1. Robin Cooper, PhD Nova Southeastern University Karen Wilson Scott, PhD Idaho State University TQR Editor Workshop presented January 8, 2011, at The Qualitative Report 2 nd Annual Conference

2.  Describes the deep meaning and essence of experiences of a phenomenon (or topic or concept) for several individuals.  Researcher reduces the experiences to a central meaning or the “essence” of the experience (Moustakas, 1994).

3.  Focus - understanding the essence of experiences of a phenomenon  Discipline of origin - Philosophy, Psychology, and Sociology  Data collection - Long interviews with up to 10 people  Data analysis - Statements, meanings, meaning themes, relay intimate understanding of experience meaning  Narrative form - Description of the meaning and essence of the experience. Source: Creswell, 1998

4.  Study of a single individual and his or her experiences as told to the researcher or as found in the documents and archival materials (Denzin,1989).  Connotes broad genre of biographical writings, including individual biographies, autobiographies, life histories, and oral histories (Creswell,1998).

5.  Focus - Exploring aspect of an individual’s life  Discipline of origin - Anthropology, Literature, History, Psychology, and Sociology  Data collection - Primarily interviews and documents  Data analysis - Stories, epiphanies, historical content  Narrative form - Detailed picture of an aspect of an individual’s life. Source: Creswell, 1998,

6. Select methodology that fits research objectives  Name 3 topics pertaining to identity  What objectives might fit each topic?

7.  Phenomenology Research Questions  1.  2.  Biographical Narrative Research Questions  1.  2.

8. “Exploring the Identity of Qualitative Researchers”  Individually, begin by Bracketing  Write 1-page statement of own experiences, beliefs, attitudes of learning qualitative research  As Group, develop semi-structured interview protocol  Pairs, one interviews other about learning qualitative research

9. “Exploring the Identity of Qualitative Researchers”  As Group, develop unstructured interview question with 3-4 follow-up questions  In pairs, one interviews other about life events leading to learning qualitative research  Interviewer, note any dates/times mentioned and sequence of events.

10. Verify via Member Check & write report Expressing the context and conditions needed describes the structure of the phenomenon Invariant horizons are clustered into invariant themes Stevick-Colaizzi-Keen Method Presented by Moustakas (1994) Qualitative Researcher Interviewers Researchers collect & analyze interview data Prepare Interview Questions Qualitative Researcher Participants Verify & Member Check with Participants Redundant Statements Omitted Transcripts are Read Significant Statements are coded Cluster non-repetitive, non-over-lapping statements, or invariant horizons Labeled Clusters are Reduced to Themes Describe Phenomenon Structure Imaginative Variation – imagine data in every possible context or condition Create unified essence, composite textural-structural description, synthesis of meanings Composite Description Meaning & Essence Cluster Statements Synthesis of invariant themes in the voices of the participants describes the texture of the phenomenon Describe Phenomenon Texture Epoche – clear mind; suspend all interfering with fresh vision Phenomenon

11.  Horizonalization (what stands out?)  Phenomenological Reduction  Omit duplicates Activity:  Individually, identify horizons & clusters in own bracketing statements  As Group, discuss & identify key elements of structural description and essence

12. 1. Select research problem, subject, and site 2. Record subject’s objective events pertinent to research problem 3. Triangulate events by source and point of view 4. Obtain subject’s interpretations in chronological order 5. Analyze reports in terms of internal/external validity and internal/external criticism 6. Resolve validity of above, establish priority for testing hypotheses 7. Test hypotheses and look for negative evidence 8. Organize the life history and submit to subject for reactions 9. Rework report in its natural sequence based on reactions 10. Author writes self into biography, interpreting subject’s meaning

13.  Filters language/verbal signs/significance  Utilizes spoken conversations  Implements narrative interview strategy  Promotes storytelling format  Requires capturing the participant’s lived experience through the researcher’s interpretation

14.  In pairs, sketch chronology contributing to becoming a qualitative researcher  Identify key events  Identify important experiences  As a group, identify themes & metaphors  Example theme: “Striving to follow the path of another”

15. Consider… should I use…  Individual or Collective description?  Interview excerpts? How, specifically?  Arts-based research reporting? How?

16. If I try to be like someone else, who will be like me? - Yiddish proverb

17. References Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among the five traditions. Thousand Oaks, CA: Sage. Denzin, N. K. (1989). Interpretive biography. Newbury Park, CA: Sage. Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage. For information about this presentation, please contact Robin Cooper at robicoop@nova.edu or Karen Wilson Scott at scotkare@isu.edu.robicoop@nova.eduscotkare@isu.edu