1. Collecting Qualitative Data
Chapter 7
Collecting Qualitative Data
Educational Research by John W. Creswell. Copyright © 2002 by Pearson Education. All rights reserved.

2. Key Ideas Gaining site permission Purposive sampling
Types of qualitative data
Protocols and Issues regarding administering and recording qualitative
Educational Research by John W. Creswell. Copyright ©2002 by Pearson Education. All rights reserved.

3. Gaining Permission Gain permission from Institutional Review Board
Gain permission from “gatekeepers” at the research site
Gatekeeper: individual at the site who provides site access, helps researcher locate people and identifies places to study
The gatekeeper may require written permission about the project
Educational Research by John W. Creswell. Copyright ©2002 by Pearson Education. All rights reserved.

4. Information for the gatekeeper
Why their site was chosen
What time and resources are required
What will be accomplished at the site
What potential there is for your presence to be disruptive
What individuals at the site will gain from the study
How will use use and report the results
Educational Research by John W. Creswell. Copyright ©2002 by Pearson Education. All rights reserved.

5. Differences Between Random and Purposeful Sampling
Random “Quantitative” Sampling
Select Representative individuals
To generalize from sample to population
To make claims about the population
To build/test “theories” that explain the population
Purposeful “Qualitative” Sampling
Select people/sites who can best help us understand our
phenomenon
To develop detailed understanding
That might be “useful: information
That might help people “learn” about the phenomenon
That might give voice to “silenced” people
Educational Research by John W. Creswell. Copyright ©2002 by Pearson Education. All rights reserved.

6. Types of Purposeful Sampling
When Does Sampling Occur?
Before Data Collection
After Data Collection
has started
What is the intent?
To develop
many
perspectives
What is the intent?
To describe what
is “typical” to
those unfamiliar
with the case
To describe some
sub-group in depth
To take advantage
of whatever case
unfolds
To explore
confirming or
disconfirming
cases
Maximal
Variation
Sampling
Homogenous
Sampling
Typical
Sampling
To describe a
case that illustrates “dramatically” the situation
To describe
particularly
troublesome
or enlightening
cases
Opportunistic
Sampling
Confirming/
Disconfirming
Sampling
To generate a theory
or concept
To locate
people or
sites to study
Extreme
Case
Sampling
Theory or Concept
Sampling
Theory or Concept
Sampling
Snowball
Sampling
Educational Research by John W. Creswell. Copyright ©2002 by Pearson Education. All rights reserved.

7. Types of data to Collect
Observations
Interviews
Documents
Audio-Visual Materials
Educational Research by John W. Creswell. Copyright ©2002 by Pearson Education. All rights reserved.

8. Types of Data to Collect: Observations
An Observation is the process of gathering first-hand information by observing people and places at a research site.
Observational roles
Participant observer
Non-Participant observer
Observational roles can be changed
Educational Research by John W. Creswell. Copyright ©2002 by Pearson Education. All rights reserved.

9. Types of Data to Collect: Observations
Conduct multiple observations
Record both descriptive and reflective field notes during the observation
Descriptive field notes describe the events, activities and people
Reflective field notes record personal reflections that relate to their insights, hunches or broad themes that emerge
Educational Research by John W. Creswell. Copyright ©2002 by Pearson Education. All rights reserved.

10. Administering and Recording Data: Observational Protocols
The header: essential information about the interview
Left column to record descriptive notes
Right column to record reflective notes
A picture of the site may be sketched
Educational Research by John W. Creswell. Copyright ©2002 by Pearson Education. All rights reserved.

11. Structured, Unstructured, and Semi-Structured Interviews
Approach to
Data
Collection
Type of
Response
Options to
Questions
Types of
Interviews
Leading to
Data
Quantitative
Close-
Ended
Structured/
semi-structured
Interviews
Scores to
answers
Quantitative
Close-
Ended
Unstructured
Interviews
Transcription
of words
Educational Research by John W. Creswell. Copyright ©2002 by Pearson Education. All rights reserved.

12. Types of Data to Collect: Interviews
Types of Interviews
Individual
Focus group
Telephone
Educational Research by John W. Creswell. Copyright ©2002 by Pearson Education. All rights reserved.

13. Types of Data to Collect: Interviews
General open-ended questions are asked
allows the participant to create options for responding
participants can voice their experiences and perspectives
Information is recorded then transcribed for analysis
Educational Research by John W. Creswell. Copyright ©2002 by Pearson Education. All rights reserved.

14. Administering and Recording Data: Interview Protocols
The header: essential information about the interview
Open-ended questions include
“ice-breaker”
ones that address major research questions
probes that clarify and elaborate
Closing comments thanking the participant
Educational Research by John W. Creswell. Copyright ©2002 by Pearson Education. All rights reserved.

15. Types of Data to Collect: Documents
Public and private records
Good source for text data
You must obtain permission before using documents
Optically scan documents when possible
Educational Research by John W. Creswell. Copyright ©2002 by Pearson Education. All rights reserved.

16. Types of Data to Collect: Audio-Visual Materials
Determine the material that can provide evidence to address your research questions
Determine if the material is available and obtain permission to use it
Check the accuracy and authenticity of the material if you do not record it yourself
Collect the data and organize it
Educational Research by John W. Creswell. Copyright ©2002 by Pearson Education. All rights reserved.

17. Administering and Recording Data: Field Issues
Time needed for data collection
Limit initial collection or one or two observations or interviews
Time is needed to establish a substantial data base
Educational Research by John W. Creswell. Copyright ©2002 by Pearson Education. All rights reserved.

18. Administering and Recording Data: Field Issues
Obtaining permission to use materials
Ethical issues
Anonymity of participants
Convey true purpose of study without deception
Educational Research by John W. Creswell. Copyright ©2002 by Pearson Education. All rights reserved.