| List of Tables and Figures | p. ix |
| List of Examples | p. xiii |
| Introduction | p. xvii |
| Initiating Ethnographic Research: Models, Methods, and Measurement | p. 1 |
| Introduction | p. 1 |
| Ethnography Is Both Inductive and Deductive | p. 4 |
| Ethnography Is Both Qualitative and Quantitative | p. 7 |
| Ethnography Operates at the Micro and Macro Level | p. 10 |
| Ethnography Examines Reported and Observed Behavior | p. 13 |
| Ethnography Involve Discovery and Representativeness | p. 14 |
| Ethnography Is Both Theory and Description | p. 16 |
| Objectivity and Subjectivity | p. 18 |
| Basic and Applied Research | p. 19 |
| Summary | p. 21 |
| Selecting a Research Site and Focus | p. 23 |
| Introduction | p. 23 |
| The Researcher Personal Interest and History | p. 24 |
| Researcher Identity | p. 27 |
| Researcher Positionality | p. 34 |
| Requirements of Institutional Affiliation and Funding Sources | p. 37 |
| Perspectives, Needs, and Priorities of the Study Population | p. 42 |
| Summary | p. 43 |
| Preparing for Challenges in the Field | p. 45 |
| The Research Game Plan or Proposal | p. 45 |
| Formal Permissions and Approvals; IRBs and Other Review Bodies | p. 55 |
| Logistics: Support, Housing, and Other Needs | p. 57 |
| Sponsoring Institutions in the Research Site | p. 60 |
| Time and Timeline | p. 68 |
| Personnel: Hiring and Supervision | p. 74 |
| Preparing for the Collection, Transcription, and Management of Data | p. 76 |
| Planning for Writing Up Preliminary Results in the Field | p. 77 |
| Summary | p. 78 |
| The Ethnographer as Theorist: An Introduction to Modeling Midrange Theory | p. 81 |
| Introduction | p. 81 |
| The Ethnographer as Theorist | p. 84 |
| Selecting a Paradigm | p. 92 |
| Defining Research Questions and Building a Formative or Local Theory | p. 93 |
| Summary | p. 101 |
| Constructing Formative Research Models | p. 103 |
| Introduction | p. 103 |
| Developing a Formative Model: Top Down/Bottom Up Construction | p. 104 |
| Dependent and Independent Domains | p. 110 |
| Diagramming and Modeling the Formative Research Model | p. 125 |
| A Note on Generating Hypotheses | p. 129 |
| Summary | p. 130 |
| Operationalization and Measurement | p. 133 |
| Operationalization | p. 133 |
| Using the Research Model to Frame Research Goals, Objectives, and Hypotheses | p. 145 |
| Linking Stages in Research Design with Stages in Data Collection | p. 149 |
| Summary | p. 153 |
| Mixed Methods Models, Measures, and Case Examples | p. 155 |
| Introduction | p. 155 |
| Definitions of Mixed Methods Research | p. 156 |
| When Should Qualitative and Quantitative Methods Be Used? | p. 159 |
| Integrating Qualitative and Quantitative Methods | p. 161 |
| Relating or Sequencing of Multiple Methodologies: Models, Methods, Measures, and Case Examples | p. 171 |
| The Role of Secondary Data in Mixed Methods Ethnography | p. 181 |
| Summary | p. 184 |
| Modeling Ethnographic Intervention Approaches | p. 185 |
| Introduction | p. 185 |
| Definitions of Intervention | p. 188 |
| Ethnographic Intervention Designs | p. 192 |
| Guidelines for Modeling Interventions | p. 193 |
| Steps in Designing Interventions: A Systems Analytic Approach to Using Modeling Techniques | p. 198 |
| Linking Resources for Change to the Independent Variables: Systems Analysis as a "2 × 2 Table" | p. 204 |
| Operationalizing the Intervention Model | p. 210 |
| Summary | p. 214 |
| References | p. 217 |
| Index | p. 229 |
| About the Authors and Artists | p. 243 |
| Table of Contents provided by Ingram. All Rights Reserved. |