Qualitative Research Fundamentals

Qualitative Research FundamentalsAndrea Gregg, Ph.D.Presentation to LDT 574 (Graduate Seminar)April 18, 2016

A QuizWhat is a common answer to questions about qualitative research?

“The proliferation of concepts for qualitativeexcellence undeniably illustrates the creative complexity of the qualitative methodological landscape. Our cornucopia of distinct concepts stands in marked contrast to the relative consensus in the quantitative community that good research aims for validity, reliability, generalizability, and objectivity.” (Tracy, 2010)

(Image “Confused” taken from: http://bit.ly/1W6MkRd)

HUH?

???

In other

words,

“It depends…”

Depends on

Your research focus

Your theoretical framework

The phenomenon you are seeking to understand

Your research participants

And much more...

(Image “Confused” taken from: http://bit.ly/1W6MkRd)

So, then what

the heck IS

qualitative

research?

“Qualitative research is a situated activity that locates the observer in the world. It consists of a set of interpretive, material practices that make the world visible. These practices transform the world. They turn the world into a series of representations, including field notes, interviews, conversations, photographs, recordings, and memos to the self. At this level, qualitative research involves an interpretive, naturalistic approach to the world. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them.” (Denzin & Lincoln, 2005, p. 3)

Let’s unpack

“observer in the world”

“make the world visible”

“series of representations”

“make sense of, or interpret”

“meanings people bring”

“transform the world”

“Qualitative research is a situated activity that locates the observer in the world. It consists of a set of interpretive, material practices that make the world visible. These practices transform the world. They turn the world into a series of representations, including field notes, interviews, conversations, photographs, recordings, and memos to the self. At this level, qualitative research involves an interpretive, naturalistic approach to the world. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them.” (Denzin & Lincoln, 2005, p. 3)

“Qualitative research is a situated activity that locates the observer in the world. It consists of a set of interpretive, material practices that make the world visible. These practices transform the world. They turn the world into a series of representations, including field notes, interviews, conversations, photographs, recordings, and memos to the self. At this level, qualitative research involves an interpretive, naturalistic approach to the world. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them.” (Denzin & Lincoln, 2005, p. 3)

“Qualitative research is a situated activity that locates the observer in the world. It consists of a set of interpretive, material practices that make the world visible. These practices transform the world. They turn the world into a series of representations, including field notes, interviews, conversations, photographs, recordings, and memos to the self. At this level, qualitative research involves an interpretive, naturalistic approach to the world. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them.” (Denzin & Lincoln, 2005, p. 3)

“Qualitative research is a situated activity that locates the observer in the world. It consists of a set of interpretive, material practices that make the world visible. These practices transform the world. They turn the world into a series of representations, including field notes, interviews, conversations, photographs, recordings, and memos to the self. At this level, qualitative research involves an interpretive, naturalistic approach to the world. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them.” (Denzin & Lincoln, 2005, p. 3)

“Qualitative research is a situated activity that locates the observer in the world. It consists of a set of interpretive, material practices that make the world visible. These practices transform the world. They turn the world into a series of representations, including field notes, interviews, conversations, photographs, recordings, and memos to the self. At this level, qualitative research involves an interpretive, naturalistic approach to the world. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them.” (Denzin & Lincoln, 2005, p. 3)

“Qualitative research is a situated activity that locates the observer in the world. It consists of a set of interpretive, material practices that make the world visible. These practices transform the world. They turn the world into a series of representations, including field notes, interviews, conversations, photographs, recordings, and memos to the self. At this level, qualitative research involves an interpretive, naturalistic approach to the world. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them.” (Denzin & Lincoln, 2005, p. 3)

(Image “Confused” taken from: http://bit.ly/1W6MkRd)

Well, How

does this

differ from

quantitative

research?

Some would say it

doesn’t, fundamentally.

But rather, it’s where

and how you focus.

(Image “Confused” taken from: http://bit.ly/1W6MkRd)

So, then

anything

goes in

qualitative,

right?

Well....

Well...

Well researchedWell justifiedWell proposedWell executedWell documentedWell analyzedWell supportedWell organizedWell writtenWell done

(Image “Confused” taken from: http://bit.ly/1W6MkRd)

So, you’re saying

qualitative

research is

superior?

Actually...

“If all of us are committed to developing innovative programs and policies for education, we need to marshal all of our forces and deploy all methodologies that are available to us — qualitative as well as quantitative research; the best randomized controlled trials as well as the best ethnographies, case studies, and so on.”

(Sullivan, 2014)

But realize...

“The scientifically based research (SBR) movementinitiated in recent years by the National Research Council (NRC) has created a hostilepolitical environment for qualitative research.”

(Denzin & Lincoln, 2005, p. 8)

Therefore...

Practice your “wells”Well researchedWell justifiedWell proposedWell executedWell documentedWell analyzedWell supportedWell organizedWell writtenWell done

Be familiar with standards for quality

Quality in Qualitative ResearchHammersley, M. (2007). The issue of quality in qualitative research.

International Journal of Research & Method in Education, 30(3), 287-305.

Ravenek, M. J., & Laliberte Rudman, D. (2013). Bridging conceptions of quality in moments of qualitative research. International Journal of Qualitative Methods, 12, 436-456.

Seale, C. (1999). Quality in qualitative research. Qualitative Inquiry, 5(4), 465-478.

Tracy, S. (2010). Qualitative quality: Eight "big-tent" criteria for excellent qualitative research. Qualitative Inquiry, 16(10), 837-851.

(Image “Confused” taken from: http://bit.ly/1W6MkRd)

So, How will

i know if i’m

a qualitative

researcher?

Does the interpretive

complexity and lack of

clear cut “answers” and

rules appeal to you? Or, do

you want to run screaming

from the room?

Questions? Let’s start with any questions posted to the survey that weren’t addressed here...

Presentation ReferencesDenzin, N. K., & Lincoln, Y. S. (2005). Introduction: The discipline and practice of

qualitative research. In N. K. Denzin, & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (3rd ed.; pp. 1-32). Thousand Oaks, CA: Sage.

Sullivan, T. A. (2014, April). A Pipeline of Innovation: Education Research from PK-12 to College. Opening Plenary Address at the American Educational Research Association (AERA) annual meeting, Philadelphia, PA.

Tracy, S. (2010). Qualitative quality: Eight "big-tent" criteria for excellent qualitative research. Qualitative Inquiry, 16(10), 837-851.