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August
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- Discussion Card for Creswell's Ch. 1
- Discussion Card for Creswell's Ch. 2
- Discussion Card for Creswell's Ch. 3
- Discussion Card for Creswell's Ch. 4
- Discussion Card for Creswell's Ch. 5
- Discussion Card for Creswell's Ch. 6
- Discussion Card for Creswell's Ch. 7
- Discussion Card for Creswell's Ch. 8
- Discussion Card for Creswell's Ch. 9
- Discussion Card for Creswell's Ch. 10
- Discussion Card for Creswell's Ch. 11
- Discussion Card for Creswell's Ch. 12
- Discussion Card for Creswell's Ch. 13
- Discussion Card for Creswell's Ch. 14
- Discussion Card for Creswell's Ch. 15
- Discussion Card for Creswell's Ch. 16
- Discussion Card for Creswell's Ch. 17
- Discussion Card for Creswell's Ch. 18
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August
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Question: (Page 281) How would a researcher using the experimental, alternative, or performance approach to writing qualitative research use a poem, a fictional story, or drama to write their report? I don't understand how this approach would work.
ReplyDeleteQuote: (Page 272) "For groups and individuals to understand an potentially use findings from research, you write the report in a way that is acceptable to the intended audiences. Thus, a cardinal rule for writing is to write for the audience."
Fact: (Page 282) Regarding the examination on one's research, I like the analogy of the parallel railroad tracks. One track represents the subject matter, and the other represents the research. The parallel tracks provide an effective method for evaluating a study.
Corey
ReplyDeleteQuestion: Creswell makes it clear to write to the audience and that colleges and universities govern the criteria used by faculty advisors and committees. Will we be getting this criteria?
Quote: Pg 294 “When you design a proposal for a doctoral dissertation or thesis, consider that the structure will vary depending on whether the proposal is for qualitative or quantitative research.”
Interesting fact: I was so happy to see the section on writing in a scholarly way. This had many great tips and places to visit online to help!
Corey,
ReplyDeleteI was glad to see the section on scholarly and sensitive writing, as well. As a special educator, I particularly appreciated the section about putting people before their labels. This helps us to remember that people are not their special need, but rather they have a special need. (Just a little pet-peeve of mine.)
Interesting Fact: As a general rule of thumb, it takes approximately 4 hours to transcribe 1 hour of tape (Dana Miller, personal communication, April 11, 2000). Hence, the process of transcription is labor intensive and you will need to allow adequate time for it. Page 246
ReplyDeleteQuote: “In providing detailed information, description can transport the reader to a research site or help the reader visualize a person. It takes experience and practice to describe the detail in a setting.” Page 255
Question: Creswell demonstrated layering themes on page 259. He created 4 layers to show the layering themes. As I start to layer themes in my research, do I need to focus on creating 4 layers or can I find myself using more?
Barb,
ReplyDeleteThat quote caught my eye also, because one of the things we try to instill in our students when they are writing is to consider their audience.
Question: My question goes along with my interesting fact. Are storytelling structured studies considered less formal and perhaps thereby taken less seriously?
Quote: "A study with a clear structure is easy to understand and easy to read, even though the subject matter may be complex." page 278 As with writing to your audience, structure and organization are important whatever you are writing.
Interesting Fact: A qualitative storytelling structure is a flexible approach to writing a qualitative report. page 281 While reading about this structure design, I felt it would be the type I would be most likely to write and also most likely to enjoy reading or would engage me most while listening to a presentation.
Quote: Page 272 - "Unquestionable, different audiences employ varied standards."
ReplyDeleteInteresting Fact: Page 280 -In regards to Approaches to Consider as Alternate Forms for Writing Qualitative research: Storytelling approach - varied structure which uses metaphores, analogies, plot, climax, persuasive, creative writing to present study.
Seems like my way to write!
Question: page 281 - An experimental, alternative, or performance approach may include a report of qualitative research in the form of a poem, fictional story, a drama, or a highly personalized account, called an auto-ethnography. Really? Is this seriously a reliable and trusted form or reporting?
Barbara - Writing to your audience! Oh how important! I just had this discussion with my 6th grade student's to day!
ReplyDeleteAnn G - I question the same thing. Storytelling doesn't seem like it can be factual, which I think all research reporting should be. If a story is being told, what aspects of the data are included and how. I so need a concrete example!
ReplyDeleteChristina,
ReplyDeleteGreat question. I am wondering if four is the cute off point of layering. Personally I would think the deeper a researcher can develop his/her research, reporting of research the better. However is there a point when it would turn into way to much to keep track of and understand?
Quote: The purpose of a proposal is to help an investigator think through all aspects of the study and anticipate problems.
ReplyDeleteInteresting Fact: When interconnecting sections for consistency, it is important to use the same research questions or hypothesis wherever they appear in the research report. A slight change in the wording can throw readers off and convey different meanings in your research.
Question: When creating our proposals are we to locate and provide evidence through peer reviewed literature to back up our research question or is the literature used to back up our research only in our final report?
I am also questioning the reliability of personal accounts, poems, and fictional stories in research. It doesn't "jive" with my preconceptions of research.
ReplyDeleteFact: p275 The purposes of research proposals are to "sell" the study to others and for the researcher to think through the process in order to anticipate problems.
ReplyDeleteQuote: p284 "Others will partly judge your research on the appropriate use of standard quantitative and qualitative terms."-so true in life- you have to be able to "talk the talk!"
Question: The way that qualitative research is described in this chapter makes it seem interesting to read. However, I am wondering how the researcher maintains a balance of objectivism in their research when qualitative research calls for personal anecdotes, and interpretations? Or is objectivism even an issue?
Interesting Fact: I don't know if it was interesting or scary to read about the dissertation length. But I didn't know what a thesis proposal was although it makes sense and had heard the terminology before.
ReplyDeleteLaDawndra
ReplyDeleteQuestion:
When writing a qualitative research is it necessary to have multiple forms of data and a long period in the field collecting data in order to meet the criteria for a standard evaluation?
Quote: "...You write the research report in a way that is acceptable to the intended audience. ....thus a cardinal rule for writing is to write for the audience." p264
Fact:
Research reports are written to exlore a problem. I know there are diverse problems in education that can be researched. However, I find it interesting that in order for it to be beneficial it needs to meet the needs of the audience.
Ann G.,
ReplyDeleteGood points here! Qualitative research, in general, is not valued as highly as quantitative research. Look at what NCLB values; it is quantitative data.
Keep going,
Dr. Hendrix
Dr. Hendrix
ReplyDeleteThat is true! I didn't think of it in that light. I wonder if evaluating the effectiveness of NCLB could be both quantitative and qualitative research?
Quote: (pg 288) "because the quantative and qualitative approaches to research are different, each merits its own criteria for evaluation."
ReplyDeleteQuestion: Has there been a time where a paper was thrown out or not counted as valid based on the criteria?