As you complete the work on your matrix, observe how the approaches are similar and different across and down the cells. You will need to draw on those observations as you develop
NEEDS COMPLETED TODAY WITH NEXT FEW HOURS!!!
As you complete the work on your matrix, observe how the approaches are similar and different across and down the cells. You will need to draw on those observations as you develop your narrative this week. As you prepare to develop your narrative, it is also important to organize your references so that you can refer back to the original sources. For this Assignment, you will create a brief narrative summarizing what you have learned, citing your sources. This Assignment will be a helpful guide as you read other qualitative studies for your capstone.
To prepare for this Assignment:
- Review the work that you have done in the last two weeks, making sure that each cell in the matrix is completed.
- Create your reference list, including books and methodological articles on each area. You can use the ones listed in the Learning Resources and search for your own as well.
By Day 5
Write a 2 page narrative. In your narrative, be sure to respond to the following:
- Summarize what you have learned about the similarities and differences among the approaches.
- Describe how what you’ve learned by developing the matrix has allowed you to choose the approach that you plan to use for your research plan in this course.
- Identify the approach you intend to use for your research question (I CHOOSE GROUNDED THEORY)
- Describe your rationale for your choice of approach (MY RESEARCH IS ON JUVENILE REFORM IN PROBATION SERVICES).
Submit your Qualitative Research Approaches Matrix Template (which you worked on during Weeks 2 and 3) and your narrative to your Instructor.
THE METRIX IS OVER HALF WAY COMPLETED
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
- Please save your Assignment using the naming convention “WK4Assgn+last name+first initial.(extension)” as the name.
- Click the Week 4 Assignment Rubric to review the Grading Criteria for the Assignment.
- Click the Week 4 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
- Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK4Assgn+last name+first initial.(extension)” and click Open.
- If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
- Click on the Submit button to complete your submission.
- Due to the nature of this assignment, your instructor may require more than 7 days to provide you with quality feedback.
Qualitative Research Methods Matrix
Submit in Week 2
|
Approach |
Disciplinary Roots |
Focus of Central Research Question |
Unique Terminology |
Primary Data Sources |
Sampling Issues |
Analysis Plan Guidelines |
References |
|
Basic Qualitative Inquiry |
Philosophy, history constructionism, phenomenology |
· How can the experience of [an event, circumstance, program, a context] be described or explored? · What is the meaning of [a process, program, or event] to the target individual(s) of interest? · What “practical” knowledge can be learned? |
Use of the words “describe,” “explore,” “experience,” and “meaning” in title and research questions |
Interviews |
Choice is a function of the question |
Content analysis is a good choice as it is generic and exploratory |
Elo et al., 2014 Merriam, 2009 Saldana, 2016 Worthington, 2013 |
|
Qualitative Case Study |
Sociology |
This research is used to come to an understanding of issues with simple solutions |
Use of the words “understand”, “explore,” “discover”, in the research questions |
Interviews, Documents and Reports, Audios visuals, Observations |
Sample Selection |
Mauthner, N et Al. (2003), Shenton, A. (2004), Corbin, J et al. (2015) |
|
|
Grounded Theory and Realism |
Social Science, Methodology |
Emergence of theory, inductive, theoretical sampling, constant comparison, open coding, axial coding, saturation, memo writing |
Interviews, Open-ended Questions, Fieldwork, Data Analyzations, Reports, |
Charmaz, K (2016) |
|||
|
Phenomenology and Heuristic Inquiry |
What is the meaning, structure, and essence of the lived experience of this phenomenon for this person or group of people? What is my experience of this phenomenon and the essential experience of others who also experience this phenomenon intensely? |
Interviews, questionnaires |
Moustakas, C. (1994), Smith, J. et Al. (2009), Sloan, A et Al. (2014) |
Submit in Week 3
|
Approach |
Disciplinary Roots |
Focus of Central Research Question |
Unique Terminology |
Primary Data Sources |
Sampling Issues |
Analysis Plan Guidelines |
References |
|
Social Constructivism and Narrative Inquiry |
Sociology |
Select individuals who have directly experienced the phenomenon of interest |
Creswell, & Poth, 2017 |
||||
|
Systems Theory |
Interdisciplinary |
How and why does this system as a whole function as it does? What are the system’s boundaries and interrelationships, and how do these affect perspectives about how and why the system functions as it does? |
|||||
|
Ethnography and Autoethnography |
Liberal Arts |
What’s the culture of this group of people? How is the perspective and behaviors changed bases on their culture? |
Fetterman,D (2010) Bochner, A et al. (2016) |
||||
|
Interactive and Participatory Qualitative Applications |
Action research, co-researcher, participant-researcher, learning organization, dialogue, appreciative inquiry |
The italics text indicates example response.
Modified from Patton, M.Q. (2014). Qualitative Research & Evaluation Methods: Integrating Theory and Practice. Thousand Oaks, CA: SAGE Publications
Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: SAGE.
Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. Thousand Oaks, CA: SAGE.
Fetterman, D. M. (2010). Ethnography: Step-by-step (3rd ed.). Thousand Oaks, CA: SAGE
Bochner, A. P., & Ellis, C. (2016). Evocative autoethnography: Writing lives and telling stories. New York, NY: Routledge.
Sloan, A., & Bowe, B. (2014). Phenomenology and hermeneutic phenomenology: The philosophy, the methodologies, and using hermeneutic phenomenology to investigate lecturers’ experiences of curriculum design. Quality & Quantity, 48(3), 1291–1303. doi:10.1007/s11135-013-9835-3
Charmaz, K. (2016). The power of constructivist grounded theory for critical inquiry. Qualitative Inquiry, 23(1), 34–35. doi:10.1177/1077800416657105
Mauthner, N. S., & Doucet, A. (2003). Reflexive accounts and accounts of reflexivity in qualitative data analysis. Sociology, 37(3), 413–431. doi:10.1177/00380385030373002
Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75. https://doi.org/10.3233/EFI-2004-22201
Corbin, J., & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Thousand Oaks, CA: SAGE.
Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
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