Case Selection Logic in Qualitative Field Research
Mario Luis Small's "Case Selection in Field Research" examines the challenges faced by qualitative researchers, particularly ethnographers studying urban poverty, immigration, and social inequality, in a research landscape dominated by quantitative methodologies. The article critiques the common practice of imitating quantitative methods to enhance the generalizability of case studies, arguing that such attempts often superficially adopt the language without the underlying logic. Small employs Richard Feynman's concept of "cargo cult science" to illustrate this ineffectual imitation. Instead of striving for statistical representativeness in small-n studies, the author advocates for alternative approaches grounded in case study logic and logical inference, such as extending the extended case method and sequential interviewing. Ultimately, the article calls for a clearer understanding of the distinct epistemological contributions of qualitative research and the development of methods suited to generating logically sound hypotheses and identifying ontological realities.keepSave to notecopy_alldocsAdd noteaudio_magic_eraserAudio OverviewschoolBriefing doc
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Grounded Theory Analysis of Special Education Decision Making
This article details a three-year ethnographic study employing grounded theory to investigate the overrepresentation of minority students in special education. The authors address methodological considerations in qualitative research and present a visual model illustrating their analytic process. Their research in an urban school district explored the decision-making processes contributing to this disproportionality. The findings suggest that a complex interplay of factors, including assumptions about families, perceived student deficits, administrative policies, and external pressures, contribute to the issue. The authors argue for the value of qualitative methods in understanding such intricate social phenomena, emphasizing that no single factor adequately explains overrepresentation. They also reflect on the challenges and limitations of applying grounded theory in educational research, advocating for methodological transparency and dialogue.keepSave to notecopy_alldocsAdd noteaudio_magic_eraserAudio OverviewschoolBriefing doc
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The Formation of Community-Engaged Scholars: A Collaborative Approach to Doctoral Training in Education Research
Warren, M. R., Park, S. O., & Tieken, M. C. (2016). The Formation of Community-Engaged Scholars: A Collaborative Approach to Doctoral Training in Education Research. Harvard Educational Review, 86(2), 233–260. https://doi.org/10.17763/0017-8055.86.2.233This paper examines the development of community-engaged scholars (CES) in doctoral programs, focusing on collaborative education research. It highlights the importance of fostering learning communities and creating opportunities for students to share stories and build relationships. The article investigates the skills, dispositions, and commitments that characterize community-engaged scholarship through a self-study of a research project at the Harvard Graduate School of Education. It examines the processes through which doctoral students acquire necessary skills and how they can contribute to ongoing practices of CES. The research emphasizes the importance of addressing power dynamics and promoting equity in community partnerships to create a more collaborative and sustainable approach to scholarship. Ultimately, it argues for a new generation of education researchers committed to working with communities and transforming schools.keepSave to notecopy_alldocsAdd noteaudio_magic_eraserAudio OverviewschoolBriefing doc
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Relational ethnography. Theory and Society
Desmond, M. (2014). Relational ethnography. Theory and Society, 43(5), 547–579. https://doi.org/10.1007/s11186-014-9232-5Matthew Desmond's "Relational Ethnography" argues for a shift in ethnographic research from studying bounded groups and places to examining relationships and processes. The author posits that traditional approaches often reinforce static and isolated views of social reality. Desmond advocates for "relational ethnography," focusing on fields, boundaries, processes, and cultural conflicts rather than fixed entities. He suggests that by prioritizing connections and interactions, researchers can generate richer explanations of social phenomena. The article outlines three distinct approaches for carrying out relational ethnography and also acknowledges the challenges and tradeoffs inherent in this methodology, including gaining entrée, achieving depth, identifying boundaries, writing relationally, and ensuring generalizability. Desmond calls for a more collaborative approach to ethnography, with researchers building upon each other's work to analyze sprawling networks of relations. He concludes that a relational perspective can help ethnographers develop arguments that better reflect the complex, interconnected nature of the social world.keepSave to notecopy_alldocsAdd noteaudio_magic_eraserAudio OverviewschoolBriefing doc
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Intro- Qualitative Literacy: A Guide to Evaluating Ethnographic and Interview Research
This text explores the ongoing debate surrounding the evaluation of qualitative research in the social sciences. It highlights a historical divide between qualitative and quantitative researchers, noting a shift towards greater acceptance and influence of qualitative work. Despite this progress, disagreements persist regarding the criteria for assessing the quality and scientific validity of qualitative studies. The text discusses past attempts to establish unified standards, such as those by King, Keohane, and Verba, and the National Science Foundation, while still pointing out that those efforts have been met with controversy. It emphasizes the unique challenges in evaluating qualitative data due to the researcher's direct involvement in data production. The text proposes a focus on the execution of data collection, particularly in in-depth interviews and participant observation, suggesting "exposure" as a precondition, with cognitive empathy, heterogeneity, palpability, follow-up, and self-awareness as indicators of quality.keepSave to notecopy_alldocsAdd noteaudio_magic_eraserAudio OverviewschoolBriefing doc
Ireland