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Research 3900 > Unit 4: Ch. 15 > Flashcards

Unit 4: Ch. 15 Flashcards

1
Q

sampling in qualitative research

A

selection of sample members guided by desire for information rich sources (looking at what participants say)

representativeness is NOT a key issue
-representativeness is a quantitative concept, not necessarily a qualitative concept

random selection not considered productive
-simply doesn’t apply in qualitative studies b/c looking for different information

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2
Q

what are the 4 types of qualitative sampling?

A
  1. convenience sampling
  2. snowball sampling
  3. purposive sampling
  4. theoretical sampling
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3
Q

convenience sampling

A

pick the group of people that are the most convenient

  • aka “volunteer samples”
  • used in quantitative studies too
  • most common
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4
Q

snowball sampling

A

one person tells another person who tells another person about the study (“word of mouth”)
-used in quantitative studies too

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5
Q

purposive sampling

A

people are selected for the study on purpose

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6
Q

theoretical sampling

A

designed to collect the type of data to best develop an emerging theory
-used in grounded theory

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7
Q

types of purposive sampling (6)

A
  1. maximum variation sampling
  2. extreme/deviant case sampling
  3. typical case sampling
  4. criterion sampling
  5. confirming sampling
  6. disconfirming sampling
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8
Q

purposive sampling: maximum variation sampling

A

sampling that is deliberately selecting cases w/ wide variation on dimensions of interest
-lots of different types of people in your sample

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9
Q

purposive sampling: extreme/deviant case sampling

A

provides opportunities for learning from the most unusual and the most extreme informants

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10
Q

purposive sampling: typical case sampling

A

selection of participants who illustrate or highlight what is typical or average

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11
Q

purposive sampling: criterion sampling

A

study of cases that meet a pre-determined criteria of importance
-looking for people w/ certain characteristics, attitudes…looking for certain info. People must meet the criterion

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12
Q

purposive sampling: confirming cases

A

fit the researchers conceptualizations and strengthen credibility (corroborates/confirms what the researcher thinks they know)

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13
Q

purposive sampling: disconfirming cases

A

do not confirm what the researcher thinks; serves to challenge the researcher’s interpretation; offer insights into how conceptualizations may be revised; looking outside the box

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14
Q

define theoretical sampling. where is it primarily used?

A

definition: selection of sample members who best facilitate and contribute to development of the emerging theory

used primarily in grounded theory research

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15
Q

sample size in qualitative research

A

no explicit formal criteria
-there are a range of sample sizes that can change due to various things, needs…

sample size determined by informational needs

  • ex: focus groups need sample size of 5-10
  • don’t have to increase sample size once you get the info you need (ex: focus group of 5 gives you the info you need –> don’t have to increase sample size to include 10 people)

decisions to stop sampling guided by data saturation (“data redundancy,” “data repetition”)
-as researcher is doing interviews, you start hearing people say the same things

data quality can influence sample size

  • ex: people in the study can clearly and concisely express their views –> fewer people are needed
  • ex: people in the study cannot express themselves well –> need more people in the study
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16
Q

ethnography

A

researcher mingles with many members of a culture. Use a “big net” approach. May have anywhere from 25-50 informal conversations. A lot of data is collected in the process of living in the society

tend to need the largest sample sizes of all qualitative researchers

have multiple interviews with key informants

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17
Q

phenomenology

A

relies on small samples (often 10 or fewer); needs the fewest people of the qualitative researchers

participants must have directly experienced the phenomenon of interest

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18
Q

grounded theory

A

typically involves samples of somewhere between 20 and 40 people

researchers are selecting participants who can best contribute to the emerging theory (“people who are in the know”)

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19
Q

ethnography uses __ - __ informants.

NEED TO KNOW. ON EXAM

A

25-50 informants

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20
Q

phenomenology uses ___ or ___ people.

NEED TO KNOW. ON EXAM

A

10 or fewer people

21
Q

grounded theory uses samples of between ___ and ___ people.

NEED TO KNOW. ON EXAM

A

20 and 40 people

22
Q

what are the 6 types of self-report techniques?

A
  1. unstructured
  2. semi-structured
  3. focus groups
  4. diaries
  5. critical incidents interviews
  6. photo elicitation
23
Q

self-report techniques: unstructured

A

conversational, totally flexible, tend to use broad questions.

really want participants to “take them wherever they need to go” (“Grand Tour Questions”)

24
Q

self-report techniques: semi-structured

A

uses a topic guide. May have some questions but also may have prompts and may change questions based on how the person answers (may ask for more information)

25
Q

self-report techniques: focus groups

NEED TO KNOW GROUP SIZE. ON EXAM

A

occurs in small groups of 5-10 people.

led by a moderator; usually has a recorder (may record audio or take notes about body language of group members)
-having a moderator and reporter is especially important in focus groups

26
Q

self-report techniques: diaries

A

source that is used in historical research

want people to provide intimate detail of whatever is going on in their life

27
Q

self-report techniques: critical incidents interviews

A

focus on specific incidents that had a discernible impact on some outcome
-ex: someone in NY on 9/11

28
Q

self-report techniques: photo elicitation

A

interviews stimulated and guided by photographic images

ask participants to look at images and report their responses

29
Q

focus groups occur in small groups of __ - __ people.

NEED TO KNOW. ON EXAM

A

5-10 people

30
Q

qualitative researchers collect ____ data as participants are interviewed.

A

observational

31
Q

Leininger’s 4 phase sequence of observation

A

Phase 1, primarily observation

Phase 2, primarily observation with some participation

Phase 3, primarily participation with some observation

Phase 4, reflective observation

32
Q

Leininger’s phases of observation: phase 1, primarily observation

A

researcher is a novice

researchers observe and listen to people allowing everyone to get more comfortable in their reactions
-ex: first day of mental health clinical (lots of observations, very little interactions)

33
Q

Leininger’s phases of observation: Phase 2, primarily observation with some participation

A

still a lot of observation going on but researchers start to participate much more in whatever the social group is; researcher getting more comfortable

34
Q

Leininger’s phases of observation: Phase 3, primarily participation with some observation

A

researcher is doing a lot more participation with some observation; researchers strive to become active participants
-learn by experience of doing rather than by watching or listening

35
Q

Leininger’s phases of observation: Phase 4, reflective observation

A

researcher has a lot of experience

researchers reflect on the total process of what has happened
-still observing and listening but gaining more understanding

36
Q

who is Leininger?

A

a nurse who did ethnographic qualitative studies

came up with the 4 phase sequence of observation

37
Q

observational data is gathered by documenting…? (6)

A
  1. the physical setting
  2. who is present or not present and are what their characteristics
    - look at personal characteristics
  3. what is happening; what participants are doing
    - monitor how participants are behaving
  4. the frequency, duration, and intensity of activities
  5. the process, organization, and unfolding of the activities
    - behaviors may change as people get to know each other
  6. outcomes of the activities or lack of outcomes and why
38
Q

recording observations include? (2)

A

logs (field diaries): daily record of events

field notes:

  • descriptive (observational notes)
  • reflective notes:
  • ->methodologic notes
  • ->theoretical notes (or analytical notes)
  • ->personal notes
39
Q

field notes: Descriptive (observational) Notes

A

simply describing what is going on (w/o any interpretation); describing the setting, people…

40
Q

field notes: reflective notes: Methodologic Notes

A

about how subsequent observations should be made

41
Q

field notes: reflective notes: Theoretical Notes (or analytical notes)

A

attempt to attach meaning to the observation

42
Q

field notes: reflective notes: Personal Notes

A

about the researcher’s own feelings about whatever is being studied; and what the participants are saying and doing

43
Q

observational rating scales

A

ratings are on a descriptive continuum

  • typically bipolar (from one extreme to the other)
  • -> ex: scale of 1-10

ratings can occur:

  • at specific intervals (looking at specific intervals in time; looking for a particular behavior)
  • looking at the occurrence itself (made a tick-mark every time a particular behavior happens)
  • global ratings (after the observational session)
  • ->researcher is remembering what happened as opposed to watching it in real-time

whenever there are ratings, reliability has to be established

  • 2 types of reliability for observation:
  • -> 1. inter-rater reliability: 2 people rating observations at the same time (want ratings to be similar)
  • -> 2. intra-rater reliability: 1 rater at 2 different times
44
Q

inter-rater reliability

A

2 people rating observations at the same time (want ratings to be similar)

45
Q

intra-rater reliability

A

1 rater at 2 different times

46
Q

evaluation of unstructured observational methods

A

unstructured observational methods are an excellent method for capturing many clinical phenomena/behaviors but there is a risk for bias

Biases:

  • reactivity: a form of bias; when participants know whey are being observed so they change their behavior
  • -> ex: Hawthorne effect
  • objectivity: a form of bias; observational and interpersonal skills must be developed so researcher doesn’t get personally involved and lose objectivity

question examples (typically in methods section)

types of observation (typically in methods section)

47
Q

reactivity bias

A

when participants know whey are being observed so they change their behavior
-ex: Hawthorne effect

48
Q

objectivity bias

A

observational and interpersonal skills must be developed so researcher doesn’t get personally involved and lose objectivity

Research 3900 (15 decks)

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