Chapter 3 – The method Chapter 4 – The result Chapter 5 – The discussion.
-
Upload
georgiana-eaton -
Category
Documents
-
view
239 -
download
0
description
Transcript of Chapter 3 – The method Chapter 4 – The result Chapter 5 – The discussion.
![Page 1: Chapter 3 – The method Chapter 4 – The result Chapter 5 – The discussion.](https://reader036.fdocuments.us/reader036/viewer/2022081502/5a4d1b117f8b9ab05998f814/html5/thumbnails/1.jpg)
Dissertation DayChapter 3 – The methodChapter 4 – The resultChapter 5 – The discussion
![Page 2: Chapter 3 – The method Chapter 4 – The result Chapter 5 – The discussion.](https://reader036.fdocuments.us/reader036/viewer/2022081502/5a4d1b117f8b9ab05998f814/html5/thumbnails/2.jpg)
Methods
•Re-introduce the problem •Provide overview of methodological approach• Identify research design (Justify)• Indicate the epistemology and theoretical perspective shaping the study•Define parameters of the study (who, what, where, when, how,)
![Page 3: Chapter 3 – The method Chapter 4 – The result Chapter 5 – The discussion.](https://reader036.fdocuments.us/reader036/viewer/2022081502/5a4d1b117f8b9ab05998f814/html5/thumbnails/3.jpg)
Research Questions• Research Questions Basis for selection of the
research design and methods• State questions operationally• Are scores on the Dangerfield Self-Esteem
Inventory correlated with scores on the Iowa Test of Basic Skills? Does this vary by groups?
• Reminder: Mixed Methods must have both quantitative and qualitative research questions
![Page 4: Chapter 3 – The method Chapter 4 – The result Chapter 5 – The discussion.](https://reader036.fdocuments.us/reader036/viewer/2022081502/5a4d1b117f8b9ab05998f814/html5/thumbnails/4.jpg)
Research Procedures
• Participants• Apparatus or Materials• Procedures• Data Analysis
![Page 5: Chapter 3 – The method Chapter 4 – The result Chapter 5 – The discussion.](https://reader036.fdocuments.us/reader036/viewer/2022081502/5a4d1b117f8b9ab05998f814/html5/thumbnails/5.jpg)
Research Procedures• Introduce the epistemology guiding inquiry (Qual)• Explain theoretical perspective driving the
research and why selected (Qual)• Indicate design and why selected• How were sites, cases, and informants selected? • What verification procedures were used in the field?• Describe interview protocols, guides, rubrics used to
assist in data collection• Explain how you plan to manage your data• Explain how you plan to analyze and interpret
your data
![Page 6: Chapter 3 – The method Chapter 4 – The result Chapter 5 – The discussion.](https://reader036.fdocuments.us/reader036/viewer/2022081502/5a4d1b117f8b9ab05998f814/html5/thumbnails/6.jpg)
Methods – don’t forget to…• Summarize potential risks to human participants
and how you will accommodate for that• Limitations and Delimitations
![Page 7: Chapter 3 – The method Chapter 4 – The result Chapter 5 – The discussion.](https://reader036.fdocuments.us/reader036/viewer/2022081502/5a4d1b117f8b9ab05998f814/html5/thumbnails/7.jpg)
Chapter 4 Reporting findings
![Page 8: Chapter 3 – The method Chapter 4 – The result Chapter 5 – The discussion.](https://reader036.fdocuments.us/reader036/viewer/2022081502/5a4d1b117f8b9ab05998f814/html5/thumbnails/8.jpg)
Organization• Assumptions/preliminary analyses• Research Questions – use them as organizers• When reporting findings, start with descriptive
and work towards conceptual
![Page 9: Chapter 3 – The method Chapter 4 – The result Chapter 5 – The discussion.](https://reader036.fdocuments.us/reader036/viewer/2022081502/5a4d1b117f8b9ab05998f814/html5/thumbnails/9.jpg)
Presentation of Findings• Raw data ≠ Findings• Use exemplary quotes (sparingly)• Do not tell the reader; show the reader• 1st pass (open) coding, 2nd pass (axial) coding, 3rd pass,
etc. • Move from descriptive to conceptual• Use graphical displays when possible to demonstrate
hierarchy and relation
![Page 10: Chapter 3 – The method Chapter 4 – The result Chapter 5 – The discussion.](https://reader036.fdocuments.us/reader036/viewer/2022081502/5a4d1b117f8b9ab05998f814/html5/thumbnails/10.jpg)
Verification (Validity)• Transparency – how are you establishing that
through reporting findings?• Thick description – how to you use that?• Triangulation – how can you give the reader
confidence in the integrity of your findings?
![Page 11: Chapter 3 – The method Chapter 4 – The result Chapter 5 – The discussion.](https://reader036.fdocuments.us/reader036/viewer/2022081502/5a4d1b117f8b9ab05998f814/html5/thumbnails/11.jpg)
![Page 12: Chapter 3 – The method Chapter 4 – The result Chapter 5 – The discussion.](https://reader036.fdocuments.us/reader036/viewer/2022081502/5a4d1b117f8b9ab05998f814/html5/thumbnails/12.jpg)
![Page 13: Chapter 3 – The method Chapter 4 – The result Chapter 5 – The discussion.](https://reader036.fdocuments.us/reader036/viewer/2022081502/5a4d1b117f8b9ab05998f814/html5/thumbnails/13.jpg)
![Page 14: Chapter 3 – The method Chapter 4 – The result Chapter 5 – The discussion.](https://reader036.fdocuments.us/reader036/viewer/2022081502/5a4d1b117f8b9ab05998f814/html5/thumbnails/14.jpg)
Maintain the integrity of the design• Grounded theory must result in a theory• Ethnography must be revelatory of a group/setting• Phenomenology but give insight into an event or
experience• Narrative inquiry must give insight into the lived
experience of a person/people
![Page 15: Chapter 3 – The method Chapter 4 – The result Chapter 5 – The discussion.](https://reader036.fdocuments.us/reader036/viewer/2022081502/5a4d1b117f8b9ab05998f814/html5/thumbnails/15.jpg)
Embedded Unit
Embedded Unit
CONTEXT
CASE
CONTEXT
CASE
Holis
tic (s
ingl
e un
it)Em
bedd
ed (m
ultip
le
units
)Single Case Designs Multiple Case Designs
![Page 16: Chapter 3 – The method Chapter 4 – The result Chapter 5 – The discussion.](https://reader036.fdocuments.us/reader036/viewer/2022081502/5a4d1b117f8b9ab05998f814/html5/thumbnails/16.jpg)
Chapter 5It is not just a conclusion!• Must accomplish…• Locate findings in the literature (ch 2)• Locate findings in the problem (ch 1)• Implications of findings • …on theory• …on future research• …on practice• …on procedures• …on policy• …on people (e.g., teachers, students, policy makers,
faculty, higher education administrators, etc.)• End Strong!! Use declarative language