Qualitative Inquiry and Research Design

Table of Contents

Research Design3

Data Collection Method5

Purpose statement5

Research Questions6

Sampling procedures6

Instrumentation7

Qualitative Research9

Characteristics of Qualitative Research Design15

Phenomenology17

Field Issues19

Summary21

Qualitative Inquiry and Research Design

Research Design

In this research, we will employ a qualitative phenomenological method of research to find out the test scores of 25 African American male students who have failed the Texas Assessment Knowledge Skills test in 9th grade, but qualified the test in the 10th grade. The interviews would investigate the strategies used by principals and transformational leadership qualities that could enhance students' performance and the effects of these on student motivation, parental involvement, school finances, teacher expectation and the time spent preparing for tasks. (Yin, 2009) For the purpose, interviews would be carried out which will be tape-recorded by the researcher, and later on transcribed to carryout a phenomenological research from the interview transcript. The Inter-subjective effects, articulated between the description and the reduction, will be tucked into modes of intervention. Among them, we have authentic speech, or speech feedback as a mobilizer, allowing the senses to realize, through a process of awareness-a-kind experiential awareness and, above all, a reworking about a gestalt already established.

The speech is authentic facilitator for the emergence of meaning because it is a genuine speech, primary, speech that “comes from within.” Seeing and hearing can also be phenomenologically intervention research positions. Through these interventions, the space for the possibility of perceiving the other fully and “see the invisible”, beyond the verbal will be made possible. Hence the importance of full participation in all phases of scientific research, from the problematization until the analysis stage, both methodological issues required by the phenomenological approach as the “bottleneck” of the researcher in the world shared with subject-collaborator. That dimension of intersection is the most obvious mark of this type of survey, in light of the method of Merleau-Ponty (1998, 2001, & 2004) will be used.

Active listening techniques are also part of the context of facilitating the flow of meaning and production. They can be response elucidation, clarification of the event described, by way of synthesis deduced about what was said, to confirmation or refutation of exposed comprehension, repetition-pointing of relevant elements in speech or playing collaborator his last words so as to promote a continuation of the flow of discourse as reflection of feeling-emotional understanding of the elements involved in the description of the event, helped by the involvement and affirming existential experienced between the collaborator and the interviewees. Moreover, confrontational exposing contradictions in the flow of speeches or incongruity between production descriptive and emotional components and body posture or outsourced physiological reactions (e.g., flushing, fear, limb movements, etc.) among other modalities will be noticed by the researcher too (Benjamin, 2002; Rogers & Kinget , 1997).

In this way, the researcher would be able to get the subject to the world lived through phenomenological intervention, and the scientist can throw hand two times: the existential involvement and reflective distance. According to the tradition of empirical phenomenological research, it is put on hold any knowledge gained about the ...