EdL 708: Qualitative/Descriptive Research Methodologies

1. EdL 708: Qualitative/Descriptive Research Methodologies Weekend 3: March 2010 Goals: • Apply what we have read to qualitative research practice. • Examine questions of validity, reliability, and ethics in relation to a sample methodology: PAR. • Share what we are learning from our individual analysis essay studies.

2. Saturday agenda • 12:00 Finish lunch/Welcome/ Preview/ Check-in • 12:15 Writing exercise. • 12:30 Review of concepts from Feb. & Chapters 8, 9 of Merriam • 1:30 Break • 1:45 Qualitative research practice: research problem, focus, questions. • 2:45 Break • 3:00 Qualitative research practice cont.: data collection & analysis

3. Components of qualitative research • The research problem • The theoretical framework • The literature review • Data collection: interviews, observations, documents • Data analysis • Written report

4. The research problem In short, the research problem statement: • Introduces the context for your study • Indicates where there is a knowledge gap in the field • Asserts the significance of your study

5. The theoretical framework • Situates your study, shapes your questions and approaches • Includes concepts, assumptions, expectations, beliefs, and the stance or worldview you bring- often from a range of disciplines.

6. The review of literature • Situates study within a broader conversation. • Consists of theoretical texts as well as relevant studies. • Helps to define key terms. • Demonstrates how your study advances, refines, or revises what is known. • Can be located in the introduction, in a separate lit review section, as well as in the findings section.

7. Data collection*Remember that in qualitative research, the researcher is the primary instrument of research. • Interviews: structured, semi-structured, or informal– can include a mix. There are different types of questions: some are strong, some are weak. Probes are follow-up questions. • Observations: systematic, address specific research questions, and subject to checks and balances. Researcher positions self as particular type of observer, which has implications for data gathering. • Documents: includes public, personal, pop culture, visual, physical material/artifacts, researcher-generated, online.

8. Data analysis in qualitative research • Process used to answer your research question(s). • In qualitative research, the basic strategies of analysis are usually inductive and comparative. • Data are divided into units (codes), which help the researcher discover categories or themes, which are then analyzed for patterns. These become the findings. • Preexisting codes & categories can be applied to a study, however codes and categories can also be derived from the data itself or from theory or literature. • Analysis begins with data collection. • Findings may generate theory and/or inform practice.

9. “Validity” & “Reliability” in qualitative research • These terms are slippery in qualitative research paradigms. • In a constructivist paradigm, qual. research measures or records people’s constructions of reality– so if reality is not fixed & neutral, how do we judge internal validity? • Because qualitative research is based on situated experiences of people and groups, traditional conceptions of reliability are not applicable. Goal of qualitative research is NOT to provide generalizeable information. • So, how do we evaluate & apply qualitative research?

10. Credibility/ Trustworthiness • Since the researcher is the primary research instrument, researcher must establish her/his credibility through some/all of these means: - demonstrate adequate engagement in data collection. - engage in negative/discrepant case analysis. - demonstrate reflexivity. - engage in peer review. • Rigor of data collection and analysis can be demonstrated through these strategies: - triangulation - crystalization - member-checking - “audit trail”

11. Transferability • Rather than present generalizeable research findings, the goal of qualitative research is to present context-specific findings. As such, the burden of determining transferability is on the audience. • To reach that audience, then, the researcher has to provide enough detailed contextual information about the site, the participants, and the research problem for readers to be able to determine whether or not the research is relevant to their own contexts. • This can be achieved through rich, thick description. • Another key component of the research study that will help readers determine a study’s applicability to her own context is the use of data, or evidence.

12. Is qualitative research rigorous? • Involves continual analysis & constant refining of constructs. • Informant interviews & human connections make researchers closer to the data and create less abstract categories than in empirical research. • Natural settings reflect lived experiences. • Researchers exercise “disciplined subjectivity,” reflection, self-monitoring, questioning & evaluating process. • Note: Qualitative researchers should be careful NOT to suggest that their approach to the study is the ONLY approach, or that their analysis and interpretation are the ONLY ways to analyze or interpret the data.

13. Practice • You have been assigned to a group. Your group will be given a general research topic. Together you will construct and conduct a mini-qualitative study. You will make decisions and follow steps toward answering focused research questions using course readings to guide you through the process. Findings will be presented to the class tomorrow.

14. Instructions • Brainstorm ways to narrow your research focus. • Draft a research problem statement and one or two research questions. • Decide on methods you will use to collect data and to ensure credibility. • Create initial interview/survey/focus group questions. • Begin data collection. Assign roles to each group member. • Incorporate additional data source from instructor. • Analyze data and summarize findings. • Each group will have five minutes to present findings to the class on Sunday.

15. Sunday agenda • 10:00 Qualitative research practice cont.: data analysis • 11:00 Research presentations • 11:30 Break • 12:00 P.A.R. discussion • 12:45 Break • 1:00 Ch. 10 or Merriam, rhetorical analysis, reports on individual essay projects.

16. PAR discussion • In your study team, review one of the assigned chapters from Cammarota or McIntyre and create a list of key concepts, controversies, items for discussion. Think through each of the components of qualitative research that we have discussed, paying particular attention to purpose, ethics, credibility/transferability, writing. • We will review these as a whole class.

17. Rhetorical choices in qualitative research • Will be determined to a certain extent by methodology. • Will be determined by disciplinary orientation as well. • May also be influenced by researcher’s theoretical framework. • May also draw on writer’s own style and comfort with different kinds of writing.

18. Merriam chapter 10: Writing • There is no “right or wrong way” to write up qualitative research. • Pg. 246 is important to considerations of rhetorical choices! • Pg. 248 has criteria for evaluating research reports: use this for your essays?! • Why audience is key.