Review Literature re: Qualitative Research
ED397122 TM025260
Research Methods Employed in "American Educational Research
Journal," "Educational Researcher," and "Review of Educational
Research" from 1978 to 1995.
Elmore, Patricia B.; Woehlke, Paula L.
Apr 1996
21p.; Paper presented at the Annual Meeting of the American
Educational Research Association (New York, NY, April 8-12, 1996).
EDRS Price - MF01/PC01 Plus Postage.
Document Type: REVIEW LITERATURE (070); CONFERENCE PAPER (150);
RESEARCH REPORT (143)
A content analysis was conducted of three educational research
journals published by the American Educational Research Association
to review the quantitative and qualitative techniques used in
educational research. All articles appearing in these three journals
from 1988 through 1995 (total n=1,715) were considered. Research
methods were identified and classified into the following categories:
(1) descriptive; (2) bivariate correlations; (3) t-test; (4)
nonparametric statistics; (5) meta-analysis; (6) analysis of variance
(ANOVA) and analysis of covariance (ANCOVA); (7) psychometric theory;
(8) multiple correlation and regression; (9) multivariate analysis;
(10) factor and cluster analysis; (11) LISREL computer program
analysis; (12) Bayesian statistics; (13) simulation; (14) modeling;
(15) qualitative methods of several types; and (16) graphic methods.
Results are consistent with those of other studies in that the most
commonly used methods were ANOVA and ANCOVA, multiple regression,
bivariate correlation, descriptive statistics, multivariate analysis,
nonparametric statistics, and t-tests. The major difference in
current methodology is the increase in the use of qualitative methods.
(Contains 5 tables, 4 graphs, and 18 references.) (SLD)
Descriptors: Analysis of Covariance; Analysis of Variance; Bayesian
Statistics; Content Analysis; Correlation; *Educational Research;
Educational Researchers; Meta Analysis; Multivariate Analysis;
Nonparametric Statistics; *Psychometrics; *Qualitative Research;
Regression (Statistics); *Research Methodology; Research Reports;
*Scholarly Journals; Simulation
Identifiers: *American Educational Research Association; American
Educational Research Journal; *Descriptive Research; LISREL Computer
Program; Review of Educational Research; T Test
EJ520831 SO527317
Critical Ethnography: Problems in Contemporary Theory and Practice.
Jordan, Steve; Yeomans, David
British Journal of Sociology of Education, v16 n3 p389-408 Sep
1995
ISSN: 0142-5692
Available From: UMI
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070)
Target Audience: Researchers; Administrators; Practitioners
Asserts that ethnography's development out of anthropology left it
tainted with biases from colonialism and imperialism. Discusses
several contemporary approaches, including critical ethnography,
really useful knowledge, and action research. Suggests further
incorporation of postmodernist ideas into the field of ethnography.
(MJP)
Descriptors: *Action Research; Anthropology; Colonialism;
Consciousness Raising; *Critical Theory; Cultural Awareness;
Ethnocentrism; *Ethnography; Higher Education; Imperialism;
Participant Observation; *Qualitative Research; Social Change;
*Social Science Research; *Theory Practice Relationship
Identifiers: *Postmodernism
EJ511929 FL525059
Asking "Good" Questions: Perspectives from Qualitative Research on
Practice, Knowledge, and Understanding in Teacher Education.
Freeman, Donald
TESOL Quarterly, v29 n3 p581-85 Aut 1995
Theme issue topic: "Qualitative Research in ESOL."
ISSN: 0039-8322
Available From: UMI
Document Type: REVIEW LITERATURE (070); JOURNAL ARTICLE (080)
This article discusses how qualitative research can inform language
teacher education, focusing on the perspectives of teacher practice,
knowledge, and understanding that affect teacher education research.
It argues that researchers need to examine how teachers, students,
parents, and others involved in the classroom construe their worlds
and actions. (21 references) (MDM)
Descriptors: Classroom Environment; *English (Second Language);
Higher Education; *Language Research; Language Teachers; *Qualitative
Research; *Teacher Attitudes; *Teacher Education; *Teaching Methods
EJ511923 FL525053
Qualitative Research in Applied Linguistics: A Progress Report.
Lazaraton, Anne
TESOL Quarterly, v29 n3 p455-72 Aut 1995
Theme issue topic: "Qualitative Research in ESOL."
ISSN: 0039-8322
Available From: UMI
Document Type: REVIEW LITERATURE (070); JOURNAL ARTICLE (080)
This article describes the status of qualitative research in
applied linguistics and English as a Second Language (ESL),
identifying trends through an informal survey of professional
journals, an examination of relevant qualitative studies and research
methods texts, and a presentation of the views of researcher
methodologists. (88 references) (MDM)
Descriptors: *Applied Linguistics; Definitions; *English (Second
Language); *Language Research; *Linguistic Theory; *Qualitative
Research; *Research Methodology; Research Reports; Scholarly Journals;
Second Language Learning
EJ511922 FL525052
Qualitative Theory and Methods in Applied Linguistics Research.
Davis, Kathryn A.
TESOL Quarterly, v29 n3 p427-53 Aut 1995
Theme issue topic: "Qualitative Research in ESOL."
ISSN: 0039-8322
Available From: UMI
Document Type: REVIEW LITERATURE (070); JOURNAL ARTICLE (080)
This article reviews basic issues of theory and method in
qualitative research approaches to applied linguistics research,
focusing on the ways in which qualitative research can contribute to
an understanding of second-language acquisition and use. (83
references) (MDM)
Descriptors: *Applied Linguistics; Data Analysis; Data Collection;
Ethnography; *Language Research; Language Usage; *Linguistic Theory;
*Qualitative Research; *Research Methodology; Research Reports;
*Second Language Learning; Sociolinguistics
EJ512733 SO526820
Zooming in on the Qualitative Paradigm in Art Education:
Educational Criticism, Ethnography, and Action Research.
Bresler, Liora
Visual Arts Research, v20 n1 p1-19 Spr 1994
ISSN: 0736-0770
Document Type: REVIEW LITERATURE (070); POSITION PAPER (120);
JOURNAL ARTICLE (080)
Target Audience: Researchers; Teachers; Practitioners
Maintains that within the qualitative paradigm there are related
approaches with distinct disciplinary and intellectual traditions.
Examines three genres: (1) educational connoisseurship and criticism;
(2) ethnography; and (3) action research. Asserts that understanding
the assumptions, methods, and contributions of these genres can
expand art education research. (CFR)
Descriptors: *Action Research; Aesthetic Values; Art Appreciation;
*Art Criticism; Art Teachers; *Educational Research; Elementary
Secondary Education; *Ethnography; Higher Education; Program
Improvement; *Qualitative Research; *Sociocultural Patterns; Theory
Practice Relationship; Visual Arts
Identifiers: Eisner (Elliot W)
EJ498200 SE553589
A Discourse on Methods.
Schoenfeld, Alan H.
Journal for Research in Mathematics Education, v25 n6 p697-710 Dec
1994
ISSN: 0021-8251
Available From: UMI
Document Type: HISTORICAL MATERIAL (060); REVIEW LITERATURE (070);
JOURNAL ARTICLE (080)
Discusses the historical context of mathematics education research
methodologies, describes methodological trends through the "Journal
for Research in Mathematics Education" focusing on the domain of
teacher knowledge and practice, and considers theoretical and
methodological issues of the present and future. (25 references)
(MKR)
Descriptors: *Educational History; Elementary Secondary Education;
*Mathematics Education; *Qualitative Research; *Research Methodology
Identifiers: *Journal for Research in Mathematics Education;
*Mathematics Education History; Mathematics Education Research;
Teacher Knowledge
EJ490537 CG545534
Qualitative Methods in Rehabilitation Research.
Hagner, David C.; Helm, David T.
Rehabilitation Counseling Bulletin, v37 n4 p290-303 Jun
1994
ISSN: 0034-3552
Available From: UMI
Document Type: REVIEW LITERATURE (070); JOURNAL ARTICLE (080)
Outlines major features of qualitative research methods and
rehabilitation research contexts for which these methods are
particularly appropriate. Presents representative examples of
qualitative rehabilitation research. Presents strategies for
handling threats to reliability and validity within qualitative
tradition and criteria for assessing adequacy of qualitative studies.
Includes 42 citations. (Author/CRR)
Descriptors: Higher Education; Postsecondary Education;
*Qualitative Research; *Rehabilitation; Reliability; Validity
EJ490197 SP523497
The Cultural Politics of Qualitative Research in Education:
Confirming and Contesting the Canon.
Anderson, Gary L.
Educational Theory, v44 n2 p225-37 Spr 1994
ISSN: 0013-2004
Available From: UMI
Document Type: REVIEW LITERATURE (070); JOURNAL ARTICLE (080)
This article is a critical review of the 1992 "Handbook of
Qualitative Research in Education." The article examines diverse
approaches to qualitative field research, discusses ambiguous
relationships between education and parent disciplines, notes how the
collection represents current dialogue, and examines chapters on
critical ethnology. (SM)
Descriptors: Book Reviews; *Educational Research; Educational
Theories; Elementary Secondary Education; *Ethnography; Field Studies;
*Guides; Higher Education; *Qualitative Research; *Research
Methodology
EJ500496 TM518506
Evaluation: Review of the Past, Preview of the Future.
Smith, M. F.
Evaluation Practice, v15 n3 p215-27 Oct 1994
Special invitational volume: "Past, Present, Future Assessments of
the Field of Evaluation."
ISSN: 0886-1633
Available From: UMI
Document Type: REVIEW LITERATURE (070); JOURNAL ARTICLE (080)
This paper summarized contributors' ideas about evaluation as a
field and where it is going. Topics discussed were qualitative
versus quantitative debate; evaluation's purpose;
professionalization; program failure; program development; evaluators
as advocates; evaluation knowledge; evaluation expansion; and
methodology and design. (SLD)
Descriptors: *Evaluation Methods; Evaluation Problems; Evaluation
Research; *Evaluative Thinking; Evaluators; Expectation; Futures (of
Society); History; *Intellectual Disciplines; Knowledge Level;
Objectives; Prediction; Program Development; *Qualitative Research;
Research and Development; Research Design; *Research Methodology
Identifiers: *Professionalism
EJ505285 HE533809
Grounded Theory and Classroom Research.
Mann, Mary Pat
Journal on Excellence in College Teaching, v4 p131-43
1993
Journal availability: OAST, Miami Univ., Oxford, OH 45056.
ISSN: 1052-4800
Document Type: POSITION PAPER (120); REVIEW LITERATURE (070);
JOURNAL ARTICLE (080)
Argues that grounded theory, an explicit approach to the analysis
of qualitative data, is ideal for applied settings and can be adapted
to the limited, sporadic opportunities available to faculty and
faculty developers who focus on classroom interaction and social
relations. Introduces key features and techniques of this approach.
(JB)
Descriptors: Action Research; College Faculty; College Instruction;
Educational Quality; Educational Research; Faculty Development;
Higher Education; *Qualitative Research; Research Design; *Research
Methodology
Identifiers: *Grounded Theory; *Teacher Researchers
ED360664 CS508248
Interviewing in Educational Research: A Bibliographic Essay.
Chu, Felix T.
[1993
19p.
EDRS Price - MF01/PC01 Plus Postage.
Document Type: REVIEW LITERATURE (070)
Different types of interviews serve different purposes; however,
they all share a common goal of collecting data in different
situations. The data may be factual in generating quantitative input
for a research project, attitudinal in gauging public acceptance of a
proposed educational policy, or used in gaining a better
understanding of a certain organizational feature of an educational
institution. The normal progression in the interview process is from
using open-ended questions as ice-breakers to establishing rapport
with the interviewee, followed by negotiating the format, scope and
range of the questions. Many researchers distinguish types of
interviews by the amount of structure used in the process. Effective
use of interviewing in qualitative research has also been discussed
by researchers. Types of interviews applicable to educational
research include: standardized survey interviews, in-depth
interviews, intensive interviews, the long interview, the focused
interview, and interviews of elites. Given the culturally diverse
and heterogeneous population, problems and biases are becoming more
apparent. Variables in the interview process include: race, gender,
age, educational level, and social status. Because of cultural and
linguistic variables, different people attach different degrees of
importance to the value, worth or intent of certain questions and
answers. Treating interviews as discourses and speech events open a
whole new area for further research. Contains 31 references. (RS)
Descriptors: Cultural Context; *Educational Research; Ethnography;
Higher Education; *Interviews; Literature Reviews; *Qualitative
Research; Questioning Techniques; *Research Methodology
Identifiers: *Communication Strategies; Discourse
EJ471252 IR527557
Post-Positivist Research: Two Examples of Methodological Pluralism.
Wildemuth, Barbara M.
Library Quarterly, v63 n4 p450-68 Oct 1993
Special issue: "Symposium on Qualitative Research: Theory, Methods,
and Applications."
ISSN: 0024-2519
Available From: UMI
Document Type: REVIEW LITERATURE (070); POSITION PAPER (120);
RESEARCH REPORT (143); JOURNAL ARTICLE (080)
Discussion of positivist and interpretive approaches to research
and postpositivism focuses on two studies that apply interpretive
research in different ways: an exploratory study of user-developed
computing applications conducted prior to a positivist study and a
study of end-user searching behaviors conducted concurrently with a
positivist study. (Contains 36 references.) (LRW)
Descriptors: Adoption (Ideas); *Information Science; Medical
Education; Models; Online Searching; *Qualitative Research; *Research
Identifiers: Examples; *Interpretive Research; *Positivism
EJ471251 IR527556
Methodological Issues and Practices in Qualitative Research.
Bradley, Jana
Library Quarterly, v63 n4 p431-49 Oct 1993
Special issue: "Symposium on Qualitative Research: Theory, Methods,
and Applications."
ISSN: 0024-2519
Available From: UMI
Document Type: REVIEW LITERATURE (070); POSITION PAPER (120);
PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080)
Discusses methodological issues concerning qualitative research and
describes research practices that qualitative researchers use to
address these methodological issues. Topics discussed include the
researcher as interpreter, the emergent nature of qualitative
research, understanding the experience of others, trustworthiness in
qualitative research, design of the research process, and collection
and analysis of data. (Contains 32 references.) (LRW)
Descriptors: Credibility; Data Analysis; Data Collection;
Information Science; *Qualitative Research; Research Design;
Researchers; *Research Methodology
EJ471250 IR527555
The Rationale for Qualitative Research: A Review of Principles and
Theoretical Foundations.
Sutton, Brett
Library Quarterly, v63 n4 p411-30 Oct 1993
Special issue: "Symposium on Qualitative Research: Theory, Methods,
and Applications."
ISSN: 0024-2519
Available From: UMI
Document Type: REVIEW LITERATURE (070); POSITION PAPER (120);
PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080)
Surveys some of the theoretical positions that underlie various
qualitative research methods and discusses the methodological issues
raised by those positions for use in library and information science
research. Contextualization, understanding, pluralism, and
expression are discussed; and qualitative research methods are
compared with a positivist model. (Contains 39 references.) (LRW)
Descriptors: Comparative Analysis; *Information Science; *Library
Research; Models; *Qualitative Research; *Research Methodology
Identifiers: Contextualization; Pluralism; Positivism; *Theoretical
Analysis
ED362202 IR016358
Qualitative Research? Quantitative Research? What's the Problem?
Resolving the Dilemma via a Postconstructivist Approach.
Shank, Gary
Jan 1993
29p.; In: Proceedings of Selected Research and Development
Presentations at the Convention of the Association for Educational
Communications and Technology Sponsored by the Research and Theory
Division (15th, New Orleans, Louisiana, January 13-17, 1993); see IR
016 300.
EDRS Price - MF01/PC02 Plus Postage.
Document Type: REVIEW LITERATURE (070); POSITION PAPER (120);
CONFERENCE PAPER (150)
It is argued that the debate between qualitative and quantitative
research for educational researchers is actually an argument between
constructivism and positivism. Positivism has been the basis for
most quantitative research in education. Two different things are
actually meant when constructivism is discussed (constructivism and
postconstructivism), making the reconciliation between constructivism
and positivism nearly impossible. Constructivism holds that learning
is a process of building up structures of experience. It is grounded
in the works of Richard Rorty, Nelson Goodman, and Paul Feyerabend,
whose philosophies are reviewed. As articulated in educational
research, constructivism is a species of pragmatism. The second
approach to constructivism, styled postconstructivism, is a model
based on a split with the pragmatism with which constructivism is
linked. The postconstructivist model says that we do not construct
reality, because it is so rich and significant that all we need to do
is "read" it. The postconstructivist alternative is to accept that
we cannot impose our wills freely on reality, but that we are not
slaves to some configuration of reality. Research into educational
technology can advance when constructivism gives up the notion that
the order it seeks is simply imposed by the subjectivity of the
inquirer. (Contains 43 references.) (SLD)
Descriptors: *Constructivism (Learning); Educational Philosophy;
*Educational Research; Educational Researchers; Educational
Technology; Elementary Secondary Education; Higher Education; Models;
*Qualitative Research; *Research Methodology; Research Problems;
Statistical Analysis
Identifiers: Positivism; *Postconstructivism; *Pragmatism
EJ449549 CE524081
Understanding and Validity in Qualitative Research.
Maxwell, Joseph A.
Harvard Educational Review, v62 n3 p279-300 Fall 1992
ISSN: 0017-8055
Available From: UMI
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070);
POSITION PAPER (120)
Details the philosophical and practical dimensions of five types of
validity used in qualitative research: descriptive, interpretive,
theoretical, generalizable, and evaluative, with corresponding issues
of understanding. Presents this typology as a checklist of the kinds
of threats to validity that may arise. (SK)
Descriptors: Classification; *Comprehension; *Qualitative Research;
*Validity
Identifiers: Generalizability
ED363628 TM020629
The Concept of Reliability as It Pertains to Data from Qualitative
Studies.
Clonts, Jean G.
Jan 1992
22p.; Paper presented at the Annual Meeting of the Southwest
Educational Research Association (Houston, TX, January 31-February 2,
1992).
EDRS Price - MF01/PC01 Plus Postage.
Document Type: REVIEW LITERATURE (070); EVALUATIVE REPORT (142);
CONFERENCE PAPER (150)
This paper presents a review of the literature on reliability in
qualitative studies. Reliability is defined as the extent to which
studies can be replicated, using the same methods, and getting the
same results. It is the degree to which data are independent of the
accidental circumstances of the research. The review includes the
following three major areas: (1) the use of the qualitative paradigm;
(2) the traditional interpretation of reliability; and (3) various
strategies for enhancing and insuring reliability. In presenting
advantages of a post-paradigmatic view, B. Thompson (1989) notes
there are "myriad views of the qualitative paradigm" and urges
researchers to be "conscious of the restrictions on insight imposed
by their paradigm." Thus, several different perspectives are explored.
Strategies are presented to enhance reliability through study design,
data collection, and data analysis. Other general categories of
strategies that are explored are generalizability theory as an
estimate of reliability and the presentation of research as the
vehicle of assessing research credibility. Three tables summarize
points about research reliability. (Contains 19 references.) (SLD)
Descriptors: Data Collection; Estimation (Mathematics);
*Generalizability Theory; Literature Reviews; Models; *Qualitative
Research; *Reliability; Research Design; *Research Methodology;
Research Problems
Identifiers: *Research Replication
EJ447774 SE548789
Triangulation of Qualitative Methods: Heideggerian Hermeneutics and
Grounded Theory.
Wilson, Holly Skodol; Hutchinson, Sally A.
Qualitative Health Research, v1 n2 p263-76 May 1991
Available from Sage Publications, 2455 Teller Rd., Newbury Park, CA
91320.
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070);
EVALUATIVE REPORT (142)
Target Audience: Researchers
Proposes the triangulation of two qualitative research methods,
hermeneutics and grounded theory, to illuminate clinical realities
that elude alternative approaches. Discusses how hermeneutics
reveals perceptual information about the uniqueness of shared
meanings and common practices, and how grounded theory provides a
conceptual framework useful for planning interventions and further
quantitative research. (32 references) (Author/JJK)
Descriptors: Cognitive Style; Data Interpretation; *Hermeneutics;
Higher Education; Interaction Process Analysis; Medical Education;
*Medical Research; Nursing Education; *Nursing Research; Personal
Narratives; Phenomenology; *Qualitative Research; *Research
Methodology; Research Problems; Science Education
Identifiers: *Grounded Theory; Research Trends; *Triangulation
EJ438654 UD516340
The Controversy about Quantification in Social Research: An
Extension of Gage's "Historical" Sketch.
Rizo, Felipe M.
Educational Researcher, v20 n9 p9-12 Dec 1991
ISSN: 0013-189X
Available From: UMI
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070);
POSITION PAPER (120)
Discusses N. L. Gage's 1989 American Educational Research
Association meeting address concerning the future of educational
research and paradigm disputes. Reviews of research paradigms and
qualitative versus quantitative controversies do not suggest that
paradigm confrontation will soon end. Progress occurs in social
science research methodology because of methodological controversy.
(SLD)
Descriptors: Educational History; *Educational Research;
Educational Trends; *Models; *Qualitative Research; *Research
Methodology; *Social Science Research; Trend Analysis
Identifiers: Controversy; *Paradigm Argument; *Quantification
Processes
EJ429242 SO522152
Validating Case Studies.
Elliot, John
Westminster Studies in Education, v13 p47-60 1990
ISSN: 0140-6728
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070)
Target Audience: Teachers; Practitioners
Points out that variability in focus, method, and conceptual level
of case studies causes difficulties in validating such studies.
Notes method variations raise questions about validity. Claims the
validity of case studies lies in their usefulness as projective
models. States teachers can generate their own theories where
practical educational judgments have to be made. (NL)
Descriptors: *Case Studies; Foreign Countries; Higher Education;
Interviews; *Qualitative Research; *Research Methodology; Research
Problems; School Surveys; *Validity
Identifiers: United Kingdom
EJ421482 EC232920
Ethnographic Interviews for Information about Classrooms: An
Invitation.
Miller, Maurice
Teacher Education and Special Education, v13 n3-4 p233-34 Sum-Fall
1990
Available From: UMI
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070);
NON-CLASSROOM MATERIAL (055)
Target Audience: Researchers
Ethnographic research methodology is reviewed as an emerging
methodology in special education, with application made particularly
to understanding regular classrooms into which students with learning
handicaps may be integrated. Suggested descriptive questions for an
ethnographic interview are given, for use in research investigations
and in depicting classrooms from the regular classroom teacher's
perspective. (Author/JDD)
Descriptors: Elementary Secondary Education; *Ethnography;
*Interviews; *Learning Disabilities; Mainstreaming; *Mental
Retardation; *Qualitative Research; *Questioning Techniques; Regular
and Special Education Relationship; Research Methodology; Special
Education
EJ391737 CG535815
Alternate Research Paradigms: A Review and Teaching Proposal.
Hoshmand, Lisa L. S. Tsoi
Counseling Psychologist, v17 n1 p3-79 Jan 1989
Available From: UMI
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070)
Reviews major paradigms that differ from positivistic research
tradition of reductive experimentation. Describes naturalistic-
ethnographic, phenomenological, and cybernetic paradigms in terms of
their conceptual base, methodological characteristics, applications,
types of research questions they can address, and strengths and
limitations. Proposed curriculum for teaching paradigms in graduate
counseling psychology programs. (Author/NB)
Descriptors: *Counseling; Counselor Training; *Evaluation Methods;
Graduate Students; Higher Education; *Models; Psychology;
*Qualitative Research; Research Design; *Research Methodology
Identifiers: *Counseling Psychology
EJ386564 TM514269
Qualitative Research Traditions: A British Response to Jacob.
Atkinson, Paul; And Others
Review of Educational Research, v58 n2 p231-50 Sum
1988
This paper is a response to "Qualitative Research Traditions" by E.
Jacob (1987) (see EJ 371 354).
Available From: UMI
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070);
POSITION PAPER (120)
Exception is taken to Jacob's position; it is argued that a
framework of distinct theoretical traditions is neither an accurate
historical account of social science nor helpful to researchers.
Classifying researchers and their projects into "traditions" is
considered counterproductive. In addition, Jacob's neglect of
British research is criticized. (TJH)
Descriptors: *Educational Research; Educational Theories; Foreign
Countries; Literature Reviews; *Qualitative Research
Identifiers: United Kingdom
EJ374522 UD513730
Clarifying Qualitative Research: A Focus on Traditions.
Jacob, Evelyn
Educational Researcher, v17 n1 p16-24 Jan-Feb 1988
Available From: UMI
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070)
A major source of confusion in educational research comes when
qualitative research is regarded as if it were one approach.
Qualitative research has many varieties that can be identified and
understood by using the notion of research traditions. Six
approaches from the social and behavioral sciences are compared.
(VM)
Descriptors: *Educational Research; Ethnography; Ethnology;
Participant Observation; *Qualitative Research; *Research Methodology;
*Research Problems; *Research Tools; *Social Science Research
ED304448 TM012671
A General Survey of Qualitative Research Methodology.
Cary, Rick
1988
60p.
EDRS Price - MF01/PC03 Plus Postage.
Document Type: REVIEW LITERATURE (070)
Current definitions and philosophical foundations of qualitative
research are presented; and designs, evaluation methods, and issues
in application of qualitative research to education are discussed.
The effects of positivism and the post-positivist era on qualitative
research are outlined, and naturalist and positivist approaches are
contrasted. Contributions of anthropology, the social survey
movement, sociology, and the social upheavals of the 1960's are
noted; and the growth of qualitative research in the field of
education during the past 30 years is briefly reviewed. General
traits characterizing qualitative research and naturalistic research
are discussed. Topics associated with design issues include inquiry
focus, the fit of the paradigm, data collection and recording,
successive phases of inquiry, instrumentation, data analysis,
logistics, and trustworthiness. Case studies and multi-site studies
are discussed. In terms of the evaluation of qualitative research,
issues covered include truth value, applicability, dependability, and
confirmability. It is concluded that educational researchers need to
be fluent in both qualitative and quantitative research methods.
(TJH)
Descriptors: *Educational Research; Literature Reviews; Naturalism;
*Qualitative Research; *Research Methodology; Social Influences
Identifiers: Positivism
ED301118 HE021986
The Qualitative Dimension.
Lodge-Peters, Dianne S.
Oct 1988
19p.; Paper presented at Northern Rocky Mountain Educational
Research Association (Jackson Hole, WY, October 1988).
EDRS Price - MF01 Plus Postage. PC Not Available from EDRS.
Document Type: REVIEW LITERATURE (070); CONFERENCE PAPER (150)
The qualitative dimension of educational research methodology is
explored, and the literature of qualitative methodology is reviewed
so researchers may (1) understand more fully the qualitative
dimension as it, in turn, fits within the parameters of educational
research as a whole, and (2) have more informed access to the
sometimes daunting array of literature that is available.
Qualitative research is described as trying to uncover patterns which
underlie social behavior (behavior which occurs in groups that have
been ordered or organized over a reasonable length of time). When it
takes the form of schooling, education can be said to occur in social
groups which, over time, exhibit observable behavior. Qualitative
inquiry delivers its truth value by a process called triangulation.
Key to an understanding of qualitative inquiry is a consideration of
grounded theory in which data drive theory, not vice versa. It is
noted that qualitative research is not monolithic. Several pitfalls
to avoid are noted, including how to cope with the chaos of data
gathered without having made a priori assumptions. The importance of
preserving the language of the respondents is stressed. It is noted
that doing qualitative research entails persistently going back again
and again to the sources in order to ensure that one has "got it
right." Contains 22 references. (SM)
Descriptors: Behavioral Science Research; *Educational Research;
Evaluation Methods; Higher Education; Organizations (Groups);
*Qualitative Research; *Research Methodology; Social Science Research
EJ381243 UD514005
A Rainbow of Qualitative Approaches and Concerns.
Fetterman, David M.
Education and Urban Society, v20 n1 p4-8 Nov 1987
Theme issue with title "Perennial Issues in Qualitative Research."
Available From: UMI
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070);
CONFERENCE PAPER (150)
Reviews the seven papers presented at a symposium entitled
"Perennial Issues in Qualitative Research," part of the Annual
Meeting of the American Educational Research Association (San
Francisco, California, 1986), and included in this issue. Discusses
the demonstrated usefulness of qualitative methods in educational
research, and also points out the problems involved in their use.
(FMW)
Descriptors: Case Studies; *Educational Research; Ethnography;
*Evaluation Methods; Literature Reviews; Naturalistic Observation;
Participant Observation; *Qualitative Research; *Research Methodology;
*Research Problems; Statistical Analysis; Teacher Education; *Urban
Education
Identifiers: Positivism
ED284874 TM870330
Qualitative Approaches to Evaluating Education.
Fetterman, David M.
Apr 1987
38p.; Paper presented at the Annual Meeting of the American
Educational Research Association (Washington, DC, April 20-24, 1987).
Document contains light type.
EDRS Price - MF01/PC02 Plus Postage.
Document Type: CONFERENCE PAPER (150); REVIEW LITERATURE (070)
Target Audience: Researchers
This paper explores the variety of qualitative methods available,
in the context of a larger quantitative-qualitative debate in the
field of educational evaluation. Each approach is reviewed in terms
of the work of its major proponents. The dominant forms of
qualitative evaluation include: (1) ethnography; (2) naturalistic
inquiry; (3) generic pragmatic (sociological) inquiry; and (4)
connoisseurship/criticism. The last approach differs from the first
three in deriving from an artistic conception of the teacher's role
in the classroom, as opposed to science-based conceptions stressing
the discovery of behavioral laws operating in educational settings.
One example of a qualitative study is discussed: a national
ethnographic evaluation of a program for dropouts. New developments
in methods include phenomenography, the mapping of the qualitatively
different ways people experience and think about phenomena, as well
as various metaphors for educational research and evaluation derived
by analogy with other fields such as law, journalism, and economics.
The growth of qualitative approaches is considered as a sign of
greater ecumenism of methods and a possible paradigm shift in the
qualitative direction. A five-page reference list concludes the
document. (LPG)
Descriptors: *Educational Assessment; *Ethnography; *Evaluation
Methods; Literature Reviews; Models; *Naturalistic Observation;
Phenomenology; *Qualitative Research; Research Methodology;
Scientific Methodology
EJ347376 FL517452
The Interaction of Quantitative and Qualitative Approaches to
Research: A View of the Second Language Classroom.
Chaudron, Craig
TESOL Quarterly, v20 n4 p709-17 Dec 1986
For related documents, see FL 517 449-451.
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070);
PROJECT DESCRIPTION (141)
Target Audience: Researchers
Considers both qualitative and quantitative research approaches on
second language learning, with focus on second language classroom
research. Concludes that both approaches are relevant to determining
the important variables to investigate and the relationships those
variables have to second language learning outcomes. (Author/CB)
Descriptors: Classroom Observation Techniques; *Classroom Research;
Correlation; Interaction; Interdisciplinary Approach; *Language
Research; *Qualitative Research; Research Methodology; Research Needs;
Research Problems; *Second Language Learning; *Statistical Analysis
EJ345394 EC191049
Qualitative Research Methods in Special Education: Ethnography,
Microethnography, and Ethology.
Murray, Carola; And Others
Journal of Special Education Technology, v7 n3 p15-31 Win
1986
Available From: UMI
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070);
PROJECT DESCRIPTION (141)
Target Audience: Researchers
Three qualitative research methodologies (ethnography,
microethnography, and ethology) are contrasted according to their
disciplinary origins, methods for data collection and analysis, and
use of audiovisual technology. Studies that exemplify the special
education applications of these methodologies are summarized.
(Author)
Descriptors: *Disabilities; Elementary Secondary Education;
*Ethnography; *Ethology; *Qualitative Research; *Research Methodology;
*Special Education
EJ312319 IR513604
The Qualitative versus Quantitative Debate: A Position.
Splaine, John
Media Management Journal, v4 n2 p25-30 Win 1985
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070);
POSITION PAPER (120)
Target Audience: Researchers
Presents a sampling of commentary about epistemological function,
about the diverse research processes that result from a particular
philosophical position, and about technical implementation of various
attempts to discover knowledge. Discussion of the qualitative versus
quantitative research debate highlights ethnography, controlling for
bias, and the quantitative-qualitative nexus. (44 references) (MBR)
Descriptors: *Comparative Analysis; Educational Philosophy;
Epistemology; Literature Reviews; Opinion Papers; *Research
Methodology; Research Problems
Identifiers: *Qualitative Research; *Quantitative Research
ED258985 TM850350
Closing Down the Conversation: The End of the Quantitative-
Qualitative Debate among Educational Inquirers.
Smith, John K.; Heshusius, Lous
Mar 1985
33p.; Paper presented at the Annual Meeting of the American
Educational Research Association (69th, Chicago,IL, March 31-April
4,1985).
EDRS Price - MF01 Plus Postage. PC Not Available from EDRS.
Document Type: REVIEW LITERATURE (070); POSITION PAPER (120);
CONFERENCE PAPER (150)
Educational researchers have claimed that the quantitative and
qualitative approaches to educational inquiry are, indeed, compatible.
However, it would be unfortunate to discontinue this debate. The
quantitative-qualitative debate began with the interpretive approach
to social inquiry. Dilthey argued that since cultural/moral sciences
differ from natural/physical sciences, the context of the human
experimenters' subjectivity, emotions, and values is significant.
Concerned by inconsistent research interpretations, Weber
unsuccessfully tried to synthesize a compromise between the two
perspectives. Still, two distinct perspectives remained: the
quantitative, realistic tradition describing independently existing
social reality as it really is, and the qualitative, interpretive
tradition assuming that social reality is mind-constructed according
to internal coherence and social conditioning. More researchers
considered the debate: Rist proposed a detente; Guba pursued criteria
for qualitative or naturalistic inquiry. LeCompte and Goetz, Miles
and Huberman, and Lynch de-emphasized the paradigmatic differences,
implying that qualitative research is a procedural variation of
quantitative inquiry. There are problems with this trend. Although
the two approaches may be combined, each one's differing logic of
justification affects the determination of validity. Other
intellectual disciplines are also concerned with this debate. (GDC)
Descriptors: *Educational Research; Educational Researchers;
Experimenter Characteristics; Literature Reviews; *Reliability;
*Research Design; Research Methodology; *Research Problems; *Validity
Identifiers: *Qualitative Research; *Quantitative Research
EJ333779 TM511186
Quantity and Quality in Evaluation Research: A Divergent View.
Bednarz, Dan
Evaluation and Program Planning, v8 n4 p289-306 1985
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120);
REVIEW LITERATURE (070)
Many evaluation researchers are now attempting to synthesize
quantitative and qualitative approaches. Although such efforts
appear to carry great promise, some subtleties and incompatibilities
of these approaches are perhaps being overlooked. Implications for
social inquiry are discussed. (Author/GDC)
Descriptors: Data Collection; *Evaluation Methods; Evaluation
Problems; *Qualitative Research; *Research Design; *Research
Methodology; Research Problems; *Social Science Research
Identifiers: *Quantitative Research
ED320350 EC231159
On Doing a Naturalistic Evaluation.
Kennedy, Mary F.; And Others
[1985
19p.
EDRS Price - MF01/PC01 Plus Postage.
Document Type: PROJECT DESCRIPTION (141); REVIEW LITERATURE (070)
Target Audience: Researchers
The paper describes a naturalistic evaluation study of an
enrichment program for gifted learners in Newfoundland. The pull-out
program (for two half days out of six) is described in terms of
audience concerns and issues, standards, program components, and data-
generating techniques (observations and interviews). The evaluation
led to a report pointing to specific strengths and weaknesses and
went beyond assessment of the impact of the program to thorough
description and judgment. Also discussed is the naturalistic
approach to program evaluation in general considering its emergent
design, rigor factors inhibiting naturalistic evaluation (such as the
non-quantitative results), cost factors inhibiting naturalistic
evaluation, and training factors inhibiting naturalistic evaluation.
Contains 10 references. (DB)
Descriptors: Enrichment Activities; *Evaluation Methods; Foreign
Countries; *Gifted; *Naturalistic Observation; *Program Evaluation;
*Qualitative Research; *Research Methodology
Identifiers: Newfoundland
ED240092 SP023779
Qualitative Research--Another Way of Knowing.
Rogers, Vincent R.
1984
27p.; In: Hosford, Philip L., Ed. Using What We Know About
Teaching. Virginia, Association for Supervision and Curriculum
Development, 1984. p85-111.
Available From: Not available separately, see SP 023 775.
Document Not Available from EDRS.
Document Type: REVIEW LITERATURE (070)
Qualitative research is based on the direct observation of human
activity and interaction in an ongoing, naturalistic fashion.
Qualitative researchers are concerned with the internal life of
schools; what is really occurring in classrooms, corridors,
cafeterias, and playgrounds. Qualitative researchers look at what
people ordinarily take for granted with fresh eyes and see events,
with all their subtleties and nuances. Qualitative researchers
participate and observe, or simply observe; they conduct concentrated
studies of single individuals and groups; they interview, use field
notes, audio and videotaped data, film, personal and official
documents, photographs, various forms of unobstrusive data as well as
quantifiable data. They study uses of physical space and analyze
book and magazine content. They use sampling techniques,
occasionally compare one group with another, and often combine
qualitative and quantitative research methodologies. Their studies
may last from a few months to a few years, but their goal remains to
observe and study human activity in its natural setting. The author
provides short synopses of 13 education related qualitatively based
studies. He also summarizes six major qualitative research studies.
Responses to this paper are offered by William D. Corbett and Anne
Roney. (JMK)
Descriptors: Data Collection; *Educational Environment;
*Educational Research; Elementary Secondary Education; Group Dynamics;
*Human Relations; Individual Development; *Interaction; *Observation;
Research Methodology; Research Utilization; Student Teacher
Relationship
Identifiers: *Qualitative Research; Research Practice Relationship
EJ278833 SP512809
Applications of Qualitative Methods to Program Evaluation in
Education.
Hatch, J. Amos
Viewpoints in Teaching and Learning, v59 n1 p1-11 Win
1983
Available From: Reprint: UMI
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120);
REVIEW LITERATURE (070)
This article explores the utilization of qualitative methodologies
in program evaluation, the rationale for using these approaches, and
the potential qualitative applications within evaluation. It also
describes the "scientific" and "artistic" qualitative methodologies,
suggests practical qualitative application, and calls for a
conceptual shift in methodological decision making in evaluation.
(Author/JM)
Descriptors: *Evaluation Methods; *Measurement Techniques; Methods
Research; *Program Evaluation; Program Validation; *Research
Methodology; Research Utilization
Identifiers: *Qualitative Research
[Table of Contents]
Other Recent ERIC Documents Citations re: Qualitative Research
EJ531133 IR533585
Focus Group Interviews: A Data Collection Methodology.
Connaway, Lynn Silipigni
Library Administration & Management, v10 n4 p231-39 Fall
1996
ISSN: 0888-4463
Available From: UMI
Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080)
Summarizes the literature explaining focus group interview
techniques and provides ideas on how they can be used for needs
assessment and program evaluation in libraries and information
centers. Discussion includes focus group session objectives, the
level of moderator involvement, various methodologies, data analysis,
and reporting in qualitative or quantitative contexts. Lists 40
recommended sources. (LAM)
Descriptors: Data Analysis; Data Collection; *Evaluation Methods;
*Focus Groups; Information Centers; *Interviews; *Libraries; Library
Services; Needs Assessment; *Qualitative Research; Reports; *
Research Methodology
Identifiers: Moderator Variables
ED400543 CS215516
Ethics and Representation in Qualitative Studies of Literacy.
Mortensen, Peter, Ed.; Kirsch, Gesa E., Ed.
1996
347p.; With a collaborative foreword led by Andrea A. Lunsford and
an afterword by Ruth E. Ray.
ISBN: 0-8141-1596-9
Available From: National Council of Teachers of English, 1111 W.
Kenyon Road, Urbana, IL 61801-1096 (Stock No. 15969: $21.95 members,
$28.95 nonmembers).
EDRS Price - MF01/PC14 Plus Postage.
Document Type: COLLECTION (020); PROJECT DESCRIPTION (141)
Reflecting on the practice of qualitative literacy research, this
book presents 14 essays that address the most pressing questions
faced by qualitative researchers today: how to represent others and
themselves in research narratives; how to address ethical dilemmas in
research-participant relations; and how to deal with various
rhetorical, institutional, and historical constraints on research.
After a foreword ("Considering Research Methods in Composition and
Rhetoric" by Andrea A. Lunsford and others) and an introduction
("Reflections on Methodology in Literacy Studies" by the editors),
essays in the book are (1) "Seduction and Betrayal in Qualitative
Research" (Thomas Newkirk); (2) "Still-Life: Representations and
Silences in the Participant-Observer Role" (Brenda Jo Brueggemann);
(3) "Dealing with the Data: Ethical Issues in Case Study Research"
(Cheri L. Williams); (4) "'Everything's Negotiable': Collaboration
and Conflict in Composition Research" (Russel K. Durst and Sherry
Cook Stanforth); (5) "Dilemmas of Fidelity: Qualitative Research in
the Classroom" (Helen Dale); (6) "Ethnography and the Problem of the
'Other'" (Patricia A. Sullivan); (7) "Turning in upon Ourselves:
Positionality, Subjectivity, and Reflexivity in Case Study and
Ethnographic Research" (Elizabeth Chiseri-Strater); (8) "Constructing
Voices in Writing Research: Developing Participatory Approaches to
Situated Inquiry" (Ann M. Blakeslee and others); (9) "A Text for Many
Voices: Representing Diversity in Reports of Naturalistic Research"
(Lucille Parkinson McCarthy and Stephen M. Fishman); (10) "Culture on
the Page: Experience, Rhetoric, and Aesthetics in Ethnographic
Writing" (Bonnie S. Sunstein); (11) "Engendering Ethnography:
Insights from the Feminist Critique of Postmodern Anthropology"
(Roxanne D. Mountford); (12) "Writing, Rap, and Representation:
Problematic Links between Texts and Experience" (Jabari Mahiri); (13)
"Social and Institutional Power Relationships in Studies of Workplace
Writing" (Jennie Dautermann); and (14) "Ethics, Institutional Review
Boards, and the Involvement of Human Participants in Composition
Research" (Paul V. Anderson). An afterword ("Ethics and
Representation in Teacher Research" by Ruth E. Ray) is attached.
Each chapter contains references. (RS)
Descriptors: *Case Studies; Elementary Secondary Education; *Ethics;
*Ethnography; Higher Education; Participant Observation; *Qualitative
Research; *Research Methodology; Research Problems; Social Influences;
*Writing Research
Identifiers: Researcher Role
ED399290 TM025597
Twenty-first Century Tools for Qualitative Data Analysis.
Wiley, Susan D.; And Others
Apr 1996
18p.; Paper presented at the Annual Meeting of the American
Educational Research Association (New York, NY, April 8-12, 1996).
EDRS Price - MF01/PC01 Plus Postage.
Document Type: RESEARCH REPORT (143); CONFERENCE PAPER (150)
A way to support the educational ethnographer in developing a
perspective on the art of qualitative research during an introductory
course on qualitative research methods is explored through a study of
how novice researchers begin to learn the elements and processes of
qualitative research. A second purpose of the study is to
investigate the use of a new generation of computer software and how
it supports or constrains the use of qualitative data. Students in a
class on qualitative research methods at the University of California
at Santa Barbara (12 in a morning session and 14 in an evening
session) practiced the steps in the research cycle while carrying out
a simulation of a study of the life of graduate students in education.
Students were introduced, through lecture, readings, and
demonstration, to common research tools, such as audiotape recording,
word processing, and software for qualitative research. Study data
provide evidence that the students practiced the "how" of qualitative
research in a way that resulted in a beginning level of understanding
the "why." Researchers predicted that students would recall the
course as a concrete experience to build on when encountering
concepts and understandings of qualitative research in the future.
It was also apparent that computer capabilities could be used to a
much greater advantage for teaching and doing qualitative research.
Appendixes present the guided interview schedule, a guide for
selecting software for data analysis, and a chart of views for
analysis. (Contains one figure and two tables.) (SLD)
Descriptors: Comprehension; *Computer Software; *Data Analysis;
*Ethnography; *Graduate Students; Higher Education; *Qualitative
Research; Researchers; *Research Methodology; Simulation; Teaching
Methods
EJ528774 UD519382
Working in the Interpretive Zone: Conceptualizing Collaboration in
Qualitative Research Teams.
Wasser, Judith Davidson; Bresler, Liora
Educational Researcher, v25 n5 p5-15 Jun-Jul 1996
Research supported by the Bureau of Educational Research and the
Research Board of the University of Illinois.
ISSN: 0013-189X
Available From: UMI
Document Type: POSITION PAPER (120); JOURNAL ARTICLE (080)
Formulates the idea of the "interpretive zone" as a way to describe
the space in which collaborative interpretation of research unfolds.
Because of the importance of teamwork to qualitative research, the
interpretive zone becomes a critical location for future
methodological inquiry and examination of the dynamics of group
research. (SLD)
Descriptors: *Cooperation; Evaluation Methods; *Group Dynamics;
Interprofessional Relationship; *Qualitative Research; *Research
Methodology; *Teamwork
EJ527851 HE535480
Criteria Used for Qualitative Research in the Refereeing Process.
Zaruba, Karen E.; And Others
Review of Higher Education, v19 n4 p435-60 Sum 1996
ISSN: 0162-5748
Available From: UMI
Document Type: RESEARCH REPORT (143); JOURNAL ARTICLE (080)
A study investigated the standards used in refereeing scholarly
journal articles to judge qualitative research methods. Examination
of reviewers' critiques of 57 manuscripts submitted to the "Review of
Higher Education" revealed 7 themes that reviewers focused on, and
also found reviewers emphasized good writing and clear articulation
of all elements of the study and its execution. (Author/MSE)
Descriptors: Evaluation Criteria; Higher Education; Peer Evaluation;
Postsecondary Education as a Field of Study; *Qualitative Research; *
Research Methodology; *Scholarly Journals; Standards; *Technical
Writing; *Writing for Publication; *Writing Skills
Identifiers: *Review of Higher Education
EJ523671 SE555909
What Counts as Quality in Qualitative Research? (Guest Editorial).
Roberts, Douglas A.
Science Education, v80 n3 p243-48 Jun 1996
ISSN: 0036-8326
Available From: UMI
Document Type: POSITION PAPER (120); JOURNAL ARTICLE (080)
Describes the history and current status of qualitative research in
science education research. Discusses the issue of the quality of
research. (JRH)
Descriptors: Elementary Secondary Education; Foreign Countries;
*Qualitative Research; *Research Methodology; Science Education;
Statistical Analysis
Identifiers: Canada
EJ521370 CS751517
On Writing Qualitative Research.
Alvermann, Donna E.; And Others
Reading Research Quarterly, v31 n1 p114-20 Jan-Mar
1996
ISSN: 0034-0553
Available From: UMI
Document Type: POSITION PAPER (120); JOURNAL ARTICLE (080)
Extends a conversation begun in response to issues the authors
identified in their own work as writers of qualitative research and
in the works of others. Discusses theory, methodology,
representation and legitimation, and writing and write-up of
qualitative research. (RS)
Descriptors: Elementary Secondary Education; Higher Education;
*Qualitative Research; *Reading Research; *Research Methodology;
Writing Processes; *Writing Research
EJ518278 HE534892
The Hegemony of the Narrative: Reflections on the Contours of
Social Science Research.
Cizek, Gregory J.
Review of Higher Education, v19 n2 p227-36 Win 1996
ISSN: 0162-5748
Available From: UMI
Document Type: EVALUATIVE REPORT (142); POSITION PAPER (120);
JOURNAL ARTICLE (080)
A discussion of the increased use of qualitative methods in social
science research looks at four emerging issues: the nature of
research, the growth in status of the narrative in research,
political influences on the research process, and the nature of the
relationship between the philosophy of science and applied research
practice. Some approaches to the problems are discussed. (MSE)
Descriptors: Higher Education; Political Influences; *Qualitative
Research; Researchers; *Research Methodology; *Research Problems;
Research Skills; *Scientific Principles; *Social Science Research;
Trend Analysis
EJ525664 CG548602
Understanding and Evaluating Qualitative Research.
Ambert, Anne-Marie; And Others
Journal of Marriage and the Family, v57 n4 p879-93 Nov
1995
ISSN: 0022-2445
Available From: UMI
Document Type: POSITION PAPER (120); JOURNAL ARTICLE (080)
Presents an overview of the goals and procedures of qualitative
research, and discusses linkages between epistemologies and
methodology. Reviews possible guidelines involved in the several
steps of the evaluation process of qualitative research, emphasizing
naturalistic research with families. Reviews common problems with
qualitative research. (JPS)
Descriptors: Anthropology; Epistemology; Ethnography; Evaluation
Methods; Field Studies; Higher Education; *Naturalistic Observation;
Participant Observation; *Qualitative Research; *Research Methodology;
Research Problems
Identifiers: *Family Research
EJ520790 SO527274
Ethical Issues in Qualitative Research Methodology.
Bresler, Liora
Bulletin of the Council for Research in Music Education, n126 p29-
41 Fall 1995
ISSN: 0010-9894
Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080)
Target Audience: Researchers
Describes specific problems related to the issues of
confidentiality and subjectivity in a qualitative research project
concerning social dynamics in a music education classroom. Argues
that the nature of the observer/participant relationship creates
complex problems involving confidentiality and subjectivity. (MJP)
Descriptors: *Confidentiality; Educational Research; *Ethics;
Higher Education; *Music Education; Observation; *Qualitative
Research; *Research Methodology; *Research Problems; Secondary
Education; Teacher Role
Identifiers: *Subjectivity
EJ516409 HE534707
Assumptions Underlying Quantitative and Qualitative Research:
Implications for Institutional Research.
Hathaway, Russel S.
Research in Higher Education, v36 n5 p535-62 Oct 1995
ISSN: 0361-0365
Available From: UMI
Document Type: EVALUATIVE REPORT (142); JOURNAL ARTICLE (080)
Target Audience: Researchers
This article suggests that the choice by institutional researchers
to use qualitative or quantitative research is often dictated by
time, money, resources, and staff and not necessarily with an
understanding of the underlying philosophical assumptions structuring
beliefs about methodology, knowledge, and reality. These underlying
assumptions are examined to foster researcher awareness of the
appropriateness of different research methods. (MSE)
Descriptors: Beliefs; Comparative Analysis; Decision Making;
Epistemology; Higher Education; *Institutional Research; *Qualitative
Research; *Research Methodology; *Statistical Analysis
EJ511647 CS750703
On Whether to Believe: Extending the Dialogue.
Anderson, Thomas H.; West, Charles K.
Reading Research Quarterly, v30 n4 p1054-58 Oct-Dec
1995
For J. Myers's original article, see EJ 451 347. For a series of
responses, see the previous issue of this journal (v30 n3).
ISSN: 0034-0553
Available From: UMI
Document Type: POSITION PAPER (120); JOURNAL ARTICLE (080)
Extends the discussion of an article by J. Myers published in an
earlier issue of this journal. Suggests that Myers's response to
earlier critiques failed to address major criticisms. Readdresses 12
criticisms regarding research methodology, the role of the
researcher, researcher-subject relationship, standards for
researchers, and the notion of subversion among scholars who
criticize the work of others. (RS)
Descriptors: Elementary Education; Epistemology; *Qualitative
Research; *Reading Research; *Research Methodology; *Research
Problems; Standards
Identifiers: *Literacy Research; *Researcher Role; Researcher
Subject Relationship
EJ508090 CS750212
Commentary: An Analysis of a Qualitative Investigation: A Matter of
Whether to Believe.
Anderson, Thomas H.; West, Charles K.
Reading Research Quarterly, v30 n3 p562-69 Jul-Sep
1995
ISSN: 0034-0553
Available From: UMI
Document Type: POSITION PAPER (120); JOURNAL ARTICLE (080)
Challenges many of the specific ideas and actions discussed in J.
Myers's "The Social Contexts of School and Personal Literacy,"
published in this journal (volume 27, pages 297-333). Argues that
the investigator appeared to be the sole source through all analyses,
many assumptions were either internally of externally inconsistent,
and the effects of figurative language were not monitored. (RS)
Descriptors: Elementary Education; Experimenter Characteristics;
*Qualitative Research; *Reading Research; *Research Design; *
Research Problems
EJ505081 EC611266
Considerations for Readers of Qualitative Research. Editorial.
Ferguson, Dianne L.; Halle, James W.
Journal of the Association for Persons with Severe Handicaps, v20
n1 p1-2 Spr 1995
ISSN: 0274-9483
Available From: UMI
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120)
This article distinguishes between "using qualitative methods" and
"doing qualitative research." It highlights the qualitative
approaches of the authors of five articles in this issue and
considers the challenges of this type of qualitative research
manuscript for the editorial process. (DB)
Descriptors: *Disabilities; Editing; *Qualitative Research;
Research Methodology; *Special Education
EJ504329 TM518772
Special Feature. The Quantitative-Qualitative Debates:
"DeKuhnifying" the Conceptual Context.
Shadish, William R., Ed.; And Others
Evaluation and Program Planning, v18 n1 p47-96 Jan-Mar
1995
Special section.
ISSN: 0149-7189
Available From: UMI
Document Type: COLLECTION (020); CONFERENCE PAPER (150); JOURNAL
ARTICLE (080)
The five articles of this special section focus on the quantitative-
qualitative debate in program evaluation. This section focuses on
philosophical aspects of program evaluation, making it clear that the
issues are far more complex than the simple quantitative-qualitative
dichotomy described by T. S. Kuhn (1970) implies. (SLD)
Descriptors: *Evaluation Methods; *Mathematics; *Program Evaluation;
*Qualitative Research; *Research Methodology; *Statistical Analysis
Identifiers: *Mathematical Thinking
EJ503556 JC507008
Objectivity, Subjectivity, and Relativism: The Case for Qualitative
Methodologies in Educational Research.
Trifonas, Peter
Journal of Educational Thought/Revue de la Pensee Educative, v29 n1
p81-101 Apr 1995
ISSN: 0022-0701
Available From: UMI
Document Type: POSITION PAPER (120); JOURNAL ARTICLE (080)
Addresses epistemological questions about the nature of ontology,
theoretical questions concerning the knowledge of sense perceptions,
and methodological questions regarding the scientific truth-effect of
procedures integral to arguments for and against the use of
qualitative forms of analysis as a feasible and effective means for
conducting educational research. (61 references) (MAB)
Descriptors: *Educational Philosophy; *Epistemology; *Ethnography;
Evaluation Methods; *Philosophy; *Qualitative Research; *Research
Methodology; Statistical Analysis
EJ500691 CE527534
Beyond Ethnography: Expanding Our Understanding and Criteria for
Qualitative Research.
Hasselkus, Betty R.
Occupational Therapy Journal of Research, v15 n2 p75-84 Spr
1995
ISSN: 0276-1599
Document Type: POSITION PAPER (120); JOURNAL ARTICLE (080)
Many different methods are termed qualitative research. A
continuum of research methods avoids the need to classify research as
either scientific or naturalistic. Each method may be assessed in
terms of degree of constraints on possible outputs and degree of
constraints on antecedent variables. (SK)
Descriptors: *Ethnography; Naturalistic Observation; *Occupational
Therapy; *Qualitative Research; *Research Design; Research
Methodology
EJ497233 CE527329
What Can You Tell from an N of 1?: Issues of Validity and
Reliability in Qualitative Research.
Merriam, Sharan B.
PAACE Journal of Lifelong Learning, v4 p51-60 1995
Available from Pennsylvania Assn. for Adult and Continuing
Education, PO Box 3796, Harrisburg, PA 17105-3796.
Document Type: POSITION PAPER (120); JOURNAL ARTICLE (080)
Deals with issues of validity and reliability in qualitative
research in education. Discusses philosophical assumptions
underlying the concepts of internal validity, reliability, and
external validity or generalizability. Presents strategies congruent
with a qualitative research perspective for ensuring the rigor and
trustworthiness of findings. (Author)
Descriptors: *Educational Research; *Qualitative Research;
*Reliability; *Validity
EJ495830 CE527257
The New Paradigm in Research on Teaching.
Ornstein, Allan C.
Educational Forum, v59 n2 p124-29 Win 1995
ISSN: 0013-1725
Available From: UMI
Document Type: POSITION PAPER (120); JOURNAL ARTICLE (080)
The new concept of research on teaching includes such methods as
storytelling, narrative, and autobiography, relies on language and
dialog, and affirms the centrality and wisdom of teachers. Teachers
are able to express their views in their own language, and their
knowledge and expertise are respected. (SK)
Descriptors: *Educational Research; *Qualitative Research; Research
Design; *Research Methodology; *Teaching (Occupation)
Identifiers: *Teacher Researchers
ED392734 SO026076
Thoughts on the Qualitative-Quantitative Debate.
Brophy, Jere
Nov 1995
19p.; Paper presented at the Annual Meeting of the National Council
for the Social Studies (Chicago, IL, November 1995).
EDRS Price - MF01/PC01 Plus Postage.
Document Type: CONFERENCE PAPER (150); POSITION PAPER (120)
Target Audience: Researchers
This paper assesses the value of research, not on its methodology
type but on its goal and accomplishments. It outlines an idea for
developing a knowledge base capable of informing teacher education
program planning and other educational policy decisions. Studies are
described that advance knowledge about causal relationships between
classroom processes and student outcomes, especially studies that
document and describe desirable practices. The paper is divided into
the following sections: (1) "Introduction"; (2) "Factors that
Contribute to the Value of Research Studies"; (3) "Quantitative
Methods"; (4) "Qualitative Methods"; (5) "Shift in Focus from Methods
to Questions"; and (6) "Needed Research in Social Studies." (EH)
Descriptors: Educational Research; Higher Education; *Qualitative
Research; *Research Methodology; *Social Science Research;
*Statistical Analysis; *Statistics
ED390923 TM024347
Ethical and Political Issues in Qualitative Research from a
Philosophical Point of View.
Clark, John A.
Apr 1995
6p.; Paper presented at the Annual Meeting of the American
Educational Research Association (San Francisco, CA, April 18-22,
1995).
EDRS Price - MF01/PC01 Plus Postage.
Document Type: EVALUATIVE REPORT (142); CONFERENCE PAPER (150)
The moral rules that come into play when researchers engage in
qualitative inquiry are explored. Qualitative researchers first need
to consider the aims of the research and how it is conducive to the
educational good. A primary methodological consideration is to
obtain the informed consent of those who participate in the research.
The social context of the inquiry, the age of the participants,
potential harm to the researcher, and the question of whether covert
qualitative research can be justified are problems that must be
considered. Another methodological concern is the relationship that
ought to exist between the researcher and the participants. In
addition, qualitative researchers are ethically bound to have a solid
grasp of the philosophical and conceptual features of the work. A
final question is that of the outcomes of the research and the use of
the findings. (SLD)
Descriptors: Educational Philosophy; *Educational Research; *Ethics;
Foreign Countries; *Political Issues; *Qualitative Research;
Researchers; Research Methodology; Research Utilization; Social
Influences
Identifiers: *Informed Consent
EJ495750 UD518305
Qualitative Research as Jazz.
Oldfather, Penny; West, Jane
Educational Researcher, v23 n8 p22-26 Nov 1994
ISSN: 0013-189X
Available From: UMI
Document Type: POSITION PAPER (120); PROJECT DESCRIPTION (141);
JOURNAL ARTICLE (080)
Develops a metaphor of qualitative research as jazz to illuminate
qualities that are embedded in the processes of qualitative inquiry.
The jazz metaphor is said to create a pathway for making explicit the
tacit understandings that permit qualitative research to flow and to
be guided by the new findings and emerging understandings it uncovers.
(GLR)
Descriptors: Comparative Analysis; Criticism; Improvisation; *Jazz;
Learning Processes; Metacognition; Metaphors; *Qualitative Research;
*Research Methodology; Research Skills
Identifiers: Knowledge Development; Metaphorical Thought
EJ493319 IR529622
Qualitative Research Methods: A Review of Major Stages, Data
Analysis Techniques, and Quality Controls.
Westbrook, Lynn
Library & Information Science Research, v16 n3 p241-54 Sum
1994
ISSN: 0740-8188
Document Type: POSITION PAPER (120); PROJECT DESCRIPTION (141);
JOURNAL ARTICLE (080)
Examines the basic tenets of qualitative, or naturalistic, research
methods in terms of their grounding in social science and their value
to library and information science research. Topics discussed
include the research problems; data collection, including interviews;
data analysis, including content analysis; theory development; and
ensuring integrity through validity techniques. (44 references)
(LRW)
Descriptors: Content Analysis; Data Analysis; Integrity; Interviews;
*Library Research; Naturalistic Observation; *Qualitative Research; *
Research Methodology; Social Science Research; Validity
Identifiers: Information Science Research; Theory Development
EJ485400 RC510013
Some Issues in Constructing, Managing, and Using Large Qualitative
Databases.
Mead, James V.
Midwestern Educational Researcher, v7 n2 p8-14 Spr
1994
ISSN: 1056-3997
Document Type: NON-CLASSROOM MATERIAL (055); JOURNAL ARTICLE (080)
Discusses important factors to consider before deciding on hardware
or software to use in building qualitative databases. Examines using
the computer to store and retrieve text, store and retrieve graphics,
analyze text, analyze graphic materials, distribute data stored on
one machine to others, allow researchers access to data from remote
sites, and provide innovative presentations of analysis. (KS)
Descriptors: Computer Software; *Computer System Design; Data
Analysis; Database Design; *Databases; Data Collection; Data
Processing; Educational Research; Higher Education; *Qualitative
Research
Identifiers: *Database Development; *Data Management
EJ484368 TM517923
The Qualitative-Quantitative Debate: New Perspectives.
Reichardt, Charles S., Ed.; Rallis, Sharon F., Ed.
New Directions for Program Evaluation, n61 p1-98 Spr
1994
ISSN: 0164-7989
Available From: UMI
Document Type: SERIAL (022); EVALUATIVE REPORT (142); JOURNAL
ARTICLE (080)
The eight articles of this issue examine the nature of differences
that arise between qualitative and quantitative researchers in
program evaluation in terms of goals and epistemologies. The origins
of these differences and their consequences are explored. Authors
represent both perspectives but do not defend their ideological turfs.
(SLD)
Descriptors: Conflict; Epistemology; Evaluation Methods; *Ideology;
Mathematics Tests; Models; Objectives; *Program Evaluation;
*Qualitative Research; *Research Methodology; *Statistical Analysis;
Test Interpretation
Identifiers: Quantitative Research
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