Sarah,+Hae+In,+Sol-A-+Project+and+qualitative+learning+objectives+10.1

**1. Distinguish between qualitative and quantitative data. **

 * //**Qualitative data**//

|| //**Quantitative data**// || (ex. interview, observations in the field) ◈ T he data consist of text mmmmmmmmmmmmmmmmm (ex. transcripts, field notes) ◈  Textual data are open-ended and flexible = Open for interpretation ◈  Rich data = rich in description of people, places, conversations ◈  Not easy to analyze ◈  No single way to approach analysis ◈  Data may be analyzed via theory or the data can generate theory <span style="color: black; font-family: 굴림; font-size: 10pt;">◈ <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Rich-thick description of the data || <span style="color: black; font-family: 굴림;">◈ <span style="color: black; font-family: Arial,sans-serif;"> The data are in the form of “numbers” <span style="font-family: 굴림;">◈ <span style="font-family: Arial,sans-serif;">Easy to summarize and submit to statistical tests <span style="font-family: 굴림;">◈ <span style="color: black; font-family: Arial,sans-serif;">Standard formats for data analysis <span style="color: black; display: block; font-family: Arial,sans-serif; margin-left: -10pt; text-align: left; text-indent: 10pt;">(ex. statistical tests) ddddddddddddddddddddddddddddddddddddddddd <span style="font-family: 굴림;">◈ <span style="color: black; font-family: Arial,sans-serif;">Generalization beyond the sample from which the data were drawn ||
 * <span style="color: black; font-family: 굴림;">◈ <span style="color: black; font-family: Arial,sans-serif;"> The data are gathered through direct interaction with participants

<span style="background-color: white; color: #008080; display: block; font-family: Arial,sans-serif; text-align: left;">2. Explain strengths and limitations of a qualitative approach to research.
|| **//Limitati//****//ons//** || <span style="background-color: white; display: block; margin-left: 5pt; text-align: left; text-indent: -5pt;"> ◈ Particularly useful for investigating complex and sensitive issues. (ex. coping with illness, human sexuality, homelessness, living in a violent relationship) <span style="background-color: white; display: block; margin-left: 5pt; text-align: left; text-indent: -5pt;"> ◈ Explain phenomena – that is, go beyond mere observation of phenomena to understand what lies behind them. (ex. Why do people become homeless?) <span style="background-color: white; display: block; margin-left: 5pt; text-align: left; text-indent: -5pt;"> ◈ Identify and evaluate factors that contribute to solving a problem. (ex. What initiatives are needed to successfully resettle people who are homeless?) <span style="background-color: white; display: block; margin-left: 5pt; text-align: left; text-indent: -5pt;"> ◈ Generate new ideas and theories to explain and overcome problems. <span style="background-color: white; display: block; margin-left: 5pt; text-align: left; text-indent: -5pt;"> ◈ People are studied in their own environment, which increases validity || <span style="background-color: white; display: block; margin-left: 5pt; text-align: left; text-indent: -5pt;"> ◈ Can be very time-consuming and generate a huge amount of data. <span style="background-color: white; display: block; margin-left: 5pt; text-align: left; text-indent: -5pt;"> ◈ Data analysis can be difficult because of the amount of data and <span style="background-color: white; display: block; margin-left: 5pt; text-align: left; text-indent: -5pt;">no clear strategy for analysis. <span style="background-color: white; display: block; margin-left: 5pt; text-align: left; text-indent: -5pt;"> ◈ Interpretation of data may be subjective. <span style="background-color: white; display: block; margin-left: 5pt; text-align: left; text-indent: -5pt;">(but reflexivity can help to minimize this) ||
 * **//Strengths//**
 * <span style="color: black; font-family: 굴림;">◈ <span style="color: black; font-family: Arial,sans-serif;"> Provide rich data – that is, in-depth descriptions of individual <span style="color: black; display: block; font-family: Arial,sans-serif; text-align: left;">experiences based on concepts, meanings, and explanations emerging from the data.

<span style="background-color: white; color: #008080; display: block; font-family: Arial,sans-serif; text-align: left;">3. To what extent can findings be generalized from qualitative studies?
<span style="background-color: white; color: black; display: block; font-family: Arial,sans-serif; margin-left: 5pt; text-align: left; text-indent: -5pt;">Generalizing findings from a study = the results are relevant outside the context of the study itself. **<span style="color: black; font-family: Arial,sans-serif;">“Qualitative research could distinguish between the following forms of generalization.” ** || || <span style="color: black; font-family: 굴림;">◈ <span style="color: black; font-family: Arial,sans-serif;"> Findings from qualitative research studies can be applied to populations outside the population of the study.
 * <span style="background-color: white; display: block; margin-left: 4.9pt; text-align: center; text-indent: -4.9pt;">**<span style="color: black; font-family: Arial,sans-serif;">Lewis and Ritchie (2003) **
 * <span style="color: black; display: block; font-family: Arial,sans-serif; text-align: left;">**//Representational generalization//**

<span style="color: black; font-family: 굴림;">◈ <span style="color: black; font-family: Arial,sans-serif;"> If evidence from other studies confirms the findings, it is argues that generalization is possible. <span style="color: black; font-family: Arial,sans-serif;">(Hammersley 1992) || || <span style="color: black; font-family: 굴림;">◈ <span style="color: black; font-family: Arial,sans-serif;"> The findings of the study can be applied to setting outside the setting of the study. <span style="color: black; font-family: 굴림;">◈ <span style="color: black; font-family: Arial,sans-serif;"> “Transferability” or “External validity” <span style="color: black; font-family: 굴림;">◈ <span style="color: black; font-family: Arial,sans-serif;"> Findings can be transferred to another setting will depend on the depth of the description of the researched context and the phenomenon. || || <span style="color: black; font-family: 굴림;">◈ <span style="color: black; font-family: Arial,sans-serif;"> Theoretical concepts derived from the study can be used to develop further theory. <span style="color: black; font-family: 굴림;">◈ <span style="color: black; font-family: Arial,sans-serif;"> The findings from a study may contribute to wider social theory. ||
 * **//<span style="color: black; display: block; font-family: Arial,sans-serif; text-align: left;">Inferential generalization //**
 * **//<span style="color: black; display: block; font-family: Arial,sans-serif; text-align: left;">Theoretical generalization //**

<span style="background-color: white; color: #008080; display: block; font-family: Arial,sans-serif; text-align: left;">4. Discuss ethical considerations in qualitative research.
Informed Consent ||= - The participants were told that they would be filmed
 * ~ Ethical Consideration ||~ Discussion ||
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- The participants saw the questions before the interview started

- The participants were told what the purpose of the study was and what it was for || Withdrawal ||= - The participants had the possibility to withdraw
 * = [[image:http://www.nwpainrelief.com/wp-content/uploads/2010/03/cancel2.jpg width="150" height="107"]]

- However, the possibility to withdraw was not mentioned || Debriefing ||= - The final project and data collected have not been showed to the participants || Confidentiality ||= - The participants were filmed, therefore their identity was revealed
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 * = [[image:http://www.dsm.com/en_US/images/drs/Images_new_Homepage/confidentiality.jpg width="140" height="112"]]

- Their names however, were only mentioned and not attached to their appearance || Physical/Mental Harm ||= - There was not physical harm done to the participants
 * = [[image:http://www.drugfreehomes.org/wp-content/uploads/2010/03/drug-withdrawal.jpg width="103" height="127"]]

- The participants may have experienced mental harm, such as stress because they were observed or were uncomfortable with being filmed or answering certain questions ||

==<span style="background-color: white; color: #008080; display: block; font-family: Arial,sans-serif; text-align: left;">5. Discuss sampling techniques appropriate to qualitative research (for example, purposive sampling,snowball sampling) == Purposive Sampling || - Used when <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">a particular subset of people is wanted to be accessed
 * ~ Sampling Technique ||~ Discussion ||
 * [[image:http://www.wadsworth.com/psychology_d/templates/student_resources/workshops/images/resrch_graphic/sampling/purpos.gif width="165" height="143"]]

- Participants are selected <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">to include people of interest and exclude those who do not suit the purpose

<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">- This method was used because we had a target group of only foreign teachers, which means that we only wanted to interview foreign teachers who had time and were available. ||

Snowball Sampling || - Used when there are <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">insufficient participants with the characteristics searched for are accessible
 * [[image:http://www.experiment-resources.com/images/exponential-discriminative-snowball-sampling.jpg width="188" height="103"]]

<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">- F uture participants are recruited from among their acquaintances

- This method was not used because we would only interview foreign teachers who work at ISE. Therefore snowball sampling was not necessary because we already knew all of the teachers. ||

Random Sampling || - E<span style="border-collapse: separate; font-family: arial,sans-serif; font-size: small; line-height: 15px;">ach participant of the population has an equal chance of being chosen at each draw
 * [[image:http://rmsbunkerblog.files.wordpress.com/2011/01/popsamp1.gif width="120" height="107"]]

<span style="border-collapse: separate; font-family: arial,sans-serif; line-height: 15px;">- this method was not used because our target group was not a very large population and we had to limit our sample to foreign teachers who were free to be interviewed and worked in for the secondary school, because we did not have time to interview elementary school teachers. Therefore, random sampling would not have been efficient. ||

==<span style="background-color: white; color: #008080; display: block; font-family: Arial,sans-serif; text-align: left;">6. Explain effects of participant expectations and researcher bias in qualitative research. == Participant Expectations ||= - the participant behaves in a way to please the researcher
 * ~  ||~ Effect ||
 * = [[image:http://sss.uark.edu/students.jpg width="239" height="82"]]

- the participants may have answered the questions in a positive way because they knew that they were observed and filmed. Therefore, their answers may have not been what they actually through about discrimination and prejudice. ||
 * = [[image:http://www.sydney4women.com.au/wp-content/uploads/female-psychologists-sydney-australia.jpg width="159" height="159" align="center"]]

Researcher Bias ||= - the researcher's beliefs affect interpretation of participant behavior

- researcher bias did not occur during our research because we did not interpret the participants behavior, instead we filmed their interview and constructed methods to reduce discrimination and prejudice using the data gathered. ||

<span style="background-color: #ffffff; color: #008080; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">** 7. Explain the importance of credibility/trustworthiness of qualitative research.__Credibility__- linked to trustworthiness__Trustworthiness__-established when the findings of the research reflect the meanings as they are described by the participants **

<span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial,sans-serif; font-size: small; text-align: left;"> ==<span style="background-color: white; color: #008080; display: block; font-family: Arial,sans-serif; text-align: left;">

<span style="background-color: white; color: #008080; display: block; font-family: Arial,sans-serif; text-align: left;">8. Explain reflexivity in qualitative research == __<span style="color: #000000; font-family: 맑은 고딕;">Reflexivity __ <span style="color: #000000; font-family: 맑은 고딕;">- Concept that has gained importance in qualitative research <span style="color: #000000; font-family: 맑은 고딕;">-based on the assumption that it is important that the researcher is aware of his or her own contribution to the construction of meaning in the research process. <span style="color: #000000; font-family: 맑은 고딕;">-process that occurs throughout the research <span style="color: #000000; font-family: 맑은 고딕;">-allows the researcher to reflect on ways in which bias may occur

<span style="font-family: 맑은 고딕;">-reflecting on the way in which factors such as the researcher’s values, beliefs, experiences, interests, and political commitment have influenced the research.
 * <span style="color: #000000; font-family: 맑은 고딕;">Two types of reflexivity (Willig, 2001) ||
 * <span style="color: #000000; font-family: 맑은 고딕;">[[image:http://1.bp.blogspot.com/_p-dovuYBEU4/TQsE8Aa2_VI/AAAAAAAAA3g/h7db2dEFAzY/s1600/unlock-personal-argentina.png]] || __ **<span style="font-family: 맑은 고딕;">1. **<span style="font-family: 맑은 고딕;">Personal reflexivity __

<span style="color: #000000; font-family: 맑은 고딕;">-involves thinking about how the research has affected the researcher personally. || <span style="font-family: 맑은 고딕;">-thinking about the ways in which knowledge has been generated in the study <span style="color: #000000; font-family: 맑은 고딕;">-several ways (e.g. asking if the research Q has limited what could possibly be found -> encourage the researcher to think critically about the knowledge that has been generated) ||
 * [[image:http://blog.karthiksankar.com/wp-content/uploads/2008/10/question-mark.jpg width="241" height="241" align="center"]] || __ **<span style="font-family: 맑은 고딕;">2. **<span style="font-family: 맑은 고딕;">Epistemological reflexivity __