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University of Wisconsin-Madison
SCHOOL OF SOCIAL WORK
Class meets Friday, 9:30 - noon
Social Work, 114
Betty J. Kramer, PhD, MSSW
Phone: (o) 263-3830; (h) 848-7546
email: ejkramer@wisc.edu
Office Hours: by appointment (Rm. 210)
SW 949/PA 974: QUALITATIVE METHODS FOR SOCIAL SCIENCE RESEARCH
Fall, 2012
COURSE OVERVIEW
This interactive, intensive seminar is designed to introduce the principles, methods and practice of qualitative social science
research. The course is structured to address four domains: 1) philosophical underpinnings and ethical considerations in
qualitative research; 2) considerations in designing a qualitative study and getting it off the ground; 3) major techniques for
gathering evidence (e.g., observational/field research, interviews, and focus groups); and 4) fundamental strategies for
analyzing and reporting qualitative data. Both positivist and interpretive approaches to the use of qualitative methods will
be examined. Pragmatism as a philosophical foundation for qualitative social science research, as well as design and
methodological features of research traditions of inquiry that have a distinguished history in the social sciences (e.g.,
narrative, case study, ethnography, grounded theory, and phenomenology) will be highlighted. The course will enable
students to critically evaluate and enhance the “quality” of qualitative data (i.e., understand the essential strategies for
ensuring analytic rigor), and learn how to integrate qualitative and quantitative methods.
In general, the “seminar” format is considered a collaborative learning environment allowing for an exchange of ideas. The
purpose of this seminar is to achieve a deeper understanding about the use qualitative methods for social science research.
This course will provide substantive methodological content for various phases of the research process, accompanied by
experiential learning opportunities, as well as student generated discussion. Students are expected to come to class prepared
to discuss the implications for the development of their pilot and/or future research.
Please note that for any seminar to be successful, seminar members must:
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Complete weekly readings and be prepared to participate
Speak openly to the whole group, not just to the leader
Develop good interpretive, literal and evaluative open-ended questions
Come prepared with written questions to ask (see below)
Actively and respectfully listen to one another and seek to understand what is being communicated
Actively share one’s own insights, reactions, thoughts and ideas that are stimulated from the readings or the
observations and comments of others
Address an idea or argument by connecting it to what someone else has said; summarize the point you are
responding to and then provide your own idea.
Invite others into the discussion
Be appropriate, respectful, and focused on topic
Be comfortable with silence (Silence gives time to process thoughts)
NOTE: The natural talkers will need to be disciplined in order to learn how to listen better; quiet individuals must
learn to share their insights; everyone should speak during each seminar.
COURSE OBJECTIVES
By the end of the semester, students should have increased:
1.
Knowledge about the history, purposes, and underpinning philosophies of qualitative methods, and when such
methods are appropriate.
2.
Awareness of ethical issues and concerns salient in qualitative research.
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Appreciation regarding how qualitative research design and procedures vary by the research tradition or approach
(e.g., narrative, phenomenology, grounded theory, ethnography, case study).
4.
Understanding of how to conduct qualitative interviews, focus groups, and field observations.
5.
Understanding of how to gather and utilize documents and archival data
6.
Understanding of how to prepare field notes and research logs.
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Understanding of how to critically evaluate and enhance the quality of qualitative data.
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Knowledge about how to prepare qualitative data for analysis and how to generate analysis units (codes, categories,
memos) and procedures.
9.
Understanding of how to critique, summarize, compile and report qualitative research.
10.
Awareness of purposes and design considerations of mixed methods research.
REQUIRED READINGS
The following required texts may be purchased at University Bookstore, 711 State Street, [1-800-993-2665 or 1608-257-3784].
1)
Padgett, D. K. (2008). Qualitative methods in social work research (2nd Edition). Thousand Oaks, CA: Sage
Publications.
2) Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd Ed.).
Thousand Oaks, CA: Sage Publications
3) There are also several required and recommended readings that are available on-line at Learn at UW.
COURSE REQUIREMENTS AND GRADING
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Attendance and active leadership and participation in class discussions and exercises (20 Points). This is a
seminar in which your ability to contribute and engage in class exercises counts. Participation in discussion and
critique of class readings and how course content relates to your research interests is essential to your success in
the course.
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Participation credit will include submission of a typed weekly brief reflection paragraph (beginning week
2) and at least one discussion question arising from the readings that may become part of the basis for class
discussion during the seminar period.
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The weekly reflection paragraph may address any of the following: 1) a personal response or reaction to
the weekly readings; 2) a discussion of one’s prior or current experience that relates to a topic from the
reading; or 3) thoughts about the implications of some aspect of the reading for one’s dissertation or
research interests. The typed question(s) for discussion should be open-ended question, stemming from
the readings that are in some way related to the course objectives. Students are encouraged to consider
different types of questions such as interpretive (i.e., that ask for interpretations of the reading), literal (i.e.,
that elicit factual information that may be answered directly from readings to ensure comprehension), or
evaluative (i.e., that elicit positions, or opinions about the reading). Students should write down the exact
page and paragraph from the required reading that stimulated the question (if relevant). Students may
design any questions relevant to the course objectives or consider using any of the following, but should
consider what they would find most valuable to address learning needs:
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What puzzles me is…
I’d like to talk with people about….
Don’t you think this is similar to…?
Do you agree that the big ideas seem to be…?
I have questions about…
How would this method be applied to a different topic or area of interest?
What does it mean when the author says…?
Do you agree with the assumptions that…?
What does this word or phrase mean?
Why is this point important?
Participation credit will also include mini “Class Prep” assignments noted on the syllabus. These may
include topics to reflect upon while you are reading, questions to consider or activities to complete in
advance of class (e.g., you will be asked to do a public observation with a class mate in advance of our
meeting on week 6).
Assignments (80 Points): With respect for adult student’s diverse learning needs, a variety of assignments are
provided from which students may choose their area of foci. Students will be required to review the course
assignments and turn in a learning contract indicating the choice of assignments and dates for completion by
the third week of class. See “Learning Contract” and description of course assignments for further information.
Students will select from the following assignments for a total of 80 points. Students must select one major and
two minor assignments from the following chart.
Select One Major Assignment (40 points each)
Presentation-Facilitated Workshop (45 minute)
Major Paper
Qualitative Research Proposal
Research Portfolio Notebook
Design your own Assignment (must obtain instructor
approval)
Select Two Minor Assignments (20 points each)
Interview Guide and Consent Form
In-depth interview, Summary, and Transcript
Field Observation and Field notes
Coded Transcript and Analysis report
Critique of Qualitative Research Reports
Grades Points
Grades will be assigned using the following conversion table.
100 point scale
94-100
90-93
84-89
80-83
74-79
Final Grade
A
AB
B
BC
C
Criteria of Work Quality
Outstanding
Very good
Good
Fair
Poor
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Required Reading (In Course Texts or Available Online)
Recommended Reading (Online)
COURSE OUTLINE: TOPICS AND READINGS
Introduction: Philosophical Underpinnings and Ethical Considerations in Qualitative Research
Week 1: Friday, September 7
INTRODUCTION AND COURSE OVERVIEW
Welcome and introductions
Syllabus and assignment review
Getting oriented: Theoretical and disciplinary origins of qualitative methods.
Myths about and the nature of qualitative research
Distinguishing qualitative from quantitative methods and qualitative methods from practice.
Challenges and opportunities
Students will introduce their research interests and projects.
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(Text) Padgett, D. K. (2008). “The Qualitative Methods Family.” In Qualitative methods in social work research
(pp. 1-27). Thousand Oaks, CA: Sage Publications.
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(Text). Creswell, J. W. (2007). “Introduction.” In Qualitative inquiry and research design: Choosing among
five approaches (2nd Ed, pp. 1-14). Thousand Oaks, CA: Sage Publications.
Week 2: Friday, September 14
EPISTOMOLOGY AND ONTOLOGY
Ways of looking at the world and research design.
Assumptions about what can be known and how to go about “knowing”
Epistemological stances for qualitative inquiry
Five qualitative traditions.
Philosophical and theoretical frameworks.
Class Preparation:
• Remember to bring your weekly reflection paragraph and discussion questions to class (see pp. 2-3).
• Review the learning contract and bring any questions you have about assignments to class
• As you do the readings for this week, think about what worldview, frameworks, perspectives and
assumptions that you resonate with or that inform your ways of knowing and how these will influence how
you approach the research process.
• We will have a jeopardy game based on the readings today with prizes for the winning team.
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(Text) Creswell, J. W. (2007). “Philosophical, paradigm, and interpretive frameworks.” In Qualitative inquiry and
research design: Choosing among five approaches (2nd Ed, Ch. 2, pp. 15-34). Thousand Oaks, CA: Sage
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Becker, H. S. (forthcoming). “The Epistemology of Qualitative Research.” In Richard Jessor, Anne
Colby, and Richard Schweder, (Eds). Essays on Ethnography and Human Development (Chicago: University of
Chicago Press.
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Haverkamp, B. E., & Young, R. A. “Paradigms, purpose, and the role of the literature: Formulating a rationale for
qualitative investigations. The Counseling Psychologist, 35, 265-294.
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Bryman, A. (2006). Paradigm peace and the implications for quality. International Journal of Social Research
Methodology, 9(2), 111-126.
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Carter, S. M., & Little, M. (2007). Justifying knowledge, justifying method, taking action: Epistemologies,
methodologies and methods in qualitative research. Qualitative Health Research, 17(10), 1316-1328.
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Fraser, M., & Taylor, M.J. (1991). “Social work and science: Many ways of knowing?” Social Work Research &
Abstracts, 27(4), 5-15.
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Meyer, J. (2000). “Qualitative research in health care: Using qualitative methods in health related action research.”
British Medical Journal, 320, 171-181.
Week 3: Friday September 21
ROLE OF RESEARCHER AS INSTRUMENT: ETHICAL ISSUES AND SOCIAL RESPONSIBILITY
Importance of reflexivity: Critical self-reflection
Self and relations in the field
Issues of gender, culture, social class, and vulnerable populations
Ethical issues in qualitative research
Informed consent, confidentiality and loss of privacy in the field
Class Preparation:
• Remember to bring your weekly reflection paragraph and discussion questions to class.
• Be prepared to talk about the meaning and purpose of reflexivity and the dimensions of reflexivity that may
be particularly important to your program of research
• Be prepared to discuss the ethical issues that you anticipate will need to be taken into consideration that are
particularly relevant to your research interests.
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(Text) Padgett, D. K. (2008). “Ethical issues in qualitative research.” In Qualitative methods in social work
research (Ch. 4, pp. 63-78). Thousand Oaks, CA: Sage Publications.
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Watt, D. (2007). On becoming a qualitative researcher: The value of reflexivity.” The Qualitative Report, 12(1),
82-101.
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Morse, J. (2007). Ethics in action: Ethical principles for doing qualitative health research. Qualitative Health
Research, 17 (8), 1003-1005.
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Dickson-Swift, V., James, E., Kippen, S., & Liamputtong, P. (2006). Blurring boundaries in qualitative health
research on sensitive topics. Qualitative Health Research, 16, 853-871.
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(Research Report) Burke, T. K. (2007). Providing ethics a space on the page: Social work and ethnography as a
case in point.
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(Research Report) Anspach, R. R., & Mizrachi, N. (2006). The field worker’s fields: Ethics, ethnography and
medical sociology. Sociology of Health & Illness, 28(6), 713-731.
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Shaw, I. (2008). Ethics and the practice of qualitative research. Qualitative Social Work, 7, 400-414.
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Koenig, B.A., Back, A.L., & Crawley, L.M. (2003). Qualitative methods in end-of-life research:
Recommendations to enhance the protection of human subjects. Journal of Pain and Symptom Management, 25(4),
S43-52. (For those interested in end-of-life care research).
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Mishna, F., & Antle, B. J. & Regehr, C. (2004). Tapping the perspectives of children: Emerging ethical issues in
qualitative research. Qualitative Social Work, 3(4), 449-468. (For those interested in research with children)
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Kosygina, L. V. (2005). “Doing gender in research: Reflection on experience in field.” The Qualitative Report,
10(1), 87-95
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Considerations in Designing a Qualitative Study and Getting it off the Ground
Week 4: Friday, September 28
THE QUALITATIVE RESEACH PROCESS: GETTING STARTED
Selecting a topic: Formulating and framing the research questions
Literature review
The debate on the role of theory (or lack thereof)
Designing a qualitative study: Developing a research strategy
Developing a qualitative research proposal
Class Preparation:
• Bring weekly reflection paragraph and discussion questions to class.
• Be prepared to discuss the following questions: What do we mean by the “research design” ? What are the
characteristics of good research designs? Where do you start? How does the approach to inquiry (e.g.,
grounded theory, case study, narrative research…) influence the study design?
• Creswell (2007) discusses the importance of the statement of purpose of one’s study and the value of
developing central and sub-questions for one’s research study. After reviewing this content, think about a
qualitative research study that you believe would make a contribution to your substantive area of interest.
This may be a study you intend to carry out, or a completely hypothetical study that you think would be of
value. Write a one sentence statement of purpose (see pp. 103-104 for a sample template), and possible
central and sub questions that would be appropriate to explore. Bring the Creswell text to class for
reference.
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(Text) Padgett, D. K. (2008). “Choosing the right qualitative approach(es)” and “Getting started: Choosing a
topic and designing the study.” In Qualitative methods in social work research (Ch. 2, pp. 29-43 and Ch 3, pp. 4552 only.). Thousand Oaks, CA: Sage Publications.
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(Text). Creswell, J. W. (2007). “Designing a qualitative study,” “Five qualitative approaches to inquiry,” and
“Introducing and focusing the study/” In Qualitative inquiry and research design:
Choosing among five approaches (2nd Ed, Ch. 3, pp. 35-52; Ch. 4, pp. 53-84; and Ch. 6, 101-114). Thousand Oaks,
CA: Sage Publications.
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Vivar, C.G. (2007). Getting started with qualitative research: Developing a research proposal. Nurse Researcher,
14(3), 60-73.
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NIH: Office of Behavioral and Social Science Research. (1999). Qualitative methods in health
research: Opportunities and considerations in application and review.
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(Research Report) Bagnoli, A., & Clark, A. (2010). Focus groups with young people: A participatory approach to
research planning. Journal of youth studies, 13, 101-119.
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(Research Report) Padgett, D., Henwood, B., Abrams, C., & Davis, A. (2008). Engagement and retention in
services among formerly homeless adults with co-occurring mental illness and substance abuse: Voices from the
margins. Psychiatric Rehabilitation Journal, 31(3), 326-233.
Week 5: Friday, October 5
ENTERING THE FIELD: GAINING ACCESS
Selecting the site; selecting the case
Developing rapport
Sampling strategies in qualitative enquiry
Recruiting informants
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Guest Speaker (11:00 – noon): Earlise Ward, PhD; Assistant Professor, School of Nursing
Class Preparation:
• Bring your weekly reflection paragraph and discussion questions to class.
• As you do the readings think about what researchers should take into consideration when selecting a site,
what might increase changes of being successful at negotiating access to participants, how to determine the
sample plan, sample size, how sampling considerations vary by research design and how you might
approach site selection and sampling for the hypothetical study you proposed in class last week.
Important Assignment to do in advance of next week’s class: Memo for Field Observations for Next week.
Next week we will be talking about ethnographic research and the value of “observational” research. I
would like you to have the opportunity to engage in an “unstructured observation” (i.e., focused on what
is deemed relevant as events unfold) using the “complete observer” role (see Kawulich reading) so that
we can discuss the experience of observation research in class. Please identify another student from class
that you would like to work with. The two of you should plan to meet sometime during the next week in
a public place to conduct a 15 minute observation independent of one another. You are free to choose any
location that is of interest to you (e.g., a coffee shop, the hospital, a library, street corner, one of the
student unions).
Remain as unobtrusive as possible, while taking notes of your observations. After the 15 minute
observational period, review your written notes and write a memo recording the following:
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A summary of what you observed during the 15 minute period.
A description of any analytic insights you might make based on your observations
A personal reaction of thoughts and/or feelings of being an observer.
Please do not talk with one another about your plan for the observation, your reactions to the observation
or share anything about your analytic insights and reactions. You will have an opportunity to share your
notes and discuss in class.
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(Text) Padgett, D. K. (2008). “Entering the field and conducting observations.” In Qualitative methods in social
work research (Ch. 5, pp. 79-87 only; also review pp. 53-58 on sampling strategies). Thousand Oaks, CA: Sage
Publications.
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(Text). Creswell, J. W. (2007). “Data collection.” In Qualitative inquiry and research design: Choosing among
five approaches (2nd Ed, Ch. 7, focus on pp. 117 – top of 129 only). Thousand Oaks, CA: Sage Publications.
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Onwuegbuzie, A. J., & Leech, N. L. (2007). Sampling designs in qualitative research: Making the sampling
process more public. The Qualitative Report, 12(2), 238-254.
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(Research Report). Ward, E.C. (2005). Keeping it real: A grounded theory study of African American clients
engaging in counseling at a community mental health agency. Journal of Counseling Psychology, 52, 471-481.
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(Research Report) Groenewald, T. (2004). A phenomenological research design illustrated. International Journal
of Qualitative Methods, 3(1).
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Draucker, C. B., Martsolf, D. S., Ross, R., & Rusk, T. B. (2007). Theoretical sampling and category
development in Grounded theory. Qualitative Health Research, 17, 1137-1148.
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Munford, R., & Sanders, J. (2004). Recruiting diverse groups of young people to research: Agency and
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empowerment in the consent process. Qualitative Social Work, 3(4), 469-482.
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Association for Qualitative Research (2002). “Qualitative research recruitment: Best practice rules and guidelines.
Click on “Downloads” http://www.aqr.org.uk/refsection/recruitment-bestpract.shtml
Major Techniques for Gathering Evidence
Week 6: Friday October 12
OBSERVATION AND USE OF DOCUMENTS/OTHER EXISTING DATA
Field strategies and record keeping
Types of observational research and planning
Video and audio media in qualitative research
Developing observational skills
Ethnography
Unobtrusive measures: Analyzing texts and material artifacts
Guest Speaker (11:15 – noon): Lynette Studer, doctoral student in Social Work to discuss dissertation research and use of
observational data.
Class Preparation:
• Bring your weekly reflection paragraph and discussion questions to class.
• Complete your 15 minute observation with another student and bring your memo to class (see instructions
on p. 7).
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(Text) Padgett, D. K. (2008). “Entering the Field and Conducting Observation” also section in Chapter Ch. 6 on
“using documents, archives and existing data.” In Qualitative methods in social work research (Ch. 5, sections on
observation on pp. 87-98, and sections on use of documents, on pp. 122-125). Thousand Oaks, CA: Sage
Publications.
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(Text). Creswell, J. W. (2007). “Data collection.” In Qualitative inquiry and research design: Choosing among
five approaches (2nd Ed, Ch. 7, focus on pp. 129-145). Thousand Oaks, CA: Sage Publications.
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Kawulich, B.B. (2005). Participant observation as a data collection method [81 paragraphs]. Forum Qualitative
Social Research, [Online Journal] 6(2), Art. 43. Available at: http://www.qualitatiave-research.net/fqs-texte/205/05-2-43-e.htm [Date of access: August, 2010]
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(Research Report) Holbrook, T.L. (1996) Document Analysis: The Contrast between Official Records and the
Journal of a Woman on Welfare. Marriage & Family Review, vol. 24, no ½, pp. 41-56.
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(Research Report) Ware, N. C., Tugenberg, T., Dickey, B., & McHorney, C. A., (1999). An ethnographic study of
the meaning of continuity of care in mental health services. Psychiatric Services, 50(3), 395-400.
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Fox, Nick. (1998). How to Use Observations in a Research Project. Produced by Trent Focus Group. [Note: this is a
workbook of sorts with exercises related to observational research. No need to do exercise, but you may find
helpful to skim through]
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(Online) Ratcliff, R. Video and audio media in qualitative research. [If you are interested in video media, check out
Don Ratcliff’s dissertation in elementary schools that makes use of video: See:
http://don.ratcliffs.net/dissertation/]
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Week 7: Friday, October 19
THE ART AND SCIENCE OF INTERVIEWING INDIVIDUALS
Types of interviews
Preparing for the interview
Considerations for before, during and after the interview
Interview quality: Interviewer qualifications
Transcribing interviews: Preparing the data
Class Preparation:
• Bring your weekly reflection paragraph and discussion questions to class.
• After reviewing the suggestions for crafting questions for the interview guide in the Fichtman & Dana
article and reviewing the info on developing the interview protocol/guide in Creswell (pp. 133-136), draft a
simple interview guide that is relevant to the hypothetical study purpose and central/sub questions you
worked on a few weeks ago (What questions would you actually ask informants? ).
• Bring three copies of a document that provides your concise statement of study purpose, one or more of the
specific central and/or sub research questions you are interested in and the interview guide relevant to those
study questions to class. Please don’t worry if this is perfected. After we have a chance to talk about the
kinds of things to consider in developing the guide, and what good questions look like, you can reflect on
the guide you created and get feedback from others as well.
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(Text) Padgett, D. K. (2008). “Interviewing.” In Qualitative methods in social work research (Ch. 6, read
sections on interviewing, pp. 99-122). Thousand Oaks, CA: Sage Publications. NOTE: Also see Ch. 7 sections
on “Data management: Dealing with volume early on,” and “Transcribing audio-taped interviews.”
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(Text). Creswell, J. W. (2007). “Data collection.” In Qualitative inquiry and research design: Choosing among
five approaches (2nd Ed, read section on “interviewing,” 132-135). Thousand Oaks, CA: Sage Publications.
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Fichtman and Dana. Qualitative Interviewing and the Art of Questioning: Promises, Possibilities, Problems, and
Pitfalls. Accessed August 30, 2010 at: http://www.coe.uga.edu/quig/dana92.html
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Bailey, J. (2008). First steps in qualitative data analysis: Transcribing. Family Practice Advance Access, 25, 127131. Access online through PsychINFO.
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(Research Report) Penner, J. L., & McClement, S. E. (2008). Using phenomenology to examining the experiences
of Family caregivers of patients with advanced health and neck cancer: Reflections of a novice researcher.
International Journal of Qualitative Methods, 7(2), 92-101
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(Research Report). Gavois, H., Paulsson, G., & Fridlund, B. (2006). Mental health professional support in families
with a member suffering from severe mental illness: A grounded theory model. Scandinavian Journal of Caring
Science, 20, 102-109.
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Burke, L., A., & Miller, M. K. (2001). Phone interviewing as a means of data collection: Lessons learned and
practical recommendations. Forum Qualitative Social Research, 2(2).
http://www.qualitative-research.net/fqs-texte/2-01/2-01burkemiller-e.htm
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Fox, N., (2009). “Using Interviews in a Research Project” Nottingham, National Institute for Health Research
Design Service for the East Midlands/Yorkshire and the Humber 2006.
http://www.trentrdsu.org.uk/resources_resource_interviews.html
Interview Guide Example:
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Interview Guide for Qualitative Interviews on Inter-generational Transfers
http://www.ssc.upenn.edu/Social_Networks/Level%203/Transfers/qualitative/FTP_qualitative_guidelines.pdf and
Week 8: Friday, Oct. 26
THE ART AND SCIENCE OF INTERVIEWING GROUPS
Focus group methodology: Advantages and disadvantages
Uses and abuses of focus groups
Sampling
Planning and facilitating focus groups
Analytic challenges in focus group research
Transcribing focus groups: Preparing the data
Class Preparation:
• Bring your weekly reflection paragraph and discussion questions to class.
• After we have time for lecture and discussion, we will break into two groups so that students you will have
the opportunity to experience designing the interview guide for a focus group, and moderating or
participating in a focus group. The purpose of the focus group is listed in the text box below.
• Please prepare 3-5 questions that might be used as an Interview Guide in the focus group relevant to the
study purpose below. Bring 7 copies of your questions so that they may be distributed to other group
members to review.
• Please give thought to the following two questions: 1) Are you interested (willing) in being a group
moderator? This experience would allow you the opportunity to practice running a focus group, ask
questions, encourage diversity of perspectives and keep the group on task. 2) Are you interested in being an
assistant moderator? You would be responsible to make sure that the room is arranged appropriately,
remain unobtrusive (i.e., you would not contribute to the discussion, but you would take careful notes,
provide an oral summary at the end of the group for the participants, and provide synthesized comments to
highlight main points made when we reconvene for our large group discussion?
STUDY PURPOSE:
The purpose of this study is to understand the challenges and rewards associated with the educational experience of
graduate students enrolled at the University of Wisconsin-Madison.
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Freeman, T. (2006). “’Best practice’ in focus group research: Making sense of different views.” Journal of
Advanced Nursing, 56(5), 491-497.
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Kidd, P. S., & Parshall, M. B. (2000). “Getting the focus and the group: Enhancing analytical rigor in focus group
research.” Qualitative Health Research, 10(3), 293-308.
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Owen, S.. (2001). The practical, methodological and ethical dilemmas of conducting focus groups with vulnerable
clients. Journal of Advanced Nursing, 36(5), p. 652-658.
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(Research Report). Perlmutter, S. (2002). Listening to clients: A research strategy for influencing social policy.
The Social Policy Journal, 1(4), 43-61. Access through Academic Search Elite.
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(Research Report). Flaherty, C., Collins-Camargo, C., & Lee, E. (2007). Privatization of child welfare services:
Lessons learned from experienced states regarding site readiness assessment and planning. Children and Youth
Services Review, 30, 809-820. Access through PsychINFO.
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Koppelman, N. F., & Bourjolly, J. N. (2001). “Conducting focus groups with women with severe psychiatric
disabilities: A methodological overview.” Psychiatric Rehab Journal, 25(2), 142-151.
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Earner, I. (2007). “Immigrant families and public child welfare: Barriers to services and approaches for change.”
Child Welfare, 86,(4), 63-91. Access online via SocIndex with Full text.
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Huer, M. B., & Saenz, T. I. (2003). “Challenges and strategies for conducting survey and focus group research
with culturally diverse groups. American Journal of Speech-Language Pathology, 12, 209-220.
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Earley, L., Cushway, D. & Cassidy, T. “Children's perceptions and experiences of care giving: A focus group
study.” Counseling Psychology Quarterly, 20(1), 69-80.
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Krueger, R. A., & Casey, M.A., (2009). Focus groups: A practical guide for applied research (4th Ed). Thousand
Oaks, CA: Sage Publications
Fundamental Strategies for Analyzing and Reporting Qualitative Data
Week 9: Friday, Nov. 2
RIGOR AND QUALITY
Assessing the quality of the data
Trustworthiness and credibility
Guidelines for enhancing rigor
Standards of quality and verification within traditions of inquiry
Triangulation
Class Preparation:
• Bring your weekly reflection paragraph and discussion questions to class.
• After we have a chance to talk about strategies to evaluate qualitative research and methods of ensuring
quality and rigor we will spend some time critiquing research reports from this week. Please bring the
three research reports and the Creswell text with you to class.
• After reading the research reports, select two of them and be prepared to share your thoughts regarding the
following questions:
i. To what extent do you see evidence of methodological congruence in study purpose, design,
methods and research tradition? Is the study purpose and research methods consistent with the type
of study (e.g., grounded theory, ethnography…see Creswell)?
ii. Is there any evidence and how sufficient is it that the authors have employed strategies to enhance
the quality and rigor of the study and trustworthiness? Do they explicitly discuss these?
iii. What are the strengths and weaknesses?
**
(Text) Padgett, D. K. (2008). “Strategies for rigor.” In Qualitative methods in social work research (Ch. 8, pp.
179-198). Thousand Oaks, CA: Sage Publications.
**
(Text). Creswell, J. W. (2007). “Standards of validation and evaluation.” In Qualitative inquiry and research
design: Choosing among five approaches (2nd Ed, Ch. 10, pp. 201-222). Thousand Oaks, CA: Sage Publications.
**
Morrow, S.L. (2005). Quality and trustworthiness in qualitative research in counseling psychology. Journal of
Counseling Psychology, 52, 250-260.
**
(Research Report). Caron, C.D., Ducharme, F., & Griffith, J. (2006). Deciding on institutionalization for a relative
with dementia: The most difficult decision for caregivers. Canadian Journal on Aging, 25(2), 193-205.
**
(Research Report). Platt, D. (2008). Care or control? The effects of investigations and initi8al assessments on the
social-worker parent relationship. Journal of Social Work Practice, 22(3), 301-315.
12
**
(Research Report). Kayser-Jones, J. (2002). The experience of dying: An ethnographic nursing home study. The
Gerontologist, 42, 11-19.
**
(Research Report) Cochrane, J. (2003). The experience of uncertainty for individuals with HIV/AIDS and the
palliative care paradigm. International Journal of Palliative Nursing, 9(9), 382-388.
*
Caelli, K., Ray, L., & Mill, J. (2003). ‘Clear as mud’: Toward greater clarity in generic qualitative research.
International Journal of Qualitative Methods, 2 (2), 1-9.
*
Freeman, M., DeMarrais, K., Preissle, J., Roulston, K., & St. Pierre, E.A. (2010). Standards of evidence in
qualitative research: An incitement to discourse. Educational Researcher, 36, 25-32.
*
Drisko, J. W. (1997). Strengthening qualitative studies and reports: Standards to promote academic integrity.
Journal of Social Work Education, 33(1), 185-187.
*
Forchuk, C., & Roberts, J. (1993). How to critique qualitative research articles. Canadian Journal of Nursing
Research, 25(4), 47-56.
Week 10: Friday, November 9
ANALYSIS: OVERVIEW OF APPROACHES & BEGINNING CODING
Analysis within approaches to inquiry (comparison of five research traditions)
Developing codes and coding hierarchies
Thematic coding and categorizing
Grounded theory and dimensional analysis
Class Preparation:
• Bring your weekly reflection paragraph and discussion questions to class.
• We will do a coding exercise in class. Nothing special to prepare other than the weekly readings. The Kools
et al (2002) article provides a nice illustration of a Dimensional Analysis that is often used in Grounded
Theory studies.
**
(Text) Padgett, D. K. (2008). “Data analysis and interpretation” In Qualitative methods in social work research
(pp 131-178). Thousand Oaks, CA: Sage Publications.
**
(Text). Creswell, J. W. (2007). “Data analysis and representation.” In Qualitative inquiry and research design:
Choosing among five approaches (2nd Ed, Ch. 8, Ch. 8, pp. 147-176) Thousand Oaks, CA: Sage Publications.
**
Leech, N. L., & Onwuegbuzie, A. J. (2007). An array of qualitative data analysis tools: A call for data analysis
triangulation. School Psychology Quarterly, 22(4), 4447-584. [This article provides some illustrations of different
examples of analytic approaches; You can skip sections on Domain analysis, Taxonomic Analysis, Componential
Analysis}
**
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3,
77-101.
**
(Research Report). Kools, S., Tong, E. M., Hughes, R., Jayne, R., Scheibly, K., Laughlin, J., & Gilliss, C. L.
(2002). Hospital experiences of young adults with congenital heart disease: Divergence in expectations and
dissonance in care. American Journal of Critical Care, 11(2), 115-127.
*
Walker, D., & Myrick, F. (2006). Grounded theory: An exploration of process and procedure. Qualitative Health
Research, 16(4), 547-559.
*
Pope, C., Ziebland, S., & Mays, N. (2000). Qualitative research in health care: Analyzing qualitative data. British
Medical Journal, 320, 114-116.
13
*
Hsieh, H., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health
Research, 15(9), 1277-1288.
*
Li, S., & Seale, C. (2007). Learning to do qualitative data analysis: An observational study of doctoral work.
Qualitative Health Research, 17(10), 1442-1452.
Week 11: Friday November 16
LAB: APPLICATION OF QUALITATIVE RESEARCH METHODS– Class will not meet this week so that
you will have adequate time for the applied research experiences you must gain for the integration of your learning
to enrich and complete the methods assignments. Please email the instructor to provide a one paragraph description
of what you intend to work on. You may use this time to conduct and/or transcribe your interviews, complete your
field observations or work on your major paper or research proposal. Students who are developing proposals may
want to schedule time to meet with the Instructor to discuss their projects. Time may also be spent to critique
qualitative research reports, or if you have contracted to do the coded transcript and analysis report you should
review your transcript several times to become familiar with it, and give serious thought to identifying the analytic
method that you intend to utilize. It is strongly recommended that you begin the analysis process.
Week 12: Friday November 23
*********Thanksgiving*********
Week 13: Friday November 30
LEAVING THE FIELD AND TELLING THE STORY
Writing up the qualitative study
Organizing the report
Diverse structures for writing qualitative reports based on research tradition.
Class Preparation:
• Bring weekly reflection paragraph and discussion questions to class.
• Be prepared to discuss your thoughts on how reporting a qualitative research study might be similar or
different to reporting a quantitative investigation.
• I would be happy to allow time for you to work in small groups to talk about your various projects with one
another during class, so think about if this would be useful and be prepared to ask succinct questions of
your classmates to use time efficiently.
**
(Text) Padgett, D. K. (2008)). “Telling the story: Writing up the qualitative study.” In Qualitative methods in
social work research (pp. 199-218). Thousand Oaks, CA: Sage Publications.
**
(Text). Creswell, J. W. (2007). “Writing a qualitative study,” and “Turning the story.” In Qualitative inquiry and
research design: Choosing among five approaches (2nd Ed, Ch. 9, pp. 177-200; 223-232). Thousand Oaks, CA:
Sage Publications.
**
Ponterotto, J. G., & Grieger, I. (2007). Effectively communicating qualitative research. The Counseling
Psychologist, 35(3), 404-430.
**
Burnard, P. (2004). Writing a qualitative research report. Accident and Emergency Nursing, 12, 176-181.
*
Thomson, R. (2002). Reporting the results of computer-assisted analysis of qualitative research data. [42
Paragraphs]. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research [Online Journal]., 3(2).
14
*
(Ausband, L. (2006). “Qualitative research and quilting: Advice for novice researchers. The Qualitative Report,
11(4), 764-770.
Week 14: Friday December 7
MIXED METHODS: INTEGRATING QUALITATIVE AND QUANTTATIVE APPROACHES
What is “mixed methods” research?
Types of mixed method strategies
Design considerations
Data collection procedures
Class Preparation
• Bring weekly reflection paragraph and discussion questions to class.
• Please bring the two research articles assigned this week (Lindhorst et al., 2008; Brazier et al., 2008). After
we review mixed methods designs and design decisions, we will examine these manuscripts to see if we
can identify the designs they employed and critique them.
**
(Text) Padgett, D. K. (2008). “Mixed methods.”. In Qualitative methods in social work research (pp 221-237).
Thousand Oaks, CA: Sage Publications.
**
Creswell, J. W, & Plano-Clark, V. L. (2007). “Questions often raised about mixed methods research.” In Designing
and conducting mixed methods research (Ch. 9, pp. 167-183). Thousand Oaks, CA: Sage Publications.
**
Creswell, J. W. (2003). “Mixed methods procedures.” In Research design:
Qualitative, quantitative and mixed methods approaches (2nd Ed; Ch. 11, pp. 208-227). Thousand Oaks, CA: Sage
Publications.
**
(Research Report) Lindhorst, T., Meyers, M., & Casey, E. (2008). Screening for domestic violence in public
welfare offices. Violence Against Women, 14(1), 5-28. Access via Academic Search Elite.
**
(Research Report). Brazier, A., Cooke, K., & Moravan, V. (2008). Using mixed methods for evaluating an
integrative approach to cancer care: A case study. Integrative Cancer Therapies, 7(1), 5-17. Access via
Academic Search Elite
*
Creswell, J.W., Klassen, A.C., Plano Clark, V.L.. & Clegg Smith, K. (2012). Best practices for mixed methods
research in health sciences. Office of Behavioral and Social Science Research, National Institutes of Health.
Accessed September 3, 2012, from
http://obssr.od.nih.gov/mixed_methods_research/pdf/Best_Practices_for_Mixed_Methods_Research.pdf
*
Onwuegbuzie, A. J., & Leech, N. L. (2004). Enhancing the interpretation of “significant” findings: The role of
mixed methods research. The Qualitative Report, 9(4), 770-792.
*
Onwuegbuzie, A. J., & Collins, K. M. T. (2007). A typology of mixed methods sampling designs in social science
research. The Qualitative Report, 12(2), 281-316.
*
Bryman, A. (2007). Barriers to integrating quantitative and qualitative research. Journal of Mixed Methods
Research, 1, 8-22.
15
Week 15: Friday December 15
INTEGRATION AND SYNTHESIS
Putting it all together
Course Review
Looking Ahead
Summary and Class Evaluation
Class Preparation:
• No need to do reflection paragraph or discussion questions.
• As we will attempt to integrate and synthesize the course material please be prepared to share your thoughts
on the following question:
i. Now that we are at the end of the semester, what questions remain that you will want to further
explore?
ii. What have you gotten out of this class (i.e., most important thing you learned) and what was the
most valuable learning experience for you (e.g., in class activity, an assignment, the reading…)?
iii. Do you have any suggestions for course modifications that we didn’t address at midterm?
**
Bowen, G. A. (2005). “Preparing a qualitative research-based dissertation: Lessons learned.” The Qualitative
Report, 10(2), 208-222.
**
Baker, L. (2006). “Ten common pitfalls to avoid when conducting qualitative research.” British Journal of
Midwifery.
16
QUALITATIVE METHODS FOR SOCIAL SCIENCE RESEARCH
(Fall 2012)
Name: _______________________________________________
Address: _____________________________________________
_____________________________________________________
Phone: _______________________________________________
Email: _______________________________________________
Departmental Affiliation: _______________________________________________________________
Primary Research Interest: ______________________________________________________________
_____________________________________________________________________________________
How did you learn about this course? _____________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
TO HELP ME KNOW YOU
The following information is requested in order to help me be more sensitive to you and your needs. Your
responses (and non-responses) are voluntary, will not affect your grade in any way, and will be kept strictly confidential.
1. Briefly describe your reasons for taking this class:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. Briefly describe any “qualitative” research experience you have had:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
17
University of Wisconsin-Madison
SCHOOL OF SOCIAL WORK
B. J. Kramer, PhD
SW 949
LEARNING CONTRACT
(Due Friday, September 21)
Checklist:
•
Select which assignments you would like to complete that total 80 points. This will include at least one major
assignment and two minor assignments.
In the “DUE DATE” column, indicate the date that you will turn in the assignment, not to exceed the last day
of class.
Be sure to select a due date that is after the class date with which we cover the content.
You may turn in your assignment before your due date, but NOT after (i.e., if you want to be safe you could
put the last day of class for all your assignments and then turn them in earlier if you would like)
Print your name below and then sign and date at the bottom of the contract.
Make a copy of the contract for your own records
•
•
•
•
•
I _____________________________ agree to complete the following assignments by the dates indicated below.
(please print)
DUE DATE
A.
B.
MAJOR ASSIGNMENTS: (40 Points)
1.
Presentation-Workshop/Topic:____________________________________ ________________
2.
Critical Review-Major Paper/Topic:________ _______________________ ________________
3.
Research Proposal (see example on Learn at UW)
________________
4.
Research Portfolio Notebook (see example on Learn at UW)
________________
5.
Design Own Assignment (Requires Instructor approval: Attach description) ________________
MINOR ASSIGNMENTS: (20 Points Each – Select Two)
1.
Interview Guide and Consent Form (see example on Learn at UW)
________________
2.
In-depth Interview, Summary and Transcript
________________
3.
Field Observation and Field Notes (see example on Learn at UW)
________________
4.
Coded Transcript and Analysis Report (see example on Learn at UW)
________________
5.
Critique of Qualitative Research Reports (see example on Learn at UW)
________________
_____________________________________
________________
Student Signature
Date
18
University of Wisconsin
SCHOOL OF SOCIAL WORK
B. Kramer
PRESENTATION – FACILITATED WORKSHOP
The task:
a) This assignment allows you to work alone or with another student to investigate in-depth a particular topic from the
course objectives. You and/or your group will prepare a 45 minute workshop that will deepen our understanding
of the topic. The presentation should help students to achieve the objective as it is stated on the course syllabus,
and identify which objective the presentation is addressing.
b) This assignment is particularly useful for students who wish to enhance their knowledge of a particular aspect of
qualitative research methods, while also developing their instructional skills. You are expected to develop
exercises that will allow us to actively engage in the learning process (e.g., to practice a skill; discuss a related
case example, respond to questions). You are encouraged to be creative,, to utilize teaching strategies that will
enhance learning and make your topic interesting (e.g., use of visuals, handouts, use of Power Point, film clips), and
to think critically about the material you are examining. (NOTE: For this assignment, it would not be acceptable
to lecture for the full 45 minutes. While it may be necessary to provide some lecture, remember that you are
teaching to adults who come to the class with knowledge, experience, and the ability to think deeply. You should
make use of those skills to enrich learning and make it more interesting.)
c) You will be expected to conduct a review of the literature, and to use citations that are outside of the course reading
list. Please provide a typed APA style reference list for all in attendance on the day of your presentation.
d) On the learning contract, please ensure that the date you select for your workshop, matches the date that we would
be covering that particular content as listed in the syllabus.
Grading Criteria
Possible
Score
Your
Score
I.
Presentation clearly relevant to course objective
and successful in facilitating achievement of the objective
20
_____
II.
Teaching strategies: variety of strategies used, good use of
Visuals, handouts, eye contact, more than lecture, involves audience
Creative approaches
15
_____
III.
Time management
3
_____
IV.
Clearly relevant and comprehensive APA style reference
Provided with empirical sources.
2
_____
40
_____
TOTAL
19
University of Wisconsin-Madison
SCHOOL OF SOCIAL WORK
B. Kramer
CRITICAL REVIEW: MAJOR PAPER
The purpose of this assignment is to increase your expertise and knowledge regarding qualitative research methods. You
may choose to review and critique qualitative research that has been used to study a particular substantive area, or you may
choose to focus your paper on a particular qualitative method that you would like to apply to your research area, or simply
explore a research tradition or approach in more depth. For example, you might want to investigate ethical issues in
qualitative research with a particular population (e.g., persons who are dying and their families), sampling considerations
for qualitative research with children, or you could investigate a particular research tradition in more depth (e.g., case
study, grounded theory), or a particular analysis method. Any topic relevant to the course objectives is fair game.
The task: Select a particular topic relevant to the course objectives. Critically review the empirical and methodological
literature on the topic. You are expected to demonstrate your understanding on course content relevant to various
ways reviewed in class to assess the quality of research reports, and methodological congruence. Turn in a 12-15
page typed and double-spaced paper in APA style paper.
.
Grading Criteria
I.
Possible
Score
Your
Score
Organization of paper
18
______
Clarity and support of main points
II.
References to literature and interview
18
______
Appropriateness, integration and application
Evidence of critical thinking
III.
Instructor's overall impression of effort
2
______
IV.
Technical detail
2
______
Spelling, grammar, syntax
References and APA style
---------------------------------------------------------------------------------------------------------------------------------------------------TOTAL Score
40
______
20
University of Wisconsin-Madison
SCHOOL OF SOCIAL WORK
B. Kramer
QUALITATIVE RESEARCH PROPOSAL ASSIGNMENT
This assignment is designed to demonstrate your understanding of the course content relevant to qualitative research design
and methods as you conceptually synthesize the course content. Students selecting this option are responsible for
developing a prospectus for a qualitative research project they would like to complete (either as part of their dissertation or
as a project for the future). The prospectus should be typed, single spaced, be no more than 2 pages and contain the
following information: title, specific aims or research question(s), succinct statement of the study rationale (e.g., gaps the
study is meant to address), research approach (e.g., phenomenology, case study, grounded theory…), and a concise
description of the research methods.
IMPORTANT NOTE: If you select this assignment, it is strongly recommended that you schedule time with the instructor
to discuss your ideas early in the semester. You will be asked to prepare a one page abstract and a 15 minute overview of
your prospectus to share with other members of the class two to three weeks prior to submission of your report. This will
provide you with an opportunity for feedback that may be integrated into your proposal.
The research proposal is a formal description of a qualitative research project. This assignment should help you to
conceptualize a study, think about the significance of your research, and encourage you to think about your identity as a
scholar and researcher. The proposal should be no more than 15 pages (excluding references), using APA format. The
outline described below may be used as a guide for the proposal.
1. Cover Sheet
 Your full name
 Project Title (clearly stated; accurately reflects the study purpose
 Abstract (a concise description of the project in one paragraph)
2. Introduction: Specific Aims
 This section of the proposal should provide an introduction to topic, clearly state the purpose of the study
and your research aims or questions, and briefly describe fundamental gaps in the literature (e.g.,
understudied issues or uncertain relationships) and/or the compelling reasons why the study could make
contributions to the field). The kind of study that is being proposed should be briefly noted (will be
described further in the proposal). The reasons why your subject is crucial for social workers, nurses, or
others relevant to your field to study should be explicitly stated in the introduction.
 The reader should gain an understanding of the broad issues that you hope to address that include: the
central problem you intend to address; the purpose of your proposed study; the questions that will guide the
study; the significance or rationale of your study and the relationship of your project to the larger and
broader area of inquiry.
3. Background and Significance: Literature review
 Although the introduction provided a synopsis of the rationale and the purpose of the study, this section
provides the detail to support the rationale. Literature reviewed is usually classic and current (e.g., it might
be relevant to provide historical context for your study and how the focus of research has changed over
time). This section should inform, inspire and create a sense of urgency. It should be clear how research is
important to the problem. This section should display your ability to critically analyze existing research,
and demonstrate how the proposed project will fill an important gap in the field.
 Start the literature review by describing the problem area: gradually shift its focus to specific research
purposes and/or questions. Keep in mind that you need to use the literature review to support your research
questions and make good use of statistical information to describe the situation(s) clearly (e.g., number of
people who are affected by the issue).
 This section should ideally conclude with a clear statement of what your project will uniquely contribute
4. Conceptual or Theoretical Framework
 Discuss the concepts or theories that will help guide your thinking in the proposed study. Will you be using
critical theory, Marxist theory, grounded theory, postmodernism, feminist theory, queer theory, poststructuralism, or any other theories to help interpret your data? If relevant to your approach, identify the
21
5.
6.
7.
8.
theories you will use, provide a rationale as to why those theories are most appropriate, or explain how
your study will contribute to development of theory.
Reflexivity Statement.
 Provide a brief description of yourself as a researcher and discuss your positionality in relation to your
proposed study. What are the strengths and weaknesses of your positionality? How might you address any
biases that might provide overly skewed interpretations of your data?
Research Design and Methods
 This section of the proposal will introduce the qualitative methods to be used for this study to address each
aim or research question and should include: the type of data you expect to collect (interviews, focus
groups), the expected research participants, where you will find them, and how you will gain access to
them.
 The rationale and advantages of the chosen methods (in relation to achieving the study purpose) are
explained. You should reference the qualitative methodological literature to provide a reflective discussion
of your chosen methods (e.g., if you are doing focus groups, you should be cite Krueger or others to
explicate the purpose, advantages, or suitable methods for this approach).
 Attach a copy of your interview guide(s) for individual interviews or focus groups in an appendix.
 Be sure to include a discussion of the strategies that will be employed to ensure rigor (e.g., member
checking, audit trail, prolonged engagement, negative case analysis, peer debriefing).
Discussion of Limitations and Future Directions
 This section should highlight potential limitations of the proposed study and describe how study findings
might be used. The potential future applications of study findings may include: how the study results might
inform services to enhance care or quality of life, how the study findings might be used to inform future
research (e.g. pilot data for a future study). Are there ways in which it might inform program or policy
modifications or development? What are the next steps? What can be expected as the immediate or
ultimate outcomes of the research? This essentially addresses the “so what?” question.
Appendix
 Attach your interview guide(s) or any other relevant materials.
9. Reference List
Proposals will be Graded on the Following Criteria:
•
•
•
•
•
•
•
There is a clear and concise purpose statement and research questions. The proposal clearly illuminates the
research problem and significance of research.
The research paradigm and approach are accurately described.
The proposal clearly articulates concepts or theories that guide the research and methods used.
The rationale for the research design and methods are discussed. Data collection procedures are clearly
explained and described for each aim or research question. The strategies used to ensure analytic rigor are
described and appropriate.
The potential future applications of study findings are discussed.
The proposal follows the specified outline and instructions for page limits and formatting. It is well written
and proofread (Few grammatical errors such as run-ons, misspellings, tense changes).
The proposal demonstrates the student’s understanding and integration of course content. It reflects
substantial methodological congruence (i.e., the research problem, aims, questions, methods and analysis are
linked in a consistent manner).
NOTE: For additional information on the kinds of things to take into consideration when preparing a qualitative
research proposal, refer to the online resource we read earlier this semester: See NIH: Office of Behavioral
and Social Science Research. (1999). Qualitative methods in health research: Opportunities and
considerations in application and review. http://obssr.od.nih.gov/Documents/Publications/Qualitative.PDF
22
University of Wisconsin-Madison
SCHOOL OF SOCIAL WORK
B. Kramer
RESEARCH PORTFOLIO NOTEBOOK
The purpose of this assignment is to provide an opportunity for students to critically reflect upon weekly content and apply
it to their substantive area of interest and research project, in the form of a typed journal.
The task: A concise research portfolio notebook should be kept during the course of the semester with 7 entries
(minimum) that explain how the course content informs the development of your own research project and
thinking. Several examples of the kinds of topics that might be kept in the research portfolio are illustrated below.
Role of researcher as instrument and ethical issues. How did this week’s course information inform how you think
about reflexivity in your own research? What are your “personal” reasons for conducting research in your substantive area?
What prior knowledge or experience informs how you think about this area? What are your assumptions or biases about
this substantive area? What are the ethical implications of your research and your presence in the field? What are the
ethical issues you anticipate and how might you address them?
The Research Process: Getting Started What did you learn from the readings that inform your thinking about
formulating your research problem statement, purpose statement and research question? How might these be best written to
reflect one of the approaches to qualitative research (see Creswell, Ch. 6)? What role might theory play in your study?
Site selection, sample definition and access strategies. Given what you have read this week, what kinds of data and data
collection technique might be fruitful for your own study. Describe the sites where you plan to do your research, strategies
for negotiating access to locations and people, and the sampling strategies you will employ. Briefly note how you will
address challenges you may face in gaining access or recruiting.
Interviewing Individuals Based on what you have learned from the readings, what would you take into consideration for
developing your interview guide? How would you ensure that the interview guide and consent form for your research
project is consistent with your study purpose, research questions, and approach.
Analysis. This week’s readings reviewed many different methods of analysis. What analysis plan might you employ for
your study and what is your rationale?
In your Research Portfolio Notebook:
1)
For each portfolio entry, type a concise and articulate response regarding what you learned from each week’s
content (readings/lecture) and how it informs your own research project.
2)
Each entry should be no more than two typed pages, double spaced. (total 14 pages)
Grading Criteria
I.
Possible
Score
Your
Score
Clarity and organization of Portfolio
20
______
Support of main points
II.
Demonstrates understanding of the course
18
______
Content and ability to appropriately
Apply to own research area
III.
Instructor's Impression of Effort
& Technical detail
2
______
Spelling, grammar, syntax
---------------------------------------------------------------------------------------------------------------------------------------------------TOTAL Score
40
______
23
University of Wisconsin-Madison
SCHOOL OF SOCIAL WORK
B. Kramer
INTERVIEW GUIDE AND CONSENT FORM
The purpose of this assignment is to provide an opportunity for students to develop an interview guide and consent form for
qualitative research purposes that is grounded in their chosen research tradition or approach.
The Task: For the purposes of this assignment, you will need to have a clearly articulated study purpose and research
question. You will review course readings and class discussion material relevant to considerations for developing
an interview guide. Being mindful of structural and study design issues (see below), design an interview guide and
a consent form that may be used for IRB purposes. See “Consent Form Tips” at
http://www.grad.wisc.edu/hrpp/10103.doc
Structural Issues
Is there a clear, inviting, succinct introduction?
Do topics segue smoothly into one another?
Are there transition statements? (e.g., I would now like to ask about…)
Do questions lead respondents toward a particular answer or emotional state?
Are questions “open-ended?”
Are dichotomous questions avoided?
Are questions short and precise and do they avoid parenthetical phrases?
Are there any double barreled questions (i.e., asking more than one question at a time?
Are “why questions” avoided?
Are their closing comments and thanks…?
Study Design Issues:
Will answers to these questions, allow the researcher to achieve the purpose of the study?
Will the questions allow the “research questions” to be answered?
Is there congruence between the study purpose, the research questions and the interview questions?
Please turn in:
1)
Your study purpose and research question and a statement about the type of study you are intending to employ
(e.g., will it be a grounded theory study, a phenomenology, case study…)
2)
The interview guide
3)
The consent form
Possible
Your
Grading Criteria
Score
Score
I.
Organization of materials
Articulate and succinct wording
All elements included
8
______
II.
Structural and Study Design Issues clearly addressed
Consent form concise and articulate
10
______
III.
Instructor's overall impression of effort
2
______
---------------------------------------------------------------------------------------------------------------------------------------------------TOTAL Score
20
______
24
University of Wisconsin-Madison
SCHOOL OF SOCIAL WORK
B. Kramer
IN-DEPTH INTERVIEW, SUMMARY AND TRANSCRIPT
The purpose of this assignment is to provide students with the experience of conducting an audio-recorded, in-depth
interview and transcribing the interview. Note that this assignment is ideally suited for students who have selected the
interview guide assignment.
The task:
For this assignment students will:
Please keep in mind that unless you intend to submit an IRB application, you may not use data from this interview for
actual research purposes.
1. Devise a brief set of research questions and probes based on a research question of interest, or use the interview
guide developed for the interview guide assignment if appropriate.
2. Identify a potential respondent, using the strategies we develop in class. Obtain informed consent from your
respondent. With their permission, tape record your interview.
3. Immediately after you conduct the interview, you should prepare a summary of your interview using the
“Guidelines for Preparing Interview Summaries” handout provided in class (i.e., it will include a description of the
participant and main point/ events shared, and theoretical, methodological, and personal memos).
4. Transcribe the interview following procedures discussed in class and/or in readings.
5. Write a brief (one to two double-spaced pages) critique of your interview. Comment on changes you would make
in the interview guide based on your interview experience and on the strengths and weaknesses of your
interviewing techniques.
6. Turn in your interview questions, your critique, and the transcript.
Grading Criteria
Possible
Score
Your
Score
Organization of materials
All elements of assignment fully addressed
8
_____
II.
Evidence of integration of course content
Research questions and probes meaningful
Thoughtful and critical thinking
Interview summary and critique
10
_____
III.
Instructor's overall impression of effort
2
_____
20
_____
I.
TOTAL
25
University of Wisconsin-Madison
SCHOOL OF SOCIAL WORK
B. Kramer
FIELD OBSERVATION AND FIELD NOTES
The purpose of this assignment is to give you first hand experience with gathering qualitative data either through
observation or participant observation, and provide you with experience in writing up field notes.
The task: For this assignment students will:
1)
2)
3)
4)
5)
6)
7)
8)
Formulate a research question that lends itself to data collection through field observation.
Select a field site where you can gather data either though observation or participant observation. This may be an
open site or a closed site. [Note: If you select a closed site, you may have to secure permission to carry out your
project there] The site should be one in which you may have access on at least two occasions for a period of
approximately 30 minutes each time.
Select a researcher role. You may be a participant in varying degrees in the setting or you may be an outsider
observing a setting in which you are not directly involved. You should review the pros and cons of various
researcher roles and how they fit with your research question.
Select two different occasions of approximately 30 minutes long for observation in the field site as a complete
observer or a participant observer.
Log data making field notes. If possible make field jotting for later use in your full field notes. You may return to
the same site for both observation periods or you m ay select different sites for comparison. As you log data in the
field, do not do any direct interviewing for this mini project. Your data collection is to involve listening and
watching. In the initial stages of data gathering, you may want to focus on general description (i.e., who, what and
where, types of questions). Later you may want to become more focused on structural or contrast question that arise
from your observations.
At the end of each field data gathering session, write up your full field notes. Field notes may include descriptions
(e.g., diagrams of the field setting, who was present, what occurred, etc), and theoretical, methodological, and
personal memos. For additional information on taking field notes: See the following:
http://facstaff.unca.edu/tforrest/BIOL%20360%20Animal%20Behavior/2006/Handouts/Behavior%20Lab%
20Notebooks.pdf, http://faculty.tamu-commerce.edu/scarter/Fieldnotes.doc
and http://www.reocities.com/Tokyo/2961/fieldnotes.htm (“Fieldnotes: Breaking the Silence” by
Alexander Massey)
Prepare a report (five to seven pages) to be submitted. The report should include the following information:
(a) Initial research question; (b) Setting observed; (c) Kind of researcher role chosen and why; (d) Days and
approximate times when data were gathered; (e) A sample of the data that you logged in the field (field
jottings) attached 1-2 pages to your report; (f) Your full field notes from each of the two periods of data
collection; (g) Discussion of problems you encountered, if any; and (h) Discussion of what you learned
form this experience in data gathering.
Grading Criteria
I.
II.
III.
Organization and clarity of report
Clarity and support of main points
All elements of assignment addressed
Evidence of integration of course content
Clear rational for researcher role chosen
Careful field notes
Thoughtful and critical summary
Methods consistent with course content
Instructor's overall impression of effort
TOTAL
Possible
Score
Your
Score
8
______
10
_____
2
_____
20
_____
26
University of Wisconsin-Madison
SCHOOL OF SOCIAL WORK
B. Kramer
CODED TRANSCRIPT AND ANALYSIS REPORT
The purpose of this assignment is to provide you with an opportunity to identify and utilize a particular analytic method.
The task: You must have a transcribed interview to select this assignment. If you do not have one, but are interested in
doing this assignment, please let me know.
1) Identify an approach to analyzing your data that suits your study purpose (e.g., content analysis, thematic analysis,
dimensional analysis…). Become familiar with and describe the specific steps you will employ to implement this
approach, citing appropriate references. You should specify if you will be using a priori codes or grounded codes.
2) Code your data in the margins of your transcript. Keep an analytic journal that details the process you are following
with code memos that describe and define your coding schemes that develop.
3) Once you complete your analysis of one transcript you will prepare a 5-7 page written report that will include the
following:
a. A description of the purpose of the interview that was analyzed (e.g., what research question was
addressed, what was the context for the interview, description of respondent)
b. An explanation of the analytic method you used (citing appropriate citations) and your rationale for
selecting it.
c. A careful description of your results of the analysis. You should provide a description/definition of any
codes or themes that were evident, consistent with the analytic method you selected, and provide quotes or
excerpts from your data that clearly illustrate the code or theme.
d. A brief discussion of what you learned from engaging in this process and what challenges you faced.
e. Turn in your report, along with a copy of the transcript and analytic journal.
Grading Criteria
I.
Organization and clarity of report
Clearly articulates and cites method used
Follows method carefully
All elements of assignment addressed
Possible
Score
Your
Score
8
______
II.
Evidence of integration of course content
Coding structure is clearly defined and meaningful
Evidence to support coding structure
Avoids over interpretation of data
Uses consistency in assigning meaning
10
_____
III.
Instructor's overall impression of effort
2
_____
---------------------------------------------------------------------------------------------------------------------------------------------------TOTAL Score
20
______
27
University of Wisconsin-Madison
SCHOOL OF SOCIAL WORK
B. Kramer
CRITIQUE OF QUALITATIVE RESEARCH REPORTS
The purpose of this assignment is for students to demonstrate their understanding of the course content through critique of
research articles in their substantive area of interest.
The Task:
1. Review the content from our readings and discussion about how to evaluate the rigor and quality of qualitative
methods, and how to critique qualitative research articles.
2. Identify three qualitative research reports relevant to your area of interest and prepare a 5-7 page written critique
of the three articles.
3. Please provide a brief and concise description of the article including the study purpose, description of approach,
methods, and findings.
4. Topics addressed in your critique should include the following: Your evaluation of the appropriateness of the
methodological approach and the extent to which the manuscript evidences methodological congruence. How
would you classify the researcher’s theoretical or epistomologial orientation? On what grounds? Your ideas on
how the researchers could have strengthened their approach, the extent to which methods for ensuring rigor were
employed, and what recommendations would you make to enhance the study design and methods?
5. Turn in your critique with a copy of each article reviewed.
Grading Criteria
Possible
Score
Your
Score
I.
Demonstrates Understanding of Course Content
Evidence of critical thinking
Pays attention to methodological congruence and standards
for assessing quality and rigor
10
______
II.
Organization and clarity of report
Concise and well written
8
______
III.
Instructor's overall impression of effort
Instructions followed
2
______
---------------------------------------------------------------------------------------------------------------------------------------------------TOTAL Score
20
_____