Having it Both Ways
Hierarchical focusing as research interview method
Bibliographic Data
| ID | 11159396 |
|---|---|
| Authors | Peter Tomlinson (0000-0001-5818-2220, University of Leeds, corresponding author) |
| Year | 1989 |
| Volume | 15 |
| Issue | 2 |
| Pages | 155-176 |
| Publication date | 1989-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0141-1926 • E-ISSN: 1469-3518 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1080/0141192890150205 |
| OpenAlex | W2094415444 |
| Language | EN |
| Citations received | 22 |
| References cited | 12 |
The increased use of interviewing in social and educational research has been accompanied and influenced by wide acceptance of a constructivist view of persons in recent social science. The present paper notes major sources of this viewpoint and highlights, amongst its implications for research interviewing, a validity dilemma concerning the relative roles of interviewer and interviewee. Aspects of this issue are illustrated by reference to two contrasting approaches in the recent study of social values. The strategy of hierarchical focusing is proposed as a systematic approach to the resolution of the dilemma. This approach to the design, conduct and analysis of interviews is illustrated in some detail by reference to a recent research application
Dilemma · Educational research · Epistemology · Interview · Management science · Pedagogy · Research methodology · Sociology · Education and Critical Thinking Development · Educational Assessment and Pedagogy · Psychology · Science Education and Pedagogy · Social Psychology
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| Unique citing works | 22 |
|---|---|
| Citations per year | 0,65 |
| Citation span | 1992 - 2026 (35) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 22 |