Qualitative program evaluation methods J. Mitch Vaterlaus, M.S. Graduate Extension Assistant Utah State University Brian J. Evaluation is an important component of refining programs and documenting impacts. Evaluation, methods, qualitative Extension professionals may not feel they have the time, resources, or expertise for conducting advanced statistical analyses (Higginbotham, Henderson, and Adler-Baeder 2007). “Qualitative research” is a title that represents a broad family of methods (Bamberger, Rugh, and Mabry 2006; Bodgan and Biklen 1998). The underlying assumptions of qualitative methods are closely related to Cooperative Extension’s mission of understanding and meeting people’s needs at the local level (U.S. The research question Qualitative data collection Qualitative data analysis Quality in qualitative evaluation Challenges and considerations in qualitative evaluation Research questions are different in quantitative and qualitative methodologies (Corbin and Strauss 2008). Triangulation. Bamberger, M., J.
The Use of Qualitative Content Analysis in Case Study Research | Kohlbacher Volume 7, No. 1, Art. 21 – January 2006 The Use of Qualitative Content Analysis in Case Study Research Florian Kohlbacher Abstract: This paper aims at exploring and discussing the possibilities of applying qualitative content analysis as a (text) interpretation method in case study research. First, case study research as a research strategy within qualitative social research is briefly presented. Then, a basic introduction to (qualitative) content analysis as an interpretation method for qualitative interviews and other data material is given. Key words: case study research, content analysis, qualitative content analysis, qualitative research Table of Contents 1. 2. 2.1 Cognitive interest and research question 2.2 Aim, structure and scope of the paper 3. 3.1 The case study as a research strategy 3.2 Designing case studies 3.3 Conducting case studies 3.3.1 Collecting evidence 3.3.2 Analyzing case study evidence 3.3.3 Reporting case studies 4. 4.1 Classical content analysis 5. 6. Acknowledgments Notes
Researching education, learning and community: building theory Researching education, learning and community: building theory. In this piece we examine the process of generating theory. We ask ‘what is theory?’ We also look at the process of analysis, integration and imagination. For the last of these we pay special attention to the work of C. Contents: introduction · what is theory? As part of our efforts as researchers we have to ‘code’ the material we have gained; and try to bridge the gap between claims and evidence via the use of warrants and qualifications. What is theory? Traditionally theory is often set against something called ‘practice’. Implicit within this are notions of thoroughness or of system. explanatory power; andthe ability to make predictions. In other words, it helps us to make sense of phenomenon; and to say what it is likely to happen if the same relationship applies. A classic form of this approach to theory is the notion of hypothetico-deductive systems. Deduction can be set against induction. Models Analysis Integration 1.
The placebo effect and a partici The placebo effect and a participatory worldview John Heron, formerly Assistant Director, British Postgraduate Medical Federation, University of London Published in D.Peters (ed), Understanding the Placebo Effect in Complementary Medicine, London, Churchill Livingstone, 2001, pp 189-212. Outline Inquiry paradigms Cartesian anomaly The downfall of positivism A participatory worldview Critical subjectivity and four ways of knowing Methodology: co-operative inquiry The body as a subjective-objective reality The relevance and limits of conventional medical research The relevance of co-operative inquiry A co-operative inquiry project Inquiry paradigms Any method of inquiry presupposes an inquiry paradigm, which is a set of basic beliefs about the nature of reality and how it may be known (Guba and Lincoln, 1994; Heron and Reason, 1997). These are philosophical presuppositions of the method and are not derived from the method.
Guide 7: Less Structured Designs A refresher from our overview: To start (my opinion), I don't like the terminology distinction "quantitative-qualitative." It confuses the level of the variables (such as nominal or interval) with the way you conducted your study (e.g., experiment, ethnography), and that is just plain inaccurate. Many historical studies, for example, are highly quantitative. Field studies may gather information on quantitative variables. The computer programs used for content analyses (see Creswell) can produce highly quantitative results. Furthermore, the level of the variables, whether quantitative or qualitative, also has absolutely nothing to do with causality or internal validity. Yet, we suspect that differences exist among methods called "quantitative" and those called "qualitative." I believe that key is STRUCTURE. Less structured ("qualitative") research is much more fluid. You want to describe a culture or a subculture, particularly from the point of view of its population. Ethnographies Gleaning
Writing Guides The following Writing Guides are available. To view guides, click on the list of catgories on the list below. You may view or hide descriptions of the guides. Writing and Speaking Research Writing & Documentation Writing in Specific Disciplines Conducting Qualitative & Quantitative Research About the Writing@CSU Guides These guides are the result of a joint effort of the Writing@CSU project and the Colorado State University Writing Center. In 2012, the guides were moved into a content management system developed for the Writing@CSU site. Features | Qualitative Data Analysis with Atlas.ti ATLAS.ti 7 is a powerful analytical tool. Its individual analysis options are centrally organized and designed for maximum efficiency, accuracy, and performance. Cloud views provide very quick, accurate, and yet intuitive analytical access to your data material. The query tool, ccooccurence explorer and the codes-PD-table allow in-depth analysis. Cloud Views for Codes and Documents The list of codes can be displayed in various cloud views. Code cloud view Document cloud views can present the entire textual database or can be used for single documents. Word Clouds comparing four newspaper articles The Query Tool Use the Query Tool to retrieve quotations using their associated codes. A query is a search expression built from operands (codes and code families) and operators (e.g. By selecting codes or code families and operators, a query can be built incrementally, instantaneously evaluated and displayed as a list of quotations. The Query Tool window Cooccurence Explorer
Bracketing (Epoche): SAGE Dictionary of Qualitative Inquiry - Subjectivity and Objectivity in Qualitative Methodology | Ratner The PDF file you selected should load here if your Web browser has a PDF reader plug-in installed (for example, a recent version of Adobe Acrobat Reader). If you would like more information about how to print, save, and work with PDFs, Highwire Press provides a helpful Frequently Asked Questions about PDFs. Alternatively, you can download the PDF file directly to your computer, from where it can be opened using a PDF reader. To download the PDF, click the Download link above. Fullscreen Fullscreen Off Copyright (c) 2002 Carl Ratner This work is licensed under a Creative Commons Attribution 4.0 International License.
NVivo: Getting Started The SFU site license for NVivo allows SFU grad students, faculty, staff and SFU-based research team members to download NVivo to their individual home computers and laptops. Grad students and faculty can do so by using the self-serve download page. Staff and research team members, please email firstname.lastname@example.org to request access. The current license key is good through April 2015. If you elect, on the download page, to receive messages from the Research Commons about NVivo, you will receive information about renewing the license in the spring. To request installation on SFU computers, please contact your departmental LAN administrator. The Getting Started Guide for NVivo 10 for Windows and for Mac serves as an introduction and instructional manual for your reference. For resources to help you get up and running with NVivo 10 including online help, eWorkshops and training, visit QSR Getting Started; Technical support is also available directly from NVivo via FAQs and this form.
Software for content analysis and text analysis: Qualitative analysis Annotations for Mac Mac software to analyse documents by adding and organising highlights, tags or notes on text passages. ATLAS.ti Computer software for the support of text interpretation, text management and the extraction of conceptual knowledge from documents (theory building); supports the qualitative analysis of large bodies of textual, graphical, audio and video data. A demo version is provided via download. CAQDAS Comparison A comparative overview of the most important computer-assisted qualitative data analyses software packages, ordered by product functions. CDC EZ-Text The software to assist researchers create, manage, and analyze semi-structured qualitative databases is available free of charge. Choosing a CAQDAS Package The working paper by Ann Lewins and Christina Silver gives an overview of different types of software for managing textual or qualitative data and describes common and distinctive features of several “Code-based Theory Building” software packages. Code-A-Text NVivo
IIER 16: Mackenzie and Knipe - research dilemmas: Paradigms, methods and methodology Issues In Educational Research, Vol 16, 2006[ Contents Vol 16 ] [ IIER Home ] Noella Mackenzie and Sally KnipeCharles Sturt University In this article the authors discuss issues faced by early career researchers, including the dichotomy, which many research textbooks and journal articles create and perpetuate between qualitative and quantitative research methodology despite considerable literature to support the use of mixed methods. The authors review current research literature and discuss some of the language, which can prove confusing to the early career researcher and problematic for post-graduate supervisors and teachers of research. The authors argue that discussions of research methods in research texts and university courses should include mixed methods and should address the perceived dichotomy between qualitative and quantitative research methodology. Introduction Research paradigms Postpositivist (and positivist) paradigm Interpretivist/constructivist paradigm Pragmatic paradigm
Chapter 12 Chapter 12 Qualitative Research (Reminder: Don’t forget to utilize the concept maps and study questions as you study this and the other chapters.) Qualitative research relies primarily on the collection of qualitative data (i.e., nonnumeric data such as words and pictures). I suggest that, to put things in perspective, you start by reviewing the table showing the common differences between qualitative, quantitative, and mixed research. Next, to further understand what qualitative research is all about, please carefully examine Patton’s excellent summary of the twelve major characteristics of qualitative research, which is shown in Table 12.1 (page 362) and below: Now you should understand what qualitative research is. Phenomenology. To get things started, note the key characteristics (i.e., purpose, origin, data-collection methods, data analysis, and report focus) of these four approaches as shown in Table 12.2 on page 363 and below: Phenomenology Ethnography 1. 2. Case Study Research
The Use of Qualitative Content Analysis in Case Study Research | Kohlbacher Volume 7, No. 1, Art. 21 – January 2006 The Use of Qualitative Content Analysis in Case Study Research Florian Kohlbacher Abstract: This paper aims at exploring and discussing the possibilities of applying qualitative content analysis as a (text) interpretation method in case study research. First, case study research as a research strategy within qualitative social research is briefly presented. Key words: case study research, content analysis, qualitative content analysis, qualitative research Table of Contents 1. 2. 2.1 Cognitive interest and research question 2.2 Aim, structure and scope of the paper 3. 3.1 The case study as a research strategy 3.2 Designing case studies 3.3 Conducting case studies 3.3.1 Collecting evidence 3.3.2 Analyzing case study evidence 3.3.3 Reporting case studies 4. 4.1 Classical content analysis 4.2 Qualitative content analysis 4.2.1 Excursus: qualitative research 4.2.2 Philipp MAYRING's approach 4.2.3 Quality criteria and validation issues 5. 5.2.2 Theory-guided analysis