Qualitative Research

1. Qualitative Research Trustworthiness Observation and Interviewing Content Analysis Ethnography

2. Features of Qualitative Research (Hoepfl) • Natural setting as source of data • Researcher acts as human instrument • Inductive data analysis • Reports are descriptive • Incorporating “voice” • Interpretive • Aimed at discovering meaning • Pays attention to unique cases • Emergent design • Judged using special criteria of trustworthiness

3. Trustworthiness in Qualitative Research • An important check on the trustworthiness of the researcher’s interpretations in qualitative research is to compare one informant’s description of something with another informant’s description of the same thing. • Triangulation is a check on trustworthiness by comparing different information on the same topic. • Triangulation • Data triangulation • Use of multiple data sources • Students, teachers, administrators, etc. • Methods triangulation • Interviews, observations, etc. • Researcher triangulation • Use a team of researchers.

4. Group Discussion • Name a research topic for qualitative researchers in which it would be useful to have a team of researchers with diverse backgrounds. Explain why.

5. Quantitative Internal validity Did A cause B? External Validity Are these findings generalizable? Reliability Are the measures repeatable? Objectivity Are the findings free of researcher bias/values? Qualitative Credibility Believable from participant’s view Transferability Can this finding be transferred to other contexts? Dependability Would another researcher come to similar conclusions? Confirmability Can the results be confirmed or corroborated by others Criteria for judging research

6. Judging Qualitative Research • Role of the reviewer • Coherence • Does the story make sense? • Consensus • Do others agree? • Instrumental Utility • Are the results useful?

7. Observation and Interviewing

8. Observation • Certain kinds of research questions can best be answered by observing how people act or how things look. • Research role • A relationship acquired by and ascribed to the researcher in interactive data collection. • There are different roles with regard to observation: • Interviewer • Naturalistic Observer • Participant Observer • Participant Researcher • Inside Observer

9. Role of the Observer Full-participant Partial Onlooker; observation participation observer is an outsider How the Observer Is Portrayed to Others Participants know Some but not Participants do not know that observations are being all of the that observations are being made and they know who is participants made or that there is making them. know the observer. someone observing them. How the Purpose of the Observation Is Portrayed to Others The purpose of the The purpose of the No explanation is False explanations are observation is fully explained observation is given to any of the given; participants are to all involved. explained to some of participants. deceived about the the participants. purpose of the observation. Duration of the Observations A single observation of limited Multiple observations; long-term duration (e.g., 30 minutes). duration (e.g., months, even years). Focus of the Observations Narrow focus: Only a single Broad focus: Holistic view of the activity or element or characteristic is observed. characteristic being observed and all of its elements is sought. Variations in Approaches to Observation

10. Participant vs. Non-Participant Observation • Participant observation studies • Researcher participates as an active member of the group. • Non-participant observation studies • Researcher does not participate in an activity or situation. • Naturalistic observations and simulations. • Simulations are created situations in which subjects are asked to act out certain roles.

11. Observer Effect • The presence of an observer can have a considerable effect on the behavior of those being observed, and affect the outcome of the study. • Unless a researcher is concealed, it is quite likely that they will have some form of effect upon the individuals being observed. • It is for that reason that participants should not be informed of the study’s purpose until after data has been collected. • Does this present ethical problems? • How might a researcher reduce his or her impact on the setting?

12. Observer Bias • Refers to the possibility that certain characteristics or ideas of observers may bias what they “see”. • Observer expectations • Comparing notes or impressions among other researchers assists in reducing this threat.

13. Coding Observational Data • Coding scheme • categories an observer uses to record a person’s or group’s behavior. • Fixed vs. Open • An observer still must choose what to observe, even with a fixed coding scheme. • Data are coded into categories that emerge as the analysis proceeds • What type of research is this?

14. Interviewing • Interviewing is an important way for a researcher to check the accuracy of the impressions he or she gained through observation. • Likely the most important data-collection technique for qualitative research.

15. Types of Interviews • Types of interviews: • Informal-conversation • Questions emerge from the immediate context • Semi-structured • Topics selected in advance • Researcher determines sequence and wording during interview. • Standardized open-ended • Exact wording and sequence of questions predetermined.

16. Types of Interview Questions • Six types of interview questions: • Background/demographic questions • Knowledge questions • Experience/behavior questions • Opinion/values questions • Feelings questions • Sensory questions

17. Respect the culture of the group being studied Respect the individual being interviewed Be natural Develop an appropriate rapport with the participant Ask one question at a time Ask the same question in different ways during the interview Ask the interviewee to repeat an answer when in doubt Vary who controls the flow of communication Avoid leading questions Don’t interrupt Interviewing Behavior

18. Group Discussion • In your opinion, does the flexibility afforded by semi-structured interviewing open the possibility that the interviewer might bias the interview so that the interviewer obtains results along the lines that he or she already expected to find? • Why or why not? • How might the interviewer reduce potential bias? • Do you think a fully structured interview reduces the likelihood of this problem? • Why or why not?

19. Content Analysis

20. What is Content Analysis? • Content Analysis • a technique that enables researchers to study human behavior through an analysis of communications. • Types of communications are: • Textbooks • Essays • Pictures • Songs • Movies • Signs • A person or group’s conscious and unconscious beliefs, attitudes, or values are often revealed in their communication.

21. Describe trends in schooling over time Understand organizational patterns Show how different schools handle the same phenomena differently Infer attitudes, values, and cultural patterns in different countries Compare the myths that people hold about schools Gain a sense of how teachers feel about their work Gain some idea of how schools are perceived Also, can be used to supplement more direct methods of research Applications of Content Analysis in Educational Research

22. Categorization in Content Analysis • All procedures at some point convert the descriptive information into categories. • There are two ways this might be done • The researcher determines the categories before any analysis begins. These categories are based on previous knowledge, theory, and experience. • The researcher becomes very familiar with the descriptive information collected and allows the categories to emerge as the analysis continues. • i.e., grounded theory.

23. Steps Involved in Content Analysis • Determine objectives by obtaining information on the following: • Formulate themes for organization • Check other research findings for validation • Obtain information useful in dealing with educational problems • Investigate possible relationships to test hypothesis • Define Terms • Clearly define terms before or during the study • Specify the Unit of Analysis

24. Steps Involved in Content Analysis • Locate Relevant Data • Develop a Rationale • Conceptual link needed to relate data to the objectives • Develop a Sampling Plan • Techniques could involve: • Random sample • Stratified sampling • Cluster sampling • Convenience sampling • Formulate Coding Categories

25. Steps Involved in Content Analysis • Checking Reliability and Validity • Test-retest method • Analyze Data • Counting • Use descriptive statistical procedures such as frequencies and/or percentages

26. Number Number Number Newspaper of Editorials Subjective of Pro-Abortion of Anti-Abortion ID Number Location Circulation Coded Evaluationa Editorials Editorials 101 A 3,000,000 29 3 0 1 102 B 675,000 21 3 1 1 103 C 425,000 33 4 2 0 104 D 1,000,000 40 1 0 8 105 E 550,000 34 5 7 0 aCategories within the subjective evaluation: 1 = very conservative; 2 = somewhat conservative; 3 = middle-of-the-road; 4 = moderately liberal; 5 = very liberal. Sample Tally Sheet

27. Advantages of Content Analysis • The following are considered advantages of Content Analysis: • Unobtrusive • Useful means of analyzing interview and observational data • Not limited by time and space to the study of present events • Relatively simple and economical.

28. Disadvantages of Content Analysis • The following are considered disadvantages of Content Analysis: • Usually limited to recorded information • Establishing validity • Question remains as to the true meaning of the categories themselves • Historical research findings might not be considered important today • Temptation to attribute a cause of a phenomenon vs. a reflection of it

29. Discussion • Let’s say we wanted to test the belief that poor people are inaccurately and stereotypically portrayed in the media. Describe how you would design a content analysis to study the question. What coding categories do you anticipate?

30. Ethnographic Research

31. What is Ethnographic Research? • A description and interpretation of a cultural or social group • Study of the meanings of behavior, language, and interactions of a culture-sharing group. • Researcher examines the group’s observable and learned patterns of behavior. • The key tools are in-depth interviewing and participant observation.

32. Ethnographic Procedures • Wolcott (1987) stated that ethnography consists of: • Looking for what people do (behaviors). • Listening for what they say (language). • What they make and use (artifacts).

33. The Unique Value of Ethnographic Research • Ethnographic research has a particular strength that makes it especially appealing to many researchers. • It can reveal nuances and subtleties that other methodologies miss. • By going out into the world and observing things as they occur, we are better able to obtain a more accurate picture.

34. Culture Holistic Perspective Contextualization An Emic Perspective Thick Description Member Checking A Nonjudgmental Orientation Ethnographic Concepts

35. Emic vs. Etic • Local Beliefs and Perceptions and the Ethnographer’s • An emic (native-oriented) approach investigates how natives think, categorize the world, express thoughts, and interpret stimuli. • Emic = “native viewpoint” • Key cultural consultants are essential for understanding the emic perspective. • An etic (science-oriented) approach emphasizes the categories, interpretations, and features that the anthropologist considers important.

36. Topics that defy simple quantification Topics that can be best understood in a natural setting Topics that involve the study of individual or group activities over time Topics that involve the study of the roles and behaviors associated with those roles Topics that involve the study of the activities and behavior of groups as a unit Topics involving the study of formal organizations in their totality Topics that Lend Themselves Well to Ethnographic Research

37. Sampling in Ethnographic Research • Ethnographers attempt to observe everything. • However, no researcher can observe everything at once. • Samples are small and do not permit generalization to a larger population. • Their goal is the complete understanding of a particular situation.

38. Do Ethnographic Researchers Use A Priori Hypotheses? • Ethnographers seldom initiate their research with precise hypotheses. • Attempt to understand an ongoing situation or set of activities that cannot be predicted in advance. • Ethnographic research relies on both observation and interviewing over time.

39. Challenges (Creswell) • Ethnographer needs to have grounding in cultural anthropology. • Time to collect data is extensive. • Narratives written in a storytelling approach which may limit audience. • Possibility of “going native” • And?

40. Advantages Provides comprehensive perspective Observes behaviors in their natural environments And? Disadvantages Dependent on the researcher’s observations and interpretations Difficult to check the validity of the researcher’s conclusion Observer bias is almost impossible to eliminate May lack transferability And? Advantages and Disadvantages of Ethnographic Research