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QualitativeResearch
Methods
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Ethics in Research
Three Ethical Principles:
1. Beneficence: Maximizing good outcomes for science, humanity, and
the individual research participants and minimizing or avoidingunnecessary risk, harm, or wrong;
2. Respect: Treating people with respect and courtesy, including those
who are not autonomous (e.g. small children, people who have mental
retardation or senility);
3. Justice: Ensuring that those who bear the risk in the research are the
ones who benefit from it; ensuring that the procedures are reasonable,
nonexploitative, carefully considered, and fairly administered.
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Six Norms of Scientific Research
cited in D. Mertens, Research Methods in Education and Psychology, (1998)
1. Use of a valid research design: Faulty research is not useful to anyoneand is not only a waste of time and money but cannot be conceived of as
being ethical in that it does not contribute to the well-being of the
participants.
2. The researcher must be competent to conduct research.
3. Consequences of the research must be identified: Procedures mustrespect privacy, ensure confidentiality, maximize benefits, and minimize
risks.
4. The sample selection must be appropriate for the purposes of the study,
representative of the population to benefit from the study, and sufficient in
number.5. The participants must agree to participate in the study through voluntary
informed consent--that is, without threat or undue inducement (voluntary),
knowing what a reasonable person in the same situation would want to
know before giving consent (informed), and explicitly agreeing to
participate (consent).6. The researcher must inform the participants whether harm will be
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Moving Toward Doing Research
A Model for Qualitative Research Design Chapter 1, MaxwellPurposes: Why Are You Doing This Study? Chapter 2, Maxwell
Conceptual Framework: What Do You Think is Going On?, Chapter 3, Maxwell
Research Questions: What Do You Want to Understand? Chapter 4, Maxwell
Essential reading!!!!!
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Quantitative Paradigm
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Qualitative Paradigm
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Contextual
Factors
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PurposesConceptualContext
ResearchQuestions
Methods Validity
Your Research Question?
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PURPOSES:
WHY ARE YOU DOING THIS STUDY?
Personal PracticalResearch
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REASONS
MOTIVES
DESIRES
GOALS
WHAT YOU HOPE TO ACCOMPLISH
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PERSONAL PURPOSES
these are private reasons which are about
who you are as a person;
personal experience
comfort levels
what is familiar
habits of being
identity
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RESEARCH PURPOSES
these reasons are about understanding
phenomena;
gaining insight
developing theory
interpreting the actions of individuals and
situations
modeling interactions
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STRENGTHS OF QUALITATIVE
RESEARCH Interpretative
Approach
to understand meaning
and reality from the
participantsperspective
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STRENGTHS OF QUALITATIVE
RESEARCH Context within which
participants act
small number ofindividuals or
situations
preserve the
individuality of each
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STRENGTHS OF QUALITATIVE
RESEARCH Identifying
Unanticipated
Phenomena andInfluences
generating new
grounded theory
exploratory role(especially for
developing surveys,
questionnaires, and
variables forexperimental
investigation
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STRENGTHS OF QUALITATIVE
RESEARCH Understanding Process how events and
actions take place
interest in processrather than outcomes
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STRENGTHS OF QUALITATIVE
RESEARCH Causal Explanations local causality; what
actual events and
processes led tospecific outcomes
process theory rather
than variance theory
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CONCEPTUAL CONTEXTconceptualOR theoreticalframework: system of concepts, assumptions,expectations, beliefs, and theories that supports and informs your research=
A KEY PART OF YOUR DESIGN
it is CONSTRUCTEDnot found
You BUILD it out of:
1. your own experiential knowledge;
expectations, beliefs, assumptions
2. existing theory and research;
explanations, linking of concepts and categories by a proposed
relationship
coat closet, spotlight
3. pilot and exploratory research;
test design, clarify facets of design
4. thought experiments
what if questions, speculation
creative and explorative
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A SIMPLE THEORY
CONCEPT A CONCEPT B
THEORY PROVIDES A MAP OFWHYTHE WORLDIS THE WAY IT IS. IT IS A SIMPLIFICATION OF THEWORLD, BUT A SIMPLIFICATION AIMED AT CLARIFYING
ANDEXPLAININGSOME ASPECT OF HOW IT WORKS
DESCRIPTION: SIMPLY A FACTUAL NARRATIVE OF WHATHAPPENED
INTERPRETATION: MEANING GIVEN TO A SITUATION OR EVENTBY THE PEOPLE STUDIED
in Maxwell, 1996, pp. 32
l f ill i
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a toolfor illustrating your
conceptual framework:
concept mapping picture of the TERRITORYyou want to study, not of the study itself a visual display of your current working theory
a picture of what you think is going on with the phenomena you are studying
also called INTEGRATIVE DIAGRAM
a concept map consists of two things:
1. concepts
2. the relationships among them
two main reasons to make and use concept maps;
1. to pull together and make visible your implicit theory and/or clarify existing theory2. to develop theory
two different approaches:
1. variance maps (variables, concepts, interactions among these)
2. process maps (chronological story, beginning and end)
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different KIN DS of concept m aps:
-- Abstract framew ork map ping th erelationships among concepts (Variance Map);
-- Flowchart accoun t of events and how youth ink these are connected (Process Map);
-- Causal netw ork of variables or influences(Process Map);
-- Treelike diagram of the meanings of w ords(Process Map);
-- Venn d iagram rep resenting concepts asoverlapping circles (Variance Map).
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Conceptual Models
Modeling your thinking is critical to
theorizing about human behavior
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Research Questions: What do you want tounderstand? Think with an open mind.
Methods: What will you actually do? Whattools will you use? Remember the hammer
and nail story...
Linking what you wantto
understand with howyou are going
to go about understanding it!
G f Q lit ti R h
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Genres of Qualitative Researchfrom Learning in the Field, G. Rossman and S. Rallis, 1998. p. 68
Genre Goal Mode and
MethodsEthnographies Seek to understand
the culture ofpeople or places
Long-term,sustainedengagement;multiple, flexibletechniques
Case Studies Seek to understanda larger
phenomenonthrough intensivestudy of onespecific instance
Descriptive,heuristic andinductive;multipletechniques
PhenomenologicalStudies
Seek to understandthe lived experienceof a small numberof people
In-depth,exploratory, and
prolongedengagement,iterative interviews
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Genre Traditional Critical or
Postmodern
Ethnographies How do peoplesbeliefs and valuesguide their actions and
understanding of thoseactions?
How do the actions ofone group affect thebeliefs and actions of
other, often oppressedgroups?Case Studies What is going on in
this case? What are thekey actors doing? Whyare they doing it?
How do pattersn ofaction in this caseaffect powerrelationships? Do theyperpetuate adominating status quo?
PhenomenologicalStudies
What has this personexperienced? Howdoes this personunderstand his or herexperiences?
What do the storiespeople construct abouttheir lives mean? Howdoes their articulationof those stories
empower them?
Genres of Qualitative Researchfrom Learning in the Field, G. Rossman and S. Rallis, 1998. p. 68
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Research Questions
+ Are at the heart of your
research design
They are the one component
that directly links to all of
the other components of the
design
They should be responsive
to every other part of yourstudy
State what you want to learn
Specific questions are
generally the result of an
interactive design process,
rather than being thestarting point for that
process
Help you focus the study
Give you guidance on howto conduct it
Test grounded theory
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Research Questions
- IF TOO FOCUSED TUNNEL VISION
Leaving out things that are
important for the purposes
or context of the study
May overlook areas of
theory or prior experience
that are relevant
Smuggling unexamined
assumptions
Sham questions
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memos
memos
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Research Question(s)
Observations
Participants
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