Qualitative Research for Education: An Introduction to Theories and Methods--By Robert C. Bogdan & Sari Knopp Biklen

Chapter 7: Applied Qualitative Research for Education

Presented by…Chris Kopp & Sarah Cercone

Basic Research v. Applied Research

Basic Research Applied Research

“[Basic research adds] to our general knowledge with little or no concern for the immediate application of the knowledge produced.”

—page 219

“Applied research efforts are those which seek findings that can be used directly to make practical decisions about, or improvements in, programs and practices to bring about change with more immediacy.”

—page 219

Despite their differences, basic research and applied research should not be thought of as conflicting. Rather, they should be thought of as “complimentary, sometimes intertwined, and not necessarily antagonistic.”

“Some applied research adds to theory… some basic research… may be immediately taken by someone and applied to a particular student or class.”

—page 219

Basic Research v. Applied Research

“This type of research is more explicitly related to practice.”

—page 219 Audiences include:

◦ Teachers◦ Administrators◦ Officials◦ Parents◦ Students

All forms of applied research are concerned with immediate practical implications of the research.

Applied Research

Three Categories of Applied Research

Evaluation and Policy ResearchAction ResearchPractitioner Research

Evaluation and Policy Research

Evaluation Research Policy Research

“Research that describes, documents, and/or assesses a planned change. Usually done under contract where the researcher provides information to decision makers.”

—page 272

“…best-known form of applied research.”

—page 221

“Research done, usually under contract with a government agency or NGO, to collect data bearing on an issue or concern.”

—page 274

Research helps people in authority to develop programs and make policy decisions.

“Research for the purpose of advancing a social cause, to change existing practices of inequality, discrimination, or environmental endangerment. Also used in a more general way to refer to research that leads to any kind of immediate change.”

—page 271

The data collected helps the advocate(s) develop:◦ Pamplets◦ Press conferences◦ Speeches◦ Congressional and legal testimony◦ TV shows

Action Research

“Teachers, social workers, and other human services professionals using research techniques to enhance their practice.”

—page 274

In this case, the research helps a person be more effective in their work (teaching, clinical work, etc.)

This allows the person to reflect on what they do, and learn how they can improve. As a result of this reflection, the person can create…◦ Training programs◦ Workshops◦ New curricula

Practitioner Research

Evaluation and Policy Research◦ “To describe, document, and/or assess a planned

change. To provide information to decision makers.”

Political Action Research◦ “To promote social change.”

Practitioner Research◦ “To promote individual or group change through

education.”

—page 222

Purposes of the Three Categories of Applied Research

Evaluation and Policy Research

“These questions address central conditions about the participants, purpose, relationship between groups, the assumptions, and the results:”◦ Who designed the study?◦ Who was on the research team?◦ What was the purpose of the study?◦ What did people want from the study?◦ What was the relationship of the researcher to the “client”?◦ What were the researchers’ assumptions about the research

site, and the topic?◦ Who wrote the report?◦ Was the research effective?◦ What was meant by “effective” in the particular situation?

—page 222-223

Questions to ask about applied research case studies…

The most common way to get funding is through the Request for Proposal (RFP).

The RFP involves writing a proposal to an agency that has requested the evaluation work be done and compete with other applicants for the contract.

Getting Funds

Contractors and researchers can disagree on many things…

Ownership of the data◦ It is understandable that the people who have paid

you should consider these materials theirs, but research ethics suggest an opposing position.

Making program goals an object of study◦ Make it as clear as possible at the outset of your

research that the focus of your work is description or documentation rather than judgments of success and failure.

—page 226

Relations between the Contractor and the Researcher

Contractors and researchers can disagree on many things…

The hierarchy of credibility◦ Qualitative researchers can present views of

those holding different hierarchal positions tactfully.

“All you do is criticize”◦ Contractors often get upset with reports that only

emphasize what is wrong, with no attempt to present accomplishments.

—page 226

Relations between the Contractor and the Researcher

Contractors and researchers can disagree on many things…

Contractor-enforces limits◦ At times contractors put limits of what can be

studied. Who owns and gets the report?

◦ Often [contractors] do not want the unintended consequences or actual workings of an organization to be publicly revealed.

—page 227

Relations between the Contractor and the Researcher

Many issues can arise at the research site, including:

Informants may fear that you will give the a bad report and that they will lose funding or their jobs.

Subjects may think that you are a spy, and will report who they are and what they did to their employer.

The Research Site

Feedback

Formative Evaluation Summative Evaluation

“Evaluation research in which there is ongoing feedback to funders and/or subjects throughout the research process.”

—page 272

“Evaluation in which the researchers report their findings at the en of the study as opposed to giving ongoing feedback.”

—page 275

“The primary audience for the evaluation research report in the group that hires the researcher, whether that be a school, an individual education program, a federal agency, or a job-training center.”

“[The report] should be short rather than ponderous and simply worded rather than filled with jargon.”

—page 229

The Audience

You should spend twice as much time writing a paper as it took to collect the data.

Researchers need “time to contemplate and muse.”

—page 229

However, your reports need to be timely because most are of immediately value.

Timetables

Action Research

All research is done in order to bring about change on some particular issue.

“Action research is always concerned with the questions of importance.”

—page 238

This type of research will always reflect the values of the researcher.

Political Action Research

The systematic collection of information can help identify people and institutions that make the lives of particular groups intolerable.

It can provide us with information, understanding, and hard facts to make arguments and plans more credible to large audiences and gives points to negotiate when it is time for decisions to be made.

—page 239-240

What Action Research Can Do

It can help identify points in the system that can be challenged both legally and through community action.

It allows people to understand themselves better, increases their awareness of problems, and raises commitment.

—page 240

What Action Research Can Do

Action research can serve as an organizing strategy to get people involved and active around particular issues.

It helps you to develop confidence. It is difficult to act forcefully toward some goal when you rely on feelings without data to support your views.

—page 240

What Action Research Can Do

“Action researchers are thorough in their search for documentary materials.” These documents include:◦ Trade journals◦ Newletters◦ Magazines

“Consumer testimony is also used. People who have been cheated or discriminated against or who have suffered can speak forcefully about their concerns.”

“Actions research data is… often gathered and used to expose.”

“In this kind of research stakes can be high. People’s jobs and ways of life are at stake…”

—page 240-241

The Action Research Approach to Data

“Action research, both participatory and political, like evaluation and policy research, builds on what is fundamental in the qualitative approach.”

“It relies on people’s own words, both to understand a social problem and to convince others to remedy it.”

—page 242

Action Research and the Qualitative Tradition

Practitioner Uses of Qualitative Research

How to improve teaching effectiveness:1. Pick a problem on which to focus2. Keep detailed notes on the issue, recording

observations and dialogue whenever possible3. When you finish your long-term accounting of

events, look through your data for any patterns that emerge

4. Uses the data to make decisions if necessary.

—page 245

Employing Qualitative Research to Improve Your Teaching

Future teachers are often unaware of the values and beliefs they bring to the classroom.

“Although values influence everyone’s work and can strengthen teaching and interactive abilities, awareness of what these values are helps us see how they shape our attitudes towards students (and other educators).

The word “perspectives” should be emphasized because it is something that will be different for each individual student or teacher.

The Qualitative Approach and Teacher Education

The End