Writing Chpt3 Qualitative Research Methods Creswell Instruments
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Transcript of Writing Chpt3 Qualitative Research Methods Creswell Instruments
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Participants
Procedure
Strategies of inquiry
Data collection procedures
Instruments
Data analysis
Limitations
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Concept Paper and Proposals
Future Tense
Final Report Past Tense
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Target population and the sample that youwill use for generalizing about the targetpopulation.
Demographic information such as age,gender, and ethnicity of your sample.
Procedures for selecting the sample shouldbe outlined, including justification for thesampling method, also known as samplingprocedures.
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Gain permission from Institutional ReviewBoard (IRB)
Gain permission from administrators atthe research site
Gatekeepers are individuals at the site whoprovide site access, help researcher locate
people and identify places to study.
The gatekeeper may require writteninformation about the project.
Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating
quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: PearsonEducation.
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Why the site was chosen
What time and resources are required
What will be accomplished at the site What potential there is for your presence
to be disruptive
What individuals at the site will gain fromthe study
How you will use and report the resultsCreswell, J. W. (2008). Educational research: Planning, conducting, and evaluating
quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: PearsonEducation.
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The Procedures section is based directly on theresearch questions. Specifically, this is thehow-to section of the study and willintroduce the design of the research and howthe data will be collected based on thequestions of interest.
The material should be presented in a step-by-
step fashion ( just like a recipe book). Another researcher should be able to replicate
the study by reading the Procedures sectionwithout needing to ask any questions.
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Strategies of Inquiry
Data Collection
Data Recording Instruments
Qualitative Procedures:
Components
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1. Identify the specific strategy of inquiry tobe used
5 Qualitative Research Designs/ TraditionBIOGRAPHY/ORAL LIFE HISTORYunderstanding a
person in their contextETHNOGRAPHYPrimary qualitative research
technique, need to understand others who are
different from us at a collective levelethnicgroup, for example how do we understand andrelate to others, need for research on why aresome people different from other people, get tothe bottom of differences
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GROUNDED THEORYunderstandingcausation of a belief or behavior
CASE STUDYin-depth understanding of a
single casecould be an individualPHENOMENOLOGYunderstanding a
unique aspect of human phenomena
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2. Provide some background informationabout the strategy
Application of and brief definition for thediscipline origin
3. Discuss the Intended outcome from this
type of strategy4. Discuss the source of this strategy
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5. Discuss why it is an appropriate strategy
6. Identify how the use of this strategy will
shape the type of questions asked, theform of data collection, the steps anddata analysis, and the final narrative
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This section should include discussionabout participants and the site The setting
The actors (who will be interviewed)
The events (what will the actors will be observed orinterviewed doing)
The process (the evolving nature of events undertaken by
the actors within the setting) Indicate the type or types of data to be collected (e.g.,
observational, interviews, documents, audio and visualmaterial).
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Interviews
Individual
Focus groups
Participant observations
Open-ended surveys
Content analysis
Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating
quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: PearsonEducation.
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Types: One-on-one, phone, e-mail,focus group
General open-ended questions areasked to allow the participant to
create options for responding
voice their experiences and perspectives
Information is recorded, then transcribedfor analysis.
Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating
quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: PearsonEducation.
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Approachto Data
Collection
Type ofResponseOptions to
Questions
Types ofInterviews
Leading toData
Quantitative Closed-
Ended
Structured/
Semi-StructuredInterviews
Scores to
Answers
Qualitative Open-Ended
UnstructuredInterviews
Transcriptionof Words
Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and
qualitative research (3rd ed.). Upper Saddle River, NJ: Pearson Education.
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Developing Questions
Mechanics of Question Development
Piloting the Interview Questions Planning the Interview
Recording the Interview
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A small-group interview
Focus groups are useful when
participants might be more willing todiscuss the topic in front of peers (e.g.,teen smokers views on smoking)
Participants answers can inform others(i.e., participants can feed off one
another, or group ideas might begenerated that would not be available inone-one-one interviews)
Time constraints or accessibility are issuesfor the researcher
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Traditional (or face-to-face) focus groups
Online, synchronous focus groups
Asynchronous focus groups
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Researcher acts as facilitator or moderator
Level of moderation depends onparticipants
Difficult to record and moderate; taperecording is generally necessary and aseparate note taker (who is neither theresearcher nor a participant) isrecommended.
Ethical considerations with regard toconfidentiality
Glesne, C. (2006). Becoming qualitative researchers: An introduction (3rd ed.).Boston,
MA: Pearson.
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Identify the interviewees. Determine the type of interview you will
use (e.g., focus group, one-on-one).
Obtain consent from the interviewee toparticipate in the study.
Locate a quiet, suitable place for
conducting the interview. During the interview, audiotape the
questions and responses.Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating
quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: PearsonEducation.
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Allow you as the researcher to immerse yourselfinto a social setting, enabling you to learn firsthandhow
the actions of participants are compatible withtheir words
patterns of behaviors exist
expected and unexpected experiences occur
trust, relationships, and obligations with others
are developed.
Glesne, C. (2006). Becoming qualitative researchers: An introduction (3rd ed.).Boston,
MA: Pearson.
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Participant observation ranges across a continuumfrom mostly observing to mostly participating.
Oftentimes the researcher finds his or herself atdifferent points along the continuum during thedata collection process (though this isntnecessary).
Glesne, C. (2006). Becoming qualitative researchers: An introduction (3rd ed.). Boston,
MA: Pearson.
NonparticipantObserver
Observer asParticipant
Participantas Observer
FullParticipant
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Obtain the required permissions needed togain access to the site.
Ease into the site slowly by looking around,
getting a general sense of the site, and
taking limited notes, at least initially.
Identify who or what to observe, when to
observe, and how long to observe.
Determine, initially, your role as an observer.
Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating
quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: Pearson
Education.
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Conduct multiple observations over time to obtainthe best understanding of the site and theindividuals.
Design some means for recording notes during an
observation.
Descriptive field notes describe the events,activities, and people.
Reflective field notes record personal reflections
that relate to insights, hunches, or broad themesthat may emerge.
When complete, slowly withdraw from the site.
Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and
qualitative research (3rd ed.). Upper Saddle River, NJ: Pearson Education.
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Surveys with open-ended questions giveparticipants the opportunity to express theiropinions and give detailed answers.
They are different from closed-endedquestions, which give you a set responsechoice.
A combination of closed and open
questions can be used (e.g., asking aclosed-ended question, followed by anopen-ended question, to allow theparticipant to explain his or her choice).
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Public and private records
Good sources for text data
Obtain permission before usingdocuments
Optically scan documents when possible
Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating
quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: Pearson
Education.
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Determine the material that can provideevidence to address your researchquestions.
Determine if the material is available,and obtain permission to use it.
Check the accuracy and authenticity ofthe material if you do not record ityourself.
Collect the data and organize it.Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating
quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: Pearson
Education.
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If established instruments are utilized, thissection will detailed each data-
collection instrument. Relevantinformation regarding each instrumentshould be included (as well as the sourceor developers of the instrument and any
other salient information).
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Data analyses should be based on theresearch questions and the researchdesign selected for the study. Specify theprocedures for reducing and coding thedata. For qualitative studies, theprocedures to be followed for the
analyses must also be addressed.
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Narratethe
Story
Design. Qualitative method utilizing an ethnographic
approach with a realist design.
Interpretive Report
Reportthe facts
Participants
views in
Quotes
Strategies of Inquiry
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The third-person voice was used, because this is arealist design, no personal ideas were included in thereport; rather, the facts are presented through the
actual words of the participants. Objective data fromthe interviews and observations were sequentiallycoded and objectively reported (including the use ofpersonal quotes).
Ordinary details of each teachers work experiencewere included, and standard categories for culturaldescriptions were used. The final interpretive reportwas then reviewed, which allowed the researcher toprovide subjective explanations of the datarepresenting the nature of teacher retention.
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Sufficient access to the site for datacollection Sufficient time for data collection
Limit initial collection to one or two observationsor interviews Time is needed to establish a substantial
database Observational role Building rapport with participants
Obtaining permission to use documentsand audiovisual materials Ethical issues
Anonymity of participants Convey true purpose of study without deception
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