- Have any questions? Contact us free of charge
- 233245354352
- 5432431
- [email protected]
VSCPD_ActionResearch_Wk4_Article_Chapter5ActionResearch_PPT_TC03292022.pptx
VSCPD_ActionResearch_Wk4_Article_Chapter5ActionResearch_PPT_TC03292022.pptx
Chapter 5: Data Gathering
Qualitative Data Collection: Accuracy, Credibility, Dependability
Qualitative
Data Collection:
Observations
Interviews
Journals
Existing
Documents
Quantitative Data Collection:Validity, Reliability
Quantitative
Data Collection
Surveys,
Questionnaires,
Rating Scales
Checklists
Tests and
Other Formal
Instruments
Qualitative Data Collection: Observations
Observation: carefully watching, systematically recording what is seen and heard in a particular setting ( Schmuck, 1997).
Structured Observation: observer is looking for specific behaviors, reactions, or interactions.
Unstructured, Semi-structured: observer flexible. May engage in brief, intense periods of observation, note-taking.
Qualitative Data Collection: Observations
Field notes: two columns: (1) Observations,
(2) Comments, interpretations, meanings.
Observation Limitations: Effects of observer, large volume, variance between observers.
"Write what you See": most effective way to observe. Videotaping?
Later transcription? Patterns?
Qualitative Data Collection: Interviews
Interviews: Teacher/researcher questions posed to study participants: formal, informal.
Individual, Group Interviews, Focus Groups.
Interview Guide: Specific or general questions to be asked prior to interview.
Structured Interview: Pre-determined ????
Semi-structured Interview: Base questions.
Open-ended Interviews: Few, broad ???
Qualitative Data Collection: Journals
Data Journals: kept by teachers or students.
Student Journals: daily thoughts, perceptions, experiences.
Teacher Journals: narrative accounts of personal reflections on professional practice.
Class Journal: blank notebook passed around in class or in learning center.
Qualitative Data Collection: Existing Documents and Records
Existing Records: Curriculum materials, textbooks, reports, projects, test scores, grades, discipline records, portfolios.
Data: Retention rates, attendance, graduation rates, socioeconomic data, etc.
Other: Meeting minutes, newspaper stories, standardized test reports, discipline referrals, classroom artifacts.
Caution: Ethical use. Student privacy.
Qualitative Data Collection: Accuracy, Credibility, Dependability
Data Quality: accurate recording, organized processes, match between data gathered and research question.
Triangulation: multiple data sources.
Member Checking: sharing interview transcripts, comments, w/ study participants.
Prolonged Engagement, Persistent Observation: 'thick-description', not 'thin'.
Quantitative Data Collection: Surveys, Questionnaires, Rating Scales
Survey Design: Open-ended questions? Multiple Choice? Likert Scale?
Age – Appropriate?
Design affects Data: Consider implications.
Self-assessment.
Focus: Each item focuses on single concept.
Brevity: Each question, clear, necessary.
Unbiased: No leading questions.
Quantitative Data: Checklists Surveys:
Formal Tests, Existing Records: Can be used 'quantitatively' too.
Checklists.
Pre-Tests, Post-Tests:
Specifically designed for study.
Standardized Tests:
Standardized 'Surveys‘:
developed for specific purposes.
Quantitative Data Collection: Validity, Reliability
Validity: degree to which all accumulated evidence matches intended interpretation (p. 111,AERA, APA & NCME, 1999).
Reliability: consistency of connected data.
Internal Consistency: statistical estimate of data reliability:
Kuder-Richardson formula 21: or KR-21
r = (K) (SD)2 – M(K – M)
(SD)2 (K – 1)
References:
1) Mertler, C. A. (2014). Action Research: Improving Schools and Empowering Educators, 4th ed. Los Angeles, CA: Sage Publishers.