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Lecture

CHYS 2P51 Lecture Notes - Margaret Mead, Orlando Fals Borda, Participatory Action Research


Department
Child and Youth Studies
Course Code
CHYS 2P51
Professor
Lauren Mc Namara

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Qualitative Research Methods in Child and Youth Studies
CHYS 2F50: Part II
Dr. Lauren McNamara
Jan 18 2013
Approaches to studying children
Depends on…
The discipline
The specific inquiry you want to investigate
Example: education
- teaching and learning specific skills
- sharing knowledge
- imparting culture
> knowledge
> norms, expectations, behaviors
> socialization
Where you left off
Quantitative: measurements, averages, generalities
- enumerate, quantify
- modeled after natural sciences
> scientific method
Which learning strategy is more effective at raising chemistry scores: rote memorization
or problem-based projects?
Hypothesis = rote is more effective
Samples, control groups, experimental groups
tools= 2 teaching methods, score
What if you want to know the teacher’s experiences with the two different teaching styles?
challenges, concerns perceptions may have may ultimately affect the test scores
Qualitative Research
> qualities of experiences people have
> study of how people make sense of things: always partial subjective and interpretive
Social research

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Quantitative and Qualitative
Quantitative
Use numbers to describe
Counting, classifying
Statistical models to explain
Larger groups
Surveys, questionnaires, scales
Researcher removed
Facts/feelings separate
Qualitative
Describe and interpret
Detailed description of topic
Small numbers
Situate in context
Interviewing, observing, participating narrating
Subjective
How people make sense of their lives
“Directional” words associated with quantitative
Affect
influence
Impact
determine
Cause
relate
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“Nondirectional” words associated with qualitative
Discover (eg grounded theory)
Seek to understand (eg ethnography)
Explore a process (eg case study)
Describe the experiences (eg phenomenology)
Report the stories (eg narrative research)
Education is a social science:
Theory testing in social science
Can be by deductive reasoning
Traditional scientific methods (quantitative)
Theory, hypothesis, testing, data analysis
If test works theory is plausible
If not theory is not plausible
Example: deductive reasoning
What factors might affect teachers’ satisfaction?
Theory: higher paid teachers are more satisfied than lower paid counterparts
Experiment: measure teacher satisfaction among sample of high and low paid teachers
Support or refute hypothesis: refuted
Analysis: higher paid teachers are not more satisfied than their lower paid counterparts
Theory development in social science
By inductive reasoning
Most common in qualitative research
Examine something and develop a theory as you go
Aka “grounded approach” “grounded theory”
> goal is not the truth (not about supporting or refuting hypothesis) but conceptual
organization
Can go back and inductively analyze/test (cyclical iterative)
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