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Celebration of knowledge > Study guide 1 > Flashcards

Study guide 1 Flashcards

1
Q

Bounded System

A
  • Boundaries of a case, usually time and place

* Also has parts that are interrelated

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2
Q

Case

A
  • The study of a specific “case” in real-life and in a contemporary context
  • Event, process, program, or people
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3
Q

Context

A

• In axial coding, the set of conditions where the strategies occur

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4
Q

Critical Ethnography

A
  • Ethnography that examines cultural systems of power, prestige, privilege, and authority in society
  • Study marginalized groups and advocating for their needs
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5
Q

Cross Case Analysis

A

• Researcher studies more than 1 case to find similarities and contrasts

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6
Q

Culture sharing group

A
  • Group that shares behavior, language, and artifacts

* Researcher tries to understand and interpret

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7
Q

Fieldwork

A
  • Prolonged period of time with “participation” in activities, events, rituals, and settings
  • Participant/observant
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8
Q

Gatekeeper

A

• Refers to the person the researcher must visit before entering the group being studied

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9
Q

Open Coding

A
  • First step of coding

* Taking data and categorizing them by commonalities

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10
Q

Participant Observation

A

• Participating in the activities, while stepping back to note the characteristics that make the group different

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11
Q

Purposeful Sampling

A

• Applies to the selection of the case and the sampling information. Looking for a very specific group, like athletes.

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12
Q

Realist Ethnography

A
  • The researcher is an “objective” observant, who records facts
  • Diff. from critical because there is no social justice aspect
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13
Q

Reciprocity

A

• Giving back to the study group

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14
Q

Saturation

A

• The data is repeated so many times that no “new” data is needed

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15
Q

Selective Coding

A
  • Final step of coding
  • Researcher takes central phenomenon and relates it to other categories, validating the relationships and filling in gaps
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16
Q

Within case analysis

A
  • Applies to a single or multiple case studies
  • Researcher analyses each case for themes
  • In multiple cases, searchers for common themes throughout all cases
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17
Q

Types of Phenomenology: Hermeneutic

A
  • Interpreting the “texts” of life
  • Phenomenology research is a dynamic interplay among the research activities
  • Determine a phenomenon
  • Reflect on the essential themes that constitute the nature of the lived experience
  • Write a description of the phenomenon
  • Use the description to interpret the meanings of experience.
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18
Q

Approach to Inquiry

A

• The way we do our research.

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19
Q

Reflectivity

A

->(produces) positionality

20
Q

Epoche (Bracketing):

A

• Investigators set aside their experiences, as much as possible, to take a fresh perspective toward the phenomenon under examination. You are bracketing out your views before proceeding with the experiences of others.

21
Q

Case Study

A

• Involves the study of a case within a real-life, contemporary context or setting.

22
Q

Grounded Theory Research

A

• The intent of grounded theory is to move beyond description and to generate or discover a theory, a “unified theoretical explanation” for a process or an action. This is generated from the participants. Thus grounded theory is a qualitative research design in which the inquirer generates a general explanation (a theory) of a process, an action , or an interaction shaped by the views of a large number of participants.

23
Q

Phenomenological research:

A

• Describes the common meaning for several individuals of their lived experiences of a concept or a phenomenon. This research focuses on describing what all participants have in common as they experience a phenomenon. The basic purpose of phenomenology is to reduce individual experiences with a phenomenon to a description of the universal essence.

24
Q

Ethnography

A

• An ethnographer is interested in exanimating these shared patterns, and the unit of analysis is typically larger than the 20 or so individuals. This focuses on an entire culture-sharing group.

25
Q

Narrative Research

A

• As a method, it begins with the experiences as expressed in lived and told stories of individuals.

26
Q

Oral History

A

• Consists of gathering personal reflections of events and their causes and effects from one individual or several individuals.

27
Q

Positionality

A

• How the researcher’s world views shape the scope of the study.

28
Q

Paradigm Purist

A

• Researcher that does not bend in his or her method.

29
Q

A Priori Theories

A

• Theories considered before the study was conducted.

30
Q

Restorying

A

• The process of reorganizing the stories into some general type of framework. This framework may consist of gathering stories, analyzing them for key elements of the story and then rewriting the stories to place them within a chronological sequence.

31
Q

Open Coding

A

• Grounded Theorists begin with open coding, coding the data for its major categories of information. From this coding, axial coding emerge in which the researcher identifies one open coding category to focus on (called the “core” phenomenon) and then goes back to the data and creates categories around this core phenomenon.

32
Q

Axial Coding (Grounded Theory)

A

• The categories relate to and surround the core phenomenon in a visual model called the axial coding paradigm.

33
Q

Paradigm

A

• The lens in which we view something.

34
Q

Ethics

A

Principles of right or wrong.

35
Q

What are the “characteristics of research”?

A
  • It is potentially replicable
  • It is reflexive (As researches we have an obligation to continually reflect on our own normal beliefs, values, opinions, we can’t eliminate our biases but we can acknowledge) and self-critical
  • It is cumulative and self-correcting
  • It is cyclical (People are reading research and adding to it, the world changes and so does research too).
36
Q

How do qualitative and quantitative methods differ?

A

• Quantitative:
o Variables measurable
o Hypothesis
o Observer should be neutral, not influenced by whatever he/she is researching.
o Measurements
o Using deductive reasoning before
o Will try to put things in a box.
o Constraining
o Deductive:
o Previous Research –→ Hypothesis
• Qualitative:
o Does not assume much before starts
o Asking about experiences.
o Deductive tools and reasoning after.
o No hypothesis before going in
o Be reflexive, because we have our own opinions, as long as we are reflexive we acknowledge that. It’s not possible to eliminate that so we bring it out to the open
o “What are some themes,” looking for themes.
o It is hard to generalize. Life isn’t so simple, there is so much more to it.
o “Qualities can’t be quantified”
o Sometimes chaotic, a lot of data, and it may be very different.
o This is based on interpretation.
o We will all come up with a RQ. Erase assumptions, be open and learn from the observations.
o
o You are not looking for the ultimate truth. Subjective
o Inductive: RQ -> Data -> Themes

37
Q

Describe the philosophical assumptions of each “paradigm.” How are they similar? How are they different? How does each approach affect research?

A

• The nature of reality/ being (Ontology)
o Question: What is the nature of reality?
o Qualitative Assumptions: Reality is subjective and multiple, as seen by participants in the study
o Implications for Practice Researcher uses quotes and themes in words of participants and provide evidence of different perspectives.
o We’re looking for multiple truths. Many truths, many realities, we want to find them all.
• The nature of knowledge (epistemology), the study of knowledge.
o Question: How do we know what we know?
o Qualitative Assumptions: Researchers attempt to understand two things: (1) How is that being researched shaped by society? (2) How is the researcher’s approach to research already influenced by knowledge?
o Implications for Practice: Researchers collaborate and spend time in field with participants, to become an “insider”
• The role of values in research (axiology)
o Question: What is the role of values?
o Qualitative Assumptions: Researchers acknowledge that research is value laden and that biases represent.
o Implications for Practice: Researchers openly discusses values that shape the narrative and includes own interpretation in conjunction with the interpretation of participants.
• The language of research (rhetorical)
o Question: What is the language of research?
o Qualitative Assumptions: Researchers write in a literary, informal style using the personal voice and uses qualitative terms
o Implications for Practice: Researchers use an engaging style of narrative, may use first-person pronoun, and employ the language of qualitative research.
o Stay away from the word measure, etc.
• The methods used in the process of research (methodology)
o Question: What is the process of research: Inductive.
o Qualitative Assumptions: Researchers use inductive logic, study the topic within its context, and extend individual voices.
o Implications for Practice: Researchers work with particulars (details) before generalizations, describe in detail, the context of the study, and continually revise questions from experiences in the field.
o Methods: Is what you do, interviews, etc.
o Methodology: “Qualitative methodology” it is broader it encompasses the methods and philosophical assumptions

38
Q

Can somebody espouse more than one paradigm? Why or why not?

A

• Yes, somebody could use a variety of paradigms, whichever fits the study best. For example, you could do a combination of both the interpretive and critical paradigm.

39
Q

How is social justice related to qualitative research? Provide an example

A

• Social justice is related to qualitative research because if you look at the critical paradigm, that lens seeks to aid those that are marginalized and critic the power structure that perpetuates these problems.

40
Q

What are the common characteristics of all qualitative studies?

A

• You must take into account the following questions no matter the approach.
o For whom does this benefit?
o Is there reciprocity?
o Is this a sensitive topic?
o What is my responsibility to the participants?

41
Q

What are the common characteristics of all the qualitative studies?

A
  • Natural settings
  • Researcher as key instrument
  • Multiple sources of data
  • Inductive data analysis
  • Participant meanings
  • Emergent design (specific)
  • Theoretical lens
  • Interpretive
  • Holistic account
42
Q

How do you know when to use qualitative research methods?

A
  • Where there is a need to explore a problem or an issue
  • Need to have a complex understanding of an issue
  • Need to empower individuals to tell their stories and hear their voices
  • Need to write in a literary flexible style that conveys stories, plays or poems without the restriction of formal academic structures of writing
  • Need to understand the context or settings of the participants
  • Need to follow up quantitative research to help explain linkages in casual theories or models
  • Need to develop theories when only partial or inadequate theories exist
  • When quantitative measures so not fit the problem
43
Q

What constitutes a “good” qualitative study?

A
  • Uses rigorous data collection procedures
  • Recognizes philosophical assumptions and key characteristics of qualitative research
  • Uses accepted “approach” to qualitative research
  • Has a single focus
  • Includes detailed methods
  • Uses multiple levels of analysis
  • Is written persuasively
  • Demonstrates reflexivity of the author(s)
  • Is ethical
44
Q

Describe a general approach/outline for quantitative research. In other words, what components are present in a qualitative study?

A
  • Identify an issue or problem
  • Examine the literature related to the problem to locate gaps
  • Construct a purpose and write research questions
  • Gather data
  • Analyze data
  • Write the report
  • Are sensitive to ethical considerations
  • Use validity strategies
45
Q

What are the key characteristics of each of the 5 approaches to research? What makes them unique?

A 
•	Narrative
o	Story
o	Focus on one person’s story
•	Phenomenology
o	phenomenon
•	Grounded Theory 
o	Process/theory
o	Rigorous structure
•	Ethnography
o	Culture
o	Fieldwork/observer’s paradox
•	Case study
o	Event/site
o	gatekeeper
46
Q

How are the 5 approaches similar? How are they different?

A

• Different
o Types of research problems that are addressed
o The discipline origin (single vs. multiple)
o Data collection strategies (observations)
o Data analysis procedures (thematic)
o Reporting approaches (write-up)
• Similar
o General process of research
o Similar data collection process
• Interviews/observations/audiovisual materials

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