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Introduction to Educational Research

Published by Gwendolyn Benson Modified over 9 years ago

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Presentation on theme: "Introduction to Educational Research"— Presentation transcript:

Research Methods in Crime and Justice Chapter 4 Classifying Research.

Research Problems Chapter 2

The Landscape of Educational Research

Educational Research: Competencies for Analysis and Application, 9 th edition. Gay, Mills, & Airasian © 2009 Pearson Education, Inc. All rights reserved.

Introduction to Research

1 ETR 520 Introduction to Educational Research Dr. M C. Smith.

Educational Research: Introduction to the Concept

Chapter 1 Conducting & Reading Research Baumgartner et al Chapter 1 Nature and Purpose of Research.

Chapter 13: Descriptive and Exploratory Research

Consider the Following

Topics - Reading a Research Article Brief Overview: Purpose and Process of Empirical Research Standard Format of Research Articles Evaluating/Critiquing.

Chapter 3 Preparing and Evaluating a Research Plan Gay and Airasian

Sabine Mendes Lima Moura Issues in Research Methodology PUC – November 2014.

Introduction to Communication Research

Research problem, Purpose, question

Quantitative Research

Chapter 2 Understanding the Research Process

Science Inquiry Minds-on Hands-on.

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30+ Best Research Presentation Templates for PowerPoint (PPT)

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Educational Research

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Educational Research

Educational research chapter 14 overview of qualitative research gay, mills, and airasian 8th edition (electronic reserves) – powerpoint ppt presentation.

• Overview of Qualitative Research
• Gay, Mills, and Airasian
• 8th Edition (Electronic Reserves)
• Definition and purpose of qualitative research
• General steps involved in qualitative research
• Qualitative research approaches
• Characteristics of qualitative research
• Validity, reliability, and generalizability
• Qualitative research is the collection, analysis, and interpretation of comprehensive narrative data in order to gain insights into a particular phenomenon of interest
• Useful for describing and answering questions about participants and contexts
• Purpose of qualitative research
• Promote a deep, holistic understanding of a particular phenomenon
• Importance of exploring qualitative topics
• Provide insight into the complexity of common occurrences
• Provide specific concrete details to guide understanding in a particular setting
• The importance of exploring qualitative topics (continued)
• Provide insight into the local meanings that activities and practices have for participants
• Develop a comparative understanding of phenomena as experienced by different participants in different settings
• Six General Steps
• Identify the research topic
• Review the literature
• Select the participants
• Collect data
• Analyze the data
• Report the results
• These are the same steps as those used in quantitative research (Figure 14.1, pg. 400)
• Objectives 2.1 and 2.2
• Nine approaches
• An effort to seek an understanding of a single person or entity
• Ethnography
• An effort to describe and analyze all or part of the culture of a community by identifying and describing participants practices and beliefs
• An effort to compare several cultures with one another
• Objective 3.2
• Nine approaches (continued)
• Ethnomethodology
• An effort to examine peoples understanding of their daily activities
• Grounded theory
• An effort to derive or substantiate a general social science theory grounded in the perspectives of the participants
• Phenomenology
• An effort to understand the meaning of an individuals experiences from that individuals point of view
• Symbolic interaction
• An effort to seek common understandings that emerge to give meaning to participants interactions
• Language development
• Interactions b/w people through social norms
• Action research
• An effort to seek a solution or improvement to a practical problem in the setting in which it is occurring
• Historical research
• An effort to seek to understand the past by studying documents, relics, and interviews
• Differences between approaches
• Different social contexts are being studied in each approach
• The participants are selected for different reasons in each approach
• Objective 3.1
• Eight unique characteristics
• Researchers immerse themselves in the situation
• The data reflects the participants perspectives
• Sources of data are real-world situations or natural contexts
• Data is narrative in nature
• Researchers focus on personal interactions with participants
• Objective 4.1
• Eight unique characteristics (continued)
• Researchers avoid early decisions or assumptions about the study
• Data are analyzed inductively
• Reasoning from the specific to the general
• Methods provide clear, detailed information reflecting participants voices
• The degree to which the qualitative data collected accurately gauges what is being measured
• Two components
• Trustworthiness
• Understanding
• Objective 5.1
• Credibility taking into account all the complexities in the study and addressing problems that are not easily explained
• Transferability including descriptive, context-relevant statements so the reader can identify with the setting
• Dependability collecting stable data
• Confirmability assuring the neutrality and objectivity of the data
• Objective 6.1
• Descriptive validity the factual accuracy of the account
• Interpretive validity the meaning attributed to the behaviors or words of the participants
• Theoretical validity the explanation of the phenomenon being studied in relation to a theory
• Evaluative validity sufficient objectivity in reporting data to avoid bias, preconceived judgments, or evaluations
• Objective 6.2
• 13 strategies to ensure validity
• Participate at the study site for a prolonged period of time
• Use persistent observation (identify what usually happens as well as what is unusual)
• Use peer debriefing (consult with colleagues)
• Collect mechanically recorded data
• Use member checks (share results with participants)
• Establish structural corroboration/coherence (make sure that your statements dont contradict one another and/ or that they make since).
• Objective 6.3
• 13 strategies to ensure validity (cont.)
• Establish referential adequacy (make sure that your statements make since with all of your collected data).
• Collect detailed descriptive data
• Develop detailed descriptions of the context (settings, times, etc.)
• Establish an audit trail
• Practice triangulation and overlap methods (i.e., multi-methods)
• Practice reflexivity (look for your own biases or reflections that might impact your findings) Objective 6.3
• Reliability
• The consistency with which data measures what is being attempted to be measured over time
• Qualitative perspective
• The reliability of the techniques that are being used to collect data
• If I collected the data the same way again, I would get the same results.
• Reliability is a necessary but not sufficient characteristic validity is the priority
• Objectives 7.1 and 7.2
• Generalizability
• The applicability of findings to settings and contexts different from the one in which they were obtained
• Internal-external validity issues revisited
• A depth of understanding can only be achieved from a few participants in a very limited number of contexts
• Generalizability is therefore very limited
• Qualitative researchers are primarily concerned with validity and reliability and to a much lesser extent generalizability
• Objective 8.1
• General strategies for ensuring the technical merit of a qualitative study
• Talk little, listen a lot
• Record observation accurately
• Begin writing early
• Let readers see for themselves (provide primary sources of datavideo, photos, etc. when possible)
• Report fully
• Be candid (report your judgments from your facts)
• Seek feedback
• Write accurately
• Ethics can be considered in terms of how the researcher treats the participants in the research setting.
• The nature of qualitative research provides the potential for conflict and harm.
• Qualitative research is intimate there is little distance between the researcher and the participants
• Qualitative research is open-ended the nature of the process requires the use of an emergent design as the situation unfolds
• Objectives 9.1 and 9.2
• Six guidelines to help avoid ethical problems
• Researchers should have an ethical perspective that is close to their personal ethical position
• Informed consent should take the form of a dialogue that mutually shapes the research and the results
• Confidentiality is more complicated even with the use of pseudonyms
• Consider the use of a video tape to illustrate a point being made
• Objective 9.4
• Six guidelines to help avoid ethical problems (cont.)
• You should be able to identify broader social principles that are an integral part of who you are as a researcher and a contributing member of the community in which you live.
• Avoidance of harm morally binds qualitative researchers to conduct their research in a manner that minimizes potential harm to those involved in the study.
• Even though an action can bring about good results, it is not ethical unless it also conforms to ethical standards such as honesty and justice.
• The qualitative researcher must remain attentive to the relationships between the researcher and the participants a relationship that is determined by roles, status, language, and cultural norms.

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Educational Research

Apr 07, 2019

360 likes | 1.13k Views

Educational Research. Chapter 16 Narrative Research Gay, Mills, and Airasian. Topics Discussed in this Chapter. The definition and purpose of narrative research The narrative research process The types of narrative research Key characteristics of narrative research designs

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• teacher knowledge
• teacher reflection
• entire life
• basic steps
• narrative research designs
• initial narrative research questions

Presentation Transcript

Educational Research Chapter 16 Narrative Research Gay, Mills, and Airasian

Topics Discussed in this Chapter • The definition and purpose of narrative research • The narrative research process • The types of narrative research • Key characteristics of narrative research designs • Narrative research data collection techniques

Definition and Purpose • Narrative research • Definition • The description of the lives of individuals, the collection of individuals’ stories of their experiences, and a discussion of the meaning of those experiences • Purpose • An attempt to increase understanding of central issues related to teaching and learning through the telling and retelling of participants’ stories Objectives 1.1 and 1.2

Definition and Purpose • Narrative research • Reasons for its popularity • The increased emphasis on teacher reflection, teacher research, action research, and self-study • The increased emphasis placed on teacher knowledge, professional development, and decision-making • The increased emphasis on empowering teacher voices in the educational research process through collaborative educational research efforts Objective 1.3

The Narrative Research Process • Eight basic steps • Identify the purpose of the study and identify the phenomenon being explored • Select an individual in order to learn about the phenomenon • Pose initial narrative research questions • Describe the researcher’s role • Entry into the research site • Reciprocity • Ethics Objective 2.1

The Narrative Research Process • Eight basic steps (continued) • Describe the data collection methods with particular attention to active interviewing • Describe appropriate strategies for the analysis and interpretation of data • Collaborate with the participant to construct the narrative and to validate the accuracy of the story • Complete the writing of the narrative account Objective 2.1

The Narrative Research Process • Similarity to the steps discussed for all other research designs • An interactive, personal, collaborative process characterized by a caring, trusting relationship between the researcher and participant • The researcher’s intent is to empower the participant to tell his or her story • The participant must have equal voice in the relationship • The researcher must actively listen to the participant’s story before contributing his or her own perspective Objectives 2.2 and 2.3

Types of Narrative Research Objective 3.1

Types of Narrative Research • Five characteristics on which the type of narrative research is categorized • Who authors the account • The researcher, the participant, or both • The scope of the narrative • An entire life or a single episode • Who provides the “story” • Teachers, students, parents, friends, etc. Objective 3.2

Types of Narrative Research • Five characteristics (continued) • The theoretical and/or conceptual framework that has influenced the study • For example, critical or feminist theory • Whether or not all of these elements are included in the one narrative • The influence of the disciplines in which each of these characteristics are embedded Objective 3.2

Characteristics of Narrative Research • Six key characteristics • Focus on the experiences of individuals • Concerned with the chronology of an individual’s experiences • Focus on the construction of life stories based on data collected through active interviews • Active interviewing emphasizes the collaborative construction of the story Objective 4.1

Characteristics of Narrative Research • Six key characteristics (continued) • Uses restorying as a technique for constructing the narrative account • Incorporates context and place in the story • Reflects a collaborative approach that involves the researcher and the participant in the negotiation of the final text Objective 4.1

Characteristics of Narrative Research • Sources of data • Participant’s recollections of events or experiences • Secondary sources such as the participant’s journal entries, artifacts, etc. • The nature of these sources implies the researcher must interact at a very personal level with the participant to collect data • The need for a relationship based on trust, caring, respect, and equality to facilitate collecting data as well as analyzing and interpreting it Objective 4.2

Narrative Research Techniques • Empirical data is central to narrative research • The interpretive nature of narrative research presents concerns for credibility of the study • Implies the use of multiple data sources, triangulation, and collaborative negotiation of the written account Objective 5.1

Narrative Research Techniques • Six data collection techniques • Restorying • Oral history • Memorabilia • Story telling • Letter writing • Autobiographical and biographical writing Objective 5.2

Narrative Research Techniques • Two perspectives on data collection, analysis, and interpretation • Narrative analysis • The kind of narrative that is constructed by the researcher who has collected descriptions of events through interviews and observations and synthesized them into stories or narratives • The story is the outcome • Analysis of narratives • The process whereby the researcher collects stories as data and analyzes them into a set of themes that hold across all of the stories • The themes are the outcomes • The text focuses on the first of these perspectives Objective 5.3

Narrative Research Techniques • Restorying • The process in which the researcher gathers stories; analyzes them for key elements of the story such as the time, place, or plot; and rewrites the story to place it in a chronological sequence • Four stages • The researcher conducts the interview and transcribes the data • The researcher re-transcribes the data based on the key elements that are identified in the story • The researcher organizes the story chronologically • The participant is asked to collaborate with the researcher to write the final “restoried” narrative. • A major advantage is that the restoried account is likely to represent the individual’s lived experiences Objective 5.4

Narrative Research Techniques • Oral history • A method for collecting data from participants by asking them to share their experiences • Two ways to develop oral histories • Interviews using structured or unstructured protocols • Annals and chronicles • The participant constructs a timeline and divides it into segments of significant events or memories Objective 5.5

Narrative Research Techniques • Memorabilia • Photos, personal objects, newspaper articles, artifacts, etc. • Such memorabilia can be used by the researcher as prompts to elicit details about the participant’s life • Story telling • Telling stories should become a normative part of the data collection process • The use of many stories can provide researchers with many opportunities to add to their understanding of the participant’s experiences Objectives 5.6 and 5.7

Narrative Research Techniques • Letter writing • Engaging the researcher and participant in a dialogue • Facilitated by the use of e-mail • Provides valuable insights into the evolving, tentative interpretations the participant is considering • Allows the researcher and participant to reflect on the evolution of the themes Objective 5.8

Narrative Research Techniques • Autobiographical and biographical writing • Engaging the participants in writing about their perceptions of their experiences • Has the potential to broaden the researcher’s understanding of past events and experiences that have impacted the participant’s experiences • Other narrative data sources • Documents such as lesson plans, newsletters, etc. • Teaching portfolios • Personal philosophies Objective 5.9

Narrative Research Techniques • Writing the narrative • The final step in the narrative research process • The data collected throughout the study finds its way into the final written account • The collaboration between the researcher and participant becomes critical at this point Objective 5.10

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