Chapter 3 – The method Chapter 4 – The result Chapter 5 – The discussion

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,)

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

Participants Apparatus or Materials Procedures Data Analysis

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

Summarize potential risks to human participants and how you will accommodate for that Limitations and Delimitations

Chapter 4

Assumptions/preliminary analyses Research Questions – use them as organizers When reporting findings, start with descriptive and work towards conceptual

Raw data ≠ Findings Use exemplary quotes (sparingly) Do not tell the reader; show the reader 1 st pass (open) coding, 2 nd pass (axial) coding, 3 rd pass, etc. Move from descriptive to conceptual Use graphical displays when possible to demonstrate hierarchy and relation

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?

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

Embedded Unit CONTEXT CASE CONTEXT CASE Holistic (single unit) Embedded (multiple units) Single Case DesignsMultiple Case Designs

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