Qualitative Research Design _ Research Rundowns
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Uncomplicated Reviews of Educational Research Methods Qualitative Research Design .pdf version of this page (https://researchrundowns.files.wordpress.com/2009/07/rrqualdesign_72009.pdf) This review provides an overview of qualitative methods and designs using examples of research. Note that qualitative researchers frequently employ several methods in a single study. Basic Qualitative Research Characteristics 1. Design is generally based on a social constructivism (http://en.wikipedia.org/wiki/Social_constructivism#Social_Constructivism_and_Educati on) perspective. 2. Research problems become research questions based on prior research experience. 3. Sample sizes can be as small as one. 4. Data collection involves interview, observation, and/or archival (content) data. 5. Interpretation is based on a combination of researcher perspective and data collected. Keywords Transcribing is the process of converting audio or video data to text for analysis. Coding is the process of reviewing notes and discovering common “themes.” Themes describe the patterns/phenomenon as results. Overview of Methods 1. Interview (Individual, focus groups) What is the difference between an interview and a survey? Primarily, open‑ended questions differentiate the two. Qualitative researchers are concerned with making inference based on perspective, so it is extremely important to get as much data as possible for later analysis. Researchers spend a considerable amount of time designing interview questions. Interviews are designed to generate participant perspectives about ideas, opinions, and experiences. 2. Observation (Individual, group, location) Research Rundowns
description
metode kvalitativnog istrazivanja
Transcript of Qualitative Research Design _ Research Rundowns
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4/8/2015 QualitativeResearchDesign|ResearchRundowns
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UncomplicatedReviewsofEducationalResearchMethods
QualitativeResearchDesign
.pdfversionofthispage(https://researchrundowns.files.wordpress.com/2009/07/rrqualdesign_72009.pdf)
Thisreviewprovidesanoverviewofqualitativemethodsanddesignsusingexamplesofresearch.Notethatqualitativeresearchersfrequentlyemployseveralmethodsinasinglestudy.
BasicQualitativeResearchCharacteristics
1. Designisgenerallybasedonasocialconstructivism(http://en.wikipedia.org/wiki/Social_constructivism#Social_Constructivism_and_Education)perspective.
2. Researchproblemsbecomeresearchquestionsbasedonpriorresearchexperience.3. Samplesizescanbeassmallasone.4. Datacollectioninvolvesinterview,observation,and/orarchival(content)data.5. Interpretationisbasedonacombinationofresearcherperspectiveanddatacollected.
Keywords
Transcribingistheprocessofconvertingaudioorvideodatatotextforanalysis.Codingistheprocessofreviewingnotesanddiscoveringcommonthemes.Themesdescribethepatterns/phenomenonasresults.
OverviewofMethods
1.Interview(Individual,focusgroups)
Whatisthedifferencebetweenaninterviewandasurvey?Primarily,openendedquestionsdifferentiatethetwo.Qualitativeresearchersareconcernedwithmakinginferencebasedonperspective,soitisextremelyimportanttogetasmuchdataaspossibleforlateranalysis.Researchersspendaconsiderableamountoftimedesigninginterviewquestions.Interviewsaredesignedtogenerateparticipantperspectivesaboutideas,opinions,andexperiences.
2.Observation(Individual,group,location)
Howisdataderivedfromanobservation?Theresearchermayuseavarietyofmethodsfor
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Howisdataderivedfromanobservation?Theresearchermayuseavarietyofmethodsforobserving,includingtakinggeneralnotes,usingchecklists,ortimeandmotionlogs.Theconsiderabletimeittakesforevenashortobservationdetersmanyresearchersfromusingthismethod.Also,theresearcherriskshisorherinterpretationwhentakingnotes,whichisacceptedbyqualitativeresearchers,butmeetsresistancefrompostpositivists(http://www.socialresearchmethods.net/kb/positvsm.php).Observationsaredesignedtogeneratedataonactivitiesandbehaviors,andaregenerallymorefocusedonsettingthanothermethods.
3.DocumentAnalysis(Contentanalysisofwrittendata)
Whattypesofdocumentsdoqualitativeresearchersanalyze?Virtuallyanythingthatsupportsthequestionasked.Printmediahaslongbeenastapledatasourceforqualitativeresearchers,butelectronicmedia(email,blogs,userWebpages,andevensocialnetworkprofiles)haveextendedthedataqualitativeresearcherscancollectandanalyze.Thegreatestchallengeofferedbydocumentanalysiscanbesiftingthroughallofthedatatomakegeneralobservations.
AFewQualitativeResearchDesigns
1.BiographicalStudy
Abiographicalstudyisoftenthefirstdesigntypethatcomestomindformostpeople.Forexample,considerOBriensJohnF.Kennedy:ABiography(http://books.google.com/books?id=fxzd__gA_I4C&dq=O%E2%80%99Brien%E2%80%99s+John+F.+Kennedy:+A+Biography&printsec=frontcover&source=bn&hl=en&ei=WsRjSpD4BJ6ntgfixPHvDw&sa=X&oi=book_result&ct=result&resnum=4).Theauthortakesacollectionofarchivaldocuments(interviews,speeches,andotherwritings)andvariousmedia(pictures,audio,andvideofootage)topresentacomprehensivestoryofJFK.Inthegeneralsense,abiographicalstudyisconsideredanexhaustiveaccountofalifeexperience;however,justassomestudiesarelimitedtosingleaspectsofaphenomenon,thefocusofabiographicalstudycanbemuchnarrower.ThefilmMadameCurieisanexample.Crawfordstudiesthefilm(http://muse.jhu.edu/journals/biography/v023/23.1crawford.html)fromabiographicalperspectivetopresentthereaderwithanexaminationofhowallaspectsofafilm(directorsperspective,actors,cameraangles,historicalsetting)worktopresentabiography.Readtheintroductionandscanthetexttogetafeelforthisperspective.
2.Phenomenology
Yourfirststepshouldbetotakethiswordapartphenomenonreferstoanoccurrenceorexperience,logicalreferstoapathtowardunderstanding.So,wehaveaoccurrenceandapath(letsgowithanindividualsexperience),whichleadstoawayoflookingatthephenomenonfromanindividualspointofview.Thereactions,perceptions,andfeelingsofanindividual(orgroupofindividuals)asshe/heexperiencedaneventareprincipallyimportanttothephenomenologistlookingtounderstandaneventbeyondpurelyquantitativedetails.GastonGayles,etal.s(2005)(http://bookstore.naspa.org/reflectingback.aspx)lookathowthecivilrightserachangedtheroleofcollegeadministratorsisagoodexample.Theauthorsinterviewmenandwomenwhowereadministratorsduringthattimetoidentifyhowtheprofessionchangedasaresult.
3.GroundedTheory
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3.GroundedTheory
Inagroundedtheorystudy,interpretationsarecontinuallyderivedfromrawdata.Akeywordtorememberisemergent.Thestoryemergesfromthedata.Often,researcherswillbeginwithabroadtopic,thenusequalitativemethodstogatherinformationthatdefines(orfurtherrefines)aresearchquestion.Forexample,ateachermightwanttoknowwhateffectstheimplementationofadresscodemighthaveondiscipline.Insteadofformulatingspecificquestions,agroundedtheoristwouldbeginbyinterviewingstudents,parents,and/orteachers,andperhapsaskingstudentstowriteanessayabouttheirthoughtsonadresscode.Theresearcherwouldthenfollowtheprocessofdevelopingthemesfromreadingthetextbycodingspecificexamples(usingahighlighter,maybe)ofwhererespondentsmentionedcommonthings.Resistancemightbeacommonpatternemergingfromthetext,whichmaythenbecomeatopicforfurtheranalysis.
Agroundedtheorystudyisdynamic,inthatitcanbecontinuallyrevisedthroughoutnearlyallphasesofthestudy.Youcanimaginethatthiswouldfrustrateaquantitativeresearcher.However,rememberthatperspectiveiscentrallyimportanttothequalitativeresearcher.Whiletheendresultofagroundedtheorystudyistogeneratesomebroadthemes,theresearcherisnotmakinganattempttogeneralizethestudyinthesame,objectivewaycharacteristicofquantitativeresearch.Hereisalinktoagroundedtheoryarticleonstudentleadership(http://findarticles.com/p/articles/mi_qa3752/is_200511/ai_n15847515/).
4.Ethnography
Thosewithsociologyoranthropologybackgroundswillbemostfamiliarwiththisdesign.Ethnographyfocusesonmeaning,largelythroughdirectfieldobservation.Researchersgenerally(thoughnotalways)becomepartofaculturethattheywishtostudy,thenpresentapictureofthatculturethroughtheeyesofitsmembers.OneofthemostfamousethnographersisJaneGoodall,(http://www.ted.com/speakers/jane_goodall.html)whostudiedchimpanzeesbylivingamongthemintheirnativeEastAfricanhabitat.
5.CaseStudy
Acasestudyisanindepthanalysisofpeople,events,andrelationships,boundedbysomeunifyingfactor.Anexampleisprincipalleadershipinmiddleschools.Importantaspectsincludenotonlytheprincipalsbehaviorsandviewsonleadership,butalsotheperceptionsofthosewhointeractwithher/him,thecontextoftheschool,outsideconstituents,comparisontootherprincipals,andotherquantitativevariables.Often,youmayseeacasestudylabeledethnographiccasestudywhichgenerallyreferstoamorecomprehensivestudyfocusedonapersonorgroupofpeople,astheaboveexample.
Casestudiesdonothavetobepeoplefocused,however,asacasestudytolookataprogrammightbeconductedtoseehowitaccomplishesitsintendedoutcomes.Forexample,theDepartmentofEducationmightconductacasestudyonacurricularimplementationinaschooldistrictexamininghownewcurriculummovesfromdevelopmenttoimplementationtooutcomesateachlevelofinteraction(developer,schoolleadership,teacher,student).
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