Please enable JavaScript.
Coggle requires JavaScript to display documents.
Understanding Research in Education, Analyzing and Reporting Qualitative…
Understanding Research in Education
Qualitative v. Quantitative
Qualitative
Not necessarily supported by scientific theories and natural laws
Requires different goals for inquiry
Uses a different set of methods for investigation
The Qualitative Purpose p. 447
Inductive Process
Interpret human experiences to construct a portrait of experiences that if someone who had not personally experienced the event, could still denote understanding and relevance.
Display complex patters with sufficient depth and detail
Analysis interpretation styles
Construct a pattern through
Interpret social meaning and context
Analyze relationships between events and external factors
Naturalistic and field-based methods of research
Observation
Interviews
Purposive Sampling (p. 458)
Comprehensive
Critical Case
Maximum Variation
Extreme Sampling
Typical Case Sampling
Negative Sampling
Homogenous Sampling
Value bound inquiry
values matter
explicit about the role values play in study
critical understanding of human experience
monitor for bias
Stay present to maintain sensitivity
Be mindful of relationships and trust during study
Relies on holistic language
Interpret human actions
Building a context for social and cultural beliefs as a viable influence on human experience :
Aim to understand the complexity of social and human phenomena
Engage in context stripping to isolate human behaviors and decipher context
Descriptive reporting allows for dependability and replicability
The findings drive the study, not the theory
Quantitative
:pencil2:
Begins with theory
Any # of hypotheses can be reached
Deduction
Revise to support theories
Relies on scientific and natural law
Hypothetico - deductive model of explanation (p. 447)
Uses empirical methods
random sampling
control of variables to influence findings
measurement tools
isolate and remove subjective elements
Experimental tools
minimize contact between inquirers and participants
Statistical tools
Analyzing and Reporting Qualitative Research
Organize and Familiarize
First stage of analysis
Immersion into data
Transcribe all data, work off of copies
Keep a reflective log throughout the exposure to data/immersion process
Organize
your work after familiarization
Organized by interview, questions, people, or places
Outline your data sources
Coding and Reducing
Developing concepts with raw data
Axial Coding
Read, reread all data
Sort by units of meaning
words, phrases, units of thinking, patterns, regularly occurring event
It should be able to stand alone
Codes can be revised, omitted, combined later
Names codes as they stand (in vivo codes) or as they belong in the layers of the concept
Use a large number of codes and reduce as your proceed
Codes can represent data you expected to find but didn't, or unique data sets that occurred during study
Consider assumptions, cultural beliefs, society, and knowledge level of data codes.
Coding reveals the meaning within the data
It facilitates comparisons within the study, in between studies, and to develop theoretical concepts throughout the study
Thinking techniques to develop codes - analytic strategies - p. 516-517
Inductive coding - simultaneous comparison of units of meaning.
Themes - Categories - Data Process
Find
themes
linking concepts
the level of abstraction beyond its categories
Check coded categories against unmarked transcripts to verify findings
Observational categories
are the obvious groupings of units
Substantive
describes but are not directly related to abstract theories
Theoretical
relies on a more abstract understanding, inductive research and derivative of theory
Constant Comparative Method
examine each new topic to determine individual characteristics
Digital coding will help generate visuals and backlog data for final publication of findings
Data Analysis Spiral
Collect Data
Organize Data
Engage with data through reading and reflecting
Describe, classify and interpret data
Represent data through visuals (p. 513)
Negative Case Analysis
discrepant, contradictory theory and data - provide different perspectives
Interpreting and Reporting
No set of rules to follow in interpretation
Quality is set by background, knowledge, work, theoretical understanding of researcher
You can confirm what you know is supported by the data (examples - p. 523)
Bringing out meaning, telling the story, developing plausible explanation
Representation
Display findings from study
Presentation and visual guides
Qualitative studies dictate the natural fit for reporting methodology
Text is augmented by detailed visuals
Writing is extremely important
Building consistency amongst theoretical knowledge
Credibility, dependability, transferability, and confirmability
Rigor in qualitative research
Technology offers major benefits but can be risky with privacy and security
Enhance Credibility
"Multiple types of data are related to each other to support or contradict the interpretation and evaluation of state of affairs." -
Corroboration
An agreement amongst competent others -
Consensus
Accurate portrayal of meaning according to participants -
Referential
The degree the theory is defensible and agrees with the data -
Theoretical
Control of Bias
Reflexivity - self reflection throughout the process
Negative Case Sampling - intentionally seek opposites in data
Self-reflection throughout process
Intentionally seek opposites in data to validate findings
Transferability
Threats to transferability
Too unique of a selection
Too specific of context setting
Historical experiences mitigate findings
The degree data can be applied or generalized to other contexts and to other groups
External validity
Detailed similarities with adequate description = transferability of data
Dependability and trustworthiness
Prove the methods are reproducible
Audit the study and word
Leave a trail to trace methodology
Replicate in multiple settings
Code and recode (self or peer review)
Qualitative Approaches
Ethnography
(p. 502)
In-depth study of naturally occurring behavior within the social group.
occasional in-depth interviews
Realist or Critical approach
Critical - Advocacy perspective for marginalized groups restoring their voice and challenging the status quo.
Realist - traditional, objective 3rd POV account, quotes are used as data, interpretation at the end
extended observations
Used in anthropology
ID relationships between culture and behavior
Build a cultural portrait
Grounded Theory
(p. 494)
Inductively build a theory about a practice or phenomenon using interview and observation as the primary data collector.
Emphasis on theory
Extant and elicited text data, recorded
Code findings
Historical
(p. 497)
Different data collection methods are used to orient narratives of the past using evidence-based conclusions drawn from artifacts.
Evidence based practices
limited control over treatment, units, measurement, sampling, access and exsistence of artifacts
Difficult or impossible to replicate
Primary and secondary sources
Criticism
External/lower
Validate the authenticity of the evidence
Use specified techniques to determine authenticity to proceed
Internal/higher
Evaluate value and worth of the evidence
Is it bias?
What is the perspective?
Is this authentic?
Compare to other sources for validation
Phenomenology
(p. 503)
Designed to describe and interpret an experience by determining the meaning of the experience as perceived by the people who participated in it.
As told from the perspective of the particpants
Appearance and essence separate this from a narrative study
These answer questions about common human experiences
Content Analysis
(p. 488)
Applied to visual materials to ID special characteristics of the specific materials.
Why?
ID bias, prejudice, propaganda
Analyze specific sets
Evaluate prevailing practices
Discover difficulties
Evaluate importance of interests
Narrative
(p. 500)
Stories
Oral Histories
Sequence and chronology
collaborative retelling process of the story
Discover meaning through the perspective of the person's lived experience
Value perspective as a storyteller not a historical study
Basic Interpretive
(p. 484)
rich, descriptive accounts
Target: understand the phenomenon
Dependent on depth of writing and recording data
Case Study
(p. 485)
Focuses on a single unit to produce the study with depth
UNITS are bounded systems
ID Bounded Systems
Intrinsic
Instrumental
Collective
Purposeful
Holistic
Other Qualitative Approaches
Describe complex human experiences with an organizational culture shaped with dialogue to reveal the essence of the central story.
Portraiture
(p. 504)
Language builds what we see as reality
Semiotics and Discourse
Arts-Based
Using artistic representations to report findings and convey more effective meanings, including more diverse perspectives in their study.
Indigenous Research
Using indigenous strategies of inquiry
Watch then do
Rooted in indigenous languages
Creates issues with interpretation and access
Knowledge is relational
means the community owns the knowledge and must release the knowledge as a whole community, having considered each unique individual of that community before giving consent.
Designing Qualitative Research
:spiral_note_pad:
General Statement of a research problem or topic
"the focus of inquiry"
Interests
Drawn from personal experiences
Significant to the body of knowledge on the theory
Reasonable Scope
Accessible and testable
Not directly involved scope
Review Relevant Literature
Familiarize yourself with research and the theory
Review previous research designs and methods
Frame the research question - what you really want to understand will determine the design of the study
Particularizing questions - asking about specific context
Process Questions - examining how things are done
Realist Questions - treat the unobserved phenomena as real such as beliefs, intentions, and feelings.
Begin with the experience
The theoretical knowledge
Goals that drive questions
Scope and focus matters
Avoid assuming preference
Evaluating the Design
Maximize understanding of setting
Assure adequate data collection
Cost and time effective
Doesn't violate human rights or privacy, putting participants at risk
Designing Sampling
Purposive Sampling
What is relevant to the problem?
Data Saturation
Choose the appropriate sample
Data Collection Techniques
Observations (p. 469)
Interviews
Unstructured
Structured
Semistructured
3 Part Interview Structure
Context of experience
Reconstruct details of experience
Reflect on meaning
3 Levels of listening
What are they saying?
Unguarded responses "Inner voice"
Aware of process and social cues
Interview strategies (p. 470)
Documents and Artifacts (p. 472)
Define observer role
non-participant
Covert
Participant as observer
Observer hidden
Participate to build rapport but no involvement in study
collaborative partner
naturalistic
Collect to build narrative
Primary and secondary sources
Establish authenticity
Identify bias
Examine records/content analysis
Ethical Considerations:
anonymity
reciprocate generosity
Respect trust and relationships
Ary, D., Sorensen Irvine, C., Cheser Jacobs, L. and Walker, D., 2014. Introduction to Research in Education. 9th ed. Belmont, Calif.: Wadsworth Cengage Learning.
Chapters 15-17
:bookmark:
:check:
Elements of Qualitative Research