July+16,+2012

=Week 3 Initial Thoughts=

It was mentioned several times that qualitative research is multi-method in focus, meaning that there isn’t only one simple way to conduct the research (ethnographic, narrative, action, etc). However, no matter what design it takes on, it still requires similar stages of research – triangulation of interview, observation and self-reflection. I enjoyed the checklists provided by Creswell for observations (p.217) and interviewing (p.222). The biggest risk I see here after reading Creswell and Ellis's information is the ambiguity of interviews. While they are useful for gaining personal perspectives, the incidences of bias can be a major factor in the research and presentation of findings. I didn’t realize that there were computer programs available for organizing qualitative data (p.241).

CreswellI describes that because the research is so personal and the researcher has invested interest in the phenomenon to study, the sampling must be selected purposefully. Building a strong relationship between researcher and participant is essential. I thought it was interesting that the participant has such a pivotal role in the qualitative research and that they act as co-searchers. The researcher can be directly involved and gains such an in-depth understanding of the situation. Ellis describes this so well in the description of the math stations. It was mentioned in both Creswell and Ellis that listening is a major attribute of a researcher. Ellis states, "Because language is such a significant element in the construction of understanding, it is important for researchers to give careful attention to the language used by themselves and by participants in their research" (p.117). I see this to be especially important when working with children.

I enjoyed reading about case study research as it brought me back to Psychology 100 that took as an undergrad where we studied several cases each week as part of our classroom studies. The discussion of ethnology connected me back to the few anthropology classes I've taken, studying feral children and several different cultural groups from around the world. In both classes, I remember being presented with a case and having to analyze the research – specific situation, multiple forms of data, clarifying meaning, discussion of results and findings.

After the readings this week, I feel that I am left with fewer questions than after quantitative research. I found myself nodding in understanding as I read about qualitative research methods, especially within Ellis' article. Perhaps this is where I’m most familiar with regards to research.

I have ideas for two potential assignments for this course: group project where each group selects a method of study to present as experts. Another assignment would involve being presented with sample cases and try to determine which method is being used. Ahhh – the teacher within me is never at rest!