My Qualitative TiddlyWiki - a reusable non-linear personal web notebook about all things qualitative

Criteria for Evaluating Applied Exercises\n* The applied exercises total 36% of your course grade.\n* You will be working collaboratively on the conduct of the applied exercises, but you will not receive a group grade. Each person in the group will earn an individual grade – the grade earned by one student for applied exercise #1 will not necessarily be the same as the grade earned by another student in the same group for applied exercise #1.\n* Each applied exercise is worth a total of 30 points.\n* Basically, your faculty are looking at/for the following:\n1. Was the exercise (or review) done\n2. Does it appear as if the exercise (or review) was done thoughtfully and thoroughly\n> For example, for the exercise, I could have looked at the still life image and said there are several things laying together on something and there are lots of colors and I'm not sure what it all means -- but that wouldn't have been doing it thoughtfully\n> For example, for the review, I could say that it appears as if the two students used a different strategy for conducting their observation – but I would need to go further and describe the differences and assess their importance in order to do what would be considered a thorough review\n3. Was the exercise (or review) done and posted on time and in the correct location\n4. Is there evidence of thoughtful response to the discussion questions and self-evaluation for the exercises (not applicable to reviewer)\n5. Is there evidence of growth from one applied exercise (or review) to another\n6. Is the exercise correctly formatted (per the guidelines in the Applied Exercises document) (not applicable to reviewer)\n* wide right margin\n* header information\n* line numbered\n* done in Microsoft Word\nIt would be difficult to NOT get maximum points for these. \nRemember, also, these are S T R E T C H I N G exercises and it is not expected that you get it "right" (I'm not sure what right is ... sort of like the question "what is truth"). \nWhat IS expected is that you engage fully in the exercises and demonstrate consistent progression in your abilities to conduct and document the applied exercises.

What learners do with the AppliedExercises:\n\nDuring 13 weeks of the course, you'll conduct several applied exercises. Students will work collaboratively with other students in their groups to complete these exercises. Groups are formed for the purposes of completing the activities, identifying similarities and differences in approaches to the exercises, discussing students’ ongoing progress in the acquisition of the qualitative craft, and applying qualitative research concepts. \n\nWeekly Timeline:\n\n1. Beginning no later than Friday morning of each week of applied exercises, team members will discuss the conduct of the exercises with each other in their group’s private Applied Exercises Discussion Board. It is expected that team members will use the discussion questions and self-evaluation for each applied exercise to engage in a dialogue about the conduct of each exercise.\n> a. For the first seven weeks, two students will conduct the exercise, while the 3rd student in the group will review/critique the exercises submitted by the other two students. For weeks 8 thru 13, all students in the group will complete each exercise.\n> IMPORTANT: As an initial posting in your group’s private Applied Exercises Discussion Board, post the names for Student #1, #2, and #3.\n| |Week 1|Week 2|Week 3|Week 4|Week 5|Week 6|Week 7|Week 8|Week 9|Week 10|Week 11|Week 12|Week13|\n|Sudent 1|Do|Review|Do|Do|Review|Do|Do|Do|Do|Do|Do|Do|Do|\n|Student 2|Do|Do|Review|Do|Do|Review|Do|Do|Do|Do|Do|Do|Do|\n|Student 3|Review|Do|Do|Review|Do|Do|Review|Do|Do|Do|Do|Do|Do|\n> b. In Weeks 1 thru 7, when the role is “Do,” the student will complete the applied exercise and answer the discussion questions and self-evaluation. Students in the “Do” role have until Tuesday at 8am on the week of the exercise to post their exercise (fieldnotes) and discussion questions and self-evaluation on their group’s private Applied Exercise Discussion Board.\n> c. When the role is “Review” during Weeks 1 thru 7, the student will review the fieldnotes, discussion questions, and self-evaluations of the two students who completed the exercise. In reviewing, it is expected that the student will compare and contrast the similarities and differences in the approaches and exercises of the two students and make recommendations for strengthening future exercises. Students in the “Review” role have until Friday at 8am on the week of the exercise to post their review in the main course Applied Exercise Discussion Board.\n2. When posting his/her applied exercise and discussion questions and self-evaluation in the group’s private Applied Exercises Discussion Board, adhere to the following guidelines:\n> a. The applied exercise fieldnotes should be “attached” to the discussion board posting, to maintain their formatting.\n> b. The discussion questions and self-evaluation should be in the body of the discussion board posting. In other words, they are not appended to your applied exercise and they are not to be attached in another discussion thread. We need to be able to quickly, easily read them and not have to open another document.\n3. After the Reviewer posts his/her review/critique of the exercise on the main course Applied Exercise Discussion Board, other groups are invited to comment on the postings. You might find it useful to talk about the “ah ha’s”, similarities, and differences among the teams. The faculty will also offer their reviews to the reviewers’ critiques at this point.

How you'll be preparing your AppliedExercises:\n\nUse a fieldnote format to record your observations and document your interviews. An example of fieldnotes can be seen [[here|http://www.technology-escapades.net/images/fieldnote-format.jpg]]. Basically, fieldnote format requires the following:\n* wide right margin (approximately 2.5 inches [or 7 cm])\n> Purpose of this: so that you or the reviewer of the document can print it off and make notes or write things beside the text\n* identifying information at the top of each page (in a header) -- date, the number and title of the applied exercise, your name (!)\n> Purpose of this: you'll be generating a lot of fieldnotes and you'll want to be able to track them\n* line numbers -- use your word processor to line number each line of the fieldnotes consecutively (that is, don't start new numbers on the 2nd page, just keep going with one set of numbers from the start to the finish of the document)\n> Purpose of this: so that we can say "go to line 32" instead of saying "go to the spot where I had just asked about such-and-such and he said so-and-so" [it's quicker!].\n* Remember that you are required to use Microsoft Office for your coursework. Prepare your fieldnotes in Microsoft Word.\n

Here are the directions for ''Analysis of //Seeking Others / Personals// Ads''\n* ''Purpose'': To analyze brief narrative data.\n* ''Issue'': To look at a small set of data and make sense of it; reflecting on it, organizing it, and writing about it.\n* ''Time'': Complete this within the week.\n* ''Activity'': Use the data set that will be provided for you in the Applied Exercises section of the course. Come up with major and minor categories in the data. \n* ''Aim'': Use your class readings to help you frame and bound your analysis. Read and re-read the ads and get an intuitive sense for the multiple ways that you could examine them and write about them. Write a one to two page double-spaced paper (as a team) on the analysis of the data -- use major (overarching) categories and minor categories (themes) in your write-up. Use the GoogleDocsAndSpreadsheets website for your collaborative writing.\n* ''Discussion'':\n# How did you approach this exercise?\n# What was most difficult for you in this exercise?\n# How did this exercise differ from the prior exercises?\n# How did team members' approaches to this exercise differ?\n* ''Self Evaluation'':\n# Things I learned as I analyzed this data set …..\n# Things I need to continue to work on for the next analysis process …..\n# How I describe my progress …..

AppliedExercises is a term for applied learning exercises that get learners working and even struggling with the //''doing''// of qualitative research. [[Valerie Janesick's|http://www.coedu.usf.edu/main/departments/edlead/janesick.html]] book, [["Stretching" Exercises for Qualitative Researchers|http://www.sagepub.com/booksProdDesc.nav?contribId=504462&prodId=Book225927]], was part of the inspiration in developing these activities. \n\nThe other stimulus was my graduate work, where I had the honor of working with two sociologists who left a lasting imprint about qualitative research. One was [[Dr. David Snow|http://www.faculty.uci.edu/profile.cfm?faculty_id=4669]] and the other was [[Dr. Calvin Morrill|http://www.faculty.uci.edu/profile.cfm?faculty_id=4648]]. Their courses on qualitative research required students to go ''//into the field//'' and learn by doing. \n\nUsing both these inspirational sources, I developed a set of AppliedExercises that students conduct over the semester in a graduate level qualitative research course. Students work in small groups to conduct and document their exercises. You can view the AEDescription, AEHow, and AECriteria at these links.\n\nThe exercises include:\n# [[Observing a Still Life Scene]]\n# [[Physical Description of Your Work Office Setting]]\n# [[Physical Description of Your Home Office Setting]]\n# [[Observing a Familiar Person]]\n# [[Observing a Stranger]]\n# [[Observing an Animal]]\n# [[Nonparticipant Observation]]\n# [[Interviewing Someone You Know]]\n# [[Interviewing A Stranger]]\n# [[Analysis of “Seeking Others / Personals” Ads]]\n# [[Analysis of New York Times’ Video Wedding Announcements]]\n# [[Analysis of Death Review Data Set]]\n# [[Analysis of Interviews with Familiar and Stranger]]\nHave a look at these exercises. Let me know how you would make them better. Share some of the exercises and activities that you use in your classes. Let's make this a great repository for TeachingQualitatively!

Rather than creating a list here that's hard to keep updated, please click [[QualCall|http://del.icio.us/ck9russell/qualcall]] to be taken to my [[del.icio.us]] site where I'm tagging an ever-changing listing of call for abstracts from qualitative conferences or conferences who solicit qualitative research in addition to other types of research. I'm putting the due date for the call for abstracts at the beginning of the title, so you can easily find the date.\n\nI'm including local, regional, national, and international conferences. You'll find a mix of conferences - including those relevant to healthcare, sociology, culture, technology, etc...\n\nSend me an <html><a href="mailto:cynthiakrussell@gmail.com">email</a></html> if you have some additional calls for abstracts to add to the list!

Calls for papers for various journals - especially those focused on qualitative research.\n* The online qualitative journal, //FQS [Forum Qualitative Social Research]//, is pleased to announce a special issue on Performative Social Science to be published in May 2008. The Call for Abstracts is now live on FQS at http://www.qualitative-research.net/fqs/fqs-e/CfP_08-2-e.htm. @@Abstracts due June 1, 2007@@\n> It is also available in Spanish and German on the site. Edited by Mary Gergen, Kip Jones, Brian Roberts, Irene Lopez de Vallejo, Peter Wright and John J. Guiney Yallop, the Special Issue hopes to bring thoughtful reflections on and manifestations of Performative Social Science (PSS)to the readership of FQS. The Special Issue will establish a foundational reference for the performative turn in social science. The special issue welcomes experimental pieces, particularly within the possibilities offered by a web-based journal such as FQS. Any special needs (embedded video, etc.) or contributions that move the issue beyond the normal constraints and layouts of paper-based journals are welcome. Please see the online Call for Abstracts for more information and how to submit and/or discuss ideas for contributions.

There are many programs and websites that facilitate collaboration. Given that team research is becoming increasingly important, exploration of these resources //''and''// facilitation of students' use of them is an excellent use of class time.\n* [[GoogleDocsAndSpreadsheets]] (GDS) is a website that facilitates virtual collaboration on documents and spreadsheets.\n* [[del.icio.us]] is a social bookmarking site that allows you to store your //favorites// online and, if desired, share them with others.

I'm Cynthia Russell, a professor at [[The University of Tennessee Health Science Center|http://www.utmem.edu]] [[College of Nursing|http://www.utmem.edu/nursing/]] based in Memphis, Tennessee, USA. \n\nI can be reached at {{{cynthiakrussell (at) gmail (dot) com}}}. You can also find me on [[Technology-Escapades|http://technology-escapades.net]] or my [[Blog|http://technology-escapades.net/blog]] and at [[del.icio.us|http://del.icio.us/ck9russell]].

MyQualitativeTiddlyWiki\nTiddlyWiki

!!!Theoretical Definition\nDeviant case sampling, also known as [[extreme case sampling]], is sampling from highly unusual manifestations of a phenomenon of interest, such as outstanding success/notable failures, top of the class/dropouts, exotic events, and crises (Patton, 2002).\n!!!Operational Definition\nDeviant case sampling is a [[purposeful sampling]] technique that involves studying cases that are unusual or special in some way. \n!!!Implementation\n* The aim of this sampling technique is to learn about the unusual conditions or extreme outcomes that are relevant to the research questions.\n* Sometimes the deviant cases are information rich cases to understand the failure or success of a program.\n* Used often by ethno-methodologists during field experiments.\n!!!Outcomes\nThe logic and power of deviant or extreme case sampling lies in selecting information rich cases for in depth study. Unusual or special cases may be particularly more suitable to provide better understanding regarding a phenomenon of interest. Such approaches are mostly preferred in situations where time and resources, like access to participants, financial crunch, etc., are limited. An evaluator may learn more by studying a few cases which are deviant.\n!!!Challenges\nIdentifying deviant cases that would justify the research question needs a lot of ground work and thorough understanding of the population of interest. Wrongful selection of these cases may lead to convoluted conclusions. These cases may not be generalized to a population though it may be good way to understand a phenomenon.\n!!!Examples\n* Maclean, N., Pound, P., Wolfe, C., & Rudd, A. (2000). Qualitative analysis of stroke patients' motivation for rehabilitation. BMJ, 321, 1051-1054. Weblink: [[http://www.bmj.com/cgi/reprint/321/7268/1051|http://www.bmj.com/cgi/reprint/321/7268/1051]]. This study aims at to explore the attitudes and beliefs of stroke patients identified by professionals as having either “high” or “low” motivation for rehabilitation. Hence instead of going for the complete population they selected those patients with either very high or very low motivation, i.e., extreme case sampling, in their study.\n* Qolohle, Conradie HH., Malete NH. (2006) A qualitative study on the relationship between doctors and nurses offering primary health at Kwa-Nobuhle. SA Farm Pract, 48(1), 17. Weblink: [[http://www.safpj.co.za/index.php/safpj/article/viewPDFInterstitial/454/430|http://www.safpj.co.za/index.php/safpj/article/viewPDFInterstitial/454/430]]. This study focused on descriptive analysis of the experiences of ~Kwa-~Nobuhle general practitioners and professional nurses. The author mentions selection of GPs and nurses on the basis of deviant case sampling method as these would provide information that would be really helpful to understand and answer the research question.\n!!!References\nMaclean, N., Pound, P., Wolfe, C., & Rudd, A. (2000). Qualitative analysis of stroke patients' motivation for rehabilitation. BMJ, 321, 1051-1054\nQolohle, Conradie HH., Malete NH. (2006) A qualitative study on the relationship between doctors and nurses offering primary health at Kwa-Nobuhle. SA Farm Pract, 48(1), 17\nPatton, M. Q. (2002). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage Publications, \n!!!Credits\nDefinition compiled by Arijit Ganguli, doctoral student at The University of Tennessee Health Science Center, College of Graduate Health Sciences.

!!!Theoretical Definition\nEmic is a perspective that is sometimes referred to by researchers doing ethnographic research. This term refers to the way in which individuals of a culture view their own world. It is also sometimes referred to as the “insider’s view” (Polit & Beck, 2004, p. 251).\n!!!Operational Definition\nEmic perspective includes different aspects of description of a culture. Experiences are characterisized by the members’ use of language and entities in the environment and how these are expressed. It is known as the insiders perspective or “going native” (Patton, 2004, p. 267).\n!!!Implementation\nFour steps to emic strategy as identified by Church & Katigbak (1988) include: (1) Naming the emic concepts (2) Producing culture-related assessment for emic concepts (3) validating emically these concepts and (4) relating emic to etic to make comparisons across cultures possible. Instruments should be culturally sensitive and relative to the culture. Direct quotations according to Patton (2004) provide the “emic perspective” (p.303).\n!!!Rationale\nThe aim of emic strategy is to observe and analyze characteristics related to a specific culture by using an insider view to gather findings.\n!!!Outcomes\nEmic studies can lead to comparative studies of different cultures. Increased knowledge about certain aspects of a culture can be gained through emic strategies.\n!!!Challenges\nResearchers must become part of the culture being observed to really see what is going on in a certain environment. It may be challenging for the researcher to get totally involved so as to experience what the members of the culture are experiencing. Language may be a barrier especially if there are different dialects in a specific culture. There may also be problems with translation in some incidences. Keeping unbiased fieldnotes may be a challenge. Construct validity of instruments used may be difficult as suggested by Church & Katigbak (1988).\n!!!Example\nChurch and Katigbak (1988) conducted a study in the Pillipines using emic strategy to look at personality traits in non-Western cultures. The use of interviews with open-ended questions were employed with college students. They advocated that the emic strategy is underused and is valuable in observing phenomena within cultures. They discussed four steps to emic strategy as given above in the operational definition section of this paper. They advocated that items in research materials need to be specific and relevant to the culture being studied and not be ambiguous to get the best information.\n!!!Resources\n* [[Professor James Lett's Emic Etic Distinctions|http://faculty.ircc.edu/faculty/jlett/Article%20on%20Emics%20and%20Etics.htm]]\n* [[EMICS AND ETICS: The Insider/Outsider Debate|http://www.sil.org/~headlandt/ee-intro.htm]]\n* [[Kenneth Pike's Stereoscopic Window on the World|http://personalwebs.oakland.edu/~kitchens/150d/pike.html]]\n* [[An "Emic" Study of Children's Memory in the Nursery School|http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED269143&ERICExtSearch_SearchType_0=no&accno=ED269143]]\n!!!References\nChurch, T. & Katigbak, M.S. (1988) The emic strategy in the identification and assessment of personality dimensions in a non-western culture: Rationale, steps, and a Philippine illustration. Journal of Cross Cultural Psychology 1988; 19; 140. Retrieved November 26, 2007 from [[http://jcc.sagepub.com/cgi/content/abstract/19/2/140|http://jcc.sagepub.com/cgi/content/abstract/19/2/140]]\nPatton, M. Q. (2003). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications.\nPolit, D., F. & Beck, C. T. (2004). Nursing research: Principles and methods (7th ed.). Philadelphia: Lippincott, Williams &Wilkins.\n!!!Credits\nDefinition compiled by Connie Cupples, doctoral student at The University of Tennessee Health Science Center, College of Graduate Health Sciences.

!!!Theoretical Definition\nEthnography can be described as a process of assessing a defined group, which can be social or cultural in nature, and finding significance and/or greater understanding from what is visualized about the group (Creswell, 1998).\n!!!Operational Definition\nMany ethnographic methods exist. Three types of ethnography are identified here: macroethnography, microethnography and autoethnography. Macroethnography is concerned with research related to large cultural groups such as Hispanics. Conversely, microethnography focuses on smaller groups such as homeless individuals in shelters or in interactions that go on in a subpart of a hospital setting such as in the critical care waiting room. Autoethnography (also known as insider research) refers to a situation in which a researcher studies or observes in their own specified group (Polit & Beck, 2004).\n!!!Implementation\nEthnography can be a lengthy, systematic progression which leads eventually to an end result. Much time is invested in fieldwork. It may involve using a “participant observation” approach where the researcher actively takes part of the group or may consist of interviewing members of the particular group on a one-to-one basis. Other data sources include physical data such as charts, records, pictures, and various written accounts (Cresswell, 1998, p. 58).\n!!!Rationale\nEthnography aims to gain knowledge from the members of the group that is being observed in an attempt to obtain a better understanding of the group’s frames of reference. The main categories of observations sought are regarding the behaviors of a culture of group, cultural artifacts or symbols or objects that members of a culture use or value, and the type of communication patterns that exist in a culture or social group. (Polit & Beck, 2004).\n!!!Outcomes\nThe end product of ethnographic studies is usually rich and descriptive information about a certain cultural or social group. Behavioral patterns and social phenomena can be gained. Beliefs about health care and practices can be revealed assisting understanding about behaviors related to health and behaviors of a culture or group that affects their health. What is considered to be normative for a culture or social group can be identified.\n!!!Challenges\nEthnography can be lengthy taking many months or even years to complete. It is extensive fieldwork and takes much labor and time.\n!!!Example\nIn an ethnographic study by Cynthia Russell, an account is given of the process by which elders seek care. The observations by the researcher of these elder adults took place in a retirement community where elders receive care on an ongoing basis. This research spanned an eight month time period. Observations were made on how these elder adults ask for care and how they interact with caregivers. Semi-structured individual interviews were also conducted to reveal the participants’ own perceptions about their care seeking behaviors. Significance of this research is that is added to the body of present knowledge about the role and behaviors that elders take when eliciting care. It also identified implications for nurses to enhance their care interactions with this particular social group.\n!!!Resources\n* [[Ethnographic Research|http://www2.chass.ncsu.edu/garson/pA765/ethno.htm]]\n* [[Digital Ethnography|http://mediatedcultures.net/ksudigg/]]\n* [[David Fetterman's Ethnography Web Resources|http://www.stanford.edu/~davidf/ethnography.html]]\n* [[University of Michigan's Center for the Ethnography of Everyday Life|http://ceel.psc.isr.umich.edu/]]\n* [[Institutional Ethnography|http://faculty.maxwell.syr.edu/mdevault/Default.htm]]\n* [[American Anthropological Association's Statement on Ethnography and Institutional Review Boards|http://www.aaanet.org/stmts/irb.htm]]\n* [[Applied Ethnography in New Product Development|http://www.pdma.org/visions/apr02/applied.html]]\n* [[Qual Page links about Ethnography|http://www.qualitativeresearch.uga.edu/QualPage/methods_ethnography.htm]]\n!!!References\n* Patton, M. Q. (2003). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications.\n* Polit, D., F. & Beck, C. T. (2004). Nursing research: Principles and methods (7th ed.). Philadelphia: Lippincott, Williams &Wilkins.\n* Russell, C.K. (1996). Elder care recipients’ care seeking processes. Western Journal of Nursing Research, 18 , 43-62.\n!!!Credits\nDefinition compiled by Connie Cupples, doctoral student at The University of Tennessee Health Science Center, College of Graduate Health Sciences

[<img[http://technology-escapades.net/images/thmb_docs_spreadsheets.gif]][[GoogleDocsAndSpreadsheets|http://docs.google.com/]] (GDS) is a website that facilitates virtual collaboration on documents and spreadsheets.\nPositive aspects of GDS:\n* Its interface is remarkably similar to Microsoft's Word and Excel, so it doesn't require learning a new program. \n* GDS stores the material centrally, so the latest version of material is always available, no matter when someone wants to go in and review and/or edit. \n* GDS tracks all changes and all versions are saved, so\n** everyone's contributions are tracked\n** there is no fear that earlier material might be erased\nListen to a quick 4:59 audio narrated presentation about GDS at http://technology-escapades.net/GDS/player.html.

Here are the directions for ''Interviewing A Stranger''\n* ''Purpose'':To interview a stranger.\n* ''Issue'': To conduct an interview, record, and transcribe it.\n* ''Time'': Limit yourself to about a 5 minute interview.\n* ''Activity'': Find a stranger to interview on the same topic that you chose for your interview with someone you know.\n* ''Aim'': Follow the same aims in the applied exercise for week 8 -- interviewing someone you know. We’ll be using the transcripts for a later data analysis exercise.\n* ''Discussion'':\n# How did you approach this exercise?\n# What was most difficult for you in this exercise?\n# What was similar and different about team members' approaches?\n# How did this exercise differ from the prior exercises?\n# What did you notice about yourself as an interviewer as you began this exercise?\n* ''Self Evaluation'':\n# Things I learned as I interviewed a stranger …..\n# Things I need to continue to work on for the next interview …..\n# How I describe my progress …..

Here are the directions for ''Interviewing Someone You Know''\n* ''Purpose'': To interview someone you know about a generic topic.\n* ''Issue'': To conduct an interview, record and transcribe it.\n* ''Time'': Limit yourself to about a 5 minute interview.\n* ''Activity'': Find someone you know to interview on a specific topic. NOTE: All students in the group should interview using the same topic. Some topics that have been used include:\n** What are your beliefs about friendship?\n** Describe for me someone that you admire, either a historical figure or someone alive today. Explain your selection of this person.\n** Describe your typical workday from the moment you arise in the morning to the end of your day.\n** What are the roles of people with whom you typically interact?\n** What organizations do you interact with in a given week?\n> NOTE: Each group of students may choose a different topic than those listed, just make sure all of you in the same group interview on the same topic.\n* ''Aim'': Use your class readings to identify appropriate questions for the interview. Audiotape the interview, taking notes while you conduct the interview. Transcribe the interview (at least the first 5 minutes of it), formatting the interview document like your fieldnotes. If you do not transcribe the complete interview, expand your notes for the final part that is not transcribed. We’ll be using the transcripts for a later data analysis exercise.\n* ''Discussion'':\n# How did you approach this exercise?\n# What was most difficult for you in this exercise?\n# What was similar and different about team members' approaches?\n# How did this exercise differ from the prior exercises?\n# What did you notice about yourself as an interviewer as you began this exercise?\n* ''Self Evaluation'':\n# Things I learned as I interviewed someone I know …..\n# Things I need to continue to work on for the next interview …..\n# How I describe my progress …..

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!!!Definition\nMaximum variation sampling is a sampling strategy that ''documents the range of diversity within a setting''. It has been described as //Darwinesque//.\n!!![[Patton's Sampling Taxonomy]]\nMaximum variation sampling is a type of [[Judgmental sampling]] that falls in the category of [[Purposive, nonprobability sampling]].\n!!!Implementation\n* Review theory or prior research for what it tells you about the phenomenon of interest.\n* Decide what is important to the research question.\n* Plan for the range, or //maximum variation//, that is important.\n* Prepare a table or chart to illustrate your decision points.\n!!!Rationale\nThe common patterns that emerge from the variation are of interest and value in capturing the core experiences and central, shared aspects of the phenomenon. Each participant becomes an ''information rich case'', able to provide information about issues of central importance to the research question.\n!!!Outcomes\nThe outcomes of research that uses maximum variation sampling are high quality and focused descriptions of:\n* ''distinctive variations of specific cases that will illuminate uniqueness'' (eccentricities, idiosyncratic views)\n* ''shared patterns found across cases that will illuminate heterogeneity'' (commonalities, nomothetic views)\n!!!Challenges\n* Too many criteria may result in large sample sizes.\n* You must know the theory and prior research well in order to select the most useful criteria.\n!!!Example\nIn a proposal submitted for funding, the purpose was to understand the symptom self-care practices of older adults living with a chronic illness (heart failure - HF). I was interested in symptom self-care in both men and women, as well as in people who were of African American or European American ethnicity. My sampling framework for the initial portion of the sample was:\n|Gender| African American | European American |\n|Men| 20 | 20 |\n|Women | 20 | 20 |\nI was also interested in varying the sample based on themes that emerged during the initial literature review. These themes were anticipated to influence the experience of symptom self-care. The two criteria on which initial maximum variation sampling would be conducted were:\n* Criterion & Specific Aspects\n** Age Range - young old, middle old, old old\n** Stage of HF - NYHA I/II (early), NYHA III/IV (late)\nI planned to ensure that within the group of African American women, for example, each criterion in its variation would have representation. Therefore, I would have some Black women who are aged 55-62 who have early stage HF, some who are in that some age range who have late stage HF, and so on for the other age, gender, and ethnic categories.\n> Note: You can easily see that the sampling for this could end up being a nightmare if you included too many different criteria upon which to sample. So, ''choose your criteria wisely''!\n!!!Resources\n* [[Maximum variation sampling for surveys and consensus groups|http://www.audiencedialogue.org/maxvar.html]]

Numerous sites offer links to many helpful resources. Here is a beginning list of those:\n* [[International Institute for Qualitative Methodology|http://www.uofaweb.ualberta.ca/iiqm/]] an institute whose primary goal is to //facilitating the development of qualitative research methods across a wide variety of academic disciplines//. Publications, conferences, and workshops.\n* [[Kerlin's.net|http://kerlins.net/bobbi/research/qualresearch/]] a comprehensive and regularly updated list of resources for conducting qualitative inquiry. \n** Excellent [[qualitative research bibliography|http://kerlins.net/bobbi/research/qualresearch/bibliography/]] organized by specific categories for easy searching. \n** Nice listing of [[qualitative research software|http://kerlins.net/bobbi/research/qualresearch/researchware.html]]. \n* [[QualPage|http://www.qualitativeresearch.uga.edu/QualPage/]] is a comprehensive and regularly updated list of qualitative resources initially started in 1995 by Judy Norris and subsequently managed since 2003 by [[Judith Preissle|http://www.coe.uga.edu/leap/faculty/preissle/index.html]].\n* [[The Qualitative Report|http://www.nova.edu/ssss/QR/]] which, in addition to serving as the home page for the online journal //The Qualitative Report//, also provides excellent information on:\n** [[Qualitative Research Web Sites|http://www.nova.edu/ssss/QR/web.html]]\n** [[Qualitative Research Textual Resources|http://www.nova.edu/ssss/QR/text.html]]\n** [[Qualitative Research Online Syllabi|http://www.nova.edu/ssss/QR/syllabi.html]]

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Welcome to my newest initiative, using a TiddlyWiki to help bring together important resources about QualitativeResearch. You'll find several sections listed in the main content area at the upper left-hand side of this page. Material ranges from general background about qualitative research, what it is and how to do it, to useful tips on teaching qualitatively.\n\nWhat makes this site different from other MegaQualitativeSites, you ask? For one, an attempt to provide value-added content. Not just links to other links to other links, though those are here as they are important to collate and organize. \n* The QualitativeDefinitions section is an ongoing initiative to provide definitions of qualitative terminology and to step beyond mere definitions to provide examples for the use of definitions as well as links to additional resources. \n* In the section on TeachingQualitatively suggestions are provided for activities to use in classes that will help increase learners' knowledge of qualitative research. \nSend me an email {{{ cynthiakrussell (at) gmail (dot) com }}} with your suggestions for other items to include.

!!!Theoretical Definition\nNo theoretical definition for non-text based data exists in the current literature that draws strict boundaries in terms of its meaning. The name itself, which is ‘non-textual data’, could be taken as its best definition: Data which are not in the written or in textual form.\n!!!Operational Definition\nData such as photographs, audio tapes, video clips, paintings, artifacts, sketches, symbols, signs, etc comprise are considered as non-text based data.\n!!!Implementation\n* It is used in situations where actual text data is absent. For example, in studying historical issues or sites where artifacts and drawings / sketches are analyzed to get an idea of the culture or facts of that era.\n* It is used in studies of perception where symbols and signs influence the analysis to a great degree.\n* In behavioral and psychological studies.\n* In situation where the study participants are unable to provide textual data. For example, studying mentally compromised children.\n!!!Outcomes\nSome studies that have used non-text data have been very successful in bringing out in depth analysis of topics dealing with emotions and psychological aspects of behavior. Data collected in non-text format are open for reanalysis, that is, the event can be referred back and forth. Also data in non text format can be used as an evidence of truth of the existence or happening of that event.\n!!!Challenges\nAs they say ‘everything that glitters is not gold’ hence everything that is non-text is not useful or helpful. Understanding and analyzing non-text based data requires expertise to read between the lines. Deciphering non text data is a skill which a researcher or an analyst has to acquire. Otherwise such can be potentially misleading. At the same time non-text data may be highly expensive. It may require specialized technology to collect, store and analyze them.\n!!!Examples\n* Janice Mulder & Janet Clark (2003). In the silent hours: the cancer paintings of Kelly Clark. Journal of Canadian Medical Association, 169, 1194-1195. Weblink: [[http://www.cmaj.ca/cgi/reprint/169/11/1194.pdf|http://www.cmaj.ca/cgi/reprint/169/11/1194.pdf]]. In this study the authors analyze the emotional and psychological stress of a person suffering from laryngeal cancer. Due to his cancer, he could not speak or talk but since he was an excellent painter, his paintings were used as a reflection of his emotional turmoil during the final days of his life. This study is a perfect example of a use and utility of non-text based data.\n* Lill, M. M. & Wilkinson, T. J. (2005). Judging a book by its cover: descriptive survey of patients' preferences for doctors' appearance and mode of address. BMJ, 331, 1524-1527. In this study the author uses physicians dressed in various attires – casual, semi causal and formal wear - and asks participants which one would be a preferred attire that would make them comfortable and trustworthy. Also the author uses a similar picture with the physician with and with out a smile to see if it has an impact on participants' previous choices.\n!!!Resource\n* The following link shows the how visual data can be highly deceptive and difficult to interpret. It received a Best of YouTube award. [[http://video.google.com/videoplay?docid=1251462469125385185&q=best+of+youtube+optical+illusion&total=68&start=0&num=10&so=0&type=search&plindex=8|http://video.google.com/videoplay?docid=1251462469125385185&q=best+of+youtube+optical+illusion&total=68&start=0&num=10&so=0&type=search&plindex=8]]\n!!!References\nMulder, J., & Clark, J. (2003). In the silent hours: The cancer paintings of Kelly Clark. Journal of the Canadian Medical Association, 169, 1194-1195.\nLena Jayyusi (1991). The reflexive nexus: photo-practice and natural history'. The Australian Journal of Media and Culture, 6.\nLill, M. M. & Wilkinson, T. J. (2005). Judging a book by its cover: Descriptive survey of patients' preferences for doctors' appearance and mode of address. BMJ, 331, 1524-1527.\n!!!Credits\nDefinition compiled by Arijit Ganguli, doctoral student at The University of Tennessee Health Science Center, College of Graduate Health Sciences.

Here are the directions for completing your ''Nonparticipant Observation''\n* ''Purpose'': To describe a public setting.\n* ''Issue'': To observe in a complex public setting. The setting should be open to the public and afford you multiple viewing opportunities. Some useful settings include grocery stores, shopping mall, restaurant, zoo, coffee shop, place of worship, museum, health clinic, hospital waiting room, etc…\n* ''Time'': Limit yourself to 15 minutes for this activity.\n* ''Activity'': Look at the setting. Describe the physical space. You might draw a floor plan. Look at the people and describe them. Focus specifically on 1 or 2 people; describe their activities. Describe common characteristics among people in the setting -- age, gender, style of dress, manner of talking, etc. What are the relationships between people and/or groups? What actions are going on in the setting? If you had all the time in the world to do a study in this place, what would you focus on when you returned to the setting?\n* ''Aim'': Use descriptive terms and describe the setting. Document in fieldnote style.\n* ''Discussion'':\n# How did you approach this exercise?\n# What was most difficult for you in this exercise?\n# What was similar and different about team members' approaches?\n# How did this exercise differ from the prior exercises?\n# What difficulties did you encounter while you were in the field setting?\n* ''Self Evaluation'':\n# Things I learned as I observed and described a public setting …..\n# Things I need to continue to work on for the next observation …..\n# How I describe my progress …..

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Here are the directions for ''Observing a Familiar Person''\n* ''Purpose'': To describe a person who is familiar to you.\n* ''Issue'': To see this familiar person like you've not seen him/her before.\n* ''Time'': Limit yourself to 15 minutes for looking at and describing the person.\n* ''Activity'': Select a person with whom you are familiar and describe him/her. \n* ''Aim'': Use descriptive terms and describe the person. Document in fieldnote style.\n* ''Discussion'':\n# How did you approach this exercise?\n# What was most difficult for you in this exercise?\n# What was similar and different about team members' approaches?\n# How did this exercise differ from the prior exercise?\n# What are the major differences in observation of the still image, the home setting and the person?\n* ''Self Evaluation'':\n# Things I learned as I observed and described a familiar person …..\n# Things I need to continue to work on for the next observation …..\n# How I describe my progress …..

Here are the directions for ''Observing a Still Life Scene''\n* ''Purpose'': To begin using your powers of observation for describing specific features of a setting.\n* ''Issue'': To see the objects and describe them in detail so that someone who had not viewed the scene would know what was there. \n* ''Time'': Limit yourself to 5 minutes for looking at the scene and 10 minutes for describing the scene.\n* ''Activity'': View the digital image of a scene and describe it. The image is located at [[this site|http://www.pachyderm.org/pachyderm/presentations/0064-1575-128007-47-62100173831-106-2910669-18-62/ ]].\n* ''Aim'': Use descriptive terms and fully describe the image. Document in fieldnote style. See example on the website noted in the activity section.\n* ''Discussion'':\n# How did you approach this exercise?\n# What was most difficult for you in this exercise?\n# What was similar and different about team members' approaches?\n* ''Self Evaluation'':\n# Things I learned as I observed and described the still image …..\n# Things I need to continue to work on for the next observation …..\n# How I describe my progress …..\n

Here are the directions for ''Observing a Stranger''\n* ''Purpose'': To observe and describe a person who is a stranger to you.\n* ''Issue'': To see this person and describe him/her.\n* ''Time'': Limit yourself to 15 minutes for looking at and describing the person.\n* ''Activity'': Select a person who is in some sort of public place -- the student union, the library, a coffee shop, church. Ask them if you may observe and describe them for 15 minutes. Introduce yourself and explain that you're doing this so that you can become a better observer. \n* ''Aim'': Use descriptive terms and describe the person. Document in fieldnote style.\n* ''Discussion'': \n# How did you approach this exercise?\n# What was most difficult for you in this exercise?\n# What was similar and different about team members' approaches?\n# How did this exercise differ from the prior exercise?\n# What are the major differences in observing a familiar person and a stranger?\n# What were you thinking as you approached the person you selected?\n* ''Self Evaluation'':\n# Things I learned as I observed and described a stranger …..\n# Things I need to continue to work on for the next observation …..\n# How I describe my progress …..

Here are the directions for ''Observing an Animal''\n* ''Purpose'': To describe an animal (at your home, the zoo, a pet shop).\n* ''Issue'': To see and recognize the complexity of the animal's movement.\n* ''Time'': Limit yourself to 15 minutes for this activity.\n* ''Activity'': Select an animal to observe. Physically describe the animal, how the animal eats, moves, and shifts position and attention. Make a list of five adjectives that describe this animal. What inner and outer qualities are possessed by the animal? Find two traits of the animal that you also find in human beings. Try to construct a metaphor for the animal. \n* ''Aim'': Use descriptive terms and describe the animal. Document in fieldnote style.\n* ''Discussion'':\n# How did you approach this exercise?\n# What was most difficult for you in this exercise?\n# What was similar and different about team members' approaches?\n# How did this exercise differ from the prior exercises?\n# What did you notice about yourself as an observer as you began this exercise?\n* ''Self-Evaluation'':\n# Things I learned as I observed and described an animal …..\n# Things I need to continue to work on for the next observation …..\n# How I describe my progress …..

There are several categories of online resources that qualitative researchers are likely to find useful. This is a beginning list that will be added to over time.\n* QualitativeGames\n* MegaQualitativeSites\n* QualitativeResearchersinPubMed

Here are the directions for completing a ''Physical Description of Your Home Office Setting''\n* ''Purpose'': To begin using your powers of observation for describing specific features of a setting.\n* ''Issue'': To see your space like you've not seen it before. [sidenote: this activity also allows those of us who've not "seen" your home space to get a sense of the space where you do most of your coursework -- and get to know you!]\n* ''Time'': Limit yourself to 15 minutes for looking at and describing the scene.\n* ''Activity'': Go to the area where you conduct most of your coursework and observe/describe it. You only need to describe a portion of the space, perhaps one direction in the room (north, south, east, or west). \n* ''Aim'': Use descriptive terms and fully describe the portion of the setting that you’ve chosen to describe. Document in fieldnote style.\n* ''Discussion'':\n# How did you approach this exercise?\n# What was most difficult for you in this exercise?\n# What was similar and different about team members' approaches?\n* ''Self Evaluation'':\n# Things I learned as I observed and described my home office setting …..\n# Things I need to continue to work on for the next observation …..\n# How I describe my progress …..

Here are the directions for doing a ''Physical Description of Your Work Office Setting''\n* ''Purpose'': To begin using your powers of observation for describing specific features of a setting.\n* ''Issue'': To see your space and describe it in detail so that someone who had not viewed your office would know what was there. To see your space like you've not seen it before. [sidenote: this activity also allows those of us who've not "seen" your space to get a sense of the space where you do most of your regular work -- a bit of a connection!]\n* ''Time'': Limit yourself to 15 minutes for looking at and describing the scene.\n* ''Activity'': Go to your work office and observe/describe it. You only need to describe a portion of the space, perhaps one direction in the room (north, south, east, or west).\n* ''Aim'': Use descriptive terms and fully describe the specific portion of your office. Document in fieldnote style.\n* ''Discussion'':\n# How did you approach this exercise?\n# What was most difficult for you in this exercise?\n# What was similar and different about team members' approaches?\n* ''Self Evaluation'':\n# Things I learned as I observed and described my work office setting …..\n# Things I need to continue to work on for the next observation …..\n# How I describe my progress …..

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!!!Theoretical Definition\nQualitative Longitudinal Research (QLLR) is qualitative inquiry conducted through time to explore the temporal dimension of experience (i.e. process, dynamics, causality, change, continuity, transitions, turning points, biography, or history).\n!!!Operational Definition\nQLLR is not simply research that takes a long time. Many studies, both quantitative and qualitative, may span many years from initiation to completion. Qualitative longitudinal research, though lengthy, is distinguished by the deliberate way in which temporality (time) is designed into the research process making change (in time) a central focus of analytic attention (Thomson, Plumridge, & Holland, 2003). QLLR is a theoretical orientation providing a distinctive way of knowing and understanding the social world. It answers qualitative questions about micro processes and the causes and consequences of change or continuity in the social world, illuminates how change is created, lived and experienced, and sheds light on the dynamic interplay between agency and structure.\nThe minimum length of time required to qualify a study as qualitative longitudinal remains debatable among researchers in this area. Time dimensions (process, dynamics, causality, change, continuity, transitions, turning points, biography, or history) vary from days or weeks to decades, depending upon the process under study. In general, QLLR studies fall into three time categories:\n* short term: Intensive tracking through an organizational process (i.e. hospital procedure); \n* medium term: tracking through a life course transition (i.e. marrying, becoming a parent); \n* long term: extensive tracking over decades to discern changing life styles, practices, attitudes and values.\nThus, as opposed to linear qualities of time measurement in quantitative studies, time in QLLR is fluid, multidimensional, and varied. Special attention is given to depicting how and why change occurs, by generating close ups of individuals and groups, emphasizing twists and turns in the story lines, and highlighting intricacies of human lives.\n!!!QLLR Methods\nThe literature identifies four main qualitative longitudinal models, as outlined by Holland (link provided in Resources). They include:\n* Mixed method approaches- where qualitative longitudinal elements are attached to a quantitative study. This can vary from a fully integrated quantitative/qualitative approach and design, to small qualitative ‘add-ons’ to a quantitative study.\n* Planned prospective, qualitative longitudinal studies- these can be divided into studies where the unit of analysis is the individual and those where the unit of analysis is something other than the individual, for example the family, community, setting, or organization. \n* Follow-up studies- where initial samples or sub-samples have been followed up after a period of time has elapsed. These can be associated with the scholarship of individuals, where samples are revisited over the course of an academic career, or research teams, with changing personnel returning over a period of time to a sample or location.\n* Evaluation/ tracking studies- longitudinal qualitative methods are becoming an increasingly popular approach for policy evaluation.\n!!!Applications of Qualitative Longitudinal Research \nA QLLR approach may be particularly useful when attempting to understand the interaction between temporal and geographic movement and between individual/ collective agency and structural determinants. Examples include (Holland, Thomson, & Henderson, 2006):\n* An approach to the study of transitions (over time, the life course, between generations, states, etc) which privileges the subjective, context and complexity and pays attention to questions of duration, momentum and timing. An example of this is exploring the impact of duration of time out of the labor market for women with children.\n* The understanding of how pathways are constituted and negotiated: in and out of poverty, in and out of homelessness, through higher education, etc.\n* Understanding how changes and adaptations result from particular traumas, events or interventions and the significance of timing and timeliness to social analysis. An example is how people respond to different forms of bereavement.\n* Understanding the impact of historical events and changing circumstances on social organization and human lives (i.e. exploring the formation of ethnic/national identity pre- and post-September 11th).\n* Evaluation of specific policies or programs aimed at achieving specific outcomes, filling in the gaps between what policies are intended to do and how people experience them.\n* Making sense of the movement of people, objects and/or resources over space and time.\n* Developing insights into developmental processes such as the construction of identities, organizational change, community development, and maturation.\n* Facilitating a grasp of incremental and cumulative processes – how earlier attitudes, behavior, values etc. influence later ones (In quantitative research this is called ‘state dependence’).\n* Providing a realistic understanding of causality – how resources, timing, agency, circumstance and ‘intangible’ aspects of social, cultural and contextual processes interact in specific instances to explain differences between individual outcomes (This is called ‘residual heterogeneity’ in quantitative longitudinal research). \n!!!Example\nInventing Adulthoods is a nine-year prospective, mid-term tracking study of a sample of young people from five different communities in the UK that focuses on their values, identities, and transitions to adulthood. In-depth interviews and ethnographic methods are used to uncover the process of growing up. Challenges arising from this study as well as its results have been published elsewhere (Thomson & Holland, 2003).\n!!!Resources\n* [[A list of articles on QLLR|http://www.lsbu.ac.uk/fhss/ff/invad/lqr.shtml]]\n* [[Link to Holland's speech - Issues in QLLR|http://www.reallifemethods.ac.uk/training/workshops/qual-long/documents/ql-workshop-holland.pdf]]\n* [[QLLR Approaches in Evaluation Research|http://www.dwp.gov.uk/asd/asd5/WP7.pdf]]\n* [[Farrall - What is QLLR|http://www.lse.ac.uk/collections/methodologyInstitute/pdf/QualPapers/Stephen-Farrall-Qual%20Longitudinal%20Res.pdf]]\n* [[Neale - What is QLLR|http://www.ccsr.ac.uk/methods/festival/programme/wiwa/neale.ppt]]\n!!!References\nHolland, J., Thomson, R. and Henderson, S. (2006) Qualitative Longitudinal Research: a discussion paper. Working Paper No.21, Families and Social Capital ESRC Research Group, London South Bank University.\nThomson, R. and Holland, J. (2003) Hindsight, Foresight, and Insight: the challenges of Longitudinal Qualitative Research. International Journal of Social Research Methodology. 6 (3): 233-244.\nThomson, R., Plumridge, L. and Holland, J. (2003)(eds.) Longitudinal Qualitative Research: a developing methodology. International Journal of Social Research Methodology. 6 (3). Special Issue.\n!!!Credits\nDefinition compiled by Brandi Everett, doctoral student at The University of Tennessee Health Science Center, College of Graduate Health Sciences.

Rather than creating a list here that's hard to keep updated, please click [[QualConf|http://del.icio.us/ck9russell/qualconf]] to be taken to my [[del.icio.us]] site where I'm tagging (a) qualitative research conferences as well as (b) conferences where qualitative methods are specifically mentioned for consideration. I'm putting the date of the conference at the beginning of the title, so you'll find a listing in order by date of conference.\n\nI'm including local, regional, national, and international conferences. You'll find a mix of conferences - including those relevant to healthcare, sociology, culture, technology, etc...\n\nSend me an <html><a href="mailto:cynthiakrussell@gmail.com">email</a></html> if you have some additional conferences to add to the list!

There are several qualitative "games" that are easily accessible and that help enhance one's learning about qualitative methods. Try some of those listed below!\n\n* [[Still Life Observational Exercise|http://www.pachyderm.org/pachyderm/presentations/0064-1575-128007-47-62100173831-106-2910669-18-62/]] developed by CynthiaRussell. Developed using [[Pachyderm|http://www.pachyderm.org]].\n* [[Qualitative Choices|http://kakali.org/choice.html]] developed by Kakali Bhattacharya. Multiple choice Flash-based game.\n* [[Quality Criteria in Qualitative Research|http://www.utmem.edu/nursing/hotpot/qual-rigor.htm]] developed by CynthiaRussell. Crossword puzzle, developed using HotPotatoes.\n* [[Hanging Out Qualitatively|http://kakali.org/hangman.html]] developed by Kakali Bhattacharya. Hangman Flash-based game.\n* [[Basic Qualitative Research Terminology|http://www.utmem.edu/nursing/hotpot/basic_qual_terms.htm]] developed by CynthiaRussell. Fill in the blank exercise, developed using HotPotatoes.\n* [[Categorizing Games|http://kakali.org/categorize.html]] developed by Kakali Bhattacharya. Three multiple-choice Flash-based games, including 1. Qualitative Paradigms, 2. Traditions in Qualitative Inquiry, and 3. Cultural Domains.\n* [[Research|http://webhome.crk.umn.edu/~dlim/itc/Flash/GameLoader.asp?GameName=Research]] developed by Dr. Dan Lim. Some questions relate to research in general, many relate to qualitative research. Flash-based game.\n* [[Tic Tac Toe|http://kakali.org/tictac.html]] developed by Kakali Bhattacharya. Tic tac toe Flash-based game.\n* [[Sequencing|http://kakali.org/sequence.html]] developed by Kakali Bhattacharya. Three sequencing Flash-based games, including 1. Ethnographic Steps, 2. Qualitative Moments, and 3. Qualitative Moments Part 2 .

There are several journals that focus primarily on publishing qualitative research and/or methods. Some of the most popular of these include those in the following lists. For an extremely comprehensive list of qualitative research journals, please visit [[The Qualitative Report|http://www.nova.edu/ssss/QR/calls.html]], Ron Chenail's excellent site!\n\nLook at any of these journal sites for regular information for authors and a more extensive description of the journal and its focus. Check CallForPapers for special calls for qualitative research manuscripts.\n\nFree Access Journals:\n* [[Forum: Qualitative Social Research|http://www.qualitative-research.net/fqs/fqs-eng.htm]] - online journal designed to //promote discussion and cooperation among qualitative researchers from different countries and social science disciplines.// 3 issues/year.\n* [[International Journal of Qualitative Methods|http://www.ualberta.ca/~ijqm/english/engframeset.html]] - the journal's //goals are to advance the development of __qualitative methods__, and to disseminate methodological knowledge to the broadest possible community of academics, students, and professionals who undertake qualitative research//. 4 issues/year.\n* [[The Qualitative Report|http://www.nova.edu/ssss/QR/]] - //a peer-reviewed, on-line journal devoted to writing and discussion of and about __qualitative, critical, action, and collaborative inquiry and research__//. 4 issues/year.\nDatabase Access and/or Print Journals: (check your library for potential access)\n* [[International Journal of Qualitative Studies in Education|http://www.tandf.co.uk/journals/tf/09518398.html]] - //the aim of the Journal is to enhance the practice of qualitative research in education//. __Research reports as well as discussions of epistemology, methodology or ethics__. 6 issues/year.\n* [[Journal of Contemporary Ethnography|http://www.sagepub.com/journalsProdDesc.nav?prodId=Journal200975]] - //an international and interdisciplinary forum for __research using ethnographic methods__ to examine human behavior in natural settings//. 6 issues/year.\n* [[Journal of Phenomenological Psychology|http://www.brill.nl/m_catalogue_sub6_id9387.htm]] - //publishes articles that advance the discipline of psychology from a __phenomenological perspective__ as understood by scholars who work within the Continental sense of phenomenology//. 2 issues/year.\n* [[Medical Anthropology Quarterly: International Journal for the Analysis of Health|http://www.medanthro.net/maq/index.html]] - //the purpose of the journal is to stimulate debate on and development of __ideas and methods in medical anthropology__ and to explore the relationships of medical anthropology to both health practice and the parent discipline of anthropology//. 4 issues/year.\n* [[Qualitative Health Research|http://www.sagepub.com/journalsProdDesc.nav?prodId=Journal200926]] - //provides an international, interdisciplinary forum to enhance health care and further the development and understanding of qualitative research in health-care settings//. Addresses __conceptual, theoretical, methodological and ethical issues__. 10 issues/year. \n* [[Qualitative Inquiry|http://www.sagepub.com/journalsProdDesc.nav?prodId=Journal200797]] - //publishes refereed research articles that experiment with manuscript form and content, and focus on methodological issues raised by qualitative research rather than the content or results of the research//. 8 issues/year.\n* [[Qualitative Market Research: An International Journal|http://www.emeraldinsight.com/info/journals/qmr/qmr.jsp]] - //furthers the frontiers of knowledge and understanding of qualitative market research and its applications, exploring many contemporary issues and new developments in marketing//. 4 issues/year.\n* [[Qualitative Research|http://qrj.sagepub.com/]] - provides a //discussion of research __methods__, in particular qualitative research, across the social sciences and cultural studies.// 3 issues/year.\n* [[ Qualitative Research in Accounting & Management|http://www.emeraldinsight.com/info/journals/qram/qram.jsp]] - //an international research journal that publishes qualitative and interdisciplinary studies of accounting, management and organisations//. 2-3 issues/year.\n* [[ Qualitative Research in Organizations and Management|http://www.emeraldinsight.com/info/journals/qrom/qrom.jsp]] - //is an international journal committed to encouraging and publishing qualitative work from researchers and practitioners within the management and organisational field throughout the world//. 3 issues/year.\n* [[Qualitative Research in Psychology|http://www.sagepub.co.uk/journalsProdDesc.nav?prodId=Journal201835]] - //aims to become the primary forum for qualitative researchers in all areas of psychology - cognitive, social, developmental, educational, clinical, health, forensic - as well as for those conducting psychologically relevant qualitative research in other disciplines//. 4 issues/year.\n* [[Qualitative Research Journal|http://www.latrobe.edu.au/aqr/index.php?option=content&task=view&id=17&Itemid=35]] - online journal //devoted to the communication of the __theory and practice__ of qualitative research in the human sciences.// 2 issues/year. Sponsored by the Association for Qualitative Research.\n* [[Qualitative Social Work|http://www.sagepub.com/journalsProdDesc.nav?prodId=Journal201566]] - //forum for academics and practitioners to explore the interrelationship between qualitative research and knowledge practice in social work and related disciplines//. 4 issues/year.\n* [[Qualitative Sociology|http://www.springer.com/west/home?SGWID=4-102-70-35506209-0&changeHeader=true&referer=www.wkap.nl&SHORTCUT=www.springer.com/prod/j/0162-0436]] - //dedicated to the qualitative interpretation and analysis of social life. The journal does not restrict theoretical or analytical orientation and welcomes manuscripts based on research methods such as interviewing, participant observation, ethnography, historical analysis, content analysis and others which do no rely primarily on numerical data//. 4 issues/year.\n* [[The European Journal for Qualitative Research in Psychotherapy|http://www.europeanresearchjournal.com/index.asp]] - //to encouraging and facilitating psychotherapists to engage in research relevant to their clinical practice, or closely related issues//. 1-2 issues/year.\n* [[The Grounded Theory Review|http://www.groundedtheoryreview.com/]] - //an international peer-reviewed journal for the advancement of __classic grounded theory research and scholarship__.// Barney Glaser is publisher. 2-3 issues/year.\n* [[The Journal of the British Society for Phenomenology|http://phenomenology.marjon.ac.uk/journal.htm]] - //publishes papers on __phenomenology and existential philosophy__ as well as contributions from other fields of philosophy//. 3 issues/year.\n

Type the text for 'QualitativeResearch'

[[PubMed|http://www.pubmed.gov]] is a service of the National Library of Medicine and the National Institutes of Health. It is an excellent free resource to search for articles published in biomedical journals. Here are some links to the articles contained in PubMed from some of our prolific qualitative researchers who publish in healthcare-related journals.\n>Note that because of the filtering in PubMed, not all of the articles may be related to qualitative research or even attributed to the specific authors listed below.\n* [[SallyThorne|http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=PureSearch&db=pubmed&details_term=%22Thorne%20SE%22%5BAuthor%5D]] - Dr. Thorne, PhD, RN, FCAHS is a Professor and the Director of the School of Nursing at the University of British Columbia. [[Bio|http://www.nursing.ubc.ca/Faculty/memberbio.asp?c=51.2249938994628]]\n* [[MargareteSandelowski|http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=PureSearch&db=pubmed&details_term=Sandelowski%20M%5BAuthor%5D]] - Dr. Sandelowski, PhD, RN, FAAN is the Cary C. Boshamer Professor at the College of Nursing at the University of North Carolina at Chapel Hill. Bio [[here|http://nursing.unc.edu/son-bin/son/directories/search.php?x=4]] and [[here|http://www.unc.edu/~msandelo/homepage.html]]\n* [[DavidGregory|http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=PureSearch&db=pubmed&details_term=%22Gregory%20DM%22%5BAuthor%5D%20NOT%20nucleic%20NOT%20gastrointestinal%20NOT%20solubility%20NOT%20plasma%20NOT%20hemophilia%20NOT%20sickling%20NOT%20peptide%20NOT%20aerogels%20NOT%20fibrils]] - Dr. Gregory, PhD, RN is a Professor in the School of Health Sciences at the University of Lethbridge. [[Bio|http://umanitoba.ca/faculties/nursing/aboutus/academic-staff/gregory/gregory.shtml]]\n* [[JaniceMorse|http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=PureSearch&db=pubmed&details_term=%22Morse%20JM%22%5BAuthor%5D]] - Dr. Morse, RN, PhD [Anthropology], PhD [Nursing], DNurs [Hon], FAAN is a Professor and the Barnes Presidential Endowed Chair at the College of Nursing, University of Utah. [[Bio|http://www.nurs.utah.edu/faculty/janice_morse.html]]\n* [[CynthiaRussell|http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=PureSearch&db=pubmed&details_term=%22Russell%20CK%22%5BAuthor%5D%20NOT%20desulfuricans%20NOT%20Monsanto]] - I'm a Professor in the College of Nursing at the University of Tennessee Health Science Center. Bio [[here|http://www.utmem.edu/nursing/faculty%20&%20staff/russell.php]] and [[here|http://technology-escapades.net/blog/?page_id=2]]\n

In qualitative research, sampling refers to the selection of data sources for a study. Michael Quinn Patton's book, //Qualitative evaluation and research methods// (3rd ed.), that is published by Sage has an excellent description of several sampling strategies that are useful for qualitative researchers. I would highly recommend this book, for its great coverage of qualitative research. Much of the sampling discussion has its roots in Patton's text.\n\nThe sampling standard to which most quantitative studies aspire is [[Random sampling]]. In contrast, many of the best qualitative studies make use of [[Purposeful sampling]]. Patton makes a case that the logic and power of purposeful sampling lies in selecting information-rich cases for in-depth study to illuminate the questions under study.

<<tabs txtMainTab Timeline Timeline TabTimeline All 'All tiddlers' TabAll Tags 'All tags' TabTags More 'More lists' TabMore>>

a reusable non-linear personal web notebook about all things qualitative

My Qualitative TiddlyWiki

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!!!Definition\nSnowball sampling is a strategy whereby ''people nominate others for participation in the study''. \n!!![[Patton's Sampling Taxonomy]]\nSnowball sampling is a type of [[Purposive, nonprobability sampling]].\n!!!Implementation\n* Ask well-situated people, those people who would be expected to know others in the setting who are //in the know//, questions such as "Who knows a lot about ...?"\n* After asking several well-situated people the same questions about who else you should talk with, you will find some key names that are repeated.\n!!!Rationale\nInstead of conducting a study where you enter the setting with a list of names of people you believe are necessary to interview, you rely on the wisdom of the individuals in the setting to direct you to people who you should talk with. This helps ensure a more [[emic]] perspective for the research.\n!!!Outcomes\nThe outcomes of research conducted using snowball sampling are:\n* perspectives of the setting and/or phenomenon of interest from the perspective of those persons identified by individuals in the setting as likely to hold the most knowledge about a topic.\n!!!Challenges\n* You may get "group think" without much diversity.\n* You cannot be assured of the representativeness of your sample if you only rely on this method.\n!!!Example\nThis sampling strategy was used in the GENESIS III projects. GENESIS stands for __G__eneral __E__thnography and __N__ursing __E__valuation __S__tudies __I__n the __S__tate. The GENESIS III projects were conducted throughout West Virginia, organized by [[Mona Counts|http://www.hhdev.psu.edu/nurs/faculty/counts.html]], PhD, CRNP, FNAP, FAANP, The Elouise Ross Eberly Professor of Nursing at Penn State University. Our research team of several professors and students went to small communities (in some instances, entire counties in the state had less than 5,000 residents). We asked residents about the strengths of their communities, as well as the problems and residents' proposed solutions to those problems.\n\nWe were interested in the entire fabric of the community, including health, social services, businesses, religion, legal, and political aspects. In going into these communities, we were strangers. We didn't know who the leaders were, or who the experts were for many of the areas of interest. Even if we had some idea of the //official// leaders or experts, there's an informal network of leaders and we certainly didn't know those people.\n\nSo, as we interviewed people, the last question we asked each person was //If I wanted to know more about __(whatever)__, who do I need to talk with//? It was my responsibility in one of these projects to organize this information and decide who we definitely __''could not''__ afford to miss talking with!\n> Note: This strategy can work in small or large settings. While people often tend to nominate others who share their views, you could ask for recommendations of people to talk with who share their views as well as other people who hold opposing views.\n!!!Resources\n* [[Snowball Sampling|http://www.mnsu.edu/emuseum/methods/snowball%20sampling.html]]

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\n border-left: 1px solid #aaa;\n}\n\n#sidebarOptions{\n background-color: #fff;\n}\n\n#sidebarOptions a{\n color: #f79b60;\n background: transparent;\n text-decoration: none;\n border: 0;\n}\n\n#sidebarOptions a:hover{\n color: #c51;\n background: #fff;\n text-decoration: underline;\n}\n\n#sidebarOptions .sliderPanel{\n background: #f5d7b4;\n margin: 0;\n}\n\n#sidebarOptions .sliderPanel a{\n color: #922;\n font-weight:normal;\n}\n\n#sidebarOptions .sliderPanel a:hover{\n color: #b44;\n background: transparent;\n}\n\n#sidebarTabs {\n background-color: #fff;\n}\n\n#sidebarTabs a {\n background: transparent;\n}\n\n#sidebarTabs .tabContents a:hover {\n color: #922;\n text-decoration: underline;\n background-color: transparent;\n}\n\n.tab {\n margin: 0px 1px; \n border:1px solid #aaa;\n border-bottom:none;\n color: #922;\n}\n\n.tab:hover {\n border-color: black;\n text-decoration: none;\n}\n\n#sidebarTabs .tabSelected {\n background: #f5d7b4;\n padding: 2px 4px;\n color: #922;\n}\n\n#sidebarTabs .tabUnselected {\n background: #c51;\n padding: 2px 4px 0px 4px;\n color: #fff;\n}\n\n#sidebarTabs .tabContents {\n background-color: #f5d7b4;\n}\n\n#sidebarTabs .tabContents a{\n color: #922;\n}\n\n#sidebarTabs .tabContents a:hover{\n color: #b44;\n}\n\n#sidebarTabs .txtMoreTab .tabSelected,\n#sidebarTabs .txtMoreTab .tabSelected:hover{\n background: #cf936c ;\n color: #000 ;\n text-decoration: none;\n}\n\n#sidebarTabs .txtMoreTab .tabUnselected,\n#sidebarTabs .txtMoreTab .tabUnselected:hover{\n background: #f5d7b4 ;\n color: #000 ;\n text-decoration: none;\n}\n\n#sidebarTabs .txtMoreTab .tabContents {\n color: #fff;\n background: #cf936c;\n border-bottom: solid #aaa 1px;\n}\n/*}}}*/\n/***\n!Tiddler display styles /% ================================================================== %/\n***/\n/*{{{*/\n#displayArea {\n margin: 1em 15em 0em 15em;\n}\n\n.tiddler{\n padding: 0;\n border: 1px solid #ccc;\n padding: 5px;\n}\n\n.title {\n font-size: 1.5em;\n color: #867663;\n font-weight: bold;\n}\n\n.toolbar {\n font-size: .9em;\n}\n\n.toolbar a.button{\n color: #f79b60;\n border: 1px solid #fff;\n}\n\n.tiddler .toolbar a.button:hover,\n.tiddler .toolbar a.button:active {\n color: #930;\n background: #f5d7b4;\n border: 1px solid #f79b60;\n}\n\n.toolbar a.button:active {\n color: #666;\n}\n\n.body {\n border-top:1px solid #ccc;\n padding-top: 0.5em;\n margin-top:0.3em;\n}\n/*}}}*/\n/***\n''Viewer styles'' /% --------------------------------------------------------------------------------------------- %/\n***/\n/*{{{*/\n.tiddler a.button {\n color: #f79b60;\n}\n\n.tiddler a.button:hover {\n color: #be540b;\n background: transparent;\n}\n\n.subtitle,\n.viewer {\n color: #867663;\n}\n\n.viewer .button{\n background: transparent;\n color: #888;\n border: 1px solid transparent;\n}\n\n\n.viewer a:link, .body a:visited{\n color: #be540b;\n}\n\n.viewer a:hover {\n background-color: transparent;\n text-decoration: underline;\n}\n\n.viewer blockquote {\n border-left: 1px solid #ccc;\n}\n\n.viewer table {\n border: 2px solid #333;\n}\n\n\n.viewer td, tr {\n border: 1px solid #666;\n padding: 3px;\n}\n\n.viewer hr {\n border-color: #666;\n color: #666;\n}\n\n.viewer pre {\n border: 1px solid #aaa;\n background: #f5d7b4;\n color: #333;\n}\n\n.viewer code {\n color: #922;\n}\n\n.selected .isTag .tagging,\n.selected .tagged,\n.isTag .tagging,\n.tagged {\n float: none;\n display: inline;\n border: 0;\n background: transparent;\n color: #f79b60;\n margin: 0;\n}\n\n.tagged li, .tagging li,\n.tagged ul, .tagging ul{\n display: inline;\n}\n\n\n.tiddler .tagging .listTitle,\n.tiddler .tagged .listTitle{\n color: #ccc;\n}\n\n.tiddler .tagging a.button,\n.tiddler .tagged a.button{\n margin: 0;\n padding: 0;\n color: #ccc;\n}\n\n.selected .tagging .listTitle,\n.selected .tagged .listTitle,\n.selected .tagging a.button,\n.selected .tagged a.button{\n color: #333;\n}\n/*}}}*/\n/***\n''Editor styles'' /% --------------------------------------------------- %/\n***/\n/*{{{*/\n.editor input,\n.editor textarea {\n border: 1px solid black;\n}\n\n.editor textarea{\n font-size: .8em;\n}\n/*}}}*/

/***\n|Name|TagCloudPlugin|\n|Source|http://www.TiddlyTools.com/#TagCloudPlugin|\n|Version|0.0.0|\n|Author|Clint Checketts|\n|License|unknown|\n|~CoreVersion|2.1|\n|Type|plugin|\n|Requires||\n|Overrides||\n|Description||\n\n!Usage\n<<tagCloud>>\n\n!Code\n***/\n//{{{\nversion.extensions.tagCloud = {major: 1, minor: 0 , revision: 0, date: new Date(2006,2,04)};\n//Created by Clint Checketts, contributions by Jonny Leroy and Eric Shulman\n\nconfig.macros.tagCloud = {\n noTags: "No tag cloud created because there are no tags.",\n tooltip: "%1 tiddlers tagged with '%0'"\n};\n\nconfig.macros.tagCloud.handler = function(place,macroName,params) {\n \nvar tagCloudWrapper = createTiddlyElement(place,"div",null,"tagCloud",null);\n\nvar tags = store.getTags();\nfor (var t=0; t<tags.length; t++) {\n for (var p=0;p<params.length; p++) if (tags[t][0] == params[p]) tags[t][0] = "";\n}\n\n if(tags.length == 0) \n createTiddlyElement(tagCloudWrapper,"span",null,null,this.noTags);\n //Findout the maximum number of tags\n var mostTags = 0;\n for (var t=0; t<tags.length; t++) if (tags[t][0].length > 0){\n if (tags[t][1] > mostTags) mostTags = tags[t][1];\n }\n //divide the mostTags into 4 segments for the 4 different tagCloud sizes\n var tagSegment = mostTags / 4;\n\n for (var t=0; t<tags.length; t++) if (tags[t][0].length > 0){\n var tagCloudElement = createTiddlyElement(tagCloudWrapper,"span",null,null,null);\n tagCloudWrapper.appendChild(document.createTextNode(" "));\n var theTag = createTiddlyButton(tagCloudElement,tags[t][0],this.tooltip.format(tags[t]),onClickTag,"tagCloudtag tagCloud" + (Math.round(tags[t][1]/tagSegment)+1));\n theTag.setAttribute("tag",tags[t][0]);\n }\n\n};\n\nsetStylesheet(".tagCloud span{height: 1.8em;margin: 3px;}.tagCloud1{font-size: 1.2em;}.tagCloud2{font-size: 1.4em;}.tagCloud3{font-size: 1.6em;}.tagCloud4{font-size: 1.8em;}.tagCloud5{font-size: 1.8em;font-weight: bold;}","tagCloudsStyles");\n//}}}

TeachingQualitatively, for me, means not just //lecturing// or having students respond to //questions//, it means engaging myself and the students in a qualitative way. Learning about qualitative research requires ''doing'' qualitative research. This TiddlyWiki focuses on some ways to get students engaged in qualitative research.\n\nAppliedExercises are designed to give students the opportunity to begin learning the craft of qualitative research and ''s t r e t c h'' their understanding of qualitative research. It is my firm belief that qualitative research is something best experienced as one learns about it. No books or articles or websites can truly convey the experience of conducting qualitative research as well as jumping in and //just doing it//.\n\nQualitativeGames can be seductive in terms of providing on-demand and useful learning activities for various content.\n\nBrainTeasers can help learners break out of comfort zones and begin to look at the world differently and question their assumptions.

TiddlyWiki was developed by Jeremy Ruston. As noted on the official [[TiddlyWiki website|http://www.tiddlywiki.com]], \n>"A TiddlyWiki is like a blog because it's divided up into neat little chunks, but it encourages you to read it by hyperlinking rather than sequentially: if you like, a non-linear blog analogue that binds the individual microcontent items into a cohesive whole." TiddlyWiki represents a novel medium for writing.\nIf you're not familiar with TiddlyWikis, visit the official TiddlyWiki website. Have a look at these other useful resources for TiddlyWiki beginners:\n* Dave Gifford's [[TiddlyWiki for the Rest of Us|http://www.giffmex.org/twfortherestofus.html]]\n* Morris Gray's [[TiddlyWiki Help File for Beginners|http://tiddlyspot.com/twhelp/]]\n> To decrease your learning curve, you might find Dave Gifford's brief guide on [[How to Read TiddlyWiki's on the Internet|http://www.giffmex.org/twfortherestofus.html#%5B%5BFor%20beginners%3A%20reading%20TiddlyWikis%20on%20the%20Internet%5D%5D]] a useful and quick read.

[[del.icio.us|http://del.icio.us/]] is a GREAT resource for your private work and collaborative activities. From the del.icio.us website:\n\n//del.icio.us is a collection of favorites - yours and everyone else's. You can use del.icio.us to:\n* Keep links to your favorite articles, blogs, music, reviews, recipes, and more, and access them from any computer on the web. \n* Share favorites with friends, family, coworkers, and the del.icio.us community. \n* Discover new things. Everything on del.icio.us is someone's favorite -- they've already done the work of finding it. So del.icio.us is full of bookmarks about technology, entertainment, useful information, and more. Explore and enjoy. \ndel.icio.us is a social bookmarking website -- the primary use of del.icio.us is to store your bookmarks online, which allows you to access the same bookmarks from any computer and add bookmarks from anywhere, too. On del.icio.us, you can use tags to organize and remember your bookmarks, which is a much more flexible system than folders.\n\nYou can also use del.icio.us to see the interesting links that your friends and other people bookmark, and share links with them in return. You can even browse and search del.icio.us to discover the cool and useful bookmarks that everyone else has saved -- which is made easy with tags. All you need is a browser and an internet connection.//\n\nConsider how you can use this for classes. Begin a list for a class. Assign students to add to the list by providing descriptions and evaluations of sites. Build on the resource over years!\n\nHead over to the del.icio.us website and start your own collection of resources!

\n//{{{\n//This ensures that the footer sticks to the bottom of the screen when there are no tiddlers open. If that is not desirable, it can be deleted.\nfunction setFooter() {\n if (document.getElementById && document.getElementById("contentFooter") ) {\n var windowHeight=findWindowHeight();\n if (windowHeight>0) {\n var contentHeight= document.getElementById('mainMenu').offsetHeight + document.getElementById("header").offsetHeight + document.getElementById("contentFooter").offsetHeight;\n var menu= document.getElementById('mainMenu');\n if (windowHeight-(contentHeight)>=0) {\n menu.style.position='relative';\n menu.style.marginBottom=(windowHeight-(contentHeight))+'px';\n }\n else {\n menu.style.position='';\n menu.style.marginBottom='';\n }\n }\n }\n}\nwindow.onresize = function() {\n setFooter();\n}\n\nStory.prototype.refreshTiddler_footerhack=Story.prototype.refreshTiddler;\nStory.prototype.refreshTiddler = function (title,template,force)\n{ \nvar theTiddler = Story.prototype.refreshTiddler_footerhack.apply(this,arguments);\nsetFooter();\n return theTiddler;}\n\n//}}}