Essentials of Constructivist Critical Incident Technique: (Essentials of Qualitative Methods Series)

About the Book

This book is a step-by-step guide to designing and realizing a constructivist critical incident (Constructivist CIT) study. This qualitative methodology explores critical moments in people's lived experiences.

The authors offer the first comprehensive overview of Constructivist CIT, a structured, yet flexible methodology used to explore lived experience and improve practice and process by studying critical or meaningful moments and experiences.
 
The authors introduce Constructivist CIT in relation to its well-established parent method Critical Incident Technique, which has been used widely in the social sciences, health care, and business. Readers will learn how to ensure the trustworthiness of their study amp rsquo s design, collect and analyze the data, and write up and submit their study for publication. 
 
An intuitive method, Constructivist CIT is an accessible method for novice researchers as well as seasoned scholars expanding their qualitative repertoire.

Table of Contents:
Series Foreword
Chapter . Contextual Foundations of Critical Incident Technique
Chapter 2. Establishing Methodological Integrity
Chapter 3. Designing the Study
Chapter 4. Collecting Data
Chapter 5. Analyzing Data
Chapter . Deepening the Analysis
Chapter 7. Writing the Manuscript
Chapter 8. Variations on the Method
Chapter 9. Conclusion
Exemplar Studies and Reviews
References
About the Authors
Index

About the Author :

Harriet L. Schwartz, PhD, is a Professor of Relational Practice and Higher Education in Antioch University amp rsquo s PhD in Leadership and Change program. Her scholarly interests include teaching as relational practice, emotion and teaching, and qualitative research methods, particularly critical incident technique and grounded theory. The author of Connected Teaching: Relationship, Power, and Mattering in Higher Education (Stylus, 2 9), Harriet is a leader in applying Relational Cultural Theory (RCT) in education. She serves as Lead Scholar for Education as Relational Practice and on the leadership team for the International Center for Growth in Connection. Along with numerous journal articles, Harriet has published two New Directions for Teaching and Learning sourcebooks, co-editing Teaching and Emotion and editing Interpersonal Boundaries in Teaching and Learning. Harriet worked in student affairs for many years before transitioning to a faculty career. Along with teaching in leadership programs on the master amp rsquo s and doctoral levels, she has also taught in counseling, student affairs, and education graduate programs.

Elizabeth L. Holloway, PhD., Professor Emerita of Antioch University, has over 35 years of experience as a research scientist, practitioner, and consultant in clinical supervision, relational practice, and respectful workplaces. She has held professorships at the Universities of California, Utah, Oregon, Wisconsin, and Antioch University. During her academic career, Elizabeth has achieved distinction for her research and practice, including a Fellow of the American Psychological Association, a Diplomate of the American Board of Professional Psychology, and a recipient of the American Educational Research Association Research Award for Counseling. Her methodological expertise includes discourse analysis, grounded theory, narrative inquiry, critical incident technique, and case study design. She has authored or co-authored eight books. A recent update of her original supervision model, Essentials of Supervision: A Systems Approach (with accompanying film), was published in 2 (Chinese version in press). Her most recent work with co-author Harriet Schwartz introduces a constructivist approach to Critical Incident Technique methodology. Elizabeth teaches workshops on her model of clinical supervision and building respectful workplaces worldwide.