Arizona State University Mixed and Qualitative Research Methods Paper InstructionsFirst, read the assigned chapters SSR and RMP chapters about qualitative

Arizona State University Mixed and Qualitative Research Methods Paper InstructionsFirst, read the assigned chapters SSR and RMP chapters about qualitative designs and mixed methods as well as the documents in module 5. Then, generate a document of two single-spaced pages (minimum) in length about the research designs, not including a reference list. Use APA format. No Plagrism.. Qualitative Research Designs
Qualitative Research Design: Qualitative Methods
Be sure to keep up with your readings to successfully complete assignments in this course (CA, DQ, LR,
EBP).
In this class, we will examine qualitative designs using examples of research. You will see that qualitative
researchers frequently several methods in a single study. Be sure to read the corresponding pages in the
text, which provide an overview of key concepts.
Basic Qualitative Research Characteristics
1. Design is generally based on a constructivist perspective.
2. Research problems become research questions based on prior research (literature), knowledge,
or experience.
3. Sample sizes can be as small as one.
4. Data collection involves interview, observation, and/or archival (content) data.
5. Interpretation is based on a combination of researcher perspective and data collected.
Keywords
1. Transcribing is the process of converting audio or video data to text for analysis.
2. Coding is the process of reviewing notes and discovering common “themes.”
3. Themes describe the patterns/phenomenon as results.
Overview of Methods
1. Interview (Individual, focus groups)
What is the difference between an interview and a survey? Primarily, open-ended questions
differentiate the two. Qualitative researchers are concerned with making inference based on
perspective, so it is extremely important to get as much data as possible for later analysis. Therefore,
researchers spend a considerable amount of time designing interview questions. Interviews are
designed to generate participant perspectives about ideas, opinions, and experiences.
2. Observation (Individual, group, location)
How is data derived from an observation? The researcher may use a variety of methods for observing,
including taking general notes, using checklists, or time-and-motion logs. The considerable time it takes
for even a short observation deters many researchers from using this method. Also, the researcher risks
his or her interpretation when taking notes, which is accepted by qualitative researchers, but meets
resistance from postpositivists. Observations are designed to generate data on activities and behaviors,
and are generally more focused on setting than other methods.
3. Document Analysis (Content analysis of written data)
What types of documents do qualitative researchers analyze? Virtually anything that supports the
question asked. Print media has long been a staple data source for qualitative researchers, but
electronic media (email, blogs, user Web pages, even social network profiles) have extended the data
qualitative researchers can collect and analyze. The greatest challenge offered by document analysis can
be sifting through all of the data to make general observations.
A Few Qualitative Research Designs
1. Biographical Study
A biographical study is often the first design type that comes to mind for most people. For example,
consider O’Brien’s John F. Kennedy: A Biography. The author takes a collection of archival documents
(interviews, speeches, and other writings) and various media (pictures, audio, and video footage) to
present a comprehensive story of JFK. In the general sense, a biographical study is considered an
exhaustive account of a life experience; however, just as some studies are limited to single aspects of a
phenomenon, the focus of a biographical study can be much narrower. The film Madame Curie is an
example. Crawford (see the linked reading, “Marie Curie”) studies the film from a biographical
perspective to present the reader with an examination of how all aspects of a film (director’s
perspective, actors, camera angles, historical setting) work to present a biography. Read the
introduction and scan the text to get a feel for this perspective.
2. Phenomenological Study
Your first step should be to take this word apart – phenomenon refers to an occurrence or experience,
logical refers to a path toward understanding. So, we have a occurrence and a path (let’s go with an
individual’s experience), which leads to a way of looking at the phenomenon from an individuals point of
view. The reactions, perceptions, and feelings of an individual (or group of individuals) as she/he
experienced an event are principally important to the phenomenologist looking to understand an
event beyond purely quantitative details. Gaston-Gayles, et al.’s (2005) look at how the civil rights era
changed the role of college administrators is a good example. The authors interview men and women
who were administrators during that time to identify how the profession changed as a result. Take a
look at this brief summary and review of the book.
3. Grounded Theory
In a grounded theory study, interpretations are continually derived from raw data. A keyword to
remember is emergent. The story emerges from the data. Often, researchers will begin with a broad
topic, then use qualitative methods to gather information that defines (or further refines) a research
question. For example, a teacher might want to know what effects the implementation of a dress code
might have on discipline. Instead of formulating specific questions, a grounded theorist would begin by
interviewing students, parents, and/or teachers, and perhaps asking students to write an essay about
their thoughts on a dress code. The researcher would then follow the process of developing themes
from reading the text by coding specific examples (using a highlighter, maybe) of where respondents
mentioned common things. For example, resistance might be a common pattern emerging from the
text, which may then become a topic for further analysis. A grounded theory study is dynamic, in that it
can be continually revised throughout nearly all phases of the study. You can imagine that this would
frustrate a quantitative researcher. However, remember that perspective is centrally important to the
qualitative researcher. While the end result of a grounded theory study is to generate some broad
themes, the researcher is not making an attempt to generalize the study in the same, objective way
characteristic of quantitative research. Read the Method section (pp. 14-17) of the linked reading,
“Doing the Things We Do,” which provides a comprehensive look at developing themes in a grounded
theory study.
4. Ethnography
Those with sociology or anthropology backgrounds will be most familiar with this design. Ethnography
focuses on meaning, largely through direct field observation. Researchers generally (though not always)
become part of a culture that they wish to study, then present a picture of that culture through the
“eyes” of its members. One of the most famous ethnographers is Jane Goodall, who studied
chimpanzees by living among them in their native East African habitat.
5. Case Study
A case study is an in-depth analysis of people, events, and relationships, bounded by some unifying
factor. An example is principal leadership in middle schools. Important aspects include not only the
principal’s behaviors and views on leadership, but also the perceptions of those who interact with
her/him, the context of the school, outside constituents, comparison to other principals, and other
quantitative “variables.” Often, you may see a case study labeled “ethnographic case study” which
generally refers to a more comprehensive study focused on a person or group of people, as the above
example. Case studies do not have to be people-focused, however, as a case study to look at a program
might be conducted to see how it accomplishes its intended outcomes. For example, the Department of
Education might conduct a case study on a curricular implementation in a school district – examining
how new curriculum moves from development to implementation to outcomes at each level of
interaction (developer, school leadership, teacher, student).
Class 13: Mixed Methods Research
Mixed Methods Research Designs
Read “Mixed Methods Manuscripts” and “Integrating Math.” The first is a guide for authors
for the new Journal of Mixed Methods Research, which concisely summarizes the characteristics
of a good mixed methods study. The second is an example study. Pay particular attention to the
sections on how different methods are integrated in mixed methods.
The field of mixed methods has only been widely accepted for the last decade, though
researchers have long been using multiple methods, just not calling them “mixed.” Mixed
methods research takes advantage of using multiple ways to explore a research problem.
Basic Characteristics
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Design can be based on either or both perspectives.
Research problems can become research questions and/or hypotheses based on prior
literature, knowledge, experience, or the research process.
Sample sizes vary based on methods used.
Data collection can involve any technique available to quantitative or qualitative
researchers.
Interpretation is continual and can influence stages in the research process.
Why Use Mixed Methods?
The simple answer is to overcome the limitations of a single design. A detailed answer involves:
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To explain and interpret.
To explore a phenomenon.
To develop and test a new instrument.
To serve a theoretical perspective.
To complement the strengths of a single design.
To overcome the weaknesses of a single design.
To address a question at different levels.
To address a theoretical perspective at different levels.
What are some strengths?
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Can be easy to describe and to report.
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Can be useful when unexpected results arise from a prior study.
• Can help generalize, to a degree, qualitative data.
• Helpful in designing and validating an instrument.
• Can position research in a transformative framework.
What are some weaknesses?
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Time required.
Resolving discrepancies between different types of data.
Some designs generate unequal evidence.
Can be difficult to decide when to proceed in sequential designs.
Little guidance on transformative methods.
Methodologist John Creswell suggested a systematic framework for approaching mixed
methods research. His framework involves four decisions to consider and six strategies to
choose from.
Four Decisions for Mixed Method Designs (Creswell, 2003, p. 211)
1. What is the implementation sequence of data
collection?
2. What method takes priority during data collection and analysis?
3. What does the integration stage of finding involve?
4. Will a theoretical perspective be used?
Six Mixed Methods Design Strategies (Creswell, 2003)
1. Sequential Explanatory
Characterized by: Collection and analysis of quantitative data followed by a
collection and analysis of qualitative data.
o Purpose: To use qualitative results to assist in explaining and interpreting the
findings of a quantitative study.
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2. Sequential Exploratory
Characterized by: An initial phase of qualitative data collection and analysis
followed by a phase of quantitative data collection and analysis.
o Purpose: To explore a phenomenon. This strategy may also be useful when
developing and testing a new instrument
o
3. Sequential Transformative
Characterized by: Collection and analysis of either quantitative or qualitative
data first. The results are integrated in the interpretation phase.
o Purpose: To employ the methods that best serve a theoretical perspective.
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4. Concurrent Triangulation
Characterized by: Two or more methods used to confirm, cross-validate, or
corroborate findings within a study. Data collection is concurrent.
o Purpose: Generally, both methods are used to overcome a weakness in using
one method with the strengths of another.
o
5. Concurrent Nested
Characterized by: A nested approach that gives priority to one of the methods
and guides the project, while another is embedded or “nested.”
o Purpose: The purpose of the nested method is to address a different question
than the dominant or to seek information from different levels.
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6. Concurrent Transformative
Characterized by: The use of a theoretical perspective reflected in the purpose or
research questions of the study to guide all methodological choices.
o Purpose: To evaluate a theoretical perspective at different levels of analysis.
o

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