Each Student Is Required To Develop A PowerPoint For The Cha ✓ Solved

Each Student Is Required To Develop Apowerpointfor Chapte

Each student is required to develop a PowerPoint for chapters 14 & 15 in the Creswell textbook. Students are encouraged to be creative and include video links to their PowerPoints. Do not just copy what is in the book – look for other sources. Make sure your PowerPoint includes a reflection on the following guiding questions:

• Connections: What connections do you draw between the text and your own life or your learning?
• Challenge: What ideas, positions, or assumptions do you want to challenge or argue within the text?
• Concepts: What key concepts or ideas do you think are important and worth holding on to from the text?
• Changes: What changes in attitudes, thinking, or action are suggested by the text, either for you or others?

The PowerPoint file should be named as follows: First Name_Last Name_EEC6678_PPT. Upload the file via BlackBoard in Discussion.

Paper For Above Instructions

The chapters from Creswell's textbook highlight various qualitative research methodologies that are pivotal in understanding the complexities of social phenomena. As I reflect upon the information presented in chapters 14 and 15, several personal connections, challenges, and significant concepts emerge which I find critical for my learning journey.

Connections to Personal Experience

Reflecting on the connections between the text and my life, I find myself aligned with Creswell’s emphasis on qualitative research as a means to understand individual perspectives. For instance, in my previous experiences in community service, I often interacted with diverse populations, which informed my understanding of social issues. The chapter's exploration of narrative research resonates with me, as I have seen firsthand how personal stories can illuminate broader societal challenges. This idea corroborates the significance of lived experiences as a vital aspect of qualitative inquiry. Such connections enhance my appreciation for the subjective nature of research, allowing for richer insights beyond numerical data.

Challenging Assumptions

A critical aspect that I wish to challenge from the text revolves around the perception of qualitative research being less rigorous than quantitative methods. Creswell addresses this frequently perpetuated assumption, yet I feel it is an area that requires further examination, especially in academic discussions. The meticulous nature of qualitative analysis often involves an intricate understanding of context that numbers alone may overlook. It is vital to advocate for a balanced view that recognizes the strengths of both methodologies as complementary rather than adversarial. Furthermore, challenging the assumption that certain research questions are unsuited for qualitative methodologies is crucial; many pressing social issues can only be comprehensively understood through qualitative lenses.

Key Concepts Worth Holding Onto

Among the key concepts outlined in the text, the notion of trustworthiness in qualitative research stands out as particularly important. Creswell discusses strategies to enhance validity, such as triangulation, member checking, and rich thick descriptions. These practices not only strengthen the integrity of research findings but also encourage researchers to engage ethically with communities. Another essential concept is the use of context in shaping the research findings. Understanding the cultural and social dynamics surrounding a phenomenon is paramount when interpreting qualitative data, which reinforces the concept that knowledge is situated. This approach remains crucial in my studies, guiding me to conduct research that honors the voice and experiences of participants.

Proposed Changes in Attitudes and Actions

In contemplating the suggested changes in attitudes, I am particularly moved by the idea that qualitative research can foster empathy. The narratives shared by participants in qualitative studies often elucidate the lived experiences behind statistical trends, reminding researchers of the human element within academic work. I propose that adopting a more empathetic approach can lead to more socially responsible research outcomes and influence positive action within communities. Additionally, the chapters suggest a necessary shift in how we perceive the role of the researcher; adopting the stance of a learner rather than an authoritative figure can create a more genuine connection with participants.

Conclusion

In summary, the exploration of qualitative research through the lens of Creswell's chapters brings forth critical reflections on personal connections, challenges to prevailing assumptions, key concepts to retain, and the importance of fostering changes in attitude and behavior. As I move forward in my educational journey, these insights will undoubtedly shape my approach to research, encouraging a holistic understanding that acknowledges the value of diverse narratives in enriching our collective knowledge. By engaging creatively through platforms like PowerPoint and incorporating multimedia resources, I aim to present these reflections effectively, fostering a deeper discussion among my peers.

References

• Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.
• Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational Research: An Introduction. Pearson Education.
• Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE Handbook of Qualitative Research. SAGE Publications.
• Patton, M. Q. (2002). Qualitative Research and Evaluation Methods. SAGE Publications.
• Merriam, S. B. (2009). Qualitative Research: A Guide to Design and Implementation. Jossey-Bass.
• Kvale, S. (2007). Doing Interviews. SAGE Publications.
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education. McGraw-Hill.
• Yin, R. K. (2017). Case Study Research and Applications: Design and Methods. Sage Publications.
• Golafshani, N. (2003). Understanding Reliability and Validity in Qualitative Research. The Qualitative Report, 8(4), 597-607.
• Auerbach, C. F., & Silverstein, L. B. (2003). Qualitative Data: An Introduction to Coding and Analysis. New York University Press.