EDR 8204 Week 5 Assignment

Editor's Notes

• #2: [Read out-loud]. Hello, everyone! I am Orlanda Haynes. This presentation is an introduction to four qualitative data collection methods: Observations, interviews, focus groups, and document analysis. To show how researchers, use these tools, articles by Mertin (2014); Hibbert, Lingard, Vanstone, Kinsella, McKenzie, Pitman, and Wilson, (2014); Guest, Namey, Taylor, Eley, and McKenna, (2017); and Suto (2012) will serve as illustrations. Literature includes qualitative research: Data collection; qualitative research: Types of observations; direct observation; an individual interview; a focus group interview; Interviewing best practice; document analysis; document analysis: Common issues and challenges; and a data collection analysis of Mertin (2014), Hibbert et al. (2014), Guest et al (2017), and Suto (2012) articles. A session for questions, thoughts, and comments will follow the discussion, and brochures, which include a references list, are at the refreshment booth. Now, let us begin.
• #3: [ Read out-loud]. Data collection refers to methods researchers deploy to seek answers to research issues or problems. To begin the process, they define specific research questions that guide the inquiry; then, they select data collection tools most suitable for gathering information about the phenomena (Creswell, 2013). In qualitative designs, direct observation, individual and focus group interviews, and document analysis are common data collection tools (Lodico, Spaulding, & Voegtle, 2010). 
• #4: [Read out-loud]. Although there are several types of observation, this discussion includes literature on direct observation, as noted in the next slide.
• #5: [Read out-loud]. However, a key factor to consider is, the interconnected relationships between researchers and participants could pose bias issues (e.g., researchers’ influence), and the approach is more expensive than other qualitative methods (Creswell, 2013; (Lodico, Spaulding, & Voegtle, 2010). 
• #6: [Read speaker notes and slide out-loud]. When the nature of a phenomenon cannot be explored through observations or document analysis, individual interviews are common qualitative strategies (Creswell, 2013). They help researchers gain knowledge about humans’ perceived perceptions and ideologies to name a few. Interview formats range from structured, semi-structured, to unstructured. Researchers can conduct an interview one or more times, and settings can be formal or informal and include an individual or a small group (Creswell, 2013). Interviewers use the first approach (primarily close-ended questions) to obtain highly relevant information. Semi-structured strategies include closed and open-ended questions, which allow for a balance between receipt of necessary information and a discussion about unexpected feelings and thoughts. On the other hand, the latter format allows for an in-depth, free flow of information about the phenomenon or problem. The primary limitation is that the approach relies on human perceptions, which is subjective and therefore data is not generalizable (Lodico, Spaulding, & Voegtle, 2010).
• #7: [Read out-loud]. Focus groups are small, usually consist of less than 10 people, and use a moderator (Guest, Namey, Taylor, Eley & McKenna, 2017). Their primary purpose is to gauge opinions, gather ideals and information about products and services prior to and doing the development cycle, and to identify audiences for products and services (Creswell, 2013). However, a major limitation is the potential for “group think.” A situation in which one or more members feel pressured by others in the group to conform to a group opinion (Curran, Cassidy, McNeil, & Osmond, 2014; Guest, Namey, Taylor, Eley & McKenna, 2017)
• #8: [Read slide and speaker note out-loud]. Moreover, researchers should (a) Be active listeners, (b) Protect participants’ identity and personal information, and (c) Develop a secure, data storage system (Creswell, 2013; Lodico, Spaulding, & Voegtle, 2010). 
• #9: [Read out-loud]. The collection of data from written artifacts refers to document analysis or document reviews. In ethnography and case study inquiries, researchers have other document options, such as blogs, photos, web-based contents, artworks, and crafts, as well as graffiti (Creswell, 2013). A primary advantage is that these tools give insights that would, in most instances, be unavailable to researchers, make available information that researchers and participants may not be aware of, and they allow for historical insights and perspectives (Creswell, 2013; Lodico, Spaulding, & Voegtle, 2010).   
• #10: (Read out-loud speaker notes [first] and then slide content). In most instance, document analysis provides researchers with rich, in-depth sources of data that they cannot obtain through other means. However, problems common to this method include: (read slide content) (Creswell, 2013; Lodico, Spaulding, & Voegtle, 2010). 
• #11: [Read out-loud]. Appropriateness of the Data Collection Strategy to the Research Design Using an ethnographic design to explore how Japanese culture affects students’ ability to readily grasp English language skills, Mertin (2014) data collection method included direct observation. An ethnography framework is based on best practices principles for studying cultures—groups with shared beliefs and cultural values (Creswell, 2012; Dyson, & Mills, 2017). Data Collection Strategy and the Research Question(s) The aim of the research was to discover if social/cultural constructs negatively affected Japanese students’ ability to readily grasp English language skills. Direct observation data collection strategy was appropriate for the research design (Creswell, 2012; Dyson, & Mills, 2017).
• #12: [Read out-loud]. Appropriateness of the Data Collection Strategy to the Research Design According to Hibbert et al., “. . . a critical narrative approach positions us to organize and explore multiple perspectives . . . between student and supervisor within institutional and sociocultural contexts” (p.4). Individual interviews are common data collection methods used in narrative research designs (Lodico, Spaulding, & Voegtle, 2010).  Data Collection Strategy and the Research Question(s) The following questions guided Hibbert et al. (2014) research inquiry and interview format: How are those of us working in ID supervisory contexts faring in our efforts to raise a new generation of ID knowledge builders? How do interdisciplinary supervisory relationships unfold in this context? How are epistemological and paradigmatic borders negotiated? What structures or discourses support and constrain the practice of interdisciplinary graduate supervision? (p.3). How did you become involved in interdisciplinary search? Tell me about your experiences working (as a graduate student/supervisor) in your graduate program in an ID context. What went well? What could have gone better? How was it different from your disciplinary graduate experiences? (p. 6). As shown, the nature of these questions involves human perceptions, beliefs, and opinions. Therefore, interviews are proper data collection tools (Creswell, 2012).  
• #13: [Read out-loud]. Appropriateness of the Data Collection Strategy to the Research Design Guest, Namey, Taylor, Eley, and McKenna (2017) deployed a focus group to explore its ability to generate unique information and personally sensitive disclosures in brainstorming activities. Data Collection Strategy and the Research Question (s) The researchers used 13 research questions; four of which are: How long have you lived in Durham, and have you seen a physician in the past year? (Warm-up question) What do you think are the most common health problems in the African American community in Durham? (Free-listing question) Let’s imagine that I’m new to this country and have never interacted with the medical system here. Describe for me what a typical doctor visit is like. How do you feel about the typical doctor visit here, as you’ve described it? (p.8). The nature of focus groups is to gather information (including customer opinions) about products and services prior to and doing the development process (Curran, Cassidy, McNeil, & Osmond, 2014; Guest, Namey, Taylor, Eley & McKenna, 2017).
• #14: [Read out-loud]. Appropriateness of the Data Collection Strategy to the Research Design Suto (2012) deployed qualitative data collection methods including document analysis to explore rater cognition (people who score/rate students’ work). Document analysis allows researchers to give insights that would, in most instances, be unavailable to researchers, make available information that researchers and participants may not be aware of, and they allow for historical insights and perspectives (Creswell, 2013; Lodico, Spaulding, & Voegtle, 2010).  Data Collection Strategy To get insights on what qualitative data collection methods researchers have previously used to explore rater cognition, Suto’s research team analyzed an array of research documents including primary and secondary studies.  
• #15: [Read out-loud]. This concludes the presentation. Let’s take a few moments for questions, thoughts, or comments.