Elizabeth DePoy is a professor at University of Maine School of Social Work where she has taught research and evaluation methods for 28 years. Her scholarship in social work focuses on methods of inquiry and particularly on integrating research, evaluation, and professional practice. She has co-authored 15 books and over 100 articles and presents her work locally through globally. Her most recent books include Branding and Designing Disability, and the 5th edition of Introduction to Research. Stephen Gilson is professor at the University of Maine where he teaches human behavior in the social environment, diversity theory, and biology for social workers. His own work is informed by systematic inquiry and thus he is committed to the synthesis of practice and research within social work. Stephen has authored/coauthored 12 books and over 80 articles including Branding and Designing Disability and Evaluation Practice. He presents his work nationally and internationally.

"Within my 38 years of teaching, the authors offer the most creative presentation I have ever read for a research methods text."

• Chapter 1: Introduction to Examined PracticeIntroduction to the Rationale for the TextIllustration of Examined Practice in Diverse Social Work SettingsRoles and Responsibilities of “Examined Practitioners”Chapter 2: Problems, Issues and Needs (What, Why, How, When, Where)Definition of TermsThinking Processes of Problem and Issue ClarificationGrounding Needs in Problem and Issues to be ResolvedChapter 3: Setting Goals and Objectives for Reflexive InterventionEmergence of Goals and Objectives from Needs StatementDeriving Goals From Need StatementsAction Process of Crafting Process ObjectivesAction Process of Crafting Outcome ObjectivesCharting OutputsSystematic Reflexive Intervention ProcessesUsing the Three Traditions (Experimental-type, Naturalistic, Mixed Methods) in Reflexive InterventionSelecting a Tradition—Guiding QuestionsIllustrationChapter 4: Exploring OutcomesDefinition of TermsPurposes of Outcome AssessmentWorth of Social WorkSystematic Inquiry Using One or More of the Three Research TraditionsCost of InterventionsChapter 5: Sharing Examined Practice to Generate Social Work KnowledgeDefinition of TermsExamples of Sharing KnowledgeSharing Social Work KnowledgeThe Science-Intuition DebateWhy Share?When to Share?Where to Share?How to Share?Chapter 6: Two Design Traditions and then Mixing ThemPhilosophical Foundation of Experimental-Type ResearchPhilosophical Foundation of Naturalistic InquiryPhilosophical Foundation of Mixed MethodsImplications of Philosophical Differences for Systematic Inquiry in Examined PracticeTheory in Examined PracticeIntegrating the Two Research TraditionsChapter 7: The Role of Literature in Examined PracticePurposes of Literature Review in Examined PracticeHow to Conduct a Literature SearchChapter 8: Questions, Hypotheses and Queries: The basis for Rigor AssessmentResearch Questions in Experimental-Type KnowingLevel 1: Questions That Seek to Describe PhenomenaLevel 2: Questions That Explore Relationships Among PhenomenaLevel 3: Questions That Test KnowledgeHypothesesResearch Queries in Naturalistic InquiryDeveloping Naturalistic Research QueriesIntegrating Research ApproachesChapter 9: Design in Both TraditionsSpecific Experimental-Type DesignsVariations of Experimental-Type DesignGeographic AnalysisCriteria for Selecting Appropriate and Adequate Experimental-Type DesignsSummary of Experimental-Type DesignNaturalistic Inquiry DesignsNarrative InquiryMixed-Method DesignsChapter 10: Setting and Protecting the Boundaries of a StudyGeneral Guidelines for Bounding StudiesSubjects, Respondents, Informants, Participants, Locations, Conceptual Boundaries, Virtual BoundariesProtecting BoundariesWhat is an IRB and When Must It Be Involved?Principles for Protecting Human SubjectsFull DisclosureConfidentialityVoluntary ParticipationThe Belmont ReportInformed Consent ProcessBoundary Setting in Experimental-Type Examined Practice InquirySampling ProcessProbability SamplingNonprobability MethodsSampling in the Virtual EnvironmentComparing Sample to PopulationDetermining Sample SizeBoundary Setting in Naturalistic InquiryGuidelines for Determining “How Many”Process of Setting Boundaries and Selecting InformantsEthical ConsiderationsSummary of Naturalistic Boundary SettingA Few Words About Mixed MethodsChapter 11: Obtaining InformationPrinciples of Information Collection in All Three TraditionsLooking, Watching, Listening, Reading, and RecordingAskingMaterials, Artifacts, or SpacesObtaining Information in Experimental-Type TraditionsObtaining Information in Naturalistic TraditionsInformation-Gathering ProcessesInformation-Gathering StrategiesRecording Obtained InformationAccuracy in Collecting InformationMixing MethodsChapter 12: AnalysisWhat Is Statistical Analysis?Level 1: Descriptive StatisticsLevel 2: Drawing InferencesLevel 3: Associations and RelationshipsStrategies and Stages in Naturalistic AnalysisStage One: Inception of InquiryStage Two: Formal Report PreparationAccuracy and Rigor in Naturalistic AnalysisChapter 13: Putting the Model to WorkThemesExemplar #1—JaniceExemplar #2—DeanExemplar #3—TAP (Tobacco Access Portal)Exemplar #4—Aesthetic Mobility Device ProjectExemplar #5—Workplace AccessibilityGlossaryIndex