qualitative research design _ research rundowns
DESCRIPTION
metode kvalitativnog istrazivanjaTRANSCRIPT
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4/8/2015 QualitativeResearchDesign|ResearchRundowns
https://researchrundowns.wordpress.com/qual/qualitativeresearchdesign/ 1/4
UncomplicatedReviewsofEducationalResearchMethods
QualitativeResearchDesign
.pdfversionofthispage(https://researchrundowns.files.wordpress.com/2009/07/rrqualdesign_72009.pdf)
Thisreviewprovidesanoverviewofqualitativemethodsanddesignsusingexamplesofresearch.Notethatqualitativeresearchersfrequentlyemployseveralmethodsinasinglestudy.
BasicQualitativeResearchCharacteristics
1. Designisgenerallybasedonasocialconstructivism(http://en.wikipedia.org/wiki/Social_constructivism#Social_Constructivism_and_Education)perspective.
2. Researchproblemsbecomeresearchquestionsbasedonpriorresearchexperience.3. Samplesizescanbeassmallasone.4. Datacollectioninvolvesinterview,observation,and/orarchival(content)data.5. Interpretationisbasedonacombinationofresearcherperspectiveanddatacollected.
Keywords
Transcribingistheprocessofconvertingaudioorvideodatatotextforanalysis.Codingistheprocessofreviewingnotesanddiscoveringcommonthemes.Themesdescribethepatterns/phenomenonasresults.
OverviewofMethods
1.Interview(Individual,focusgroups)
Whatisthedifferencebetweenaninterviewandasurvey?Primarily,openendedquestionsdifferentiatethetwo.Qualitativeresearchersareconcernedwithmakinginferencebasedonperspective,soitisextremelyimportanttogetasmuchdataaspossibleforlateranalysis.Researchersspendaconsiderableamountoftimedesigninginterviewquestions.Interviewsaredesignedtogenerateparticipantperspectivesaboutideas,opinions,andexperiences.
2.Observation(Individual,group,location)
Howisdataderivedfromanobservation?Theresearchermayuseavarietyofmethodsfor
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4/8/2015 QualitativeResearchDesign|ResearchRundowns
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Howisdataderivedfromanobservation?Theresearchermayuseavarietyofmethodsforobserving,includingtakinggeneralnotes,usingchecklists,ortimeandmotionlogs.Theconsiderabletimeittakesforevenashortobservationdetersmanyresearchersfromusingthismethod.Also,theresearcherriskshisorherinterpretationwhentakingnotes,whichisacceptedbyqualitativeresearchers,butmeetsresistancefrompostpositivists(http://www.socialresearchmethods.net/kb/positvsm.php).Observationsaredesignedtogeneratedataonactivitiesandbehaviors,andaregenerallymorefocusedonsettingthanothermethods.
3.DocumentAnalysis(Contentanalysisofwrittendata)
Whattypesofdocumentsdoqualitativeresearchersanalyze?Virtuallyanythingthatsupportsthequestionasked.Printmediahaslongbeenastapledatasourceforqualitativeresearchers,butelectronicmedia(email,blogs,userWebpages,andevensocialnetworkprofiles)haveextendedthedataqualitativeresearcherscancollectandanalyze.Thegreatestchallengeofferedbydocumentanalysiscanbesiftingthroughallofthedatatomakegeneralobservations.
AFewQualitativeResearchDesigns
1.BiographicalStudy
Abiographicalstudyisoftenthefirstdesigntypethatcomestomindformostpeople.Forexample,considerOBriensJohnF.Kennedy:ABiography(http://books.google.com/books?id=fxzd__gA_I4C&dq=O%E2%80%99Brien%E2%80%99s+John+F.+Kennedy:+A+Biography&printsec=frontcover&source=bn&hl=en&ei=WsRjSpD4BJ6ntgfixPHvDw&sa=X&oi=book_result&ct=result&resnum=4).Theauthortakesacollectionofarchivaldocuments(interviews,speeches,andotherwritings)andvariousmedia(pictures,audio,andvideofootage)topresentacomprehensivestoryofJFK.Inthegeneralsense,abiographicalstudyisconsideredanexhaustiveaccountofalifeexperience;however,justassomestudiesarelimitedtosingleaspectsofaphenomenon,thefocusofabiographicalstudycanbemuchnarrower.ThefilmMadameCurieisanexample.Crawfordstudiesthefilm(http://muse.jhu.edu/journals/biography/v023/23.1crawford.html)fromabiographicalperspectivetopresentthereaderwithanexaminationofhowallaspectsofafilm(directorsperspective,actors,cameraangles,historicalsetting)worktopresentabiography.Readtheintroductionandscanthetexttogetafeelforthisperspective.
2.Phenomenology
Yourfirststepshouldbetotakethiswordapartphenomenonreferstoanoccurrenceorexperience,logicalreferstoapathtowardunderstanding.So,wehaveaoccurrenceandapath(letsgowithanindividualsexperience),whichleadstoawayoflookingatthephenomenonfromanindividualspointofview.Thereactions,perceptions,andfeelingsofanindividual(orgroupofindividuals)asshe/heexperiencedaneventareprincipallyimportanttothephenomenologistlookingtounderstandaneventbeyondpurelyquantitativedetails.GastonGayles,etal.s(2005)(http://bookstore.naspa.org/reflectingback.aspx)lookathowthecivilrightserachangedtheroleofcollegeadministratorsisagoodexample.Theauthorsinterviewmenandwomenwhowereadministratorsduringthattimetoidentifyhowtheprofessionchangedasaresult.
3.GroundedTheory
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4/8/2015 QualitativeResearchDesign|ResearchRundowns
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3.GroundedTheory
Inagroundedtheorystudy,interpretationsarecontinuallyderivedfromrawdata.Akeywordtorememberisemergent.Thestoryemergesfromthedata.Often,researcherswillbeginwithabroadtopic,thenusequalitativemethodstogatherinformationthatdefines(orfurtherrefines)aresearchquestion.Forexample,ateachermightwanttoknowwhateffectstheimplementationofadresscodemighthaveondiscipline.Insteadofformulatingspecificquestions,agroundedtheoristwouldbeginbyinterviewingstudents,parents,and/orteachers,andperhapsaskingstudentstowriteanessayabouttheirthoughtsonadresscode.Theresearcherwouldthenfollowtheprocessofdevelopingthemesfromreadingthetextbycodingspecificexamples(usingahighlighter,maybe)ofwhererespondentsmentionedcommonthings.Resistancemightbeacommonpatternemergingfromthetext,whichmaythenbecomeatopicforfurtheranalysis.
Agroundedtheorystudyisdynamic,inthatitcanbecontinuallyrevisedthroughoutnearlyallphasesofthestudy.Youcanimaginethatthiswouldfrustrateaquantitativeresearcher.However,rememberthatperspectiveiscentrallyimportanttothequalitativeresearcher.Whiletheendresultofagroundedtheorystudyistogeneratesomebroadthemes,theresearcherisnotmakinganattempttogeneralizethestudyinthesame,objectivewaycharacteristicofquantitativeresearch.Hereisalinktoagroundedtheoryarticleonstudentleadership(http://findarticles.com/p/articles/mi_qa3752/is_200511/ai_n15847515/).
4.Ethnography
Thosewithsociologyoranthropologybackgroundswillbemostfamiliarwiththisdesign.Ethnographyfocusesonmeaning,largelythroughdirectfieldobservation.Researchersgenerally(thoughnotalways)becomepartofaculturethattheywishtostudy,thenpresentapictureofthatculturethroughtheeyesofitsmembers.OneofthemostfamousethnographersisJaneGoodall,(http://www.ted.com/speakers/jane_goodall.html)whostudiedchimpanzeesbylivingamongthemintheirnativeEastAfricanhabitat.
5.CaseStudy
Acasestudyisanindepthanalysisofpeople,events,andrelationships,boundedbysomeunifyingfactor.Anexampleisprincipalleadershipinmiddleschools.Importantaspectsincludenotonlytheprincipalsbehaviorsandviewsonleadership,butalsotheperceptionsofthosewhointeractwithher/him,thecontextoftheschool,outsideconstituents,comparisontootherprincipals,andotherquantitativevariables.Often,youmayseeacasestudylabeledethnographiccasestudywhichgenerallyreferstoamorecomprehensivestudyfocusedonapersonorgroupofpeople,astheaboveexample.
Casestudiesdonothavetobepeoplefocused,however,asacasestudytolookataprogrammightbeconductedtoseehowitaccomplishesitsintendedoutcomes.Forexample,theDepartmentofEducationmightconductacasestudyonacurricularimplementationinaschooldistrictexamininghownewcurriculummovesfromdevelopmenttoimplementationtooutcomesateachlevelofinteraction(developer,schoolleadership,teacher,student).
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