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INTRODUCTION TO QUALITATIVE RESEARCH

Published by Λήδα Κουβέλης Modified over 4 years ago

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Presentation on theme: "INTRODUCTION TO QUALITATIVE RESEARCH"— Presentation transcript:

Participant Observation

Reviewing and Critiquing Research

Research Methodologies

Publishing qualitative studies H Maisonneuve April 2015 Edinburgh, Scotland.

 It’s an approach to research that examines a concept or phenomenon from the perspective of the individual who is experiencing it  The research purpose.

Sabine Mendes Lima Moura Issues in Research Methodology PUC – November 2014.

Case Study Research By Kenneth Medley.

Chapter 14 Overview of Qualitative Research Gay, Mills, and Airasian

Chapter 10 Conducting & Reading Research Baumgartner et al Chapter 10 Qualitative Research.

Qualitative Research.

Research Methods in Psychology (Pp 1-31). Research Studies Pay particular attention to research studies cited throughout your textbook(s) as you prepare.

Chapter 10 Qualitative Methods in Health and Human Performance.

Chapter 11: Qualitative and Mixed-Method Research Design

Designing a Qualitative Study

TRUSTWORTHINESS OF THE RESEARCH Assoc. Prof. Dr. Şehnaz Şahinkarakaş.

Creswell Qualitative Inquiry 2e 11.1 Chapter 11 Turning the Story and Conclusion.

Qualitative Research EDUC 7741/Paris/Terry.

Research for Nurses: Methods and Interpretation Chapter 1 What is research? What is nursing research? What are the goals of Nursing research?

Chapter Nine: Qualitative Procedures

ABRA Week 3 research design, methods… SS. Research Design and Method.

About project

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Monograph Matters

Qualitative analysis: process and examples | powerpoint – 85.2.

Authors Laura Wray-Lake and Laura Abrams describe qualitative data analysis, with illustrative examples from their SRCD monograph,  Pathways to Civic Engagement Among Urban Youth of Color . This PowerPoint document includes presenter notes, making it an ideal resource for researchers learning about qualitative analysis and for instructors teaching about it in upper-level undergraduate or graduate courses.

Created by Laura Wray-Lake and Laura S. Abrams. All rights reserved.

Citation: Wray-Lake, L. & Abrams, L. S. (2020) Qualitative Analysis: Process and Examples [PowerPoint]. Retrieved from https://monographmatters.srcd.org/2020/05/12/teachingresources-qualitativeanalysis-powerpoint-85-2

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Education Standards

Radford university.

Learning Domain: Social Work

Standard: Basic Research Methodology

Lesson 10: Sampling in Qualitative Research

Lesson 11: qualitative measurement & rigor, lesson 12: qualitative design & data gathering, lesson 1: introduction to research, lesson 2: getting started with your research project, lesson 3: critical information literacy, lesson 4: paradigm, theory, and causality, lesson 5: research questions, lesson 6: ethics, lesson 7: measurement in quantitative research, lesson 8: sampling in quantitative research, lesson 9: quantitative research designs, powerpoint slides: sowk 621.01: research i: basic research methodology.

The twelve lessons for SOWK 621.01: Research I: Basic Research Methodology as previously taught by Dr. Matthew DeCarlo at Radford University. Dr. DeCarlo and his team developed a complete package of materials that includes a textbook, ancillary materials, and a student workbook as part of a VIVA Open Course Grant.

The PowerPoint slides associated with the twelve lessons of the course, SOWK 621.01: Research I: Basic Research Methodology, as previously taught by Dr. Matthew DeCarlo at Radford University. 

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Module 1: Fundamentals of Qualitative Research Methods: What is Qualitative Research

Information

Qualitative research is a strategy for systematic collection, organization, and interpretation of phenomena that are difficult to measure quantitatively. Dr. Leslie Curry leads us through six modules covering essential topics in qualitative research, including what is qualitative research and how to use the most common methods, in-depth interviews and focus groups. These videos are intended to enhance participants' capacity to conceptualize, design, and conduct qualitative research in the health sciences.

Welcome to module 1.

• Patton M. Qualitative Research and Evaluation Methods, 3rd edition. Sage Publishers; 2002.
• Curry L, Nembhard I, Bradley E. Qualitative and mixed methods provide unique contributions to outcomes research. Circulation, 2009;119:1442-1452.
• Crabtree, B. & Miller, W. (1999). Doing qualitative research, 2nd edition. Newbury Park, CA:Sage.
• Schensul S, Schensul J. and Lecompte M. 2012 Initiating Ethnographic research: A mixed Methods Approach, Altamira press.

View the full series on Youtube.

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QUALITATIVE-RESEARCH

Related Papers

Phillip John Relacion

Rachel Irish Kozicki

Nursing Research

Janice Morse

Methodological Issues in Management Research: Advances, Challenges, and the Way Ahead

Richa Awasthy

Current paper is an overview of qualitative research. It starts with discussing meaning of research and links it with a framework of experiential learning. Complexity of socio-political environment can be captured with methodologies appropriate to capture dynamism and intricacy of human life. Qualitative research is a process of capturing lived-in experiences of individuals, groups, and society. It is an umbrella concept which involves variety of methods of data collection such as interviews, observations, focused group discussions, projective tools, drawings, narratives, biographies, videos, and anything which helps to understand world of participants. Researcher is an instrument of data collection and plays a crucial role in collecting data. Main steps and key characteristics of qualitative research are covered in this paper. Reader would develop appreciation for methodiness in qualitative research. Quality of qualitative research is explained referring to aspects related to rigor...

IBRAHIM WADEMBERE

Kirathe Wanjiku

Bisector Marumo

The following 8-point definition is adapted from Cobb and Hagermaster (1987): 1. Importance of context There is attention to the social context in which events occur and have meaning. According to qualitative researchers, this is because events can only be properly understood in context. Contrast this feature with the approach of the quantitative researcher who treats the context as a distraction, a source of error, that is, something that has to be controlled. 2. Emic view of the world There is an emphasis on understanding the social world from the point of view of the participants in it. This is known as an emic point of view. With quantitative methods the researcher is not interested in how subjects see the world except in relation to the variables that are being measured. This is known as an etic point of view. 3. Inductive approach The approach is primarily inductive which means the researcher develops a hunch while in the field and systematically looks for evidence to confirming or refute it. By way of contrast, in quantitative studies the researcher uses theory and empirical research to develop a small number of propositions. In other words, the conclusion of the study is deduced from the theory and experimental or quasi-experimental evidence. 4. Interaction with participants Common data collection procedures include interviewing, participant observation, examination of personal documents and other printed materials. The researcher personally interacts with participants. 5. Focus on understanding and description The concern is primarily with understanding and description rather than explanations based on causal relationships. Understanding, according to qualitative researchers, need not be reduced to a series of statements about causal relationships. 6. Ongoing development of hypotheses Hypotheses are usually developed during the research rather than a priori. The reason for this is simple: the researcher develops a better understanding of the phenomenon being studied the longer they stay in the field. 7. Ongoing development of instruments Procedures for data gathering are subject to ongoing revision in the field. These can't be developed until the hypotheses have been formulated. 8. Narrative form Analysis is usually presented in narrative rather than in numerical form.

Kevin Meethan

• Data analysis–the examination of research data.• Data collection–the systematic process of collecting data.• Deduction–arriving at logical conclusions through the application of rational processes eg theory testing. Quantitative research tends to be deductive.• Documentary research–the use of texts or documents as source materials (eg historical reports, newspapers, diaries).

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Steps in the Research Process - PowerPoint PPT Presentation

Steps in the Research Process

What audience do you need to convince of the strength of those claims ... (chapter 11 in creswell), but also describe plenty of alternative approaches ... – powerpoint ppt presentation.

• EDSE 510 Fall 2005
• David Geelan
• What claims do you want to make?
• What audience do you need to convince of the strength of those claims?
• What kind(s) of evidence do you need to collect and analyze to convince that audience?
• Do you want to claim that
• You have a new teaching strategy that will increase standardised test scores?
• You can richly portray the reality of classroom teaching for education students?
• You can identify a particular factor that is leading to student difficulties?
• Lots more possibilities!
• Who are the results of your research directed toward?
• Teachers? Administrators? Teacher Educators? The broader community? Politicians? Academics?
• Part of this question what would change if your research served the purpose you have for it?
• Different audiences require different kinds of evidence some read teacher narratives, some require statistical analysis, some like quotes from students and teachers
• What will be intelligible, plausible and fruitful for the audience(s) you have in mind?
• We tend to default to assuming that models from the physical sciences are the gold standard in research experimental group, control group, dependent variable, independent variable, controlled variables, quantitative data
• It can be argued that humans (teachers and students) arent simple enough for all variables but the ones of interest to be controlled
• Experimental studies are only one possible model out of a wide range of ways in which educational research can be conducted
• We will look at experimental studies (Chapter 11 in Creswell), but also describe plenty of alternative approaches
• positivist vs post-positivist
• qualitative vs quantitative
• From Creswell (2005), who claims that these are generic enough to fit both quantitative and qualitative studies
• identify a research problem
• review the literature
• specify a purpose for the research
• collect data
• analyze and interpret the data
• evaluate the results and report the research
• Please note that in some qualitative and action research studies there may be a number of iterative cycles moving back and forth between steps 4 and 5, and even step 3 may be revisited in the course of the project
• What are you passionate about? Why?
• What issues are in pressing need of attention in (your field of) education?
• What issues have teachers (a) excited or (b) frustrated, and what kind of information would share the former and alleviate the latter?
• What have other people written and said about the problem?
• What relevant research has already been conducted?
• What methods were used in the existing studies? How well did those methods work?
• Operationalise the research problem as one or more research questions, and think in detail about what specific kind(s) of evidence will allow you to make plausible claims as answers to those questions
• What will change if your research serves its purpose? (i.e. your purpose)
• Collect all of the relevant kinds of evidence
• impressions
• Use the appropriate tools to analyze (comes from the Greek verb to loose(n) i.e. pull it apart) the data you have gathered and to make meaning from them
• Determine whether and how well the research serves its purpose, and how plausible the claims you make are
• Find appropriate means to communicate the results to the relevant audience this may include published papers but may also include multimedia, web sites, seminars, workshops, etc
• Steps 1-3 will be similar for quantitative and qualitative studies, Steps 4-6 will be quite different for different types of studies
• This course is intended to help you to develop a wider repertoire of paradigms, perspectives, methods, skills and approaches in order to serve your research problems and purposes

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