Sentence examples for a thick description of from inspiring English sources

The empirical analysis is furthermore based on the process tracing idea, where the underlying driving forces are identified by a thick description of how these policy changes came about.

Through successive observations, interviews and a unique questionnaire for determination of student's abstract knowledge about their development, the study provided a demographic representation of the interlanguage state of these learners, and a thick description of their innate system.

This paper uses data returned by 26 individuals who identify with the subcultural group of cycling activists in Quito that has a thick description of their experiences and circulation patterns accompanied by photos taken by the participants.

If we can achieve such a thick description of the operations that constitute scientific practice, we would be able to make good on Bridgman's promise that "it is better, because it takes us further, to analyze into doings or happenings rather than into objects or entities".

A thick description of text has been used to analytically understand and interpret this data.

The interviews also provide a thick description of research utilisation processes allowing us to situate these within their wider context.

Furthermore, a thick description to reflect the content of the data was employed, and codes were organized into sub-themes using an inductive approach.

The ethnographic approach, with its emphasis on immersion in the research setting [ 64] is particularly suited to Module 1 research questions because it will allow us to develop a "thick description" [ 65] of the cultural understandings of zaat, class and gender and elicit subtleties of power and resource distribution.

It offers a thick description (Geertz, 1973) of the organizational processes that underlie the design and development of the study of the culture of high reliability organizations using a social constructionist perspective (Gergen, 1985).

Through multiple data sources, we seek to provide a thick description (Geertz 1994) of how and why instructors use these active learning tools in large classes.

Creating such a thick description (Geertz, 1973) of how negative reactions can silence some rape survivors is the goal of the current study.