Qualitative Research Guidelines Project
Qualitative research
In the conventional view, qualitative methods produce information only on the particular cases studied, and any more general conclusions are only propositions (informed assertions). Quantitative methods can then be used to seek empirical support for such research hypotheses. History[edit] Data collection[edit] Qualitative researchers face many choices related to data collection ranging from grounded theory practice, narratology, storytelling, classical ethnography, or shadowing. Qualitative methods are also loosely present in other methodological approaches, such as action research or actor-network theory. Qualitative research often categorizes data into patterns as the primary basis for organizing and reporting results. The ways of participating and observing can vary widely from setting to setting. The data that is obtained is streamlined to a definite theme or pattern. Some distinctive qualitative methods are the use of focus groups and key informant interviews. 10. Data analysis[edit]
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It's (Beyond) Time to Drop the Terms Causal-Comparative and Correlational Research
It's (Beyond) Time to Drop the Terms Causal-Comparative and Correlational Research in Education Burke Johnson University of South Alabama Instructional Design & Development Program Abstract Presentations of causal-comparative and correlational research methods in educational research textbooks are critiqued. The first major contention in this paper is that, ceteris paribus, causal-comparative research is neither better nor worse than correlational research in establishing evidence of causality. What is the Issue? Authors of several popular educational research methods books make a distinction between two nonexperimental methods called causal-comparative research and correlational research (e.g., Charles, 1995; Fraenkel & Wallen, 1996; Gay, 1996; Martella, Nelson, & Marchand-Martella, 1999). Charles (1998) says, "Causal-comparative research strongly suggests cause and effect..." To illustrate the point about variable scaling, consider the following example. Figure 1. Conclusion References 1.
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qualitative research designs?preview=Patton 10 tips for doc students and types of qual designs
Designing: Foundations of Qualitative Research
Designing & Proposing Qualitative Research We start our sections on conducting qualitative research with designing and proposing. These intertwined processes serve as spaces for you as a researcher, along with your colleagues and committees, to plan thoughtfully while considering the major challenges and issues that come along with conducting qualitative research. Some amount of designing must take place before any data is collected – at the very least a researcher should know where they are researching and some general areas of interest. Research Questions offers tips and resources for honing your topic of inquiry. Research Proposals discusses how to write a research proposal, with resources on the major proposals for doctoral students at HGSE. Ethics & IRB's discusses the processes, particularly at HGSE, for passing your research by the Institutional Review Board, a necessary step for human subjects research.
Structural Equation Modeling
David A. Kenny January 12, 2014 Structural Equation Modeling Find out about an interesting conference about SEM: Modern Modeling Methods 2015. This page serves as a gateway to a tutorial on structural equation modeling or SEM. Go to SEM links. Tutorials Ed Rigdon's pages G. Books Kline book on SEM Brown book on CFA Enders book on missing data Pearl’s Causality book Download the revised edition of Correlation and Causality Download Estimating the Effects of Social Interventions written with C. Go back to homepage.
Core Concepts § Q: Foundations of Qualitative Research in Education
Core Concepts in Qualitative Research In this section, we discuss a number of issues, areas of contention, and concepts that are important to the constantly evolving field of qualitative research. Subjectivity offers a starting point for understanding how a researcher's perspectives, biographies, assumptions, and commitments shape the research process. Paradigms engages with question like what is knowledge, and, as researchers, how do we know what we know? Emic & Etic outlines two general, contrasting approaches to qualitative research. Computer Assisted Analysis frames some of the discussion around new qualitative data analysis software.
Collecting Data: Foundations of Qualitative Research
Collecting Qualitative Data Now we come to collecting "data," the building blocks of research findings. Like the clues of a detective, data are the "rough materials researchers collect from the world they are studying" (Bogden & Biklen, 2003, p. 109). Data, methodically and rigorously collected and analyzed, are what separates research from unsubstantiated speculation. Almost anything can be data – an overheard conversation, an e-mail, a feeling, a photograph. In some sense, "data" is defined by the perspective one takes on it: "ordinary events become data when approached with a particular frame of mind – that of the researcher" (p. 109). Interviewing: Asking people questions Observation: Watching (and participating) Existing Documents: Official documents, personal writing, movies, songs, etc. Visual Data: Photography, Film and other forms of visual recording Works Cited Biklen, S.
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