Week 4: Part 1

For this week, you will submit Parts 1, 2, and the Annotated Bibliography of your Major
Assignment 1 to your Instructor to receive feedback.

To prepare for this Assignment:

 Finalize your Parts 1, 2, and the Annotated Bibliography of your Major Assignment 1.
By Day 7
Submit Parts 1, 2, and your Annotated Bibliography section of your Major Assignment 1.
Note: Once you receive your Instructor’s feedback, you will incorporate their feedback and re-
submit in Week 8 when you complete Part 3 of this Major Assignment 1.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
 Please save your Assignment using the naming convention “WK4Assgn+last name+first
initial.(extension)” as the name.
 Click the Major Assignment 1 First Draft Rubric to review the Grading Criteria for the
Assignment.
 Click the Week 4 Major Assignment 1 link. You will also be able to “View Rubric” for
grading criteria from this area.
 Next, from the Attach File area, click on the Browse My Computer button. Find the
document you saved as “WK4Assgn+last name+first initial.(extension)” and click Open.
 If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit
my paper(s) to the Global Reference Database.
 Click on the Submit button to complete your submission.
Grading Criteria

To access your rubric:

Name: RSCH_8310_Week_4_Assignment_Rubric
Description: RSCH 7310 Assignment Week 4 Rubric – RSCH 6310 Assignment
Week 4 Rubric
Exit

 Grid View
 List View
Excellent Good

Problem Statement 50 (20%) - 60 (24%) 39 (15.6%) - 49 (19.6%)

Paper includes a 1- to 2-paragraph Paper includes a 1- to 2-para
problem statement generated from problem statement generate
 Excellent Good

a gap in the scholarly research that a gap in the scholarly resear

clearly describes (a) the there may be missing or unc
phenomena of interest, (b) a information in one of the follo
summary of key findings based on domains: (a) the phenomena
the three articles, and (c) a gap that interest, (b) a summary of th
should be addressed. findings, and/or (c) a gap tha
should be addressed.

Purpose Statement 65 (26%) - 75 (30%) 54 (21.6%) - 64 (25.6%)

Paper provides a clear purpose Paper provides a purpose
statement using the terminology of statement using the terminol
qualitative research. The purpose qualitative research. The pur
statement includes a strong, statement includes a researc
research-based justification for the based justification for the stu
study, including (a) the phenomena there may be missing or unc
chosen, (b) the “fit” with a information in one of the follo
constructivist epistemology and domains: (a) the phenomena
ontology, (c) the relevance of the chosen, (b) the “fit” with a
naturalistic setting or context to the constructivist epistemology a
phenomena of interest, (d) the ontology, (c) the relevance o
researcher’s relationship to the naturalistic setting or context
problem and issues of bias and phenomena of interest, (d) th
positionality, and (e) a brief researcher’s relationship to t
description of the setting and problem and issues of bias a
possible sources of data. positionality, and (e) a brief
description of the setting and
possible sources of data.

Research Question 65 (26%) - 75 (30%) 54 (21.6%) - 64 (25.6%)

Paper provides a clear, research Paper provides a research q
question that is aligned with the that approximately aligns wit
purpose statement. The research purpose statement. The rese
question is well developed and question has some of the ke
includes the key words that clearly that identify the phenomenon
identify the phenomenon of interest; interest; the focus of the stud
the focus of the study (e.g., meaning; experience; culture
meaning; experience; culture; stories) and the population a
stories) and the population and/or location; but some are missin
location. not qualitative in language or
 Excellent Good

Writing 20 (8%) - 25 (10%) 14 (5.6%) - 19 (7.6%)

Paper is well organized, uses Paper is mostly consistent w
scholarly tone, follows APA style, graduate-level writing style. P
uses original writing and proper may have some small or infr
paraphrasing, contains very few or organization, scholarly tone,
no writing and/or spelling errors, style issues, and/or may con
and is fully consistent with few writing and spelling error
graduate-level writing style. Paper and/or somewhat less than t
contains multiple, appropriate and expected number of or type o
exemplary sources sources.
expected/required for the
assignment.

Annotated Bibliography 9 (3.6%) - 10 (4%) 7 (2.8%) - 8 (3.2%)

The paper includes an Annotated The paper includes an Anno
Bibliography section that includes Bibliography section, but the
(a) one literature review or meta- be a misaligned or ill-fitting s
analysis article, (b) one theory one of the following: (a) one
article, and (c) one research article. literature review or meta-ana
(b) one theory article, and (c
research article.

Form & Style 5 (2%) - 5 (2%) 4 (1.6%) - 4 (1.6%)

Paper is properly formatted and Paper includes a title page b
includes a title page. may be one or two minor form
errors.

Total Points: 250

Name: RSCH_8310_Week_4_Assignment_Rubric
Description: RSCH 7310 Assignment Week 4 Rubric – RSCH 6310 Assignment
Week 4 Rubric
 Week 4: Data Collection: Choosing Sources (People, Places,
and Things)
The research team met again to consider data sources. A research consultant facilitated
the discussion and identified issues to be addressed in order for the results to be
credible. Three key areas needed further study before they went into the field. These
areas included:
1. How is the program positioned in the community, particularly regarding trust, diversity,
and access? (Or as one team member said, “How do we see ‘them’? And, how do we think they
‘see’ us?”)
This issue initiated an action plan for an organizational self-study to produce reflexive data
before, during, and after field data collection.

2. What data sources would best answer the research questions?

Multiple sources, including families who had used program services as well as those that did
not; field observations (going out into neighborhoods to become acquainted with local, non-
professional resources); and the materials collected from the self-study.

3. How many participants should be included in the sample?

The consultant clarified that the purpose of the sample was not to generalize to the target
population—so bigger is not better. Rather, the team was encouraged to focus on
selecting typical cases—homogenous, sub-groups—in order to efficiently saturate and
develop a “solid understanding” (Guest, Bunce & Johnson, 2006, p. 77) of the phenomenon of
the childcare experience in this community. The saturation goal means that the sample
process is emergent and may change as the data become available.
As you can see in the ongoing scenario, before venturing out into the field, researchers
must consider how they will manage credibility of the data. As a qualitative researcher,
you too will have to address the sources of data as well as your credibility.
For this week, you will examine research questions, explore qualitative research design,
and consider purposeful sampling and saturation as a qualitative researcher.
Learning Objectives
Students will:
 Evaluate research related to qualitative research design
 Evaluate purposeful sampling related to qualitative research design
 Evaluate saturation related to qualitative research design
 Demonstrate the skills needed to create research topics in qualitative research
 Demonstrate the skills needed to create field notes from observations of a video

Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course
Readings List, found in the Course Materials section of your Syllabus.
Required Readings
 Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical,
and methodological. Thousand Oaks, CA: Sage Publications.
 Chapter 4, “Design and Reflexivity in Data Collection” (pp. 111–144)
o Table 4.3, “Purposeful Sampling Strategies” (pp. 129–137)
Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.).
Thousand Oaks, CA: Sage Publications.
 Chapter 3, “Qualitative Data-Gathering Methods and Style” (previously read in Week 3)

 3)

Patton, M. Q. (2015). Chapter 5, Module 30: Purposeful sampling and case selection:
Overview of strategies and options. In Qualitative research and evaluation methods (4th
ed., pp. 264–315). Thousand Oaks, CA: Sage Publications.

Guest, G., Bunce, A., and Johnson, L. (2006). How many Interviews are enough? An
experiment with data saturation and variability. Field Methods 18(1), 59–82.

Mason, M. (2010). Sample size and saturation in PhD studies using qualitative
interviews. Forum : Qualitative Social Research, 11(3)

Yob, I., & Brewer, P. (n.d.). Working toward the common good: An online university's
perspectives on social change, 1-25.

Document: Video Field Notes Guide (Word document)

Use this guide to help you as you take notes for your Scholar of Change video.

Required Media
Scholar of Change Video #4
Topper, C. (2014). Christin Topper, PhD student, bringing the natural world to Hong Kong
[Video file].

Note: The approximate length of this media piece is 2 minutes.

 In this media program, Christin Topper discusses how she’s taking on “nature deficit
disorder” in one of the world’s biggest cities. As you observe, take notes using the Video
Field Notes Guide.

Discussion: Purposeful Sampling and Saturation

What is a good sample in qualitative research? It is NOT about size or generalizability.

The answer lies in how clearly you articulate the criteria for selecting data sources; (b)
your ability to purposefully select cases; and (c) the extent to which those cases are
“information-rich… for in-depth study” (Patton, 2015, p. 264) with respect to the purpose
of the study.
As you prepare for this week’s Discussion, consider turning your attention to the variety of
purposeful sampling strategies you may consider in developing your research plan. Also
consider that qualitative researchers seek a threshold or cut-off point for when to stop
collecting data. There is no magic number (although there are guidelines). Rather,
saturation occurs as an interface between the researcher and the data and (b) between
data collection and data analysis to determine when enough is enough.
For this Discussion, you will critique a sampling strategy used in a research article.
To prepare for this Discussion:
 Review the Guest, Bunce, and Johnson article; the Yob and Brewer article; and the Learning
Resources related to sampling and saturation for this week.
By Day 3
Prepare a critique of the sampling strategy used by Yob and Brewer (n.d.). Include the
following your critique:
 The purpose of the study
 Research questions
 Site selection
 The type of purposeful sampling strategy the researchers applied. (Note: Use Table 4.3 in the
Ravitch & Carl text or from Patton’s Chapter 5 to identify and describe the strategy that you think
best fits what they described.)
 An alternative sampling strategy that the researchers could have considered. Explain your choice in
terms of how the strategy is consistent with their research purpose and criteria for selecting cases.
 Provide a data saturation definition and evaluate the work of the researchers in this article
regarding their efforts to achieve data saturation. Note what the researchers could have done
differently to convince you that the relevant and important themes emerged.
Be sure to support your main post and response post with reference to the week’s Learning
Resources and other scholarly evidence in APA style.
By Day 5
Respond to at least one of your colleagues’ posts and explain:
 Their choice of sampling strategy
 Strategies for improving saturation
Submission and Grading Information
 Grading Criteria

To access your rubric:

Week 4 Discussion Rubric

Post by Day 3 and Respond by Day 5

To participate in this Discussion:

Week 4 Discussion

Major Assignment 1: Developing a Research Topic for a

Qualitative Study
For this week, you will submit Parts 1, 2, and the Annotated Bibliography of your Major
Assignment 1 to your Instructor to receive feedback.

To prepare for this Assignment:

 Finalize your Parts 1, 2, and the Annotated Bibliography of your Major Assignment 1.
By Day 7
Submit Parts 1, 2, and your Annotated Bibliography section of your Major Assignment 1.
Note: Once you receive your Instructor’s feedback, you will incorporate their feedback and re-
submit in Week 8 when you complete Part 3 of this Major Assignment 1.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
 Please save your Assignment using the naming convention “WK4Assgn+last name+first
initial.(extension)” as the name.
 Click the Major Assignment 1 First Draft Rubric to review the Grading Criteria for the
Assignment.
 Click the Week 4 Major Assignment 1 link. You will also be able to “View Rubric” for grading
criteria from this area.
 Next, from the Attach File area, click on the Browse My Computer button. Find the document you
saved as “WK4Assgn+last name+first initial.(extension)” and click Open.
 If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my
paper(s) to the Global Reference Database.
 Click on the Submit button to complete your submission.
 Assignment: Scholar of Change Video #4
For this week, you will observe and create field notes for the fourth Walden Scholar of
Change video. These field notes will inform your Major Assignment 2: The Analysis and
Interpretation of Qualitative Data, which is due in Week 10.

To prepare for this Assignment:

 Review the Video Field Notes Guide in the Learning Resources for this week and use this guide
to help you create your field notes for your video observation.
 Review the Scholar of Change Video #4 found in the Learning Resources for this
week. Note: You will have to view this video several times.
For this Assignment:
 Download the transcript of the video found in the My Media Player for the video and save it to
the “Video Transcripts” folder you created. Label the transcript clearly based on the name of the
video.
 Observe the Walden Scholar of Change Video #4 and use the Video Field Notes Guide to take
field notes.
 Save your notes in your Video Transcripts folder with a name that clearly connects the transcript
to your notes for this video.
No Assignment submission for this week.
This Assignment will inform your Major Assignment 2: The Analysis and Interpretation of
Qualitative Data, which is due in Week 10.