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 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
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.
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
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
Available Research Designs Based on Example Research Questions – SOBT Quantitative Research Designs Avoid research questions with yes or no answers, as they are not particularly interesting. Qualitative Research Designs Design Science References Adeyemo, O. Firari, F. Krear-Klostermeier, K. (2012). Marion, J. Miles, J. Moses, M. Osborne, D. Peacock, C. (2012). Porter, T. Steinwall, M. Stewart, J. Ulrich, Krumschied (2012). Doc. reference: phd_t2_sobt_u03s2_h01_avldesgn.html 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. They should have some background in general theories that guide their research and some of the current research in their field, if any exists. And most research must be passed by an Institutional Review Board before any data is collected. 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.
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.
Researchware - Qualitative Research Software for the Analysis of Qualitative Data Home - QualitativeMind qualitative research designs?preview=Patton 10 tips for doc students and types of qual designs COMPASSS: About » About What is COMPASSS? COMPASSS (COMPArative Methods for Systematic cross-caSe analySis) is a worldwide network bringing together scholars and practitioners who share a common interest in theoretical, methodological and practical advancements in a systematic comparative case approach to research which stresses the use of a configurational logic, the existence of multiple causality and the importance of a careful construction of research populations. It was launched in 2003, and its management was re-organized in 2008 and 2012 to better accommodate the growing needs in the field. Its main goal is to further develop systematic comparative case analysis as a genuine and established research strategy to study many different and diverse phenomena. Apart from the management of this international resource site, the COMPASSS core group also organizes seminars, manages a bibliographical and data archive, produces publications and is engaged in software development.