rch Qualitative Resea for Education

An Introduction Theories To and Models

R o b e r tC . B o g d a n n d S a r i K n o p pB i l k q d a Outlineof Chapter1 Characteristics Qualitative Research of

The two maior types of Qualitative Research are... a. participant observation- fieldwork/naturalist. Data is gatheredin a n a t u r a le n v i r o n m e nw h i c he n g a g e s a t u r a lb e h a v i o r . t n b. in-depth interviewing- Openendedquestions are used in order to g e t a s m a n y d e t a i l s s p o s s i b l e . O p e n d e dq u e s t i o n s l l o wf o r t h e a en a informants answerfrom their own frame of reference to rather than being questions. confinedby the structureof pre-arranged Informantsexpress t h e i r t h o u g h t sm o r e f r e e l y . 5 Features of Qualitative Research go a. Naturalistic- when researchers to a particular settingwith r r fe e i t h e r p a d a n d p e n c i l , o v i d e o / a u d i oe c o r d i n g q u i p m e n t R e s e a r c h e r s e l e . w i t h a t a c t i o nc a n b e u n d e r s t o o d h e n i t i s o b s e r v e dn t h e s e t t i n qi n w h i c hi t
OCCUTS.

* Q u a l i t a t i v e e s e a r c h e r sa n t t o k n o w w h e r e ,w h e n , h o w a n d u n d e r w R w h a t c i r c u m s t a n c eb e h a v i o r o m e si n t o b e i n g .W h a t h i s t o r i c a l c s circumstances movements and are they a part of? Eachact, word and gestureis significant the eyes of the qualitative researcher. in research takes the form of b. Descriptive data-the data in qualitative data contains words or picturesrather than numbers.Oftenthe descriptive quotations to the said by informants illustrate and substantiate presenting findings. Data can include;transcripts. notes,photographs, field video recordings, l r , d a u d i or e c o r d i n g sp e r s o n ad o c u m e n t s n d m e m o s .q u a l i t a t i v ee s e a r c h o e s a p a g e so f n a r r a t i o nn t o n u m b e r sl i k e q u a n t i t a t i v ee s e a r c h e r s . i r n o t r e d u c et h e

Nothingis taken for grantedor overlooked a qualitative for researcher. They jokes, tone of voice,verbiage, noticegestures, decor,style of dress, r e s p o n s ei m e b o d y l a n g u a g e n d a m u l t i t u d e f o t h e r d e t a i l so f t h e i r t a o s t u d i e s T h e s ed e t a i l sh e l pt o e n r i c ht h e d a t a . . c. Concern with process- Qualitative researchers concerned with are processrather than simpleoutcomes.For qualitative researchers in e d u c a t i o nt,h e p r o c e s s a s b e e nb e n e f i c i a l c l a r i f y i n gh e " s e l f - f u l f i l l i n g h in t prophecy". The idea that students'cognitiveperformance affectedby teachers' is expectations them (Rosenthall Jacobson, of 1968). Qualitative researchers & procedures have shown how these expectations translateinto daily activities, and interactions. d. Inductive- Qualitative researchers analyzetheir data inductively. They do not set out to find data to prove or disprovehypotheses that they h a v e p r i o rt o t h e i r s t u d y . T h e i rt h e o r i e s o m ef r o m t h e " b o t t o mu p " r a t h e rt h a n t h e " t o p d o w n " .T h e c q u a l i t a t i v e e s e a r c h e r s ' t h e o r y g r o u n d e d n t h e d a t a .T h e t h e o r ye m e r g e s r is i pieceof art that is yet to be created,rather than a puzzlewhere the as a i m a g ei s a l r e a d yk n o w n . Thingsare more open at the beginning and more directedand specific the at where the qualitative research bottom. it is in the first part of the qualitative questions. He/shedoes not assumeto researcher discovers the important q p t k n o w t h e i m p o r t a n t u e s t i o n s r i o rt o b e g i n n i n gh e i r r e s e a r c h . p 19 e . M e a n i n g - P a r t i c i p a n t e r s p e c t i v e ( E r i c k s o n ,8 6 ) ,f o c u sq u e s t i o n s W a s . . . w h a t s s u m p t i o nd o p e o p l em a k e a b o u tt h e i r l i v e s ? h a t d o t h e y t a k e a s for granted?Researchers show their data in the form of transcripts can and of recordedmaterialto their informants make sure their interpretations to said/didis accurate/true. existsover what the informants Some controversy The interplaybetweenresearcher and informantcan becomea this practice. r m a j o r c o m p o n e n o f q u a l i t a t i v ee s e a r c h . t but Fieldwork-often done in the areasof sociology and anthropology research MargaretMead. by was first done in the UnitedStateseducational w t, l S h e w a s c o n c e r n e d i t h t h e s c h o o a s a n o r g a n i z a t i o n h e r o l et h e t e a c h e r e e a n d t h e f a s t c h a n g i n g d u c a t i o n a ln v i r o n m e n t . She categorized little red schoolhouse,the city schooland the the to academy.She arguedthat in order for teachers becomebetter teachers

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they neededto study and observethe changing contextsof their students' s o c i a l i z a t i oa n d u p b r i n g i n g s . h i st y p e o f e d u c a t i o n a le s e a r c hh a t n T r t i n c o r p o r a t e a n t h r o p o l o g b e c a m ek n o w na s C h i c a g o o c i o l o g yD o u g l a s , d y ( S t976). The Chicago School- a group of sociological researchers the at u n i v e r s i t y f c h i c a g oi n t h e 1 9 2 0 s - 1 9 3 0 s . h e y s a w s y m b o l s n d o T a p e r s o n a l i t i ee m e r g i n g r o m s o c i a li n t e r a c t i o n . h e y e m p h a s i z e c i t y l i f e a n d s f T d t h e c o m m u n i t y f i n d i v i d u a l b e i n gs t u d i e d T h i s w a s c o n s i d e r e t h e o s . d " s c i e n t i f i m o s a i c " h a t g r e a t l yi n f l u e n t sh e i r i n f o r m a n t s . c t t Chicago schoolsociologists saw the importance seeingthe world from the in perspective those in societythat were rarely listened such as; the of to, c r i m i n a l t h e v a g r a n t ,t h e i m m i g r a n t n d o t h e r sp u s h e di n t o t h e m a r g i n so f , a society. In 1932 WillardWallerbeganqualitative research in-depthinterviews, by life participant histories, observations, casestudies/records, diaries,lettersand l o t h e r p e r s o n ad o c u m e n t sA n y t h i n g h a t d e s c r i b e dh e s o c i a l o r l do f . t t w teachersand their studentswere usedas data. BeforeWaller,educational r e s e a r c h a s q u a n t i t a t i v en n a t u r e .W a l l e rb e l i e v e dh a t c h i l d r e n n d w i t a teacherswere human beingstied togetherin a complexmaze of social interactions. goal was to help teachers His developinsightinto the social realities f school ife. o European connections and Social Survey Movement-In the late 1800s Frenchman Frederick LePlay studiedworkingclassfamiliesusingthe observation methodof study. He livedwith them and participated the in work,play,churchand schoolaspectsof their livesand later wrote Les O u v r i e r s E u r o p e a n ,V o l . 1 w a s p u b l i s h e dn 1 8 7 9 ,w h i c hd e s c r i b e dn d e t a i l i i t h e l i f e o f t h e w o r k i n gc l a s sf a m i l yi n E u r o p e . Henry Mayhew's London Labor and the London Poor, 1851-1862Vol. 1-4, reportedthe conditions workersand the unemployed. of They were r e p r e s e n t e dh r o u g hl i f e h i s t o r i e s n d e x t e n s i v en - d e p t hi n t e r v i e w s . t a i Charles Booth was a statistician who conducted socialsurveysof the poor i n L o n d o n . i s r e s e a r c h e g a ni n 1 8 8 6a n d l a s t e df o r 1 7 y e a r s .H e l i v e d H b a n o n y m o u s l a m o n gt h e p e o p l eh e s u r v e y e d H i sg o a l w a s t o h a v ea f i r s t y . hand experience the livesof his subjects. of One of the most well known surveysof this era was the Pittsburgh Survey. R e s e a r c h e r su r i n gt h i s t i m e w e r e f o c u s i n g n s o c i a c o n c e r n s f e d u c a t i o n , d o l o poverty,socialwelfareand urban life. human services,

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The first surveyto be published 1899 as The Philadelphia Negro. It was in a n 1 B m o n t h s t u d yo f o v e r 4 0 t h o u s a n d f r i c a n m e r i c a n si v i n gi n A A l Philadelphia. Pittsburgh The Surveypresented statistics from industrial accidents, weeklyincome,types of "water closets", and schoolattendance. It portraits(sketchedby artists) also had detaileddescriptions interviews, of p D r a n d p h o t o g r a p h s . e t a i l s a n g e df r o m e d u c a t i o n a l l a n n i n g o p r o b l e m s t " d u l l e r "c h i l d r e n n c o u n t e rn s c h o o l . e i Ideological and Political Practices research relationships how power is reflectsparticular to Qualitative i l W d i s t r i b u t e dn s o c i e t y . u e s t i o n si k e . . . W h o t u d i e d ? h o s t u d i e s ? h a t s W Q g r e s e a r c h e t s f u n d e d ?H o w d o f u n d i n gp a t t e r n s h i f t ?W h a t k i n d so f t h i n g s s carry socialinterest? What strategies researchers to developinterest do use p a r t i c u l aa r e a s . r in I n t h e U . S .q u a l i t a t i v ee s e a r c h a s b e e ns a i dt o b e u s e f u lt o p e o p l e h r from the mainstream. Minoritygroupshave been attractedto excluded qualitative research research because the ease in which qualitative if can h d e s c r i b eh e m a n y c o m p l e x i t i ets a t e x i s t i n s o c i e t y . t Ideologies and SocialChange in to Duringthe depression the Unitedstates,many researchers the q u a l i t a t i v e p p r o a c ho t h o r o u g h l y o c u m e n t h e s e v e r en a t u r ea n d e x t e n to f t d a p r o b l e m . r i t e r st h a t n e e d e d o r k d u r i n gt h i s t i m e t u r n e dt o q u a l i t a t i v e W w the research write about the life histories blackand white workersduring to of this period.The historyof slaverywas also written about through qualitative Theseinterviews were published with former slaves. methodsof interviews in a book titled The Disinherited Speaks: Letters From Sharecroppers. g o P h o t o g r a p h e r se g a np h o t o g r a p h i nd i m e n s i o n o f t h e s u f f e r i n g f m a n y b s s W A m e r i c a n s u r i n gT h e D e p r e s s i o n . h e nt h e s ep h o t o g r a p h e rw r o t e a b o u t d h o w e s t a b l i s h i nr a p p o r t( t h r o u g hi n t e r v i e w s ) g t h e i r w o r k ,t h e y d e s c r i b e d d t w i t h t h o s et h a t t h e y p h o t o g r a p h ew a s p a r a m o u n itn c a p t u r i n g h e e s s e n c e of theirstruggles. T h e p o w e rr e l a t i o n s h io f g e n d e rw a s a l s oe x p r e s s e d y q u a l i t a t i v e p b researchers the 1940s,which later helpedto empowerthe feminist of movement f the 1970s. o She Maria Komarovsky completed study of women in highereducation. a w C . c o n d u c t e d 0 i n - d e p t hi n t e r v i e w s i t h w o m e na t B a r n a r d o l l e g eS h e B d s t u d i e dh o w c u l t u r a v a l u e si n t e r s e c t e w i t h w o m e n ' ss e x r o l e a t t i t u d e s , l

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n o t i n gt h e d i f f i c u l t y o m e nd e s c r i b e dn b e i n gb o t h " f e m i n i n e " n d w i a " s u c c e s s f u (" o m a r o v s k y ,9 4 6 ) . lK 1 Duringthe 1960smany qualitative researchers focusedon educational problems.For the first time, qualitative government researchers received , f u n d i n g .F e d e r ap r o g r a m s r e c o g n i z i n h o w l i t t l ew e k n e w a b o u ts c h o o l i n g l g groupsof children, different fundedsome research those issues. This type of was labeledEthnographic. The audience educational of research for g l r e s e a r c h r e w d u r i n gt h e 1 9 6 0 s .T h e p o l i t i c ac l i m a t eo f t h e 6 0 s o f c h a n g e made qualitative research extremelypowerfulfor representing powerless the a n d e x c l u d e dT h e v i e w so f i n d i v i d u a lis e d u c a t i o nh a t f e l t " l e s sp o w e r f u l " . n t w e r e e x p r e s s e dh r o u g hq u a l i t a t i v ee s e a r c h . r t D u r i n gt h e 1 9 7 0 s ,i d e o l o g i c a lo n f l i c t s m e r g e dw i t h i nq u a l i t a t i v ee s e a r c h . c e r researchers who belonged the cooperative model believed to they shouldbe with their informants. as truthful as possible They came from the Chicago Schoolof thought.Whileresearchers from the conflictual approach assumed that many of their informants not be honestand overt researchers would Therefore, obtain less information. beingless honestwould be more effective i n g a t h e r i n g c c u r a t en f o r m a t i o n . a i Anotherstylisticdifference was that of ethnomethodologists, that studied peoplenegotiated how the daily routineof their lives.This method was less c o n c e r n e d i t h t h e i n f o r m a n t ' se e l i n g s b o u tt h e r o u t i n e s S o m eo t h e r w f . a ideological strandsinclude;feminism, post modernismrcritical race theory and critical theory. F e m i n i s m - f o c u s e d n w o m e na n d g e n d e rr o l e s . o Post modernism-arguesideasrepresented modernism, by such as; human p r o g r e s sh r o u g hr a t i o n a l i s m n d s c i e n c et,h e r i s e o f t h e n u c l e a r g e , t h e t a a g r o w i n gg a p b e t w e e n h e r i c h a n d t h e p o o r ,t h e g l o b a lt h r e a t st o t h e t in environment do NOTrepresentprogress the eyes of the post all modernistic resea rchers. as Critical Race Theory- ratherthan seeingracismas an aberration, more racismas a normalpart of Americanlife. traditionalists it understands do, T h r o u g hs t o r y t e l l i n gp r e v i o u s l y a r g i n a l i z ep e o p l e o u l dn a r r a t et h e i r o w n m d , c p e r s o n as t o r i e sa n d e x p a n du p o nt h e " n o r m a l "s t o r i e s f A m e r i c a n sC r i t i c a l l . o r a c eT h e o r yh a s c o n t r i b u t e do r e s e a r c h f u r b a ns c h o o l s n d t h e e x p e r i e n c e t a o A s of African merican tudents. is act (Roman Critical Theory-believes that research an ethicaland political w & A p p l e ) ,1 9 9 0 )t h a t a l w a y sb e n e f i t s c e r t a i ng r o u p .C r i t i c atlh e o r i s t s o u l d a

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rather have benefitsfor those that are seen as marginalized society.They in believethat the currentway that societyis set up is unjust.They argue that research shouldempowerthe powerless and transformexistingsocial ( M c C l a r e n1 9 9 4 ) .C r i t i c aT h e o r i s t s r e v e r y , i n e q u a l i t i ea n d i n j u s t i c e s s l a interested issuesof gender,race and classbecause in these they consider power in this society. the prime meansfor differentiating Theoretical Underpinnings Theory/paradigms-a loosecollection relatedassumptions concepts of or t h a t o r i e n tt h i n k i n go r r e s e a r c h . Phenomenological Approach-attemptsto understand the meaningof r e v e n t st o o r d i n a r yp e o p l ei n p a r t i c u l as i t u a t i o n sA s s u m p t i o na b o u tw h a t s . m e a n o r h o w t h e y i n t e r p r e t h e i r e x p e r i e n c eis n o t d o n e b y theirinformants s ( t h e p h e n o m e n o l o g i cra l s e a r c h e r".T h e i ri n q u i r yb e g i n si n s i l e n c e " P s a t h a s , e 1973). Phenomenological researchers to believethat it is possible interpret eventsin many differentways, depending the "frame of reference". upon They also believethat the term "reality"is a socially constructed one. al w S y m b o l i c I n t e r a c t i o n - i s c o m p a t i b l e i t h t h e p h e n o m e n o l o g i ca p p r o a c h t o r e s e a r c hT h e m e a n i n g h a t i n d i v i d u a lg i v e t o t h e i r e x p e r i e n c ea n d t h e i r . s t s process interpretation essential, accidental secondary the to not of are or itself.People interpretthingsfrom their past, writings,families, experience w w t v , p e r s o n a l i t i e s ,o r k a n d p l a y .I t i s i n t h e i n t e r a c t i o n i t h t h e s ec o m b i n e d m i n f l u e n c e i s w h e r ea n i n d i v i d u ac o n s t r u c t s e a n i n g . s l A t e a c h e ri n a s c h o o lm a y s e e l u n c h t i m e s t h e p r o p e rt i m e t o e a t , w h a t t o a than the studentseeslunchtime. eat, where to eat very differently i , L u n c h t i m eo r a s t u d e n tc a n b e a b r e a kf r o m w o r k , a n a n n o y i n g n t r u s i o na f n o t t i m e t o d i e t ,a t i m e t o s o c i a l i z e t r a c h a n c e o c o p ys o m e o n e ' s o t e s , t u t o a n s w e r s o h o m e w o r k r e x a m . I t d e p e n d s p o nt h e m e a n i n g h a t t h e i n d i v i d u ah a s g i v e nt o t h e w o r d " l u n c h t i m e "I.t c a n v a r y f r o m d a y t o d a y o r l u m o m e n tt o m o m e n t .A l l c a n b e v a l i dd e p e n d i n g p o nt h e i n t e r p r e t a t i o n . or The qualitative researcher does NOTattempt to come to a consensus seek to find a "real" definitionbut rather,they embracethe ambiguityof the a d i v e r s em e a n i n g s n d s e e kt o s t u d ye a c ho n e a n d h o w t h e y c a n s i m u l t a n e o u s le x i s t . y Culture Ethnography- is the attempt to describe culture.a cultureis acquired a behavior.Some and generated knowledge usedto interpretexperiences a c s u n i v e r s aw a y s i n w h i c hr e s e a r c h e rd e s c r i b e u l t u r ei s b y l o o k i n g t w h a t l

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t h e y k n o w ,w h a t t h e y m a k e ,o b s e r v e e r b a la n d n o n - v e r b alla n g u a g e n d v a s h a r e dm e a n i n g f e x p e r i e n c e s . o T h e c o n c e p t h a t a c q u i r e d n o w l e d g e n d s y m b o l i cn t e r a c t i o n r e s o m e w h a t k i a a related.However,for symbolicinteractionalists, meaninghas more to do r w i t h t h e p a r t i c u l as i t u a t i o n t t h e m o m e n tt h a n a c o l l e c t i o n f c u l t u r a l a o responses. Ethnomethodology-refersto the methodthat peopleuse to createand u n d e r s t a n dh e i r d a i l y l i v e s .T h e w a y i n w h i c ht h e y g o a b o u ts e e i n g , t e x p l a i n i n g n d d e s c r i b i n g r d e r i n t h e w o r l dt h e y l i v e . a o Phrases often used in Ethnomethodology "common sense are understanding". "everyday life", "practical accomplishments", routine grounds for social action and accounts". Interestin this type of r e s e a r c he l l o f i n t h e 1 9 8 0 s . f Mostqualitative researchers who identifyas feminists, critical theorists and post modernists reject the idea that the world is "directly knowable". The reasonbeing...the influence power upon differentsocial of relations. Thesequalitative researchers feel that all research informed is also b y s o m et h e o r e t i c au n d e r s t a n d i no f h u m a na n d s o c i a lb e h a v i o rT h e r e f o r e , l g . it is not able to be fully inductive. researchers All have their own ideasabout race,gender,religionetc. beforethey even enter into any type of research. T h e i ro w n l i f e e x p e r i e n c eis f l u e n c ets e r e s e a r c h . n h Methods-are the techniques usedfor research. Surveys,interview,observation and casestudy are all differentmethods. Some Questions About Qualitative Research. 1. A qualitative findings generalizable? i i T h e a s s u m p t i o ns t h a t h u m a nb e h a v i o r s n o t r a n d o mo r i d i o s y n c r a t i c . r c a a Q u a l i t a t i v ee s e a r c h e r s 'o n c e r n s r e n o t w h e t h e ro r n o t t h e i r f i n d i n g s r e g e n e r i z a b l e , u t r a t h e r ,t o w h i c ho t h e r s e t t i n ga n d s u b j e c ta r e t h e f i n d i n g s b g e n e r a l i z a b lte ? o 2. What about researchers opinion, prejudices and other biases and their effect on the data? t It is important o remember hat mostopinions nd prejudices re a a research thick, rich and deep, The data collected qualitative in is superficial. preconceived which often overridethe attitudesof the researcher. Researchers concerned with controlling their biasesas long as they are are n o t i m m o b i l i z e d y t h e m ! T h e i d e ai s N O T t o b e a " c l e a ns l a t e " ,b u t r a t h e r , b

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more reflective and conscious how "who you are" may shapeand enrich of what you study. Subjectivity an importantaspectto feministsor critical is t h e o r i s t s e c a u s eh e i r v i e w p o i n c a n b e a n e n t r y i n t o t h e d a t a . t b t 3, Doesn't the presence of the researcher change the behavior of the people he/she is studying? Yes...it'scalledthe Researcher Effect or the Heisenberg Effect. 4. Will two researchers independently studying the same setting or subjects come up with the same findings? This refersto reliability and in educational qualitative research, there may be differenthuman aspectsbeingobserved. researchers may collect differenttypes of data whichfocuson differenthuman aspects. Therefore, t h e r e s u l t s / f i n d i n g s n i n d e e dd i f f e r ! ca 5. How do qualitative researchers differ from other people such as; teachers, reporters or artists? Researchers differentbecause are they are trainedto use sets of procedures and data analyzing techniques that are not used in any other profession. also,the researcher well groundedin theory and research is findings. 6. Can qualitative and quantitative be used together? y e s , b u t t h i s c a n b e c h a l l e n g i n b e c a u s e y b r i dr e s e a r c h a y n o t g h m f a l w a y sm e e t t h e c r i t e r i a o r " g o o dr e s e a r c h i"n e i t h e ra p p r o a c h . 7. Is qualitative research really scientific? i S c i e n t i f i r e s e a r c hn v o l v e s i g o r o u s n d s y s t e m a t i c a lm p i r i c ailn q u i r y c r e a r t h a t i s d a t a b a s e d .Q u a l i t a t i v ee s e a r c h o e sm e e t t h e s er e q u i r e m e n t s ! d 8. What is the goal of qualitative research? are Some researchers actuallylookingfor groundedtheory, o t h e r s . . . d e s c r i p t i ob e t t e ru n d e r s t a n d i no f h u m a nb e h a v i o r n d n, a g T h e r ea r e a v a r i e t yo f e x p e r i e n c eS o m es e e kt o e m p o w e ra n d c h a n g e . . reasonsfor qualitative research. 9. How does qualitative differ from quantitative? S e eF i g . 1 . 1 1O. Which research approach is better? I t d e p e n d s p o nw h a t y o u a r e l o o k i n g o r . T h e r ea r e c e r t a i nq u e s t i o n s n d f u a approach will not help you with and vice versafor topicsthat the qualitative quantitative.

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Ethics 1. Avoid research sites where informants may feel coerced to participate in the research. 2. Honor your informants' privacy. 3. There is a difference in informant's time commitment to you when you do participant observation in a public place and when they do an interview with you. Always let your participants know what is expected of them and what they can expect of you and the process. 4. Unless otherwise agreed to, the informant's identity should be protected so that the information that you collect does not embarrass or in other ways harm them. 5. Treat informants with respect and seek cooperation with them throughout the research process. 6. In negotiating permission to do a study, you should make the terms of the agreement clear. The agreement goes both ways and all parties should abide by the contract. 7. Tell the truth when you write up and report your findings.

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Chaptcr I

I'IGURE l.f Quolitative

Characleristics ol Qnalitative and Quanlitative Research Quantitative

with thc Apptttu<:h knns/Phruscs Ass<tciatad ethnographic documentary fieldwork sofi data syrnbolicintcraction inncr perspcctive naturalistic ethnomethodological descriptive participantobsenalion phenomenological ChicagoSchool life history stuoy calse ecological narrativc interpretivc Kev Cotcept.r A.'ssot'iuted vith thc Apltntnclt meanrng common-sense understanding bracketing delinitionof situation evcrydaylil'e order negotiated understanding process for all practicalpulposes soci:rlconslruction groundedthcory 'f heoreti cuI AJJ|i ati on I structural tunctionalism positivism realism, behaviorism logicalempiricism theory systems variable 0perationalizc reliability hypothesis validity statistically signifi cant rcplication predication experimental hard data outer perspective empirical positivist socialfacts statistical scientificmethod

symbolic interaction ethnomethodology phenomenology culture idealism At'adenic Affiliarion sociology history anthropology

psychology economics sociology politicalscience

Foundations of eualitorive Research Jbr Education

45

FIGUR.E l.t
Qaolitafive Goals

Continued

Quantitative

develop sensitizing concepts descnbe multiplerealities groundedtheory developunderstanding

theory testing establishing facts statistical description show relationshipbetweenvariables predication

Design evolving, flexible, general nunch as to how you might proceed lUri tten Res. tt,h p roposal.s cu brief speculative suggests areasresearch rnay be relevantto ofien wriften after some data have U".n'.off..t.O --not extensive substantive in Iiterature,"ui.* generalslatemcntof approach Data de.scriptivc personaldocuments fieldnotes photographs people'sown words official documents and other artifacts Samplc small nonrcprescntive thcoreticalsampling snow ball sanrpling purposeful 'fechniques or Meilutds observati<ln participant observation reviewingvariousdocumcnts, etc. open-ended interviewins first personaccounts Reluriutship with Suhjet.; r empathy emphasis trust on egalitarian subjectas friend lntensecontact detachment sh<rrt-term distant subject-researcher circumscribed
(c0ttairued )

s.tructured, predetermined,formal, speci fi c detailedplan of operation

extensive detailedand specificin fbcus detailedand specificin procedures lhoroughreview of substanlivc literature written prior to datacollection hypothesesstated

quantitative quantifiablecoding counts,measures operationalizedvariables statistics

large stratified control gToups preclse randomselection control of extraneous variables

expenments survey research structuredinterviewing quasrexperiments structuredobservation