NSU Home  The Qualitative Report
An online journal dedicated to qualitative research since 1990

Volume 14 Number 3 September 2009
    Ronald J. Chenail, Ph.D., Sally St. George, Ph.D., Dan Wulff, Ph.D., Maureen Duffy, Ph.D., Laurie L. Charles, Ph.D., and Karen Wilson Scott, Ph.D., Editors
ISSN 1052-0147

Table of Contents

Shifting Priorities: Reflections on Teaching Qualitative Research Methods (pp. 389-394)
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Keonya C. Booker

Abstract: The purpose of this paper is to describe pedagogical approaches to qualitative methodology by an instructor of educational psychology at a large research university. The essay begins with an overview of how my graduate training influenced my orientation to empirical study. Next, I will focus on the obstacles encountered when instructing graduate students who are currently practicing school teachers, counselors, and administrators. Specifically, I will detail how I approach teaching qualitative research methods, ways I deal with resistance from students, and methods for introducing apprehensive learners to the ways of interpretist design. Finally, I conclude with a discussion of how I use my classroom as a rich training ground for future qualitative researchers. Key Words: Pedagogy, Learning, Graduate Students, and Qualitative Research Methods

The Perceptions of Student Teachers about the Effects of Class Size With Regard to Effective Teaching Process (pp. 395-408)
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Melek akmak

Abstract: The main purpose of this study was to determine student teachers' perceptions concerning the effects of class size with regard to the teaching process. A total of 41 fourth-year student teachers participated in the study. A questionnaire including open-ended items was used for data collection. The study revealed that there is a direct relationship between class size and motivation, teaching method used, classroom management, and assessment according to student teachers' views. Although carried with a small sample size, this study is expected to establish a firm basis for the future studies to contribute to teacher training programs, which enhance student teachers teaching abilities in both large and small classes. Key Words: Student Teachers, Effective Teaching Strategies, Class Size, and Teacher Education Programs

"Dr. Right": Elderly Women in Pursuit of Negotiated Health Care and Mutual Decision Making (pp. 409-432)
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Kevin Evans and Suzanne Robertson

Abstract: This study explores a group of elderly women who were searching for physicians that were interested in providing negotiated health care options with particular interest in mutual decision making. The grounded theory approach was used to explore the health care interactions between the physicians and the elderly women (Strauss & Corbin, 1998). Qualitative interviews were conducted with eleven women, 75 years and older. The categorical working title of "Looking for Dr. Right" helped to focus our discovery of the reasons for these women's search for a new physician. Grounded in the data, a proposed hypothesis was developed regarding the need for a two-way dialogue addressing specific health care concerns between an elderly woman and her physician. Key Words: Grounded Theory, Elderly Women, Patient-Physician Interactions, Qualitative Research, and Mutuality

We Have the Videoconference Equipment Installed, Now What? (pp. 433-453)
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Janine Lim and Shirley Freed

Abstract: As K-12 schools acquire equipment for videoconferencing, they often experience limited usage of the equipment. The purpose of this study was to identify specific concerns of educators currently involved in videoconferencing. The primary data for the study was 400 discussion posts from 34 educators in an online class about videoconferencing. Data were analyzed using a basic iterative hermeneutic approach. The findings fell into two major categories: teacher concerns and administrative support. Teachers' concerns were related to professional development and curriculum expectations, and administrative support issues included the placement of the equipment, scheduling, and budgeting. Successful implementation of videoconferencing requires the cooperation of administrators as they listen to the needs of teachers. Key Words: K-12 Education, Videoconferencing, Administrative, Teacher Support, Technology, and Hermenutics

Setting Up Targeted Research Interviews: A Primer for Students and New Interviewers (pp. 454-465)
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Darren Noy

Abstract: This article analyzes key strategic considerations for setting up targeted research interviews, including human subjects and Institutional Review Board requirements, approaching respondents, the medium of contact, using technology, cultural conceptions of time and commitment, using networks, wading through bureaucracies, and watching for warning signs. By making these considerations explicit and conscious, we can better specify how to gain interviews for our research and how to ethically approach this task. This analysis will be most useful as a pedagogical explanation for students and for scholars newly approaching interviewing. Key Words: Interview Methods and Human Subjects

An Asian Indian Student's Identity: Living in Two Worlds (pp. 466-477)
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Kavita Mittapalli

Abstract: Using narrative inquiry, I tell the story of an Asian Indian student attending a large mid-Atlantic university who approached me in the summer of 2002 for my master's thesis interview. She was an Indian by birth who was adopted by White parents when she was an infant. She had not been to India since. Her story provided me with rich insights into her life including her childhood, identity formation, relationships with her adoptive parents and siblings, and social interactions outside home while attending school. I came to understand issues of meaning-making of her life and sub-culture through her story. I use narrative inquiry as a way to represent her story. Key Words: Narrative Inquiry, Representation, Identity Formation, Asian Indian, and Sub-culture

Why We Teach: Autobiographies of Traditionally and Alternatively Certified Pre-Service Social Studies Teachers (pp. 478-488)
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Susan Santoli

Abstract: This study describes the analysis of the social studies autobiographies of 46 students compiled over a 15 month period. Two major questions were addressed: (1) what motivational patterns are revealed in these autobiographies and (2) what differences and similarities exist in the autobiographies of students seeking alternative and traditional certification. Both groups noted the influence of family and other significant adults, and the influence of social studies teachers, both K-12 and postsecondary, in their decisions to pursue social studies teaching careers. There were more similarities than differences between the two groups. The autobiographies echoed influences that are found in the literature, and reveal that active learning opportunities and inspiring teachers are important in motivating students to pursue careers in social studies education. Key Words: Social-Studies Education, Motivations for Teaching, and Autobiography

Visualizing Qualitative Information (pp. 488-497)
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Debra J. Slone

Abstract: The abundance of qualitative data in today's society and the need to easily scrutinize, digest, and share this information calls for effective visualization and analysis tools. Yet, no existing qualitative tools have the analytic power, visual effectiveness, and universality of familiar quantitative instruments like bar charts, scatter-plots, and pie charts. Amid a discussion of the need for more powerful qualitative analysis and visualization tools, this article presents a device that takes us toward better representations of qualitative results. Key Words: Qualitative Data Analysis, Pattern Recognition, and Visualization

The Proliferation of Theoretical Paradigms Quandary: How One Novice Researcher Used Eclecticism as a Solution (pp. 498-523)
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David W. Stinson

Abstract: When a doctoral student plans to conduct qualitative education research, the aspect of the dissertation that often becomes problematic is determining which theoretical paradigm(s) might frame the study. In this article, the author discusses how he resolved the quandary through eclecticism. The author begins by describing briefly the purpose of his dissertation study, providing a justification for eclecticism in the selection of theories. He follows with a description of the three theories-poststructural theory, critical race theory, and critical theory-that framed his study and discusses briefly the methodology employed. The author concludes with a discussion of likely objections of his study and with an explanation of why his study was positioned within a critical postmodern paradigm. Key Words: Qualitative Research, Poststructural Theory, Critical Race Theory, Critical Theory, Critical Postmodern Theory, and Paradigm Proliferation

Drama: A Comparative Analysis of Individual Narratives (pp. 524-565)
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Susanna Belle Spaulding, James Banning, Clifford P. Harbour, and Timothy Gray Davies

Abstract: In a narrative inquiry, five educators who taught college in prison share stories about working in this non-traditional learning environment that is often dangerous and frustrating. From the tension between the prison's emphasis on social control and the educators' concern for democratic classrooms, three broad themes emerged: working in borderlands, negotiating power relations, and making personal transformations. Large intact segments from transcripts of participant interviews form a dramatic text that illuminates how a selected group of educators made meaning of their experience teaching college courses to incarcerated students. A comparative analysis presented in a one act play brings together the individual participant voices to tell a collective story, which has meaning in the context of a shared emotional experience. Key Words: Dramatic Text, Narrative Inquiry, College in Prison, and Comparative Analysis

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