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Ed 714 Qualitative Methods in Educational
Inquiry
Copyright - Antonia D'Onofrio - 2003
Here are some interesting links that develop our sense of sampling in qualitative research. Start here, and then consider the thoughts below.
Independent
thoughts from another professor at another university
| What are you trying to accomplish? | What will you try to do? |
| Generally, in qualitative we aim for rich description, and the insider's view of our research problem. Our research strategy is situated in a context that is not only describable in terms of physical attributes, but is also psychological, historical, linguistic and replete with social constructions that govern how social transactions occur. We seek a result that is balanced, complete and focused on human interactions. Since no two contexts of study are exactly alike, it is unlikely that we would want to generalize from the respondents of one study to a hypothetical population. | Our sampling is consequently purposive, insofar as it
tries to capture perspective in a setting that is by nature not easy to
replicate-- if that even makes sense.
Our sampling also needs to be based on the selection of people, events, objects, documents, artifacts and experiences that contribute to our quest for understanding. Ultimately sampling should help us to recreate meaning in context. We use selection criteria that help us to determine who and what to include, and who and what to exclude from our work. |
| What general approaches to sampling are typical? | What is the rationale of each approach? |
| Sampling tries to define the boundaries of a study by
understanding both the typical and the atypical people and phenomena of
a setting.
Sampling also tries to explore the general patterns that define people and phenomena in a contest while at the same time preserving a sense of the unique perspectives individuals have of their experiences and the unique aspects of their experiences. |
Both typical and deviant cases are investigated.
Techniques that maximize understanding of heterogeneity and homogeneity are used. |
| What sampling methods are available? | How do they work? |
|
Captures a wide range of individuals, experiences, events,
objects, artifacts, etc..
Captures a narrowly defined range of individuals, experiences, events, objects, artifacts, etc.. |
| Are there specialized approaches? | How do they work? |
| Often a researcher will sample individuals because of the unique story they have to tell; or perhaps sample unique objects, documents and events. These unique elements are alternatively termed: critical cases, ideal cases, bellweather cases. The common element here is that by sampling the unique case, a larger and more pervasive sense of story is made possible. | The use of these techniques is not something that one
would employ at the beginning of a study. Typically one explores the field
of the problem extensively; one may speak to many individuals, or observe
social exchanges over time in a variety of settings. or even examine an
array of artifacts and documents.
After developing a sense of pattern and theme that unify a field of information and cut across many different sources of information, unique cases may be sought out. The goal is to discover a story that ties findings, categories, patterns and themes together in a deeply meaningful way. |
| What about bias, given the intentional way in which samples are chosen? And given the fact that samples are small? | What works to augment sound design? |
| Small samples allow for study in depth. Details and layers of importance are more likely to emerge, in contrast to a broad, superficial perspective on a problem. Intentional sampling affords a researcher more control-- you are more likely to find credible and rich information. But it is true that in the end it is the researcher who makes decisions about who, what and when | Multiple sources of information, multiple methods of study, multiple types of evidence. |
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Page created June, 2003.