1. Part 3: Qualitative Research

2. “I think metaphorically of qualitative research as an intricate fabric composed of minute threads, many colors, different textures, and various blends of material. The fabric is not explained easily or simply”
-John W. Creswelll

3. Qualitative vs. Quantitative
Basic Criticisms of Quantitative Research
Preoccupied with control
Reductionist
Top down
Misses big picture
Basic Criticisms of Qualitative Research
Subjective
Biased
Results not generalizable
Unable to identify causal relationships

4. What is Qualitative Research?
Many researchers are more interested in the quality and meaning of a particular activity
Research studies that investigate the quality of relationships, activities, situations, or materials are frequently referred to as Qualitative Research.
There is a greater emphasis on holistic description.

5. Quantitative vs. Qualitative

6. General Characteristics of Qualitative Research
Five general features of Qualitative Research:
The natural setting is a direct source and key element
Collection is in the form of words or pictures
Researchers are concerned with how things occur
Construction of a picture while data is being collected vs. a priori hypotheses.
Special interest in the participants’ thoughts

7. Philosophical Assumptions
Differences between the paradigms of Qualitative vs. Quantitative are expressed in how one approaches an investigation.
Positivism and post-positivism
What are they?
How do they view reality?
Critical theory and Constructivism

8. Philosophical Assumptions
Ontology
What is the nature or reality?
Epistemology
What is relationship between the researcher and that which is being researched?
Axiology
What is the role of values?
Rhetorical
What is the language of research?
Methodological
What is the process of research?
Do these differ for qualitative and quantitative researchers?

9. Paradigms Positivism Methods Deterministic Reductionism
Empirical observation and measurement
Methods
Experimental, manipulative, verification

10. Paradigms (Cont.) Postpositivism Methods Theory testing Probabilistic
Know reality imperfectly
Replication
Methods
Experimental, surveys, causal-comparative, observational, interviews

11. Paradigms (Cont.) Critical theory Methods Political Empowerment
Collaborative
Change-oriented
Social justice
Methods
Participatory action research

12. Paradigms (cont.) Constructivism Methods Understanding
Multiple participant meanings
Social construction
Theory generation
Methods
Grounded theory, case studies, narrative research

13. “Is this the right conclusion?”
“Passive” Researcher
“Active” Researcher

14. Steps in Qualitative Research
All qualitative studies have a distinct starting and ending point.
The steps are as follows (in some cases):
Identification of the phenomenon to be studied
Identification of the participants in the study (purposive sample collecting)
Generation of hypotheses
Data collection (continual observance)
Data analysis
Interpretation/Conclusions

15. Approaches to Qualitative Research
Five traditions (Creswell, 1998) + 1
Biographical Study
Phenomenological Study
Grounded Theory Study
Ethnography
Case Study
Action Research

16. Biography A study of an individual and her or his experiences
As told to the researcher
As found in documents
As written by the individual
Biography
Written by someone other than the individual
Autobiography
Written by the individual

17. Phenomenological Study
A person’s construction of the meaning of a concept (phenomenon)
Attempts to understand participants’ perspectives and views of social realities
Attempt to understand what a specific experience is like by describing it as found in concrete situations as it appears to people living it.
The researcher often has personal experience with the phenomenon
Example of topics
“being left out”, “falling asleep”, “being afraid of the dark”

18. Grounded Theory A general research method Generate or discover theory
That is “grounded” in data that is systematically collected and analyzed.
Recursive process of sampling and analysis
Theory is developed during the course of the study.

19. Ethnography
A description and interpretation of a cultural or social group.
Examines a group’s
Patterns of behavior
Customs
Ways of Life
Participant Observation

20. Case Study
Develops an in-depth analysis of a single case or multiple cases.
Much can be learned from study one individual, one classroom, one school, or one school district.
Types
Intrinsic
Interested in understanding a specific case
Instrumental
Interested in understanding something larger than the case.
e.g., study of a teacher who uses phonics
Multiple case study
Additional cases are added.
Why?

21. Action Research
Conducted by one or more individuals for the purpose of solving a problem.
Typically motivated by an immediate problem.
Types
Practical Action Research
Primary purpose is to improve practice.
Participatory Action Research
Primary goal is empower individuals and groups to bring about social change.

22. Qualitative Sampling
Qualitative research uses sampling strategies that produce samples that are predominantly small and non random.
Keeps in line with the emphasis on in-depth description of participants’ perspectives and context.
Purposive sampling ensures that the “best” participants are included.

23. Purposive Sampling Researcher identifies a research topic
Then selects a sample of individuals who will provide relevant information.
When a number of criteria are used the technique is called criterion purposive sampling.

24. Sampling Purposive Purposive Criterion Sampling
High school teachers were asked to select students who, in their opinion, had the greatest likelihood of academic failure.
Purposive Criterion Sampling
African American males who were age 20 to 25, high school graduates, and married were the identified and interviewed for this study.

25. Group Discussion
Name a general topic in which qualitative researchers might conduct research.
Name at least four demographic variables that might be of interest to a researcher of this topic.

26. Sampling (cont.)
In Quantitative terms purposive samples are non-probability samples
Sampling methods that do not have random sampling at any stage of sample selection
Convenience sampling
Includes whoever is available
Purposive sampling (a.k.a.) judgmental sampling
Used often for qualitative studies
In a quantitative framework what problem does this create in the interpretation of the results?
How would a qualitative researcher respond to this critique?

27. Sampling in Qualitative Research
Purposive Sampling Techniques:
Typical Sample
Extreme or Deviant Case
Unusual or exceptional.
Homogenous sampling
No diversity. Sample has similar characteristics
Snowball sampling
selecting few participants who identify other good participants
Confirming Sample
Selected to confirm or disconfirm preliminary findings.
Maximal Variation
Sample as diverse as possible.

28. Sample size Qualitative studies are generally smaller.
Why?
What criteria is used by some qualitative researchers to determine when to stop sampling?
Explain how it works.

29. Generalization in Qualitative Research
A generalization is usually thought of as a statement or claim that applies to more than one individual, group, or situation.
The value of a generalization is that it allows us to have expectations about the future.
A limitation of Qualitative Research is that there is seldom justification for generalizing the findings of a particular study.
Why?
Do quantitative studies differ?
Why? Why not?

30. In Groups According to Stanovich
What problems exist with case studies?
What is the place of the case study?
What is the vividness problem?
Give an example of it.
What do YOU think the place of the case study is in educational (or social) research?