Final Exam Flashcards
(99 cards)
1
Q
what is co-operative inquiry
A
cooperative inquiry is a way of working with other people who have similar concerns and interests to yourself in order to:
o Understand your world, make sense of your life and develop new and creative ways of looking at things
o Learn how to act to change things you may want to change and find out how to do think better
2
Q
what are action research approaches
A
focuses on the collaboration between the researcher and the subjects
everyone involved in the study is seen as a co-researcher
differs form traditional psychological research that focuses on the research as separate from the participants and in an “observer” role
3
Q
cooperative inquiry is one approach to ______
A
action research
4
Q
what is the argument of science of persons
A
argument is that it is not possible to have true science of persons unless inquiry is humans as persons
all engaged in the inquiry process contributes to the process with their own intelligence, intentionality, experiential reflection, and interpersonal relaitonality
5
Q
what is participatory worldview
A
- Our world is a series of participatory relationships that are co-authored- not separate
o Reality is a co-creation that involves the universe and human feelings - Participatory worldview places human persons and communities as part of their world- both human and non-human co-creating
6
Q
what is extended epistemology
A
- The epistemology that extend beyond the positivist concern for the rational and the empirical to include diverse ways of knowing as persons encounter and act in their world, particularly forms of knowing which are experiential practice
- Extended epistemology goes beyond orthodox empirical western ways of knowing
- Embraces a multiplicity of ways of knowing that start from a relationship between self and other, through participation and intuition
- Goes beyond orthodox empirical and rational western views of knowing and embraces a multiplicity of ways of knowing that start from a relationship between the self and other, through participation and intuition
7
Q
what is experiential knowing
A
is through direct face-to-face encounter with a person, place, or thing (knowing through empathy and resonance)
8
Q
what is presentational knowing
A
grows out of experiential knowing and provides the first form of expression through story, drawing, sculpture, movement, dance, drawing on aesthetic
9
Q
what is propositional knowing
A
draws on concepts and ideas
10
Q
what is practical knowing
A
consummates the other forms of knowing in action in the world
o In some ways the practical has primacy since most of knowledge, and all our primary knowledge arises as an aspect of activities that have practical not theoretical objectives- knowledge is an action
11
Q
what is a liberationist spirit
A
- Participative forms of inquiry start with concerns for power and powerlessness, and aim to confront the way in which established and power-holding elements of societies world-wide are favoured because they hold a monopoly on the definition and employment of knowledge
- Affirms peoples’ rights and ability to have a say in decision which affect them, and which claim to generate knowledge about them
- gives people who do not have a voice the chance to engage in the research and empower them to fight for what they believe in
12
Q
what is the major goal of participatory research
A
best a process that explicitly aims to educate those involved to develop their capacity for inquiry both individually and collectively
13
Q
what are the two objectives of participatory research
A
- One aim is to produce knowledge and action directly useful to a group of people- through research, through adult education, and through socio-political action
- Second goal is to empower people at a second and deeper level through the process of construction and using their own knowledge
o Can see how establishments use production of knowledge to benefit its members
14
Q
explain first-person action research/practice skills and methods
A
address the ability of the researcher to foster an inquiring approach to his or her own life, to act in awareness and choicefully and to assess effects in the outside world while acting
o Can I Do this?
o Looking inward
15
Q
explain third -person action research/practice skills
A
practice aims to extend these relatively small-scale projects to create a wider community of inquiring involving a whole organization or community
16
Q
explain second -person action research/practice skills
A
addresses our ability to inquire face-to-face with others into issues of mutual concern
o Looking outward
o Can I do this with face-to-face others into issues of mutual concerns
17
Q
what are the phases of cooperative inquiry
A
- Phase 1: group of co-researchers explore an area of human activity
- Phase 2: co-researchers engage in the actions agreed
- Phase 3: the co-researchers become fully immersed and engaged in their experience
- Phase 4: co-researcher reassemble to consider their original propositions and question in the light of their experience
18
Q
what is the first phase of cooperative inquiry
A
- Phase 1: group of co-researchers explore an area of human activity
o Primarily in the mode of propositional knowing, but it will also contain important elements of presentation knowning as group members use their imagination in story, fantasy, and graphics to help them articulate their interests and focus on their purpose in the inquiry
o They agree on the focus of their inquiry and together develop tentative question or propositions they wish to explore
o In the mode of propositional knowing but uses some presentational knowing while members focus on inquiry
o They conclude phase 1 with the planning of a method to explore this action and then making new ways to gather information from this experience
19
Q
what is the second phase of cooperative inquiry
A
- Phase 2: co-researchers engage in the actions agreed
o Each co-researcher has a task to do that they must complete in a timely manner
o Observe and record the process and outcomes of their own and each other’s experience
o Careful to hold the propositional frame
o Involves primarily practical knowledge: knowing how to engage in appropriate action, to bracket off the starting idea, and to exercise relevant discrimination
o How to be within the ideas of the group and not focus on their own
20
Q
what is the third phase of cooperative inquiry
A
- Phase 3: the co-researchers become fully immersed and engaged in their experience
o They may go deeper into the experience so that superficial understandings are elaborated and developed
o May steer away from original ideas into new fields or get so involved they forgot they are part of an inquiry group
o Involves experiential knowing
21
Q
what is the fourth phase of cooperative inquiry
A
- Phase 4: co-researcher reassemble to consider their original propositions and question in the light of their experience
o The may modify develop or reframe them- or reject and pose new ones
o May choose that the next cycle of action stay the same or change
o Emphasizes on propositional knowing- although presentational forms of knowing form a bridge between experiential and practical phases
22
Q
when is all of the phases of cooperative inquiry finished
A
The inquiry is finished when the initial questions are fully answered in practice, when there is new congruence between the four kinds of knowing
23
Q
what are mini cycles associated with
A
Mini cycles associated with particular tasks and major cycles of action and reflection
24
Q
what is a creative group
A
- The life of a creative group follows a creative organismic cycle which can be seen in all life-affirming human processes such as sexual intercourse, childbirth, preparing food and feasting, and doing good work together
25
what is a destructive group
- The destructive group lumbers between the basic group assumptions identified by Bion-dependency, flight/fight, and messianic pairing- in its search for relief of its overwhelming anxiety
26
what group is between creative and destructive group
- In between the creative group and destructive group it is intermediate group which is neither completely satisfying or destructive- but represents everyday experience
27
what are the the names of the phases of a creative group
nurturing phase
energizing phase
peak
relaxing phase
28
what is the nurturing phase of the creative group process
draws on people together and helps them feel emotionally safe and bonded. Its about leadership and creating a safe environment for the work of the group
- Identifying potential group members and establishing a group emotional atmosphere in which potential members feel sufficiently at home to begin to contribute their creative energy
- Introducing and explaining the process of cooperative inquiry
- Agreeing a framework of times and places for meeting which will provide organized framework for the major cycles of action and reflection
- Tasks needs of the group are to initiate people into the cooperative inquiry method and explore together the potential focus of the proposed inquiry - Give people opportunity to express experiences (presentational knowing) which contributes to questions and issues to be address (proportional knowing)
29
what is the energizing phase of the creative group process
group members focus on primary task and interaction intensifies. May be healthy conflict as different views and experiences are expressed. Leadership focuses on keeping the group on task and managing levels of emotional, physical and intellectual energy
- Following initial meetings, group is ready to move into inquiry- nurturing continues
- Key task need is for the group to establish cycles of action and reflection- important for movement
30
what is Apollonian inquiry
planned, ordered, and rational, seeking quality through systematic search
o Models are developed and put into practice: experiences systematically recorded; different forms of presentation used
31
what is Dionysian inquiry
is passionate and spontaneous, seeking quality through imagination and synchronicity
o Group engages in the activity that emerges in the moment, more attention is given to imagery
32
what is the peak phase of the creative group process
this occurs in a creative group at points of accomplishment- when emotional, task and organization energy of the group come together and the purpose is achieved
- A moment when the living labour cycle reaches a particular point of task accomplishment
- In cooperative inquiry- may be extended over weeks or months- there may be mini-peaks
- If a group is successful, they might be able to get an overall sense of accomplishment
33
what is research cycling
Four stages of inquiry several times, cycling between action and reflection, looking at experience and practice from different angles, ideas and ways of behaving
34
what are some inquiry skilled used to maintain validity in cooperative analysis
- Being present and open. Skill is about empathy, resonance and attunement- openness to meaning we give and find in our world
- Bracketing and reframing. Skills is holding our own classifications and constructs we impose in our perception, while trying other constructs for creativeness
- Radical practice and congruence. Skill being aware, during action, of the relationship between our purposes, the frames, norms and theories
- Non- attachment and meta- intentionality. Not investing one’s identity and emotional security in an action, while remaining fully purposive and committed to it
- Emotional Competence. Ability to identify and manage emotional states in various ways
35
what is emotional competence
Ability to identify and manage emotional states in various ways
36
what is non-attachment and meta-intentionality
Not investing one’s identity and emotional security in an action, while remaining fully purposive and committed to it
37
what are the validity procedures of cooperative inquiry
- Research Cycling. Four stages of inquiry several times, cycling between action and reflection, looking at experience and practice from different angles, ideas and ways of behaving
- Divergence and Convergence. Cycling can be convergent, co-researchers look several times at the same issues, each time in more detail; or divergent, co-researchers look at different issues on successive cycle
- Authentic Collaboration. Intersubjective dialogue is a key component in refining forms of knowing. Group needs to develop collaboration where all voices are heard
- Challenging consensus collusion. Procedure that authorizes any inquirer at any time to adopt the role of devil’s advocate in order to question the group to identify any collusion
- Managing Distress. Group adopts regular method for surfacing and processing repressed distress-which may get projected out, distorting thought, perception and action in inquiry
- Reflection and Action. Since inquiry process depends on alternating phases of action and reflection- balance is important. Make sure there is not too much reflection on little experience (arm-chair theorizing) or little reflection on too much experience (activism)
- Chaos and Order. If a group is open, adventurous and innovative, putting all at risk to reach out for the truth beyond fear and collusion, then, once the inquiry is well under way, divergence of thought and expression may descend into confusion, uncertainty, ambiguity, disorder and tension. A group needs to be prepared for chaos, tolerate it, and wait until there is a real sense of creative resolution.
38
what is the relaxing phase of the creative group process
the group begin to wind down after the task is completed members start to celebrate their achievements, reflect and learn. Organization issues need to be completed (finalizing loose ends as putting away tools and paying bills) leadership focuses on completion of these issues
- Stepping back from the task, celebrating, and appreciating achievements
- Tying up loose ends
- Adding the final touches to group activities that move it to completion’
- Relaxing is an active energetic, different in quality from the feeling of relaxation in other groups activities (leaving and going to the pub)
39
what is a focus group
- Qualitative methodology that involves small group discussions
- Focused on a particular topic of interest
40
why use focus groups?
- Flexible methodology
- Can be used as a stranding methodology or as multi-method research
- Time and resource efficient
- Engaging
41
how is focus groups different from group interviews
o Group interaction among participants has potential for greater insights to be developed- key
o Group is focus of analysis- not individuals within the group
focus groups look at the interaction between the people, not what the people are answering
42
are homogenous or heterogeneous groups used in focus groups
o Ideally group members should have something in common, characteristics which are important to the topic of investigation (ex. similar health issue but different demographics)
mostly homogenous
43
how many people and moderaters are in one focus group
- 6-10 people, 2 facilitators/moderators
norm is between 4-8
44
advantages of focus groups
- Less cost and time than individual interviews
- Opportunities for unexpected information
- Group interaction may encourage those who would otherwise say little
- Participants can interact directly
- Fun for participants
45
disadvantages of focus groups
- Data on the range of views in a community but not their prevalence
- Cannot explore the complex beliefs of a person as can an in-depth interview
- Group talk- people may conform with the responses of others
46
when to use focus groups
- When the research purpose is to elicit people’s understanding, opinions, or views
- When it seeks to explore how these are advanced, elaborated or negotiated in a social context
47
when not to use focus groups
- The purpose of the research is to categorize or compare types of individuals and the views they hold
- To measure attitudes, opinions or beliefs
48
how can data be transcribed in focus groups
- More or less detailed
- Range from simple transcription to complex conversation analysis
- Can be done during the focus groups themselves (we will try this out together)
49
what two things are necessary for data collection in focus groups
an effective moderator and meticulous preparation
50
what specific theoretical framework is focus groups tied to?
NONE can be used with any contract and theoretical framework. can be used with essentialist and constructivist framework
51
what is the essentialist theoretical framework
individuals have their own ides, opinions, and understanding- researcher assesses conditions
52
what is the social constructivist framework
sense making is produced collaboratively
53
what are the advantages and disadvantages of focus group content analysis
- Advantages:
o Allows the conversion of qualitative data to quantitative form
- Disadvantages
o Detail is lost
o Hard to select quotations that are truly representative of data coding problems (inconsistencies in beliefs)
54
how long ago did thematic research appear in the research world
40 years ago
55
what word is thematic analysis used with interchangeably
content analysis
56
what does thematic analysis allow for
- Allows for quantification of qualitative data
57
what is the big Q approach
- Qualitative research conducted from a qualitative paradigm
- Big Q approaches share in common a rejection of the possibility of discovering universal meaning because meaning is understaff as always being tied to the context in which it is produced
- Emphasize the active role of the researcher in the research process, and the importance of embracing researcher subjectivity rather than viewing it as a problem to be managed
- Rejection of positivism/quantitative research
- Meaning is instead understood as being tied to context. Just trying to understand it how it is
- Big Q advocates for an organic approach to coding and theme development informed by the researcher
- It is very fluid, flexible responses so it really embraces the concept of subjectivity
- Active role of research in the process
o Embraces researcher subjectivity
58
what is the small q approach
- Uses qualitative techniques in a (post) positivist paradigm (believing that there is some truth to science) but still giving more credit to qualitative concepts
- Goal is to make qualitative methods acceptable to quantitative researchers and seeking to bridge the gap between qualitative and quantitative approaches
- So they still use some quantitative aspect such as validity and reliability
- Goal in this design was to give more credit to qualitative analyses by quantitative
- Small q recognizes reliability scores allow for quantitative measure of coding accuracy
- Has quantitative concepts of research reliability
o Predetermined code book or framework applied to data
o Multiple, independent coders= interrater reliability
59
which is more flexible small q or Big Q
big q is more flexible
| - Small q is less flexible than Big Q
60
what is qualitative methodology
- Qualitative methodology refers to a theoretically informed framework for research (ie. IPA, grounded theory, discourse and conversation analysis)
- The methodology comes with guided assumptions for kinds of research questions and data collection
- Methodology give us a framework to say how we do grounded theory. The method helps us to identify the tools of how we are going to actually execute and be more selective
61
what is qualitative method
- Qualitative method is a set of theoretically independent “tools” for analyzing qualitative data (ex. thematic analysis)
62
what is inductive thematic analysis
- Inductive means that Analysis is grounded in the data rather than existing from theories or concepts (more typical of Big Q)
- Goal is for the researcher to stay as close to the data as possible given that all of these might inform them (the points above)
- Aims to stay as close as possible to the meanings in data
63
what is deductive thematic analysis
- Existing concepts and theory inform coding and theme development
- Pre-existing concepts and theory drive the meaning making and thematic analysis procedure that comes out of the data ex. feminist based research
- Creating a template and seeing if the data fits the template
64
what is semantic thematic analysis
- Focuses on the surface meaning of the data (explicit information)
- The obvious ideas and concepts that emerge in the data
- Coding and analysis of semantic data
o Researcher stays close to the original meanings as opposed to doing a lot of interpretation
o Awareness that analysis is viewed through researchers’ interpretations
65
what is latent thematic analysis
- Focuses on meanings that lie under the obvious surface
- Includes the worldviews, assumptions, and theories behind the semantic data
- Researcher asks questions such as: “what suppositions are required to make sense of things this way?”
66
what is epistemological assumptions
o How we come to know things about the world
67
what is oncological assumptions
o form and nature of reality
68
what Is descriptive thematic analysis
- Analysis that aims primarily to summarize and describe patterns of meaning in the data
- We use that a lot when doing questionnaires and there’s an other category and you input your other response
- Descriptive analysis would be used to understand that piece
69
what is interpretive thematic analysis
- Goes beyond simple description and deciphers the deeper meaning in the data and interprets the importance
70
what is critical qualitative research
rejects the assumption that the reality of people's experiences sits behind language; rather reality is constructed in and through language
people’s lived experiences
71
what is experiential qualitative research
assumes language is a tool for communicating people's experiences, perspectives and practices; that such things can be read off people's words; language reflects reality
questions talk about the social construction of ‘reality’
72
what are the 6 phases of thematic analysis
1. Familiarization
2. Coding
3. Searching for themes
4. Reviewing themes
5. Defining naming themes
6. Writing up the report
73
what is the familiarization phase of thematic analysis
- It has be an immersed process
- You can be like I’ll do it today and then a little bit more next week
- Instead familiarization is working on this everyday all day
- Data analysis is facilitated by an in-depth knowledge and engagement with the data set
- Familiarization is reading and rereading transcripts, listening to audio-recordings, making notes of any initial analytic observation
- Helps the researcher to move the analysis beyond a focus on the most obvious meanings
- Read through your entire set of data at least 2 times
74
what is the coding phase of thematic analysis
- A systematic process of identifying and labelling relevant features of the data (in relation to the research question)
- Coding is the first step in the process of identifying patterns in the data because it groups together similar data segments
- Rigourious and systematic coding builds solid foundations for theme development
75
what is the searching for themes phase of thematic analysis
- An active component of the researcher, where we cluster together code to create mapping of key patterns
- The search for themes is not simply one of discovery; the themes are not in the data waiting to be uncovered by an intrepid researcher
- Theme needs to both identify a coherent aspect of the data and tells you something about it, relevant to your research question
- A theme needs to be grounded in a central organizing concepts- more simply put, a key analytic point
- Drawing thematic maps can be a used technique both for developing individual themes and for exploring the relationship between themes
- The researcher clusters together codes to create a plausible mapping of key patterns in data
76
what are overarching themes
Tend to be used to organize and structure analysis; they capture an idea underpinning a number of themes
77
what is the reviewing themes phase of thematic analysis
- The researcher pauses the process of theme generation to check whether the candidate themes exhibit a “good fit” with the coded data and with the entire data set
- Themes need to be reviews in two ways
o In relation to the collated, coded data for each theme
o In relation to the entire data set
- Each has a clear, distinct ‘essence’ or central organizing concept. None of the themes can be similar, they are all distinct and separate
- Review may lead to no or few changes
o May lead to discharging the themes and restarting the previous phase
78
what is the defining names themes phase of thematic analysis
- Writing theme definition
- Helpful to write theme definitions: fairly short descriptions explaining the essence, scope and coverage, and boundaries of each theme
- A good theme name captures the essence of each theme
- Brief summary of each theme
- Selecting a theme name ensures the conceptual clarity of each theme and provides a road map for the final write up.
- The theme name ensures that most people will understand the theme without extra explanation (just understands it the way that it is)
79
what is the writing up the report phase of thematic analysis
- The researcher weaves together their analytic narrative and vivid, compelling data extracts
- Themes provide organizing framework for analysis but analytic conclusions are drawn across themes
80
the phases of coding
the phases of coding
1. data collection
2. open coding
3. axial coding
4. selective coding
81
define open coding
adding meaning /codes to each line of the data
- Initial coding/ open coding entails examining each line of data and defining the actions or events that you see as occurring in it or as represented by it
82
define axial coding
- Purpose is to sort, synthesize, and organize large amounts of data and reassemble them in new ways after open coding
- The researcher links categories with sub-categories and asks how they are related
83
define selective/focused coding
- Using the most significant and/or frequent earlier codes to shift through large amount of data
- Focused coding is more directed, selective, and conceptual than line-by-line coding
- Requires decisions about both which initial codes make the most analytic sense
- Which of these codes fit the data the best
84
what are eclectic researchers
They might find that qualitative psychologist in general or a particular epistemological stance is attractive to them and they may go on to explore and apply a range of methodologies from that starting position
85
risk of eclectic researchers
while one acquires a very useful broad map of the territory, one does not get so many opportunities to really engage with the world in depth
86
what are toolbox researchers
- Other researchers will see methods much as one might view the tools in a toolbox: different tasks call for different tools
o They develop very eclectic portfolios of work often because they are very interested in a particular topics
87
risk of toolbox researchers
o Risk: one is always to some extent a novice, and that one may be slow to acquire the condiment judgements that come from having used an approach many times before
88
what are situation specific researchers
- Some researchers will find that a given situation simply requires them to use a particular approach
o Sometimes constraints in the research is linked to a particular approach
89
what are the risks of situation specific researchers
o Risk: one’s lack of personal ownership of the project can undermine the sort of reflexive processes which are so important to many forms of qualitative analysis
90
what is Theory
- A Theory often invokes the conceptual and epistemological framework which informs the methodological approach itself. A Theory shapes the coding of the analytic work, as we have seen, but is may well offer a wider world-view with implications for how the results of the analysis process are linked to practice, to recommendations for future work, or to the social and political context
91
what is theory
- theory refers to the more common psychological meaning of the concept; that a theory is an explanation (or proposed explanation) of the relationship between particular observable phenomena
92
what are the three criteria for validity in qualitative studies that can be applied to quantative studies
o Objectivity
o Reliability
o Statistical generalization
93
what are the qualitative methods used to reduce researcher bias
Actively engage in the research and with participants as much as possible
Understanding and attending to researcher assumptions and influences on the research process
94
what is triangulation
o Trying to coorborate the accounts of one person or group using the accounts of other
o Having more than one source of data
o Gathering data from different groups of people or by gathering data at different times from the same people in a longitudinal study
95
what are the validity procedures in qualitative research
- triangulaiton
- comparing researcher's coding
- participant feedback
- disconfirming case analysis
- paper trail
96
what is the practice of comparing researcher's coding
o The purpose of comparing the coding of two or more researchers is usually to triangulate their perspectives
o Ensures that the analysis is not confined to one perspective and makes sense to other people
97
what is participant feedback
o Asking the participant to comment on the analysis
o Ensures that the views of the participants are not misrepresented
o But participant feedback is not always feasible or appropriate
98
what is disconfirming case analysis
o Qualitative equivalent of testing your emerging hypothesis and involves systematically searching data that does not fit the themes or patterns that have been identified
o Reporting disconfirming cases reassures the reader that you have taken into account and presented all the data rather than just selecting the parts that fit your viewpoint
o Can also show the limits of generalizability
99
what is paper trail
o Providing evidence linking the raw data to the final report
o The paper trail should allow the auditor to retrace all the stages of analysis based on the complete set of coded transcripts, together with a description of the development of the codes and interpretations
