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ERIC Number: ED363602
Record Type: Non-Journal
Publication Date: 1993-Nov
Pages: 36
Abstractor: N/A
Reference Count: N/A
Living the Lesson: Designing More Balanced & Effective Graduate-Level Qualitative/Quantitative Course Content & Instruction.
Dereshiwsky, Mary I.; Packard, Richard D.
Qualitative research procedures such as interviewing and recording observations are in large measure intuitively easier to apply and understand than their quantitative counterparts, and seem more doable than complementary statistical analyses. The purpose of this paper is to provide some recommendations for planning and teaching a graduate-level introduction to qualitative research procedures. A two-part model of course content and activities is presented and discussed. Special focus is placed upon presenting qualitative procedures as a complementary approach to the quantitative methods--"different" as opposed to "instead of." Rather than fueling misconceptions of better or worse and competitiveness of numbers versus words, the goal is to highlight the different, but equally important, relative advantages of each approach. Ideally, this will provide the educational research graduate student with a clear understanding of how to select the best procedure for a given research setting or need--as well as to consider the creation of a multimethod study. Appendixes provide a qualitative course reading reference list; a comparative quantitative/qualitative research and analysis procedures handout; and a qualitative course syllabus. (Contains 21 references.) (LL)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A