Research Design Crit 2
Research Design Crit 2
Research Design Crit 2
Assignment Instructions: Using the information in the instructions below, add your inputs directly into the empty
textbox below the instructions.
Scenario
Provide a scenario of when it would be advantageous for you to use each of the following types of qualitative designs:
narrative, ethnographic, and case study. Briefly discuss differences between these three types of qualitative research
designs to include the advantages and disadvantages of each type of design.
unable to further develop their understanding of the student and therefore improve their teaching practices. The
research questions that the author, Buaraphan (2016), tried to answer were:
1. “What are the in-service teachers’ problems concerning CAR (Classroom Action Research)?’
2. What are the effects of the QCAR workshop on the in-service science teachers’ understanding of and attitudes
to QCAR (Qualitative Classroom Action Research)?’
(Buaraphan, pg. 4)
Teachers had not been exposed to qualitative research in their education courses and it was not utilized in the
different school systems. The teachers had been taught to rely on objective rather than qualitative data that could
provide them with inquiry, reflection, and shared information of their students. No research previously had proven
that with qualitative research there could be a deeper understanding about students’ thinking and learning. They
further realized that the inclusion of qualitative research would yield information regarding students’ attitudes and
capabilities toward learning. The researchers finally realized that to change teaching roles and practices in the
classrooms they had to bridge the importance of including qualitative research to their curriculum.
Without using qualitative research methods, the teacher is missing out on the opportunity to better understand their
students, developing their educational philosophy, increasing their confidence in their teaching ability, and being
more receptive to new teaching tactics. Insight into students’ backgrounds can better serve teachers to see how to
their individual uniqueness effects their ability to learn. A questionnaire or individual/group interview conducted by
the teacher could garner information that would allow them to see why students perform at different levels. A grade
or a standardized test score does not give a complete picture of a student.
experience (5-30 years), grade taught (1st-9th) and gender. The teachers were then asked to attend a “Qualitative
Classroom Action Research” workshop for three days to increase their understanding of how to conduct and analyze
qualitative research within their classrooms. The topics of the workshop were the importance of qualitative research,
how to develop research questions, and how to analyze qualitative research titles and objectives.
Once the data was collected then the “Shapiro-Wilk W test (Buaraphan, pg.6) was used to make sure the data was
normally distributed. They then looked for the mean and standard deviation of the participants rating of how difficult
they felt using CAR was and how their attitudes were before and after the workshop on how likely they were to use
CAR within their own classrooms. They also used a “t-test” to check the beginning and ending attitudes of the
participants as it related to CAR to see if they had dramatically shifted after the workshop.
The last analysis method that was used was thematic as it related to the participants reflections of what they had
gained from the QCAR workshop. They then took those reflections and analyzed their frequencies which were then
counted and recorded. The method of analysis consisted of “Familiarization with data by intensive reading of the
participants’ reflections, generating initial codes, searching for themes among codes, reviewing themes, and defining
and naming themes (pg. 6)”.
The authors recommend that QCAR be included as professional development for all science teachers in Thailand.
They felt that CAR is “research based, centers on authentic and genuine inquiry, is data driven, bridges theory and
practice, and is collegial and collaborate” (pg.10). Being able to understand qualitative research the teacher can
better understand their classrooms and how to teach to a wide range of topics and audiences. From the reflections of
the teachers about the workshop they were able to improve aspects of the conference and add time management
and teacher collaboration to the agenda as well as extend it to a continuous long-term conference.
summary essays, focus group and individual interviews among participants in counseling education courses along
with those currently in the position of school counselor who had not had formal training in qualitative research and
how using this data could provide better insight to their students.
Their biggest finding was that counselors were not consumers of qualitative research.
The research team concluded that the need for qualitative research in counselor education is not a new one.
Literature and research indicated that there is speculation that qualitative research appealed to counseling students.
This caused them to search for its inclusion and the best way for them to understand counselor education would be
to use different components of qualitative research to prove that it could be used as a viable tool by counselors.
Verification of the data was based on a variety of sources including essays, interviews, and literature regarding
coursework required in counselor education. All participants verified the accuracy of the transcriptions of the date
they provided. During the data analysis, the research team met regularly to discuss emerging insights and to refine
and clarify their understanding of the data. It was determined that attitudes toward qualitative research were
positive from the study and that its inclusion in counselor education and putting into practice was needed. The
participants felt that useable data could be obtained from qualitative research and that its viability provided a more
holistic background of others perceptions and experiences.
Development and use of qualitative research along with other research designs in their counselor education courses
can give the counselor a fuller picture of their students and allow them to better meet their social and personal
needs. Counselors realized that qualitative research gives them the ability to be better informed continuously of their
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students. Its open-ended nature allows counselors to gather useful information through skills taught in observation,
conversation, participation, and interpretation through their students’ experiences.
References
Please list your two references in APA format. Don’t forget to list in alphabetical order based upon first author.
Reisetter, Marcy, et al. "Counselor Educators and Qualitative Research: Affirming a Research Identity." Counselor
Education and Supervision 44.1 (2004): 2-16. ProQuest. 3 Dec. 2017 .