How fascinating it is to read about a new research methodology as a fourth year doctoral student! I thought Dr. Paulus had introduced me to about every ontology, epistemology, and methodology in Introduction to Qualitative Methods. Not really, but it sure seemed that way at the time.
Having read numerous articles, books, and one series of monographs by the preeminent phenomenographer Ference Marton (1981, 1982, and 1989), I have found a research methodology which speaks to my grandiose desire to know. Marton describes a method which seeks to capture, organize and make use of the various ways of knowing a concept through what he calls the “outcome space” of a concept (Renstrom, Anderson, & Marton, 1990). Having gathered the most varied possible responses to questions during “clinical deep interviewing,” a hierarchical diagram of the ways of knowing are produced (Neuman, 1999). Imagine the possibilities for teachers when they are able to identify precisely how a student understands a concept and concurrently knows the next step needed for advancement in that student’s understanding!
Powerful stuff, it is! In educational psychology, we refer to this as teaching within the zone of proximal development (Vygotsky).
The challenge for teachers is to determine the current level of understanding of each of our students. Armed with this knowledge, we are able to provide the learning activities and experiences necessary to help the student advance in their present level of understanding to a more mature knowledge of the concept. Ference Marton has developed the research methodology which will provide the mapping of concepts (understood from research, but with a strong foundational knowledge in the particular conceptual domain) needed to pinpoint the present level of knowing. It is heady stuff and I look forward to applying this methodology in the immediate future.
Marton, F. (1981). Studying conceptions of Reality: A metatheoretical note. Scandanavian Journal of Educational Research, 25(4), 159-169.
Marton, F. (1982). Towards a phenomenography of learning. Mölndal, Sweden: University of Göteborg Press.
Marton, F. (1989). Towards a pedagogy of content. Educational Psychologist 24(1), 1-23.
Neuman, D. (1999). Early learning and awareness of division: A phenomenographic approach. Educational Studies in Mathematics, 40, 101-128.
Renstrom, L.; Anderson, B.; & Marton, F. (1990). Students’ conceptions of matter. Journal of Educational Psychology, 82(3), 555-569.
Sunday, April 17, 2011
Maxwell's Qualitative Research Design
Maxwell, J. A. (2005). Qualitative research design: An interactive approach (2nd ed.). Thousand Oaks, CA: Sage.
What took me so long to get around to Maxwell? What a treat! Maxwell takes the reader on a productive (dare I say, pragmatic) journey through the research design process. While Maxwell is clear that this text is propaedeutic to the actual writing of a research proposal, I believe it goes well beyond the preparation needed for performance of an academic task. This text took me through writing activities and exercises that reminded me of Goodall (2000) and the emotive writing exercises associated with why we choose to study that which we choose to study.
Maxwell takes the reader through the process of research design that includes an articulation and critical review of one’s goals, relating to others’ and a design of one’s own conceptual framework, refining of research questions, determination and rationale for methods choices and an examination and addressing of threats to validity inherent in those methods. What a treat! It was like going back in time and asking myself, “What do you want to study when you grow up?” After treating each of the above steps in the design process in an independent chapter, Maxwell turns to a final chapter on turning this design into a research proposal. I’m ending the exercises with much more than an outline for a research proposal. I am concluding this valuable reading with a research agenda and the ability to articulate that plan to others. Yeah, Maxwell.
Goodall, Jr., H.L. (2000). Writing the new ethnography. Lanham, MD: AltaMira Press.
What took me so long to get around to Maxwell? What a treat! Maxwell takes the reader on a productive (dare I say, pragmatic) journey through the research design process. While Maxwell is clear that this text is propaedeutic to the actual writing of a research proposal, I believe it goes well beyond the preparation needed for performance of an academic task. This text took me through writing activities and exercises that reminded me of Goodall (2000) and the emotive writing exercises associated with why we choose to study that which we choose to study.
Maxwell takes the reader through the process of research design that includes an articulation and critical review of one’s goals, relating to others’ and a design of one’s own conceptual framework, refining of research questions, determination and rationale for methods choices and an examination and addressing of threats to validity inherent in those methods. What a treat! It was like going back in time and asking myself, “What do you want to study when you grow up?” After treating each of the above steps in the design process in an independent chapter, Maxwell turns to a final chapter on turning this design into a research proposal. I’m ending the exercises with much more than an outline for a research proposal. I am concluding this valuable reading with a research agenda and the ability to articulate that plan to others. Yeah, Maxwell.
Goodall, Jr., H.L. (2000). Writing the new ethnography. Lanham, MD: AltaMira Press.
Review of Van Maanen's Tales of the Field
Van Maanen, J. (1988). Tales of the field: On writing ethnography. Chicago, IL: University of Chicago Press.
I was looking forward to Van Maanen’s text on writing ethnography for quite a while. Although I appreciated his writing style and years of ethnographic fieldwork experience, I was less than excited about the text. I found the chapters that delimited and described the types of ethnographic accounts (realist, confessional, and impressionist) valuable, but as usual, appreciated the examples of these styles more appealing. Van Maanen peppered the text with accounts (both published and not) of exemplars of each style of ethnography. After four years of reading drier peer-reviewed journal articles, it is refreshing to read high quality ethnographic work.
Van Maanen has convinced me, however, that I must try my hand at this ethnographic writing. If it is half as enjoyable to write as it is to read, my final year of dissertation research and writing will be a treasure rather than a chore!
I was looking forward to Van Maanen’s text on writing ethnography for quite a while. Although I appreciated his writing style and years of ethnographic fieldwork experience, I was less than excited about the text. I found the chapters that delimited and described the types of ethnographic accounts (realist, confessional, and impressionist) valuable, but as usual, appreciated the examples of these styles more appealing. Van Maanen peppered the text with accounts (both published and not) of exemplars of each style of ethnography. After four years of reading drier peer-reviewed journal articles, it is refreshing to read high quality ethnographic work.
Van Maanen has convinced me, however, that I must try my hand at this ethnographic writing. If it is half as enjoyable to write as it is to read, my final year of dissertation research and writing will be a treasure rather than a chore!
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