Chapter 2 Design Qual Flashcards
Lincoln and Guba’s Evaluative Criteria
Credibility - confidence in the ‘truth’ of the findings
Transferability - showing that the findings have applicability in other contexts
Dependability - showing that the findings are consistent and could be repeated
Confirmability - a degree of neutrality or the extent to which the findings of a study are shaped by the respondents and not researcher bias, motivation, or interest.
Lincoln and Guba describe a series of techniques that can be used to conduct qualitative research that achieves the criteria they outline.
Techniques for establishing credibility
Prolonged Engagement Persistent Observation Triangulation Peer debriefing Negative case analysis negative or Deviant Case Analysis Definition
This involves searching for and discussing elements of the data that do not support or appear to contradict patterns or explanations that are emerging from data analysis.
Credibility
confidence in the ‘truth’ of the findings
Techniques for establishing credibility
Prolonged Engagement Persistent Observation Triangulation Peer debriefing Negative case analysisNegative or Deviant Case Analysis
Transferability
- showing that the findings have applicablity in other contexts”
- Thick description
Dependability
Dependability - showing that the findings are consistent and could be repeated”
-Inquiry audit
Confirmability
- a degree of neutraility or the extent to which the findings of a study are shaped by the respondents and not researcher bias, motivation, or interest”
Confirmability audit
Audit trail
Triangulation
Reflexivity
Theory and Concepts
Social science and patterns
Theory (making sense)
Concepts (symbolic representation)
Concept parts (symbolic & definitional)
yPoint 1 – Social science and patterns No laws like natural sciences Social life has regular patterns Patterns = tendencies Expected actions and reactions Point 2 – Theory Necessary to understand patterns Statements that describe a phenomenon General applicability Built on concepts Point 3 – Concepts Symbolic/abstract representational elements Communicate ideas, explain broad generalization Foundation of communication and thought Found everywhere, used constantly Point 4 – Concept parts Symbolic element = word, symbol, term, and so on Associated definitional element = meaning of “honesty” Can be learned implicitly or explicitly Point 5 – Concept occurrence Rarely occur in isolation Concept clusters/propositions Propositions = statements that make up theories Testable propositions = hypotheses
Ideas and Theory
Ideas Difficulties Theory-before-research model Research-before-theory model Spiral approach
Point 1 – Ideas Typical starting point for research Difficulty = finding good idea for research Many ideas derived from observation Some derive from learned information Point 2 – Difficulties Some ideas difficult to research Uncooperative gatekeepers Point 3 – Theory-before-research model Formal statement of ideas and theory Basis for empirical research Conjectures and refutation Point 4 – Research-before-theory model Theory is based on data Research occurs before theory developed Research occurs in development/testing of theory Point 5 – Spiral approach Nonlinear research model Never leave any stage behind Continue to revisit previous stages
Theory- Research
Research- Theory
Theory- Research
Ideas & theory come before empirical research; lead to refutation through research
Research- Theory
Research leads to theory development
Research initiates, reformulates, deflects and clarifies theory
The Spiraling Research Approach
Nonlinear research model
Proceed forward, spiral back
Previous stages revisited throughout research
Ideas → theory → design
Data collection → analysis → dissemination
A Blended Model
The Spiraling Research Approach
Begin with a rough idea
Gather theoretical information
Reconsider and redefine
Idea, Theory, Design, Data, Analysis, Dissemination, Collection
Reviewing the Literature
2.3.1: Evaluating Web Sites
Point 1 – Internet searches First and often only method Google Scholar and Books Document delivery versus repository Point 2 – Considerations for web use Whose Web site is it? Nature of domain Current or dated material Can the information be corroborated? 2.3.2: Content versus Use
Point 1 – Suggestions for organizing work Break work into different parts Notes on content Notes on usage in own work Point 2 – Writing notes Record citation info Identify major claims, subject matter Record quotes, definitions, findings Compile in file Point 3 – Using keywords Keywords describe content of file Allow for quick sorting, categorization Allow assessment of multiple authors Point 4 – Writing literature review Dispel myths Explain competing conceptual frameworks Clarify focus of own work Justify assumptions
Literature review formats
Dispel myths
Explain competing conceptual frameworks
Clarify the focus on your own work
Justify assumptions
Conceptualize & Operationalize
Conceptualize
Providing a working definition of a concept
Operationalize
providing the criteria for measuring a concept
Definition helps to frame the result and know the subject of study.
Designing Projects
2.6.1: Concept Mapping
Point 1 – Concept/mind mapping Research tool Assists in research design Clarifies confusions Enables better understanding of relationships
Point 2 – Origin
Joseph Novak and colleagues
Cornell University, 1970s
Point 3 – Features
Looks like flowchart
Nodes, lines, and labels
Propositions (elements of meaning)
2.6.2: Creating a Concept Map
Point 1 – Creation steps 1 List concepts on one page Rearrange from abstract to specific Organize ideas to related ideas Draw lines from broad to specific
Point 2 – Creations steps 2
Make sense of clusters, connections
Separately describe examples, illustrations
Reorganize for visually apparent relationships
Refine
- 6.3: Using a Concept Map
- 6.4: Setting and Population Appropriateness
- 6.5: Setting and Population Appropriateness
2.6.3: Using a Concept Map
Point 1 – Concept map benefits Series of relationships Series of processes Concrete statements Testable propositions Theorizing and predicting Point 2 – Technical use in research design Data needing to be measured Variables and relationships 2.6.4: Setting and Population Appropriateness
Point 1 – Features of study site/setting
Reasonable in size, complexity
Entry or access possible
Appropriate people available
Study’s focuses, people, programs available
Research able to be conducted effectively
Point 2 – Decision to use research site
Access to appropriate population
Not merely accessible population
2.6.5: Setting and Population Appropriateness
Point 1 – Overview Sampling to make inferences Sample = representation of larger population Probability sampling Simple random sample Nonprobability samples Point 2 – Convenience samples Relies on available subjects Used frequently Associated risks Quick and inexpensive Point 3 – Purposive samples Researchers use expertise to select Lacks wide generalizability Can be profitably used Point 4 – Snowball samples Similar to convenience sampling Identify some subjects with relevant characteristics Subjects refer others with similar characteristics
Point 5 – Quota samples
Begins with matrix creating strata/cells
Attributes associated with each stratum
Nonprobability method used to fill cells
