BIZZNA TUTOR Statistics and research

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Directions for Unit 6

Qualitative Research

All the information you need for completing Unit 6 will be found on this directions sheet. Print a copy and please pay careful attention to the directions.

1. Keep the objective relevant to this unit in mind as you proceed: Following completion of this course, the student will have the basic skills necessary for doing qualitative research and will understand the process. The student will understand the general classification schema for types of research

2. Complete the assigned readings attached

a. Qualitative report. Using your data along with that of any two of your classmates’ ethnographic postings, integrate all findings into a qualitative manuscript of at least two double spaced pages . Simply develop a rich narrative that covers reported behaviors in a logical and convincing way. Your interpretive commentary is invited. Look for three repetitive themes, threads that run through your data and that of two classmates most frequently and consult the required readings . Write as though you’re telling a person about teachers’ traits, describing how each particular characteristic you choose relates to performance. No related literature is required, but you should cite each of your two selected classmates’ names in support of their data. They should be cited in each paragraph as their data fits into your narrative. You can cite your own data this way: (Author’s data, August 12, 2014). Here’s an example of how to cite your classmates: (I. Strestout, personal communication, June 14, 2013). You’re using data given to you personally, not published information, and that’s the reason for the phrase personal communication. No reference list is required. Attach a copy of all three tables (Yours plus that of two classmates) as Appendix A . As Appendix B, show how you grouped good teachers’ data and as Appendix C, show how you grouped bad teachers’ data into the common themes that you used as a basis for discussion so that I can better evaluate your analysis. Organize your paper around this outline. Study the example of analytical procedures and construct yours the same way. Be sure to use the color coding in all three appendices so the reader can move easily between the appendices and the narrative.

My teacher’s traits

Good teacher #1

Patient

Knowledgeable

Good listener

Good teacher #2

Caring

Good Listener

Respectful

Good teacher #3

Compassionate

Professional

Humble

Bad teacher #1

Favoritism

Discouraging

Incompetent

Bad teacher #2

Rude

Unorganized

Strict

Bad teacher #3

Unenthusiastic

Boring

Tardy

Misty Tabor

Good teacher #1

Smart

Caring

Calm

Good teacher #2

Outgoing

Motivated

Unique

Good teacher #3

Determined

Organized

Intelligent

Bad teacher #1

Lazy

Hateful

Rude

Bad teacher #2

Burnt Out

Tired

Unmotivated

Bad teacher #3

Over whelmed

Stressed

Not organized

Amy Burns

Good teacher #1

Interested in me

Involved

High expectations of students

Good teacher #2

High expectations

Experienced in what she was teaching

Assigned experiential homework

Good teacher #3

Caring

Interested in me

Genuinely wanted us to learn

Bad teacher #1

Rude

Rigid

Showed favoritism

Bad teacher #2

Knew his stuff, but could not explain it where we understood

Not personable

Seemed distracted

Bad teacher #3

Could not communicate well

Crude

Rarely prepared for class

Use the following headings for your paper and note how they relate to the outline of characteristics that you have developed in Appendices B and C: (p.s.- remember to write in 3rd person!)

Introduction

(Side heading - sometimes not included – just understood – use it this time ). Describe the study briefly and tell why behavioral characteristics of teachers make a difference. Add to this as you feel necessary.

Good teachers (A side heading)

First trait. Name your 1st trait, the one that appears most frequently, and make it a paragraph heading just like this example. (First word and proper nouns would be capitalized for paragraph headings and you place a period at the end and then start your narrative.) Discuss your data from Appendix B. Use your paragraph headings exactly as I did in this example (Bold, followed by a period and then the discussion.). Be sure to include information about the relative incidence of each trait as you discuss it (How many out of your nine subjects showed this trait? Or, what percentage would this be?)

Second trait. Name your 2nd trait and make it a paragraph heading. Then present your discussion…not just the terms listed in your outline, but your interpretation as well. Put some of yourself into these discussions, but write in third person!)

Third trait. Third characteristic…follow the same scheme.

Bad teachers (Another side heading)

First trait. Name the first bad trait and make it a paragraph heading. Discuss your data from Appendix C as you were directed to do for good teachers. Be sure to include the percentage of subjects in which this trait was found.

Second trait. Name the 2nd bad characteristic and make it a paragraph heading. Discuss in detail.

Third trait. Name the 3rd bad characteristic and make it a paragraph heading.

Summary (The last side heading)

This should be a thumbnail sketch of your findings that lists the characteristics discussed, three good and three bad, and summarize their importance.

Appendix A: Good and Bad Salesperson Behaviors

Ima Nutt

Good #1

personable

well-groomed

knows the products

Good #2

smart

friendly

from Arkansas

Good #3

If they’re not likeable, forget it

out-going

pretty

Bad #1

pushy

stupid

fakes knowledge about the product

Bad #2

Talks rather than listens

Too extroverted

Critical of competing businesses

Bad #3

Dodges questions

Lies

Flashy dresser

Nuther Student Name

Good #4

Good personality

intelligent

sincere

Good #5

extroverted

brother in law

tall

Good #6

English accent

Tall, dark, and handsome

ADHD

Bad #4

Too aggressive

Won’t let me shop

Needs a bath or deoderant

Bad #5

Gossips

Can’t stay on task

Lazy

Bad #6

Poor grooming

His mama needs to dress him better

Low IQ

(There would be one more set of data from another classmate, but for this demonstration you’ll see only two sets of input rather than the required three. You’d have good subjects 7-9 and bad subjects 7-9 in addition. Eighteen subjects…nine good, nine bad.)

Appendix B

Frequency Distributions of Good Behaviors

Positive personality (4 of 6 subjects; 67% - be sure to include this in your discussion)

G1: Personable

G2: Friendly

G3: If they’re not likeable, forget it

G4: Good personality

G4. Sincere

Appearance (4 of 6 subjects; 67%

G1: Well-groomed

G3: Pretty

G5: Tall

G6: Tall, dark, and handsome

Mental (3 of 6 subjects; 50%)

G1: Knows the product

G2: Smart

G4: Intelligent

(Please note how the color coding works. Your reader should be able to look at these appendices and see exactly how you analyzed your data and organized it under the thread headings. The color for each characteristic should appear as the same color for the subject in Appendix A. Do not just show color codes here. Also, keep in mind that the data under each thread simply has to be closely related, not worded exactly the same way.)

This page is the key to your writing. It is the reason for your analysis and will guide you. Weave a tapestry of prose with the listed items under each trait shown. There will be one paragraph for each trait. Refer back to the way to set up your paper…look at the bottom of page 2 and the top of page 3.

Appendix C

Frequency Distributions of Bad Behaviors

You would have three bad traits with related phrases listed and color coded just as in the example I’ve provided for Appendix B on the preceding page.

Writing strategy: For each of the groupings of data, find a way to logically organize the data into a narrative paragraph that discusses the characteristic. Be sure to include information about frequency of feedback and make sure your reader knows which characteristic is most important (the one with the highest percentage of subjects). Use your own words to interpret, connect, and explain. When you use exact phrases, be sure to give credit to the classmate who provided that particular data. You have a lot of latitude and this is really a test of your ability to analyze and organize data as well as your writing skills. Inclusion of the tables in Appendix A and these organizational outlines in Appendices B and C will help me assess your qualitative writing and will assist any curious reader.

Reminder about citations:

Don’t cite single words…save citations for phrases.

Your own data is cited by:

(Author’s data, August 12, 2014).

A classmate’s data is cited by:

(I.Strestout, personal communication, June 14, 2013).

Initial of first name, last name, the phrase personal communication, date

Revised Dec 1, 2015