Research Flashcards
Quality qualitative research does what?
provides important information outside scope of quantitative methods, including greater depth and specificity of participants’ behaviors, thoughts, feelings and experiences (Waalkes et al., 2021)
Qualitative research can empower individuals to do what?
share stories, help silenced voices be heard and develop theories (Waalkes et al., 2021)
Commonalities of qualitative research
occurs in natural settings, collects data through aural, visual or textual artifacts, includes participants’ input into findings and describes phenomenons as experienced by groups or individuals (Burkholder et al., 2020)
Qualitative research methods
an umbrella term for a heterogeneous group of methodologies that begin with relatively one or more broad research questions and research is carried out to narrow the research aim or purpose and focus on answering why and how (Denny & Weckesser, 2022; Kuper et al., 2008)
Qualitative researchers do what?
uses qualitative approach to inquiry, collect data in natural settings with considerations of people/places in study, analyze data both inductively and deductively to identify patterns or themes (Burkholder et al., 2020)
Qualitative researchers need to do what?
need to identify their own contexts so that they understand how their own views and beliefs may influence interactions they have with their participants (Kuper et al., 2008)
What do qualitative researchers study?
study things in their natural settings, attempting to make sense of, or interpret, phenomena in terms of meanings and data is gathered from interviews, focus groups, observations or documents and other written artifacts (Burkholder et al., 2020; Kuper et al., 2008)
Role of researcher in qualitative study
primary instrument of data collection brings you into an intimate relationship with your setting, your participants and your data analysis, yielding a duality to presence in a study as both a participant and an observer in varying degrees ranging from complete participant to complete observer (Burkholder et al., 2020)
Qualitative studies should do what?
carefully describe methods used in collecting data and include clear description of systematic form of data analysis (Kuper et al., 2008)
Qualitative studies use what kind of sampling?
use nonprobability sampling (purposive sampling) to identify those who can provide data for the study (Burkholder et al., 2020)
Semi-structured interviews
contain pre-set, open-ended questions with further questions emerging from the discussion (Denny & Weckesser, 2022)
Central aim of ethnography
to provide rich, holistic insights into people’s views and actions, as well as the nature of the location they inhabit, through the collection of detailed observations and interviews (Reeves et al., 2008)
Ethnography
study of social interactions, behaviors, and perceptions that occur within groups, teams, organizations and communities (Reeves et al., 2008)
Focus groups
group disucssions facilitated by a researcher who will have guidelines to focus the groups (Denny & Weckesser, 2022)
Interviews and focus groups have what in common?
Both interviews and focus groups tend to be flexible and non-standardized, with greater interest in the participants’ perspectives and experience than for quantitative research (Denny & Weckesser, 2022)
Observation
the act of watching social phenomena in real-world settings, recording what people do, rather than what they profess to do (Denny & Weckesser, 2022)
Case study
Case study: paint comprehensive picture of a bounded unit around some phenomenon (Burkholder et al., 2020)
Phenomenology
Phenomenological studies seek to understand the experiences of a set of individuals who share a common experience; purpose is to describe lived experiences of individuals in relation to an identified phenomenon (Burkholder et al., 2020)
Narrative
Purpose of narrative research is to tell stories; other terms for these stories of experience are biography, life history, oral history, autoethnography and autobiography; seeks to understand meaning of individual experiences in relation to a phenomenon (Burkholder et al., 2020)
Grounded Theory
primary purpose of all qualitative research is to describe phenomena that occur in the world, leading to complex understandings that can build toward theories (Burkholder et al., 2020)
Reliability
instruments used to collect data produce consistent results across data collection occurrences (Burkholder et al., 2020)
Dependability
there is evidence of consistency in data collection, analysis and reporting (Burkholder et al., 2020)
Credibility
findings of the study are beliveable given the data presented; established using strategies using such as prolonged engagement, persistent observation, peer debriefing, negative case analysis, progressive subjectivity, member checking, triangulation, and reflexivity (Burkholder et al., 2020)
External validity
provides a measure of extent to which the findings of study, based on sample, are generalizable to population of interest for the study (Burkholder et al., 2020)
Confirmability
requires that other informed researchers would arrive at essentially the same conclusions when examining the same qualitative data (Burkholder et al., 2020)
Prolonged Engagement
requires presence and involvement at study site for extended period of time; three purposes for prolonged engagement: to build rapport and trust, to derive enough information to mitigate misunderstandings and to understand more deeply the context and culture of study environment (Burkholder et al., 2020)
Persistent observation
observations recorded are sufficient to provide depth of understanding through collection of details (Burkholder et al., 2020)
Peer debriefing
involves engagement with qualified colleague, someone who is not involved in study, in ongoing discussions of study progress, in data analyses and in tentative findings; role of peer is to pose questions that assist you in clarifying conclusions and excising researcher bias (Burkholder et al., 2020)
Interpretive Phenomenological Analysis
often used to investigate how individuals make sense of their complex and subjective lived experiences (Gillen et al., 2024)
Mixed Methods research
can be viewed as an approach which draws upon strengths and perspectives of each method, recognizing existence and importance of physical, natural world as well as importance of reality and influence of human experience (Ostlund et al., 2011)
Purpose of mixed methods research
should be clear in order to determine how analytic techniques relate to one another and how (if at all) findings should be integrates (Ostlund et al., 2011)
Definition of Mixed Methods Research
research in which investigator collects and analyzes data, integrates findings and draws inferences using both qualitative and quantitative approaches (Ostlund et al., 2011)
Triangulation as metaphor
can help to describe logical relations between qualitative and quantitative findings and theoretical concepts in a study, demonstrate way in which both qualitative and quantitative data can be combined to facilitate an improved understanding of particular phenomena and can be used to help generate new theory (Ostlund et al., 2011)
How can understanding researcher identity be helpful?
could strengthen current research training practices, better prepare doctoral students for academic research and may shed light on problems in research training and research interest (Lamar & Helm, 2017)
Definition of Research identity
individual’s self-concept as a researcher and includes process of understanding experiences, increasing awareness, and incorporating both into sense of self (Lamar & Helm, 2017; Limberg et al., 2020)
Faculty-led conversations
may help model reflective practices students can use to continue reflecting individually or with other students (Lamar & Helm, 2017)
Counselors educators encouraged to do what in regard to research?
encouraged to continue to participate in professional development opportunities that are research focused (Limberg et al., 2020)
Counselor educators may do what to support research identity?
may support the development of more positive attitudes, toward research, especially quantitative research among masters’-level counseling students by providing this group of students with research-specific mentoring, inviting masters’-level students to assist in faculty research and providing positive reinforcement for masters’-level students who actively seek out research opportunities (Steele & Rawls, 2015)
How can open discussions in counselor educator be helpful in forming research identity?
Open discussions wherein CE’s talk with students about their attitudes, perceptions, fears, and concerns in learning about research may help to alleviate some apprehension that prevents some master’s-level counseling students from pursuing research (Steele & Rawls, 2015)
How is mentorship defined?
key component of research education and was helpful to participants in research (Lamar & Helm, 2017)
Examples of participation in research in counselor education
include attendance or participation at professional conferences, research practicums, master’s theses and completion of research project during internship (Steele & Rawls, 2015)
Concerns for Quantitative Research Design
lack of grounding research in theory and lack of validity information for scores on instruments (Wester et al., 2013)
Strengths of Quantitative Research
included providing specific research questions, conducting appropriate analyses, using appropriate sampling methods for selected research design, and using instruments with satisfactory reliability (Wester et al., 2013)
Concerns for Quantitative Data Analysis
included absence of reporting statistical power and appropriateness of statistical analyses used (Wester et al., 2013)
Role of validity in research
indicating whether an instrument appropriately measures the construct or variable it is intended to measure, is one of the most important factors to consider when evaluating an instrument (Wester et al., 2013)
Quantitative analysis
allows for reducing complexity of our data-rich world into more easily understandable parts (Burkholder et al., 2020)
Factorial designs
allow researcher to vary several independent variables within a single experiment (Burkholder et al., 2020)
Quasi-experimental designs
research involves study of naturally occurring groups or groups which membership is self-selected or intact prior to investigation (Burkholder et al., 2020)
Nonequivalent groups designs
without randomization, there may be characteristics of participants that are responsible for any observed difference between groups other than independent variable (Burkholder et al., 2020)
Time-series designs
participants in the experimental and control groups are measured on multiple observations of the same dependent variable (Burkholder et al., 2020)
Correlational design
when goal is to understand nature of relationship or associated between naturally occurring variables that cannot be manipulated, correlational design may be appropriate; key difference from experimental designs is that values of variables in correlational design are measured but not manipulated (Burkholder et al., 2020)
Randomized experimental designs
goal is to determine whether there is a causal link between independent variable and dependent variable; design identifies the operational definitions of variables and randomization procedure, which refers to method used to randomly assign participants to groups or conditions (Burkholder et al., 2020)
Posttest-only control group design
participants randomly assigned to experimental and control groups before presentation of independent variable; most appropriate when availability or use of pretest is prohibitive or known to interact with independent variable
Probability Sampling
selection of participants determined by chance, with each member of population having equal chance of being selected; as a result, can state probability for which each member of population will be included in sample (Burkholder et al., 2020)
Simple random sampling
involves drawing a sample so that every member of a population has an equal chance of being selected (Burkholder et al., 2020)
Systematic random sampling
begins with randomly selecting a member from population, and then sampling proceeds with selecting every nth member (Burkholder et al., 2020)
Nonprobability sampling
probability of selection is unknown; each member of a population does not have an equal chance of being selected (Burkholder et al., 2020)
Convenience Sampling
refers to selecting a sample based on availability (Burkholder et al., 2020)
Purposive sampling
refers to selecting a sample based on a particular purpose that meets needs of study (Burkholder et al., 2020)
Quota Sampling
quota or proportion for each stratum is determined that will proportionally represent particular characteristic of interest in population from which sample is selected (Burkholder et al., 2020)
Inferential Analysis
to draw a conclusion (inference) about a large group or population based on data from a subset of that large group, known as a sample (Burkholder et al,. 2020)
Experimental Research
Experimental research seeks to determine cause and effect; experimentation exclusively refers to manipulation of a treatment (Burkholder et al., 2020)
Dichotomous Variables
Dichotomous variables are categorical variables having only two categories (Burkholder et al., 2020)
Categorical Variables
refers to variables measured at nominal level, variables that have no inherent order (Burkholder et al., 2020)
Continuous Variables
Continuous variables as those measured at either interval or ratio level (Burkholder et al., 2020)
