EDCI/EDLS 736 Dr. Van Cleave's Week 6 Video: Qualitative and PE

Hi y'all and welcome to week six in this video.

I'm going to talk to you about the qualitative and program evaluation portions

and responsibilities, our readings, our discussion board post,

all that kind of stuff going on with week six.

Ok.

So um the first thing I'm going to do is go

ahead and share my screen so that you all can see

um

the blackboard shell week here and click on that.

So at the top of the week, you'll notice our readings here for qualitative.

We're going to do um something a little bit different.

One is that um there's an eight minute video, excuse me,

a six minute video about qualitative analysis.

So when you have interview data as you all just collected,

then you're going to um need to analyze it obviously.

And that's what we're going to spend

the bulk of our weekend too. Really talking about is doing some data analysis

with the transcripts that you all have submitted.

So

you're going to watch that video.

And then the next thing you're going to do is to read chapters, one and two of the salon

text.

And I'm going to go ahead and show you this text, we haven't gotten into the salon

text

yet.

Um So this is our first week where we're reading out of this textbook.

And as it, as it says, it's called the Coding Manual for qualitative researchers.

So if you plan to use qualitative data in

your dissertation research or in your program evaluation,

then this text is going to be really useful.

So chapter one is just an introduction to coding.

It's gonna tell you what codes are, what the process of coding is like.

And give you kind of an overview.

Then chapter two

is going to talk to you about some fundamental um coding methods and techniques.

So it delves a little bit more deeply into that over the next few weeks,

we'll be reading some more and getting some additional information.

We'll also spend some time in weekend

three talking about particular coding approaches.

But chapters one and two are going to give you an introduction there.

So

as you'll note here,

it's going to be really important to complete that reading before our weekend too.

So um we will see you on September 30th and October 1st and I

need you to have read chapters one and two prior to that happening.

OK.

So let's take a look in our qualitative folder and see what else is there.

So you may not might notice, excuse me that this is a change from previously,

originally in week six,

I was going to ask you to go ahead and craft your focus group protocol,

conduct your focus group and have that transcript available.

However, there's just not enough time to do that and do that well,

all within the same week, particularly if we wanted to have that done by weekend too.

So what I'm asking you to do instead is to craft a focus group protocol.

Um And I would like for you to get that done prior to um the weekend

because I want us to spend a little time doing what we did in zoom with

our interview protocols and breaking down those focus

group protocols so that we can revise them

and then go ahead and conduct that focus group in week seven for moving forward.

OK.

So

that is,

that's the main task for for this week for qualitative is to read

those two chapters and to draft with your group a um a protocol.

So what,

what I want to do now is take a few minutes to,

to talk about what's different about a

focus group protocol versus an interview protocol.

Now,

hopefully you watched last week's instructional video that compared

and contrasted interview and focus groups in general.

But um what we want to talk about this week is more specific to designing a protocol.

So we talked broadly about the different functions

of a focus group um and an interview last week in that instructional video, but

we want to talk a little bit about

what's going to look different in the introduction,

for example.

So in a focus group introduction, you are going to want to include

basically four main things.

The welcome the overview of the topic, the ground rules for the focus group.

And that's the main difference and then the first question.

So an example would be good evening and welcome to our session.

Thank you so much for taking the time to talk about what your topic is.

Um give your name and if there's anyone else there with you

and what what we really want to know is blah, blah, blah, blah blah, right?

So you're going to talk about that.

Um What you want to emphasize in a focus group is that there are no wrong answers,

but there are differing points of view.

So you want

to make people feel welcome to share their point of view, even if it

differs, excuse me, from what others have said.

And we are just as interested in negative comments as positive comments.

We're just as interested in support as um

you know, like critique

and sometimes those things that may sound more,

more negative can be some of the most helpful.

So you're also going to note that it will be recorded um because we don't,

you don't want to miss any of the comments that are said,

people often say really important and useful things in the context

of a focus group and you don't want to miss anything.

So we're recording it. Ok?

And then you can say, all right, let's go ahead and get started.

You can be assured about confidentiality and do some of those, um, notes around IRB.

And then

a lot of times that initial question is,

let's go around the room and hear from everyone

um, what your name is and the name that you would like to share and why you're here,

what your role is something like that.

So kind of those um ice breaker questions similar to what you had in the interview.

So then another thing that you often want to do is to have reflection type questions.

So we talked about open ended questions,

both with regard to an individual interview and to a focus group.

But sometimes for focus groups,

you want to provide an additional opportunity for people

to put themselves in the correct mind frame.

So reflection questions like think about a time when or picture

in your mind or think about to when can allow you to

get your um your participants really in the right place mentally before you

give that prompt or that question that you actually want them to answer.

So think about a time when

you saw a student really struggle after COVID in using

technology or in interacting with um with other kids,

what did that look like?

What was going on?

So you're trying to put people in a time

and place so that they can recount some information.

OK.

The next type of question,

our analysis questions.

So um for analysis questions,

this is a way that you can get folks to

talk to each other about positive experiences or perceptions,

negative experiences or

perceptions a time. That was disappointing.

What they thought the most important takeaway was about a time or event.

And um those analysis questions really give an

opportunity for multiple people to speak to an issue

And prompts become just as important in focus

groups as they are in individual interviews.

So thinking about something like

tell me more about that or I'd be really interested.

Has anyone else had a similar kind of experience if things shut down a little bit,

but in a focus group, you want to not speak as much as possible.

The important thing that you're trying to do is

to get that interaction between and among participants.

All right, then as you get to the end of your focus group,

sometimes you want to ask some overarching

kind of questions that ask your participants

to really reflect on some of the main content or what we do with

the next moments in light of what the conversation has just been.

So you might have something like suppose you had one minute to speak

to the superintendent about the most pressing issues in the wake of COVID.

So some kind of prompt that lets people really

speak to their overall their summary kind of sense of

what the takeaways are and what the impact was or

if you were leading a discussion with beginning teachers,

what do they need to know about teaching post COVID?

So, rather than thinking through,

um, a broad question, you, you always want to ask that,

does anyone have anything else they would like to share or is there something I

haven't asked that I should have asked those

kinds of things are still very important,

but

they aren't something that you necessarily um have to end with

if you'd like to get some summation from your participants.

So

that's when it's really actually important to think through. Um

Sorry, my, my um little thing there is getting kind of funky, but that's,

that's the part where you really want to think through

what are your participants making of the conversation and

not just what you are making of the conversation.

So this is an opportunity to be able to do that.

OK.

So

again, that's what you're gonna be doing with qualitative.

Um And with the program evaluation,

let me switch this back over to

um

to showing the blackboard shell.

But for program evaluation, let's go ahead and take a look at what we're doing next.

So I'm going to click back to our main week six so that we can see here.

And in program evaluation,

you are going to be reading chapters 14 and 15 in our program evaluation text.

So you all have used this uh quite a lot.

We're getting into kind of getting into the weeds and the

details of um what comes next in our program evaluation.

So, um

chapter 14 and 15,

they are going to take us through some of the nuts and bolts of our planning.

So 14 is planning how to conduct an evaluation.

And Chapter 15 is about design sampling and cost analysis.

Cost isn't something that you're really going to have to think about much.

But the design is, and this is where we start getting into.

Like I said, the weeds that are going to lead you to your chapter two.

So let's take a look down in the program evaluation folder.

Um

and I'll make that larger again, so you all can see.

And in week six, our plan is to submit chapter two for formative assessment.

So this is a really quick turnaround, right? That we did

chapter one in week five, chapter two in week six.

So Doctor Porter and I want to give you the opportunity to take

a little bit more time if you need a little bit more time.

Um So you can interpret that to be chapter or I'm sorry, week six or week seven.

So if you need a few extra days,

um all the way into the end of week seven in order to get your chapter,

chapter two completed and drafted and ready to submit, that's OK.

Um Chapter two is incredibly important because

that's where you're figuring out those design concerns

that you're going to see in chapter 14 and 15 of your program evaluation text.

So it's where you are deciding what's your data collection method.

How are you going to analy

it?

And you need to be able to talk to your

program evaluation team in order to make those determinations.

So if you need a little bit more time with that,

then you can take a little bit more time.

So

um the sooner you get it submitted, the sooner you're going to get feedback,

obviously.

But again, we know some flexibility can be really helpful,

especially if you want to do your very best work on the evidences.

So if you need some time into week seven, in order to complete your chapter two,

then you can have it.

OK?

So that brings us back to our main page on blackboard

and that's all there is to talk about with qualitative.

I know I went on a little bit because I

wanted to clarify some things about the focus group.

So for qualitative, you have readings in the

coding text by Johnny Saldana.

Then you have that short video to watch and then you are going

to draft a focus group protocol and you need to bring that protocol

or submit that protocol by this weekend because we're going to be using

those um and breaking them down so that we can revise them.

Then for program evaluation,

you have two chapters to read and then you're going to be working on your chapter two,

whether you decide to go ahead and submit it during

week six or take some additional time into week seven.

you should still really be getting into the weeds and into that work for chapter two.

If you have any questions about qualitative or program evaluation,

please don't hesitate to reach out and, um, we will see you all this weekend.

Thanks.

EDCI/EDLS 736 Dr. Van Cleave's Week 6 Video: Qualitative and PE

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