Journal of East China Normal University(Educational Sciences) ›› 2021, Vol. 39 ›› Issue (12): 15-27.doi: 10.16382/j.cnki.1000-5560.2021.12.002
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Ailei Xie, Jiayi Chen
Online:
2021-12-20
Published:
2021-11-23
Ailei Xie, Jiayi Chen. Determining Sample Size in Qualitative Research: Saturation, its Conceptualization, Operationalization and Relevant Debates[J]. Journal of East China Normal University(Educational Sciences), 2021, 39(12): 15-27.
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研究进路 | 教科书建议 | 梅森的研究发现 |
人种志 | 60%:30-50 | |
扎根理论 | 49%:20-30;37%:30-50 | |
现象学 | 100%:5个以上;68%:5-25 | |
叙事研究 | / | |
个案研究 | 中位数:33** | |
质性研究* | 80%:15个以上;50%:50个以下 |
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编码 | 定义 | 操作性定义 | 适用或不适用的情形 | 例证 |
害怕被 拒斥 | 表现出对被边缘化的焦虑;害怕由于别人的言辞和行动而感到受伤、痛苦或尴尬。 | 基于信念或疑虑、或没有依据的观点、非理性的推断而形成的对彼此的看法。 | 适用:可以是毫无缘故地被嘲笑的病人或者医务工作者。 | 感觉有点羞愧。担心……他们担心医务工作者的排斥…… ACU013 |
自卑感 | 表达感受说自己在一群人中存在差别。 | 提到权力的不平衡,被不平等对待,感觉到世界观等方面的“不同”。 | 适用:表达的是存在于临床医师之间的感受,而不是存在于病人之间的感受。 | 我有一般不和全科医生那么做,这是不是很有趣?我一般不是那么想,但我有点感觉我更懂理疗。我们看起来……水平更高? ACU012 |
…… | …… | …… | …… | …… |
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标准(证据) | 低(1) | 中(2) | 高(3) |
范围(编码的频率与多样性;数据来源多样性) | 少有例证支持概念;数据类型 单一。 | | 有大量例证支持概念;数据类型多样。 |
复杂性(编码树,观点图,矩阵) | 描述性编码;编码间联系简单; 分析少。 | | 概念网交错;理论类属涵盖一系列编码和概念。 |
微妙性(备忘录,世界 观图) | 概念语言看起来没问题,单向。 | | 概念语言丰富,略显模糊和多面。 |
回应性(文献) | 回应低;涌现的理论与既有文献和理论框架遥远。 | | 回应强;涌现的理论与既有文献有对话;与其他理论框架有联系(变体和创新)。 |
效度 | 理论化程度低;发现对类似处境参与者适用度低。 | | 抽象层面理论化程度高;发现对那些在同一或相似社会环境下的人而言有意义。 |
马凤岐, 谢爱磊 教育知识的基础与教育研究范式分类 教育研究 2020 41 05 135 148 马凤岐, 谢爱磊. (2020). 教育知识的基础与教育研究范式分类. 教育研究,41(05),135—148. | |
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