Salīdzināt metodes
Apskatiet izvēlētās metodes blakus; rindas, kas atšķiras, ir izceltas.
| Longitudinal Non-participant Observation× | Dalības novērošana× | |
|---|---|---|
| Nozare≠ | Aptauju metodoloģija | Kvalitatīvie pētījumi |
| Saime | Process / pipeline | Process / pipeline |
| Izcelsmes gads≠ | Early–mid 20th century (systematized 1920s–1970s) | 1922 |
| Autors≠ | Rooted in sociological field research traditions (e.g., Chicago School); longitudinal extension developed through 20th-century social science methodology | Bronislaw Malinowski |
| Tips≠ | Longitudinal observational data collection | Method |
| Pirmavots≠ | Angrosino, M. (2007). Doing Ethnographic and Observational Research. Sage Publications. ISBN: 978-1412922173 | Geertz, C. (1973). The Interpretation of Cultures. Basic Books. ISBN: 978-0465026432 |
| Citi nosaukumi | longitudinal unobtrusive observation, repeated non-participant observation, longitudinal systematic observation, extended non-participant field observation | ethnographic observation, participatory observation, overt observation, immersive observation |
| Saistītās | 4 | 4 |
| Kopsavilkums≠ | Longitudinal non-participant observation is a data collection method in which a researcher systematically watches and records naturally occurring behaviors, interactions, or events at a setting over multiple, repeated observation sessions spanning weeks, months, or years — without joining or influencing the activities being observed. The researcher remains an external observer, producing a time-ordered record of change or continuity in the phenomenon under study. | Participant observation is a qualitative research method in which the researcher embeds themselves within a community, organization, or social setting for an extended period, engaging in the activities and relationships of the group while systematically observing and documenting behavior, interactions, and cultural meaning. Pioneered by Malinowski in the 1920s and developed in anthropology, the method has been adopted across sociology, education, health sciences, and organizational research. The researcher functions as both insider (participating in group activities) and outsider (maintaining analytical distance), generating thick description—rich accounts of context, behavior, and meaning that reveal how people actually live and interact. |
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