Writing Chpt3 Qualitative Research Methods Creswell Instruments

7/29/2019 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



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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




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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.




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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



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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.


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



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


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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Documents

Writing Chpt3 Qualitative Research Methods Creswell Instruments