The latest edition of this bestselling textbook by Miles and Huberman not only is considerably expanded in content, but is now available in paperback. Bringing the art of qualitative analysis up-to-date, this edition adds hundreds of new techniques, ideas and references developed in the past decade to the corpus contained in the first. The increase in the use of computers in qualitative analysis is also reflected in this volume. There is an extensive appendix on criteria to choose from among the currently available analysis packages. Through examples from a host of social science and professional disciplines, Qualitative Data Analysis remains the most comprehensive and complete treatment of this topic currently available to scholars and applied researchers.

Table of Contents

Introduction Focusing and Bounding the Collection of Data The Substantive Start Focusing and Bounding the Collection of Data Further Design Issues Early Steps in Analysis Within-Case Displays Exploring and Describing Within-Case Displays Explaining and Predicting Cross-Case Displays Exploring and Describing Cross-Case Displays Ordering and Explaining Matrix Displays Some Rules of Thumb Making Good Sense Drawing and Verifying Conclusions Ethical Issues in Analysis Producing Reports Concluding Remarks Appendix Choosing Computer Programs for Qualitative Data Analysis

About the Author

Matthew B. Miles, a social psychologist, had a career-long interest in educational reform and strategies for achieving it (Miles, 1992). His first full-scale venture into qualitative research was a 4-year study of the creation of six new, innovative public schools (Miles, 1980; Miles et al., 1978). His "attractive nuisance" paper (Miles, 1976b) was at the same time a rueful reflection and a sort of manifesto to follow. Michael Huberman's long-term interests were in scientific epistemology-how scientific theories are developed and validated-and in adult cognition and knowledge use. His first extensive qualitative project was a 4-year study of an experimental elementary school seeking to implement Piagetian theories in a classroom setting (Huberman, 1978, 1980). His reflections/manifesto paper (Huberman, 1981b) spoke of the "splendors and miseries" of qualitative research.