RESEARCH DESIGN QUALITATIVE 2
Research Design: Qualitative
Part 1: Definitions
Personal Definition: Definition:
Qualitative research is about the qualities. Its purpose
is to answer questions based on non-numerical data
such as interviews and observations. This method
seeks the perspectives of participants and can be
useful in investigating more complex questions about
topics such as the social and cultural aspects of a topic
(Moore et al., 2013).
Definition: “Qualitative research is ‘a systematic
approach to understanding the qualities, or the
essential nature, of a phenomenon within a particular
context…Research conducted qualitatively (1) is
empirical, derived from attentive observation; (2)
produces knowledge of individuals’ perspectives,
settings, and techniques; (3) engages specific research
tools; (4) generates valid evidence about the physical
material and social worlds; and (5) produces useful
findings for the field” (p. 658).
Reference: Moore, B., Klinger, J., & Harry, B. (2013).
“Taking a handful of world”: Qualitative research in
learning disabilities. In H.L. Swanson, K.R. Harris, &
S. Graham (Eds.), Handbook of Learning Disabilities
(2nd ed., pp. 658-678). The Guilford Press.
Word Count: 53/50 Word Count: 65 /50
Part 2: Explore with Words
Antonym: Synonym:
Quantitative Qualities
Words associated with: Sentence:
How, why, empirical, qualities, perspectives,
interviews, descriptive, case studies, subjective, rich,
thick
The researchers conducted a qualitative study to
investigate teacher perceptions of inclusion practices.
Part 3: Purpose and Quality Indicators
Answers Research Questions about:
Qualitative research questions are typically open ended, start broad and become narrower, and are generally
more descriptive (Barroga & Matanguihan, 2022; Pyrczak & Tcherni-Buzzeo, 2019; Denny & Weckesser,
2022; Tenny et al., 2022). According to Moore et al. (2013), qualitative research covers many methodologies
RESEARCH DESIGN QUALITATIVE 3
including: ethnography, naturalistic studies, phenomenology, narrative inquiry, case studies, and advocacy-
participatory research. These studies seek to explore real-life experiences and solve problems that affect
people’s everyday lives (Tenny et al., 2022). Tenny et al. note that a strength of this type of research is that it
can help explain “processes and patterns of human behavior that can be difficult to quantify” (para. 2).
Word Count: 107 /100
Characteristics:
Interviews
Descriptive
Questionnaires
Systematic sorting
Observations
Case studies
Exploratory
Phenomena
Sampling / Participants
Qualitative research does not use random sampling because the researcher is interested in something specific
that a large group may not provide (Pyrczak & Tcherni-Buzzeo, 2019). The researcher needs a sample of
participants that meet certain criteria that a random sampling may not provide. Sample sizes are smaller than
that of quantitative studies and can even be a single participant if they are an “exemplary case” (Pyrczak &
Tcherni-Buzzeo, p. 190). Sampling is more purposeful and often based on convenience and sometimes
snowballing (Denny & Weckesser, 2022). However the researchers get their participants, they must ensure that
the participants are fairly represented and that their anonymity is maintained (McDuffie & Scruggs, 2008).
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Intervention Fidelity / Independent Variable
Fidelity has been used synonymously with the term accuracy and is how the researcher confirms that the
independent variable or intervention was followed as proposed (Rose & Johnson, 2020; Mowbray et al., 2003).
Ensuring that the protocol was followed with fidelity is the only way to determine if the intervention was
successful. If there were deviations in the protocol, it could affect the outcomes and make the results invalid.
Intervention fidelity measures can also help the researcher noted any variations and justification for excluding
data (Mowbray et al., 2003). The report should provide a detailed description of the fidelity measures that have
been assessed throughout the study (Cook et al., 2015).
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Instrumentation / Measures
Qualitative studies most often use interviews, observations, questionnaires, and document analysis to collect
data (McDuffie & Scruggs, 2008; Moore et al., 2013). These methods are flexible and are not standardized
because they rely on the participants perspectives and personal experiences (Denny & Weckesser, 2022).
However, it is important to ensure that questions are not leading participants in a specific direction (Denny &
Weckesser, 2022). Qualitative measures are significantly more flexible and unstructured than quantitative ones
(Pyrczak & Tcherni-Buzzeo, 2019). While they are more flexible measures, they still need to be conducted
thoroughly. Observations should take place over long periods to gather the most accurate and detailed data
(Pyrczak & Tcherni-Buzzeo).
RESEARCH DESIGN QUALITATIVE 4
Word Count: 110/100
Internal Validity
According to Pyrczak and Tcherni-Buzzeo (2019), “Internal validity refers to how well the cause-and-effect
relationship has been established in a study (usually in an experiment)” (p. 91). In other words, did the study
determine the reason or cause (independent variable) the result occurred and what was the result (dependent
variable)? To do this, qualitative studies triangulate their data sources (Pyrczak & Tcherni-Buzzeo).
Triangulation is the best way for the researchers to ensure their research is intensive and thorough by gathering
different points of view and different data sources (Pyrczak & Tcherni-Buzzeo). If the results are consistent
across the sources, the study is more valid (Pyrczak & Tcherni-Buzzeo).
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Outcome Measures / Dependent Variable
Because of the nature of qualitative research, the process and patterns that develop through the research are
what the researcher desires (Nassaji, 2020). Qualitative research does not always have a final answer because it
is more subjective. This requires the researcher to write “thick, rich” descriptions of the outcomes (McDuffie &
Scruggs, 2008). McDuffie and Scruggs (2008) warn against using qualitative data to make decisions about
whether or not a practice is evidence based but instead these studies reveal crucial information on the
implementation of evidence-based practices. The results of the study are not presented in numbers, but solely in
word form (Pyrczak & Tcherni-Buzzeo, 2019).
Word Count: 106 /100
Data Collection / Analysis
Qualitative research is typically carried out in the form of interviews and observations that are usually recorded
(Denny & Wechesser, 2022). Due to the nature of qualitative research, there is an abundance of data to sort and
analyze (Denny & Wechesser, 2022). The data needs to need to be systematically sorted and coded do the
researcher(s) can identify themes across the sources (McDuffie & Scruggs, 2008; Brantlinger et al., 2005).
Brantlinger et al. (2005) explain that qualitative research can also use an approach called discourse analysis
where they analyze current texts and real-life conversations. However the data is collected and analyzed,
qualitative research is about understanding a specific sample and not generally able to be used to generalize to
other groups (Pyrczak & Tcherni-Buzzeo, 2019)
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Part 4: Strengths, Weaknesses, and Critical Issues
Strengths: Weaknesses:
Brantlinger et al. (2005) noted that a strength of
qualitative research is in its ability to provide a
platform for people who have a history of being
overlooked and marginalized. Qualitative studies also
Qualitative research is by nature subjective and not to
be used to generalize results to other contexts
(Brantlinger et al., 2005). Unfortunately, this means
that the researcher’s own biases and experiences may
RESEARCH DESIGN QUALITATIVE 5
offer a view into how specific populations such as
people with disabilities perceive treatments,
interventions, services, etc. (Brantlinger et al., 2005).
These studies can also offer a more exhaustive look at
the topic being researched (McDuffie & Scruggs,
2008). Qualitative research is typically more “personal
and interactive” as opposed to the “objective and
distant” nature of quantitative research (Pyrczak &
Tcherni-Buzzeo, 2019). More recently, qualitative
research has been used to better understand concepts
in special education because it allows the researchers
to comprehend the perspectives of the people involved
leading to a better understanding of the impact of
practices such as inclusion (Moore et al., 2013).
Qualitative research also has the benefit of flexibility.
With this method, the research can start broad and
narrow down their focus as they go as opposed to
quantitative that starts and ends with the same narrow
focus (Denny & Weckesser, 2022).
affect their collection and analysis of the data
(Pyrczak & Tcherni-Buzzeo, 2019). Moore et al.
(2013) discuss how qualitative research can improve
understanding of the complications that could be
encountered when using a new intervention and
provide details about the context in which the
intervention was used successfully. However, this can
also be a weakness of qualitative research because, as
previously stated, qualitative research is not meant to
be generalized to different contexts. This makes it
difficult for someone to implement the intervention in
their own setting unless their setting is similar to that
of the study. Moore et al and other researchers also
emphasize the qualitative study’s reliance on several
data sources. This, too, can be a weakness because the
researcher is relying on this input from the
participants. If the participants do not do their parts,
the researchers are left lacking information.
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Critical Issues to Identify:
When reviewing this type of design, it is critical to at the goal of the study. Tenny et al. (2022) note that
“excellent” qualitative studies start by identifying a clear goal. These authors also write that there should also
be a clear target population and a method for gathering the information from the population. The method for
getting the information must be specified in painstaking detail to avoid unnecessary exclusions and limitations
(Tenny et al., 2022). One should also carefully examine the researchers methods for analyzing the data they
gather to ensure that they are not being overly biased or using incorrect methods for analysis (Tenny et al.).
Word Count: 108/100
What Will Help Me Remember:
I remember qualitative using the prefix qual- as it reminds me of qualifiers or qualities. This helps me
remember that this method is more descriptive and uses less numerical information.
Unique to Special Education:
How does this research design meet unique needs in
special education?
What unique problems does this design have when
implementing in special education?
This research design allows the researcher to do a
more in-depth study of their subjects using
observations and interviews. This is something that is
Qualitative research creates an issue when we need
specific data to support decisions. There are certain
times when you can obtain quantitative data from
RESEARCH DESIGN QUALITATIVE 6
important to the field of education in general and
specifically, special education because much of the
data we collect is observational or from talking to
students and parents. There are entire assessments that
rely on the parent’s or teacher’s feedback (such as the
Vanderbilt). When we are collecting data on behaviors
and social skills, we do a lot of observations and
consider the context of the setting. We are almost
constantly doing our own qualitative research.
qualitative methods such as tallying how many times a
student leaves their assigned space or interrupts the
teacher. However, there are usually qualifiers to this
information. As a special education teacher, I am
required to report data such as a child was off task 20
out of 30 minutes observed or that they left their
assigned space five times in 20 minutes. Qualitative
research alone will not provide this information, but it
can be used to better understand the context in which
the student demonstrated these behaviors.
Prominent Researchers:
Harry F. Wolcott John Creswell
Resources:
University of Utah QuestionPro
Scribbr IdeaScale
References
Barroga, E. & Matanguihan, G.J. (2022). A practical guide to writing quantitative and qualitative research
questions and hypotheses in scholarly articles. Journal of Korean Medical Science, 37(16), 1-18.
https://doi.org/10.3346/jkms.2022.37.e121
Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., and Richardson, V. (2005). Qualitative studies in special
education. Exceptional Children, 71(2), 195-207.
Cook, B.G., Buysse, V., Klinger, J., Landrum, T.J., McWilliam, R.A., Tankersley, M., & Test, D.W. (2015).
CEC’s standards for classifying the evidence base od practices in special education. Remedial and
Special Education, 36(4), 220-234. https://doi.org/10.1177/0741932514557271
Denny, E.& Weckesser, A. (2022). How to do qualitative research?. BJOG, 129(7), 1166-1167.
https://doi.org/10.1111/1471-0528.17150
McDuffie, K.A. & Scruggs, T.E. (2008). The contributions of qualitative research to discussions of evidence-
based practice in special education. Intervention in School and Clinic, 44(2), 91-97.
https://doi.org/10.1177/1053451208321564
Moore, B., Klinger, J., & Harry, B. (2013). “Taking a handful of world”: Qualitative research in learning
disabilities. In H.L. Swanson, K.R. Harris, & S. Graham (Eds.), Handbook of Learning Disabilities (2nd
ed., pp. 658-678). The Guilford Press.
Mowbray, C.T., Holter, M.C., Teague, G.B., & Bybee, D. (2003). Fidelity criteria: Development, measurement,
and validation. American Journal of Evaluation, 24(3), 315-340.
Nassaji, H. (2020). Good qualitative research. Language Teaching Research, 24(4), 427-431.
https://doi.org/10.1177/136216882094188
Pyrczak, F. & Tcherni-Buzzeo, M. (2019). Evaluating research in academic journals: A practical guide to
realistic evaluations (7th Ed.). Routledge.
Rose, J. & Johnson, C.W. (2020). Contextualizing reliability and validity in qualitative research: Toward more
RESEARCH DESIGN QUALITATIVE 7
rigorous and trustworthy qualitative social science in leisure research. Journal of Leisure Research,
51(4), 432-451. https://doi.org/10.1080/00222216.2020.1722042
Roulston, K. (2017). Influential qualitative researchers: Harry F. Wolcott.
https://qualpage.com/2017/06/06/influential-qualitative-researchers-harry-f-wolcott/
Tenny, S., Brannan, J.M., & Brannan, G.D. (2022). Qualitative study. National Library of Medicine.
https://ncbi.nlm.nih.gov/books/NBK470395/
Trainor, A.A. & Graue, E. (2014). Evaluating rigor in qualitative methodology and research dissemination.
Remedial and Special Education, 35(5), 267-274. https://doi.org/10.1177/074193251458100
University of Victoria. (2024). Education – Research methods for studies in education.
https://libguides.uvic.ca/educationresearchmethods/education/researchmethods/books/qualitative
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