™, 3 Designing a Qualitative Study [ita neaptotaly of aun rch a arbi com i posed of minute threads, many cols, diffrent textures, ard various HMends of material, This fabri isnot explained eaiy or simply. Like the loom on hich fabric is woven, guneral worldviews and perseives hold ‘gualtatve research togecher, To describe these frameworks, qualative researchers use teems—construivn, inerpetvs, feminist, methodology, postmodernist, and naturals eesearch. Within these wotdviews and Yirough these lenses are approaches qualita ingiy us as nacre earch, phenomenology, rounded theory, ethnography, ane cave sti, “This Seld has many diferent individuals with citfrent perspecies who ate ‘on their own looms creating the fabric of qualiative research, Asie fom ‘hese differences, the ecaive ate are all at work ssaking fei In other ‘words, there ate characteristics common tall forms of qualitative reseach, snd thecltferet characteristics wil receive diffrent emphases Sependin on ‘he qualizacve project, (the basic incen ofthis chaper ist provide an oversiew of and into duction ro qualitative eeseaich su hat we ean se the common character bcs of qultative research before we explore the differen treads of i bez with a geneal definition of quate research and highlight ‘sential characeistis of conducting this form of inguy. Teen seuss the '3pes of research problems and sues bert euted fr «qualtatve stay and ‘phase the requirements needed ro conde his rgorous, ne consuming ‘esearch, Given that you have te essentials the problem, the tne) to ene in this inguicy,T then skerch out the overall proces involved in designing ‘and planning a scady. Tend by suggesting sever] outlines tat you aught as36 Qualitative Inquiry re for planning or proposing & qualitative esearch stad. The chaptss vo follow wil them adress she ferent types Ingulty approaches, The geseral design festoes, outlined hece, will be refined forthe ive approaches emphasized inthis book Quest ns for Discussion + Whacis equied mo ander his eof reseach? ow do eserchers deg 2 alte dy Whetropie soil be sated ina plas or The Characteristics of Qualitative Research ‘oypcally beg aking about qualitative reseatch by posing definition for '& This seminly uncomplicated approach has hecome more eificul in fecent yeas. Inte that some exemsly efl introductory books ro qual tative research these days do not contain a definition thar can be easly located (Morse & Richards, 2002, 2007; Wels 8 Fine, 2000), Peshaps this nas less zo do with she authors decison 0 and more 1 do with sed definition. Ie is interesting, however, to lock at the evolving definition by Denzin and Lincoln (1994, 2000, 2005) a5 thei Handbook of Qualitative Research has ‘moved through time. Their definition conveys the ever-changing nature of tive inquiry from socal eonsrction, to latepeetst, and on to social justice. Tinclade chee ltestdtiniion ber ature of ths inguiry acer about advancing 2 slsie research ste crit sete ober in che wor Ieoomis of ec of repeive sen rae ble These peaczes aos the wind Tey tro the wold io ais of recordings, nd memos to she sel Ae ht leech, lene rah cies ‘epee arr approach sa the woe Ths meas fa taenrchers dy things i he nail egy Denzin Lisle 205, p. 3) Although some ofthe tational approaches to qualitative research sch 2 the "interpretive, naturale approseh” and “meanings,” ae evden in inition aso has a strong onecsation vowsand the ipa fis defnion th By ualaive reser : : Avan applied research msthodologist, my working d inion of quate Be eyearch emphasizes the design of recarch and the we of distinc: Bjrcaches to inquiry fe. ethnography, nareative. At this ime, provide dein: ative researc begins wich assurpions, 2 he poss corel les, and the study of research problems ing 80 F meaning individusls oe groups ascribe to a social or human peablem, rudy this problem, quiliecve researchers use an emerging qualitative ach i9 inghiy, the collection of data ima natal re Be people and places under stacy, and data anal that Bshes pawers or themes, The fi. report or reflex ofthe researcher, and fplex description and interpretation ofthe peblem a Mire or signals a call for BNouse in chis definition that I place octive sd extends the it g fom philosophical ssumprions,t0 worldviews and ugh 4 theoretical len, and of tothe procedutes invoked in staying ‘or oman problems Ten, 8 ste for the procedures pproach to inquiry, soch a grounded theory, for three recent intodsctory qualitative esearch books ics they espouse foe doings qualitative sad. As compared ofthis book tative research say within the J parcpats, a eral fof inquiry and sang, ical socal, ad coral contest of theres ny. By examining T seciics of qualitative reseach, These ate presanted in 20 st—Qualtarive researchers tend to colt data inthe ‘experience she sue or problem under BSS. They do nor bring iiviuals nto a lab (a contrived station, aoe by typically send ou instruments fr individuals co complete, This Be information gathered by actualy talking directly 9 pele and sesing fo behave and ac within thee context # major chasscerane of 8 Bie research. In the naural setting, the cesearches hove face-to-face38 Qualtave Inge and Ree Dasin ‘Table 31 Chnantenns of Qualitative Research LeCompte & Marshall & i ‘Shen! "Roseman Hatch | hers 1599) 2008) (2002) | oa wag (Gd ah ae CSR forces imecion wee ve | sear ey stent of | peer ve lle de oan ene ini ve Analg of dat indie, recurve eave Ye Yo Ye Ye Focus on partipans’ perspec, thar meanings ther subjcee ues Ye Yes Framing ofan bebaioc ad ele na socalponcnotor conte cagh el lets Ye Earp her tases lee peepee degen Fundamentally epee ingcy— teste eon fer ork le be tocol the eae, andi volo perpen shoping ty Yo oli view ofl phoma Ye Ys Resco key mot The ulti rari colt data senate oh uring den ern tes d e Sng participa They ay a a picel~aninsrment or oes dats fut the rcs athe one who scaly gate te foracon The 2 tot tend wo ie yom quesiona otras avaped by eet reach. + pide dn. Qn rea ay exer ‘ple forms of at, ssh stress, bsosons and document ater than ely ona sing as woure Tae the reece a the data snd ake ses of ther ongaiing them in categories or themes that fcr all of he dat suse nti edi, Qa rac bl pr catgnre std tens ron bocton-ap By vgn he dt to ee era eee Teac ee areal neat ores Desiring» QuitaiveSaudy 35, involves restarchers working bck and forth between the theres and the database unt shey establish a comprchersive set of themes Ie ay are involve collaborating with the paripansitracive, so that the bone «chance to shape the themes or abstractions that emerge from the prvens Participants’ meanings. the entice qualitative research process, the researchers keep a focus ox lesaing the meaning that the partolpane hen about she problem or isue, not she meaaing thatthe escarchers bring to "he esearch oc writers fom the neratoe + Emergent design, Ta research procest for qualitative ceseachers is resgent, Tht means that he inital plan fo esearch cant be sight re, Seribed, and tha al phases of the process may chanay Or shit aftr i researchers enter the field and begin to colt data, For example the ques tions may change, the forms of data callction may sbi and he indie als studied and the sites vsiced may be modified. The key idee behiod alti research s olsen about the problem or su fom pariipaes And cadres the cesearch to obtain that information 4, Theoretical ens. Qualitative researches often use ens wo view their studies, such a the concept of eure, cencral to ehnoscaphy, ov gendered facil or clas difrences from the theorercal orientations diseased Chapter 2. Sometimes, the study may be onganied around wdeniing the Social, polical. or hstorial context af the problem unces snc 1+ Interpretive nguiy. Quaitaive esearch form of nguiy in which ‘searchers make an intezprecaton of what they see, he, and undersand ‘The eesearches'ntepretatins cannot be separated fom thei own beck. round history, context, an prot understandings. Afr reearch repos bs sued, the readers make an interprettion as well asthe pariinaste ‘offering yet other imtexpreatons of the stay. With the meets, the par, panes and the reseacchers all making am interpretation, we can see how ‘multiple views of the problem can emerge 1 Holistic account, Qualitative reseatchers ty to develop & complex Picture ofthe problem or issue understudy. This involv repoing mel Ble perspectives, idensving the many factors ivolved ie 2 situation, and Several sketching the lager picture chat emerge. Resecrchers ase bound ot by tight cause-and-effect celanoaships simong factors, but cathe by ‘Senttying the complex interactions of factors in say station When to Use Qualitative Research ‘When i it appropriate couse qualitative research? We conduct ualitnive ‘research because a problem or rear sees ee Ne Conduct qualitative(Quslatve lnquey nd Research Den is needed, in tur, because of a need 10 study a group or population, idennitywaiables that can then be measured or hea se Teese aze all good ressons to explore «problem rather thin to use predetermined information from the lteraruce oe rely on ests Irom other reveacch seus. We also conduct qualitative research because we need 2 comple, detailed understanding of the issue, Thi desl can ony be established king directly with people, going to ther bomes or places of work, and allowing thm wo tll she snbered by what we expect 0 find what we have readin the Liezarare. We conduct qualianve we want to empower individvale ta shave their stories, eae their ices, and rnimize the power eltionships thar often ease berweer 3 ‘he paricipants i a study, To fuse wwe may collaborate directly with research questions, or by ving archer and ‘emphasize a power culations cpanss by having them review our hem collaborate arith ve during « data analysis and interpretation phases of research. We conduct qualita esearch when we want 29 write in a iteraty Bebe se that cor theater, oF poems, without the retrictions of formal asademic sr: tures of wring, We conduce qualitative zsearch because we want 19 understand the contests oe settings in which patcpants in a study addres 1 problem or ius, We cana separate what people say from the context ‘which they say ie—shether his context is their Bome, fan, or work, We use qualitative research ro follow up quantitative cescarch an help explain inkages in causal theories or models. These theories pro eral piste of trends, asocatons, and relatos, bu they So fot tell us about why people responsed as they did he canext is which ‘eeponded, an thir deper thoughts and behaviors chat governed th responses, We se qualitative research ro develop theories when nadequate theories exist for certain populations and samples of exis hones do noc adequately capture the complet of the problems w cxamining, We also se gualanive research because quantitative measures stil analyses simple do no i he problem. Interactions att people, for example, are diftcule ro caprare with exiting measures, and ‘hee messares may not be sensitive so nue ach as ender fee 1 india ditierences, To level ll individual eo 48: fstical mean overiooks the uniqueness of individuals i our stadie, (Qualzative approaches are simply a baer fi for our research problem ‘Whar does icake co engage in his form of research? To undercake gual ative esearch segue nd th 2 song commisment 10 study a. problem and demands rime anc rsoutces, Qualitarivesesearch keeps good company with the mest sgorous quanscane search, adie should not be viewed a5 an a2 Quainive Sea ary substitute fra “seatsical” or quantitative suds, Qualtativeinguis s forthe willing 10 do the fllowig: efi coll extense data, ad iabors over fil ss of oa cis fppor and an insider” pepe Exgee ine compler, toneconmming proces oft ara though he ssrbisoas Hs of srng throne age srt of dts ans eng thi few themes or caegats For + multsiciplnary tam of olaatve hs ak can be ste or moar ear ane sled ng wich te dats Toe ath echallengingn psi beau he darabse const of esl tet sad images, ‘Were long puss, becuse te endence mat writer seed 0 show lle pepe. Th Pasnpate nfm of sca and barman sie racrch ht sso pst process and sering and scestandy hang rpc taling eters Ho" On pa ew ears igh ode when th dy i cmpleed cand ud ad 1e Process of Designing a Qualitative Study the ous, ned to sty that therein ated pon gn sultacive sy, Books on gual ee thar by reading abou aay, csoning the posed, and pone ost ents that emerged the sping quliaineceeuher wil havea Fons of he to cond vse Weis & Fine, 2000. Ta ay be ue fr some individuals. For others, understanding be broader cs may suffice ve More 8c Richards, 2003 2007 oc gananc rom 4 how 10" book mn be bere (ee Hach, 2002.1 sm eot ste whee | rie omens how perspective; mv appro ie with ive researchers thence do find that guaiasie research generally Pls within the process of siemifezserch, wt common phases wheter me is writing qualitatively or quantitatively Al archirs teem t0 sat ith an ssue or problem, examine che iterate in some way related td poblem, pose quesons eter dats and then analyze them, and write up#2 Quatative Ing and Revers Desa thei reports. Qualistive research is witha tis stuceare, and Thave accor tingly organized the chapters in this boos o eles his proces. Second, ‘eral aspects of qualtatve projec wary fom study to study abc the amount of deal developed by researcher, For example, sences onthe ute of hei ‘czars vary widely, a dothe ances an using an 4 pti theo. The liters ture may be fully reviwed and wie to inform the questions scaly sske, may be reviewed late in he peocess of research, or it may he used solely (0 help document the importance ofthe reeetch problem, Other tions mat also exis, bur hese possiblies point to the varied wes of Ineratie in al, inaive research, Silay the use of theory varie extensively. For exaripe, ‘curl theories form the Bas building blocks of a good qualitative thaog raphy (LeCompte & Schansl, 1999), thereas in grounded theory, the theories ae developed or generated during the roses of research [Straus 8 Corbin, 1990, In health scence researc, I find the use of 2 prion theories ‘common pracice, anda key element that must be ncaded ina rigorous gle itave invesngation (Barbour, 2000). Anoher consideration in qualitative ‘esearch the wong format fr the qualittiepeoect. vale considerably feom siensf-orented approaches, sorting, and onto performances, sucha theater, play, or poems, There no one standard or accepted steue™ reas one eps Rind in quanntaive resazch, Given thse diferences, we sll are lft with the graduate student who needs to organize a qualiaie thesis or dissertation, eesearchers who need ro submit proposal for ate or federal funding, and she esac team that secks to investigate aime sue the social, behavioral health sciences All ofthese individual wll probably profit fom having some urucsare to their qualitaive weeing. Ts, would like to discus general approach to dssigning« qualita seedy and then bogin to shape this design ase wit the five approaches ro qualitative research inthis book, I like the concept ‘of “methodological congruence” advanced by Morse and Richards (2002, 2007}—thar the purposes, questions and methods of research ae all intr ‘connected and intereated so thar the study appears a8 a cohesive whole Father than as fragmented elated pare ‘The process of desaning qoaliatve rudy bepne not with the meth- cds—hich is actally the easiest past of research, [ beleve-bur instead withthe broad assumptions cetral to qualitsveingie, a worldview con site with it, and in man ese, a theoretical lens tht shapes the tua 2 addition, the researcher aries a the doorstep of qualitative research with 2 topic or substanive area of svesigation, and pechaps hat eeviewea the [i= ‘race about she topic and knows sata problem o ene exits hat need to be studied, Ths problem may be one isthe “eel world” ort may be a deficieney in she literature oe past investigations on a topic. Problems in Designing a Quaiate Stay 45 qualaive research span the topes in he sovial and haan wiences, and Falrark of quainaive research roday is che deep involvenen: in hues of geier, culture and marginalized groups. The topics about which we write i emotion aden lose o people, and practical “To sy these wpics, we ask openended research quesions, waning co len go the paccpancs we are studying and shaping che questions ater we explore," and we refrain from assuming the role ofthe expert researcher with the “hes?” questions. Our questions change during che process of retearch to tefl an increased understanding ofthe problem. Furthermore, tre take thete Guetions out ro the Feld to collec ether “words” of images" Ike to thinkin vers of four asic epes of information ner views observations, documents, and auciovisual materials. Cerin, re forms emerge that challenge ths eraditionalcateorzatcn. Where do we place sounds, email messages, and computer sofware? Unquestionably, the Backbone of gualranve esearch is extensive collection of data, rypeally from mpl sources of information, Mer organising an storing out dat, ‘we amaze chem by carefully masking the names oF sesgondenss, and we | engage in the perplexing and “lonely” if we ae the sole researcher exercise fF tpng ro make snse ofthe data, We examine the galraive dats work E ingindacively fom parscslars co move general perspec, whether thse E perspecves ar called themes, dimensions codes, or caregones, One hepa ‘way tose this process nro recogni ta working trough mulple eels of abstraction, starting with the raw dara and forming arc and larger cat spories. Recognizing the highly intercelated set of avin of daa colle Fon, analysis and report writing, see do not always kzow clearly which feage we are in I remember working ona cate study (Asmussen S¢ Creswell f 1995) as imeriewing, analyzing, and wetng the case stafy—al nerin ‘led proceses, not dine phases inthe process. Aso, we experiaent with ‘many forms of anaysis—making metaphors, developing maties and tables, and using vssaleto convey simultaneously breaking down the dats ane ffeconfgurng them ino new forms. We (represen our da, pal based on antipars'pespectives and party based on our own inerpetatio, never f Sealy escaping our on personal stamp ona sr Thronghout the slow proces of collecting data and aralzing them, We Shape our narratise—a naraive with many forms in quilrative research We tell e story that wafolds overtime. We potent the stad following the fteadtonal approach wo scientific esearch (Le, problem, question, meted. nding), We all abour ose experience in conducting these and how hey shape ou iaterpeetstions ofthe els, We lr the vies of our partic ipants speak and carry the story through dialogue, perhaps dialogue pre in Spanish with English ube44 Quultave Inge snd Research Deson Throughout all phases of the research process we are sensitive to ethisal considerations, These ar especialy imporane as we negotiate entry 10 the field ste of de research involve parccipants in ou cud gather pessoa, ‘emotional daca hat revel the dats of ies and ak pachcipanrs ro pve con. siderable time to our peje. Hatch [2002 does a good job a summarizing Some ofthe maior ethical ives that researchers need to anticipate ang often addres in their studies. Giving back to partcpant for thei time and foes in our projects—recipociy—is important, and we need to review how pac Sipans ll guin from our ates, Flor eo leave the scene of esearch sudy—thvough slow withdeawal and convesing information about our epartare—s tha he participants do not feel abandoned is alio important, We always ned to be sensitive othe pore of our esearch to distur the sic and potently (and often unintentional exploit the vulnerable popu- lations we sud, such as young chléren or undereprsented or margnalied groups. Along with his comes a need tbe senszive any power imbalances (ur presence ma establish a site that cold further marginalize the people uncer study. We do not wane t place the parispants at father risk a3 result of our researc, We need © anpate how t address poten legal cies that we See or hea, and, n some cases, report thet to authors, ‘We need to honor who owas the acount, and swhether participants and leads at ou research sts wil be conceraed about this sue. A we work th individual puescipants we need to report tem individually, such as by not sereowsing them, using tele Ingeage and names, and following uidiines suck as those found inthe Publiation Manual of he American Psychological Assocation (APA, 2001} for nondsciinatory language Most ofte our research is done within the context of a allege ox university seting where we ned t0 provide eidence 1 iassitutonal review boards ot committees that we rspect the privacy and sight of participants co witha from the study and do not place them at rs At this stge,t00, we com scious conser chia isues—secking conse, aveiding the comundeum of cecepton, msntsining confidentiality, an proecing the anonymity find ‘duns with whom we speak. Weis and Fine (2000) ase us co consider or roles 35 nsesousdes co the participants; anes hat we may be earl of iscosin: how we establishes supportive, respec relationships without seereryping and using abls shat patipants Go nar embraces whose voice will be represented in our final sudys and Row we will write ourselves into the stud and reer who we ae aswel ae retet the people wo stay (Weiss ‘cine, 2000), We need to he sensitive to walnrable popelatons, ialaneed posit falas, end pacing parscpaney a sk |Hatch, 2002 Ar some pone we tok, “Did we get the store "ight'” (take, 1995 ee ight” soren only multiple stores. Porkars Designing s Quinine Sidy a5 qualaive studies do not have endings, only questions (Woleart, 19840), Bur ve seek to have our acount resonate sich the partkipans, 10 be as accurate lection of what they sid. So we engage in val dation statsies, fen ositg suhiple staepies, which include confirming or eianulating data from several sources, having ou stages eviwed and corzeted by she partipants rd having other sesecchers review our procedures. Inthe end, individuals soch as reader, participants, gratvate commie, exitrial hoard members for journals, and reviewers af proposals fr fun Bing wil apply some criteria to asses che quality of the study. Standards for atsciing the quality of qualitative research ae available (Howe & Euenharc, 1990; Lincoln, 1985, Macshall 8 Rossman, 2006), Hee is my hor list of characteristics of 2 “good” qualitative etd, You wil see my E craphasis on rigorous mechods presen in ths Hs. f+ The sesearcher employs rgocous data collection procedures. This Fieans char the researcher cllcs ulisle form of dats, adequately sm Eacies—perhaps in abled form—the forms of data and cal sbout thes, d spends adequate time in she fd. eis not unusual fo qualitane std jp 10 include information about the specific smouny of time in the Fi especially lke co se unusual forms of qualiaie dst collection, such a¢ sing photographs 1o elie responses, sounds, visual macrals, or digital, = HY “The researcher frames che sody within the atsumpions and charac Prsics ofthe qualitative approach ro research The indus fundamental acteristics sich 25 an evolving design, eke presentation of multiple the esercher asa instrument of data cllection, aa focas on par Pibipans’ views in short, all of the characteris mentioned in Table 51 + The ressatcher uses an approach ro qualitative inquiry suck a one of > the five approaches addressed in this book, Use of recognizes approach fo research enhances the rigor and sophisteaton ofthe research esa This meacs ua the cepatcher Idenies and defines the approach, ces Studies that employ it, ad follows she procedures outline m the approach Certainly, his approach ned not be “pure.” an ene might mix procedures ‘rom several approaches: however, fr the beginning ste of qulinarive {escarch, I vould recommend staying within une approach, hecoming com foable with it, learning it, and keeping a sinly concise and sraightor ard. Later, especially sn long and comple sts, feos fo se spproaches ity be we 1+ The rescurcher hens with single cous inmtive researc» shine 345 Qualitative Inguie and Reese Deen ‘ase study projects in ethnographic, Ike to begin a qualitative study focused on understanding 2 single concept or ides (eg, Waat does it mean to bea profesional? A ccacher? painter? A single mother? A homeless peston?} Ae the seudy progreses, i can begin incorporating the comp Son leg. How does the cate of «profesional teacher difr from profes Sonal administravor?} or elating fats (eg. What explains why panting ‘evokes felings?. all too often qualitative researchers advance 10 the com parison or the relationship aalisis without first understanding thei core concep or idea ‘+ The study includes detailed mechods, a rigorous approach ro dat cl ‘ection, dats analyse, ond report wen, Rigor is Seen when extensive dats collection in the field occurs, or when the cestarcher conducts multiple levels of dara analysis, from the narrow codes or themes o broader ite related themes 19 more absteat dimensions. Rigor means, c00, that che researcher tlidates the ascutacyof the aesount sing Oae O¢ more of the procedures for validation, such as member checking, wiangulasing sources bf data, o using per or external auditors of the aesouns 4+ The researcher analyzes daa using mule evel of abstraction. ice torte the active work of the researcher as he or Ye moves from particulars to gener levels of abstraction. Often, waiters present thee suds in stages le, the multiple themes that can be combined into larger hemes or pe spectves) or layer thet analyses from the particular to the general The ‘codes and themes deed from the data might show munane, expected tnd surprising ideas. Often che best qualitative studies present themes that txplore the shadow sie or unusual angles. I remember sn one class project, the srudent examined how srodens in a distance learning class reacted 0 ‘the camera focused on the clas. Rather than looking athe stents ea: tion when the camera was on them, the researcher sought ro understand ‘what happened when the camera was off them. This approach led to the futhorrabing an anosual angle one nor expected by the readers. 4+ The rcscarcher writes persuasively so char the reader experiences “ing there.” The concept of "verisimilitade" literary tem, captures my ‘inking Richardson, 1994, p. 521), The writing is ler, engaging, and fall fof unexpected ides, The story and findings become believable and reali sie, accurtey refetng all the complexities that exis in real fe. The best _oaltaive studies engage she eadet, 4 The sudy reflects the history, culture, and personal experiences of ‘the reseatcher. Ths is more than simply an autobiography, withthe writer tr the researcher telling about hs or her background. I foouses om ow Desging » Quibaive Sandy 47 Jnividuals’ ulrore, gender, hiscory, and experiences shape al aspects of ‘he qualitative projet, from their choxe of 2 question t address, 10 how they collet data, ro how shey make an interpretation ofthe situation, Ik Some way—such as diciesing ther coe, interweaving themselves into the fest oF ralecing on the questions they have sbour she sudy-—indiviuals postion chemselis inthe qualtasve ste: 1+ The qualitative research ina good study is ethical. Thi involves mae shan simply the researcher seeking and obcaining the permision of istic: sional review committees oe bosrds It means chat the encather is ewate fof and addressing in the stud all ofthe ethical tues mentioned ead this chaper tha deen through all phascs of the esearch sud. ‘The General Structure of a Plan or Proposal Look ac the diversity of final writen prodts for gualiztve rescarch, No se format exists, But several writers suggest general opi to be incladed in 2 weiten plan or proposal for = qualrave tue. prov de four examples ‘of formats for plans o+ proposals for quslsative wate. Inthe frst exam ple, denwn from my own wosk (Creswell, 2003, pp. SOSH), I advance 3 coasteuctonistinerpretis form This form shown in Example 31 Below) ight be seen as 2 adinonsl approach to planning qulttve research, and itincudes the standard incoduction and procedures, acucing a passaze in the proceduces shout the rae of te researcher, I sia incorportes sich pated ehical sues, plot finiogs, and expected outcome: Example 3.1 A Qualitative Consructis Innerpreivist Format destin Statement of he problem nlsing teste sh he rob ape ofthe sady The serch guint Deinason a liniaons Pescador ‘Characters of guerre ops Qusltntve earch sara? Role ofthe researcher48 Qualeave aque and Remarc Design sa collection proedures Dasa anos procedures Sees or alidating Sings area satu Aneigned ethical sue Spnicence of te ad Preliminary ple findings Expened outcome Append: Iteiew quesson,cbserestonl forms, tet, and propoed dee ‘The second foxmar provides for an advocacy peopesve (Creswell, 2003, pp. $1-52}, This format (as shown in Example 3.2 below) makes explist the advocacy, transformative approach to qualtanve research by stating the advocacy issu ache beginning, by emphasizing collaboration ding he dara colleton, and by advancing the changes advocated forthe group being studied. Example 3.2.4 Qualitative Advocacy/Particpatory Format Ineosiion Scams ofshe problem including esrnure shou he prob) The adsoccyparciaton se Purpose ofthe study ‘The rsearh quenione Provedarr Characins of qualitative rechten) unis research saegy Date eolcion procecure lading the callaborasve approaches usd ans ensteny tomar papans ats rcording prosedares Designing aQultsive Sty 49 ats analsie preedares Scape for aiding findings Nurtive ara of dy Acdiipted etal ses Sigefcare of he sudy Praimincy pilot ndings Expected advoceypuripaterychanaes Appendices: Iseew quetions, obseatonal fms, eel, and proposal alae ‘he thed format, Example 3.3, i similar ro the advocacy format, bu ie acdances the use of theoretical lens (Marshall Rossnen, 2006), Novice that this format has aston for 2 theoreti! lens ea emis cal, eh tic char informs the sudy in dhe Ineature eevien,“sstwortiness™ in place of what [hare been calling *slidaton,” a section for bing reflexive fhrough personal biogesphy, and hoth che ehical and polis] consigrs tone ofthe author Example 3.3 A Theoreial Lens Format Inodsstion “Type sed pacpow Potential sipniiance Framework and gene resach gestions imitans Teesreeal adios says by informed expe Reid sseareh aig and methodology ‘Oveaappcoach a aioe ‘Se or poplitio election Dategtheing methods ‘ata ana proceduresQatineInacy and Rewarch Design Personal bingaghy Inshe fourth and inal format, Example 3.4, Maswell 2005) organizes the saruture around teri of rine arguments hat he els ned to coher ade coherent when researchers design thee quali proposals Fehiak that these hin argumens represent the mos: important pints to include in 2 proposal and Moxdllposides in his book 3 complete example of a qualitative disse tion proposal writen by Mattha G. Regar-Saith at the Harvaed Geaduate School of Edseaton. My summary and adapason ofthese agumens follow Example 3.4 Maxwell's Nine Argument for a Qualitanive Proposal We know Bite abou. he opis hse four examples spe onl to designing pla ot propos for a gual iragve study. To the ropes 0 bese propoal formats, the complee sud wil ste addtional data findings, ierpertons, and 2 Summary The definitions foe qualitative eeseaseh vay, but Ise ita an apo 10 inquiry that begins with assumptions, worldviews, possibly a theoretical leas, end che study of research problems exploring the mecningincvideals ce groups aseribe to a social or human probe, Reseatches collect date in aural settings with a sensiiity eo che people under st, and they an Ipee shir data inductive i por provides forthe voices of pactipants, relxityof te eseasher,¢ com plex description and interpretation ofthe problems, ad «stay that ads eo the htecarore or provides call fr action, Recent ieroductory texthooke underscore the characteristics embeded inthis detinion, Giver this den fon, «qualitative approach s appropriate to use ro study a esearch prob Jem when the problem needs ro be explored: when a complex, detailed f sndescanding is acededs when the reseacter wants wo write in 2 Lita exible syle: and when the esearcher eek o understand the content of se ‘ngs of pariipans. Quan reearch does ake sme insoles amon ata analysis, results is lengthy repos, and doesnot maven guidelines The process of designing 2 qualatve stady emerges ding inguty, Put ie generally follows the pater of scentiic research It sar With drond assumptions cena 1 qualitative inquiy, worldview seances, 3 teal fens and a topic 0 Mer sean 3 eoblem or ie abou this topic, she inquirer asks several oper ended reach quenions fathers mole forms of dats to answer ofthe daca by ~ establish pares or themes. The poses ill ave rom a siete type of sy t narrative stories. Ethical lager dimensions The fn diverse forms Aecisions are threaded through the study. Several aspecs wll make #¥e selection onthe rexearhers own history cts personal experiences ed Finally, the state Vary. Linco fou cf a plano models proposal fora quaiarive study wil at diferin wm of thee advocacy riemtaon, {clusion of personal and poles! vonsderatons, ad focus on the essen eyumones hat rie her ned ro addres in proposes ios ofthis chance Tinrodaced thie books that die in & ie approaches: shall and Rossman (2006), which takes « rigorous mchods appeoach SCompee and Schensl (1999), whch can from ethnogeapoy and Hach 1002), 2 exe that was created for educators but, because of the