CLASSIFYING RESEARCH Objective: Following completion of this course, the student will understand the general classification schema for research. There are several ways to categorize different kinds of research. Please view the schematic that you’ll find in the section on quantitative research. One of the most fundamental is basic versus applied. By far, the preponderance of educational research is applied. We generally think of basic research as it more frequently occurs in the sciences. Examining the theoretical foundations of the beginning of the universe, trying to validate Darwin’s Theory of Evolution, Item#6 in your study Your study! and other such projects are certainly worthy endeavors, leading to simple expansion of knowledge rather than of some immediately applied benefit. However, in education, we’re more interested and involved in solving problems. Just how much does a certain math software package do in terms of facilitating mastery of multiplication and division? Is mainstreaming effective in countering self-image problems of special education students? Will mandatory retention of third-graders who cannot read affect eventual graduation rates? These are examples of applied research, answers to which allow us to immediately make improvements in some aspect of education. Research can be classified as either quantitative or qualitative. You will use both in the research project to be completed in this class. The former, quantitative, requires the use of statistics for analysis of data. Look at the schematic on the preceding page and locate descriptive under the quantitative heading. You will design and carry out a descriptive pilot studythis semester; it will require some basic statistical analysis skills which you master in a subsequent assignment. Look at the arrow on the schematic on page 50. That is what you’ll be doing, a combination quantitative and qualitative study.. Qualitative research does not require the use of statistics. It is sometimes termed ethnographic research, coming from long-time use by anthropologists and relies upon such as observation of behaviors in a natural setting, interpretation of documents or records, interviews, and open-ended questions used in surveys. Details on techniques of qualitative analysis and writing will be addressed later in this text. Additional reading Dominowski, R. L. (1980). Research methods. Englewood Cliffs, N.J.: Prentice-Hall. Firth, R. (1984). Ethnographic research: a guide to general conduct. Orlando: Academic Press. Schmuck, R. (2006). Practical action research for change. Thousand Oaks, Calif.: Corwin Press. QUALITATIVE RESEARCH Objective: Following completion of this course, the student will have the basic skills necessary for doing qualitative research and will understand the process. You might recall reading about Margaret Mead, a famous anthropologist who lived among primitive societies and wrote of their lifestyles and habits. While her work has .

1. CLASSIFYING RESEARCH
Objective: Following completion of this course, the student will
understand the general classification schema for research.
There are several ways to categorize different kinds of research.
Please view the schematic that you’ll find in the section on
quantitative research. One of the most fundamental is basic
versus applied. By far, the preponderance of educational
research is applied. We generally think of basic research as it
more frequently occurs in the sciences. Examining the
theoretical foundations of the beginning of the universe, trying
to validate Darwin’s Theory of Evolution,
Item#6 in your study
Your study!
and other such projects are certainly worthy endeavors, leading
to simple expansion of knowledge rather than of some
immediately applied benefit. However, in education, we’re
more interested and involved in solving problems. Just how
much does a certain math software package do in terms of
facilitating mastery of multiplication and division? Is
mainstreaming effective in countering self-image problems of
special education students? Will mandatory retention of third-
graders who cannot read affect eventual graduation rates?
These are examples of applied research, answers to which allow
us to immediately make improvements in some aspect of
education.
Research can be classified as either quantitative or qualitative.
You will use both in the research project to be completed in this
class. The former, quantitative, requires the use of statistics for
analysis of data. Look at the schematic on the preceding page
and locate descriptive under the quantitative heading. You will
design and carry out a descriptive pilot studythis semester; it
will require some basic statistical analysis skills which you
master in a subsequent assignment. Look at the arrow on the

2. schematic on page 50. That is what you’ll be doing, a
combination quantitative and qualitative study..
Qualitative research does not require the use of statistics. It is
sometimes termed ethnographic research, coming from long-
time use by anthropologists and relies upon such as observation
of behaviors in a natural setting, interpretation of documents or
records, interviews, and open-ended questions used in surveys.
Details on techniques of qualitative analysis and writing will be
addressed later in this text.
Additional reading
Dominowski, R. L. (1980). Research methods. Englewood
Cliffs, N.J.: Prentice-Hall.
Firth, R. (1984). Ethnographic research: a guide to general
conduct. Orlando: Academic Press.
Schmuck, R. (2006). Practical action research for change.
Thousand Oaks,
Calif.: Corwin Press.
QUALITATIVE RESEARCH
Objective: Following completion of this course, the student will
have the basic skills necessary for doing qualitative research
and will understand the process.
You might recall reading about Margaret Mead, a famous
anthropologist who lived among primitive societies and wrote of
their lifestyles and habits. While her work has been criticized
in later years, she was one of a group of pioneer ethnographers.
This particular kind of qualitative research, ethnography, is
particularly appropriate in education settings. The idea is to
take a fly on the wall approach, to observe unobtrusively, taking
notes about specific behaviors and then writing narratives after
analyzing those notes for repeating themes, common threads,
patterns, and specific critical events. This was originally
designed as cultural exploration, but nobody should argue
against the concept that the classroom represents a unique
culture that merits examination.
In observation of the classroom culture, one might use
modern technology and perhaps use video for later analysis.

3. One might take notes, in which case it is important to transcribe
and clarify those notes as soon as possible so that they’re fresh
and nothing important is lost through not being able to interpret
what later might seem to be sketchy or incomplete material.
Case studies represent another aspect of qualitative
research where a single individual is observed over a long
period of time with data gathered through video, observation
and note taking, interviews, or other means. Analysis is as was
noted above, looking for patterns and synthesizing information.
Student journals are a very good source of information for
qualitative analysis. An isolated complaint or event might be
meaningless, but if the same event is mentioned in a similar
fashion by several students, it begins to take on meaning.
Counselors might interview a large group of students
following some traumatic event and find common threads of
thought occurring in many that bear consideration as leading to
means of assisting those students through the period of
recovery. Whatever the case in terms of the data, analysis is a
tedious process that might involve reading and re-reading
masses of notes or documents or viewing video several times as
the analysis continues. In this review of data, one looks for
repetitions in actions, thoughts, or information. Isolated events
generally are not of any importance. It is when you find
something that occurs or is reported multiple times that it is
worth reporting and discussing. After these commonalities in
data are identified and recorded it is time for writing. It is
effective at times to mention the frequency that a concept is
tallied in order to give an indication of relative weighting. The
product will be a rich narrative that addresses in a logical
fashion what was observed, what meaning was attached, and
perhaps suggests action to take. There is no one size fits all
approach to this sort of analysis or writing. You must be
flexible, thoughtful, patient, and logical in your final
organization of the paper. While this might seem tedious and
somewhat nebulous, it is a very rewarding kind of research that
lends itself well to education, one that you might enjoy.

4. Additional reading
Fischer, C. T. (2005). Qualitative research methods for
psychologists: introduction to empirical studies. Boston, MA:
Elsevier Academic Press.
McIlwain, C. D. (2006). Qualitative methods [videorecording].
New York:
Insight Media.
1
Directions for Unit 6
Qualitative Research
All the information you need for completing Unit 6 will be
found on this directions sheet. Print a copy and please pay
careful attention to the directions.
1. Keep the objective relevant to this unit in mind as you
proceed: Following completion of this course, the student will
have the basic skills necessary for doing qualitative research
and will understand the process. The student will understand the
general classification schema for types of research
2. Complete the assigned readings attached
a. Qualitative report. Using your data along with that of any two
of your classmates’ ethnographic postings, integrate all findings
into a qualitative manuscript of at least two double spaced
pages. Simply develop a rich narrative that covers reported
behaviors in a logical and convincing way. Your interpretive
commentary is invited. Look for three repetitive themes, threads
that run through your data and that of two classmates most
frequently and consult the required readings. Write as though
you’re telling a person about teachers’ traits, describing how
each particular characteristic you choose relates to performance.

5. No related literature is required, but you should cite each of
your two selected classmates’ names in support of their data.
They should be cited in each paragraph as their data fits into
your narrative. You can cite your own data this way: (Author’s
data, August 12, 2014). Here’s an example of how to cite your
classmates: (I. Strestout, personal communication, June 14,
2013). You’re using data given to you personally, not published
information, and that’s the reason for the phrase personal
communication. No reference list is required. Attach a copy of
all three tables (Yours plus that of two classmates) as Appendix
A. As Appendix B, show how you grouped good teachers’ data
and as Appendix C, show how you grouped bad teachers’ data
into the common themes that you used as a basis for discussion
so that I can better evaluate your analysis. Organize your paper
around this outline. Study the example of analytical procedures
and construct yours the same way. Be sure to use the color
coding in all three appendices so the reader can move easily
between the appendices and the narrative.
My teacher’s traits
Good teacher #1
Patient
Knowledgeable
Good listener
Good teacher #2
Caring
Good Listener
Respectful

6. Good teacher #3
Compassionate
Professional
Humble
Bad teacher #1
Favoritism
Discouraging
Incompetent
Bad teacher #2
Rude
Unorganized
Strict
Bad teacher #3
Unenthusiastic
Boring
Tardy
Misty Tabor
Good teacher #1
Smart
Caring
Calm
Good teacher #2
Outgoing
Motivated
Unique
Good teacher #3
Determined
Organized
Intelligent
Bad teacher #1
Lazy
Hateful
Rude
Bad teacher #2
Burnt Out

7. Tired
Unmotivated
Bad teacher #3
Over whelmed
Stressed
Not organized
Amy Burns
Good teacher #1
Interested in me
Involved
High expectations of students
Good teacher #2
High expectations
Experienced in what she was teaching
Assigned experiential homework
Good teacher #3
Caring
Interested in me
Genuinely wanted us to learn
Bad teacher #1
Rude
Rigid
Showed favoritism
Bad teacher #2
Knew his stuff, but could not explain it
where we understood
Not personable
Seemed distracted
Bad teacher #3
Could not communicate well
Crude
Rarely prepared for class

8. Use the following headings for your paper and note how they
relate to the outline of characteristics that you have developed
in Appendices B and C: (p.s.- remember to write in 3rd
person!)
Introduction
(Side heading - sometimes not included – just understood –
use it this time). Describe the study briefly and tell why
behavioral characteristics of teachers make a difference. Add to
this as you feel necessary.
Good teachers (A side heading)
First trait. Name your 1st trait, the one that appears most
frequently, and make it a paragraph heading just like this
example. (First word and proper nouns would be capitalized for
paragraph headings and you place a period at the end and then
start your narrative.) Discuss your data from Appendix B. Use
your paragraph headings exactly as I did in this example (Bold,
followed by a period and then the discussion.). Be sure to
include information about the relative incidence of each trait as
you discuss it (How many out of your nine subjects showed this
trait? Or, what percentage would this be?)
Second trait. Name your 2nd trait and make it a paragraph
heading. Then present your discussion…not just the terms
listed in your outline, but your interpretation as well. Put some
of yourself into these discussions, but write in third person!)
Third trait. Third characteristic…follow the same scheme.
Bad teachers (Another side heading)
First trait. Name the first bad trait and make it a
paragraph heading. Discuss your data from Appendix C as you
were directed to do for good teachers. Be sure to include the
percentage of subjects in which this trait was found.
Second trait. Name the 2nd bad characteristic and make it
a paragraph heading. Discuss in detail.
Third trait. Name the 3rd bad characteristic and make it a
paragraph heading.

9. Summary (The last side heading)
This should be a thumbnail sketch of your findings that
lists the characteristics discussed, three good and three bad, and
summarize their importance.
Appendix A: Good and Bad Salesperson Behaviors
Ima Nutt
Good #1
personable
well-groomed
knows the products
Good #2
smart
friendly
from Arkansas
Good #3
If they’re not likeable, forget it
out-going
pretty
Bad #1
pushy
stupid
fakes knowledge about the product
Bad #2
Talks rather than listens
Too extroverted
Critical of competing businesses
Bad #3
Dodges questions
Lies
Flashy dresser
Nuther Student Name
Good #4
Good personality
intelligent

10. sincere
Good #5
extroverted
brother in law
tall
Good #6
English accent
Tall, dark, and handsome
ADHD
Bad #4
Too aggressive
Won’t let me shop
Needs a bath or deoderant
Bad #5
Gossips
Can’t stay on task
Lazy
Bad #6
Poor grooming
His mama needs to dress him better
Low IQ
(There would be one more set of data from another classmate,
but for this demonstration you’ll see only two sets of input
rather than the required three. You’d have good subjects 7-9
and bad subjects 7-9 in addition. Eighteen subjects…nine good,
nine bad.)
Appendix B
Frequency Distributions of Good Behaviors
Positive personality (4 of 6 subjects; 67% - be sure to include
this in your discussion)
G1: Personable
G2: Friendly
G3: If they’re not likeable, forget it

11. G4: Good personality
G4. Sincere
Appearance (4 of 6 subjects; 67%
G1: Well-groomed
G3: Pretty
G5: Tall
G6: Tall, dark, and handsome
Mental (3 of 6 subjects; 50%)
G1: Knows the product
G2: Smart
G4: Intelligent
(Please note how the color coding works. Your reader should
be able to look at these appendices and see exactly how you
analyzed your data and organized it under the thread headings.
The color for each characteristic should appear as the same
color for the subject in Appendix A. Do not just show color
codes here. Also, keep in mind that the data under each thread
simply has to be closely related, not worded exactly the same
way.)
This page is the key to your writing. It is the reason for your
analysis and will guide you. Weave a tapestry of prose with the
listed items under each trait shown. There will be one
paragraph for each trait. Refer back to the way to set up your
paper…look at the bottom of page 2 and the top of page 3.
Appendix C
Frequency Distributions of Bad Behaviors
You would have three bad traits with related phrases listed and
color coded just as in the example I’ve provided for Appendix B
on the preceding page.

12. Writing strategy: For each of the groupings of data, find a way
to logically organize the data into a narrative paragraph that
discusses the characteristic. Be sure to include information
about frequency of feedback and make sure your reader knows
which characteristic is most important (the one with the highest
percentage of subjects). Use your own words to interpret,
connect, and explain. When you use exact phrases, be sure to
give credit to the classmate who provided that particular data.
You have a lot of latitude and this is really a test of your ability
to analyze and organize data as well as your writing skills.
Inclusion of the tables in Appendix A and these organizational
outlines in Appendices B and C will help me assess your
qualitative writing and will assist any curious reader.
Reminder about citations:
Don’t cite single words…save citations for phrases.
Your own data is cited by:
(Author’s data, August 12, 2014).
A classmate’s data is cited by:
(I.Strestout, personal communication, June 14, 2013).
Initial of first name, last name, the phrase personal
communication, date
Revised Dec 1, 2015