : 111 – 133 .
  • Schratz , M. 1993b . Qualitative voices in educational research , London : Falmer Press .
  • Schratz , M. 1993c . “ From cooperative action to collective self‐reflection: a sociodynamic approach to educational research ” . In Qualitative voices in educational research , Edited by: Schratz , M. 56 – 70 . London : Falmer Press .
  • Schratz , M. and Walker , R. Doing research as social change , London : Routledge . (in press).
  • Schütze , F. 1976 . “ Zur Hervorlockung und Analyse von Erzählingen thematisch relevanter Geschichten im Rahmen soziologischer Feldforschung [Eliciting and analysing thematically relevant stories in sociological fieldwork] ” . In Kommunikative Sozialforschung , Edited by: Arbeitsgruppe Bielefelder Soziologen . 159 – 260 . München : Wilhelm Fink Verlag .
  • Schütze , F. 1983 . Biographieforschung und narratives Interview [Biographical research and narrative interview] . Neue Praxis , 13 : 283 – 293 .
  • Schütze , F. 1984 . “ Kognitive Figuren des Autobiographischen Stegreiferzählung [Cognitive figures in autobiographical storytelling] ” . In Biographie und soziale Wirklichkeit , Edited by: Kohli , M. and Robert , G. 78 – 117 . Stuttgart : Metzler .
  • Schweitzer , K. 1991 . “ Waste project ‐‐ Oberwart District: emancipation through environmental projects ” . In Environment, schools, and active learning , Edited by: Organization of Economic Cooperation and Development/Center for Educational Research and Innovation . 88 – 93 . Paris : OECD/CERI .
  • Sikes , P. , Measor , L. and Woods , P. 1985 . Teacher careers: crises and continuities , London : Falmer Press .
  • Smaling , A. 1987 . Methodologische objectiviteit en kwalitatief onderzoek , Lisse : Swets & Zeitlinger . [Methodological objectivity and qualitative research].
  • Staessens , K. 1993 . Identification and description of professional culture in innovating schools . International Journal of Qualitative Studies in Education , 6 : 129 – 142 .
  • Südmersen , I. 1983 . Hilfe, ich ersticke in Texten! Eine Anleitung zur Aufarbeitung narrativer Interviews [Help! I am drowning in texts: guideline for the analysis of narrative interviews] . Neue Praxis , 13 : 294 – 306 .
  • Terhart , E. 1981 . Intuition‐Interpretation‐Argumentation: Zum Problem der Geltungsbegründung von Interpretationen [Intuition, interpretation, argumentation: on the validation problem of interpretations] . Zeitschrift für Pädagogik , 27 : 769 – 793 .
  • Terhart , E. 1983 . “ Schwierigkeiten (mit) der “Objektiven Hermeneutik”: Eine Antwort auf Ulrich Oevermann [Difficulties with/of objective hermeneutics: an answer to Ulrich Oevermann] ” . In Brauchen wir andere Forschungsmethoden? , Edited by: Garz , D. and Kraimer , K. [Do we need other research methods?] Frankfort am Main : Scriptor .
  • Terhart , E. 1985 . The adventure of interpretation: approaches to validity . Curriculum Inquiry , 15 : 451 – 464 .
  • Terhart , E. , ed. 1991 . Unterrichten als Beruf: neuere Amerikanische und Englische Arbeiten zur Berufskultur und Berufsbiographie von Lehrern und Lehrerinnen , Frankfurt‐Köln : Deutsches Institut für Internationale Pädagogische Forschung‐Böhlau . [Teaching as a career: recent American and English work on teachers’ professional culture and professional biographies].
  • Terhart , E. , Czerwenka , K. , Ehrich , K. , Jordan , F. and Schmidt , H.J. 1993 . Berufsbiographien von Lehrern und Lehrerinnen , Lüneburg : Institut für Schul und Hochschulforschung . [Teachers’ professional biographies].
  • Van Ijzendoorn , M. and Miedema , S. 1986 . De kwaliteit van kwalitatief onderzoek [The quality in qualitative research] . Pedagogische Studiën , 63 : 498 – 505 .
  • Van Maanen , M. 1990 . Researching lived experience: human science for an active sensitive pedagogy , New York : The State University of New York Press .
  • Wahl , D. , Schlee , J. , Krauth , J. and Mureck , J. 1983 . Naive Verhaltenstheorie von Lehrern , Oldenburg : Zentrum für Pädagogische Berufspraxis . [Teachers’ naive action theory].
  • Walter , H.J. 1988 . “ Psychoanalytische Anmerkungen zum Erzählen [Psychoanalytical remarks on storytelling] ” . In Qualitative Forschungsmethoden in den Sozialwissenschaften , Edited by: Diem‐Wille , G. and Pechar , H. 161 – 179 . Vienna : Österreichische Gesellschaft für Hochschuldidaktik .
  • Welten , V.J. and Janssen , J.A.P. 1992 . Teksttabel: eengecomputeriseerde methode voor het analyseren van tekstuele data. Deel 1: Gebruikersgids , Nijmegen : KUN . [Teksttabel: a computerized method for the analysis of textual data. Part I: users guide] [Computer program manual].
  • Wester , F. 1984 . De gefundeerde theorie benadering: een strategie voor kwalitatief onderzoek , Nijmegen : Sociologisch Instituut . [The grounded theory approach: a strategy for qualitative research].
  • Wester , F. 1987 . Strategieën voor kwalitatief onderzoek , Muiderberg : Coutinho . [Strategies for qualitative research].

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.