Understanding The Strategies That Have Been Developed To Add ✓ Solved

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Understanding The Strategies That Have Been Developed To Address

Understanding the strategies that have been developed to address issues of trustworthiness is the first step. The second step is considering how you could implement these strategies in your own research. It is important to recognize that it may not be feasible for a novice researcher to implement all possible strategies. For this Discussion, you will examine quality, trustworthiness, and credibility in qualitative research and provide specific techniques and strategies.

To prepare for this Discussion, review Chapter 11 of the Ravitch and Carl course text and the Shenton article related to trustworthiness in qualitative research. Use the Course Guide and Assignment Help to search for an article related to trustworthiness and/or quality in qualitative research.

Post an explanation of how you ensure the quality, trustworthiness, and credibility of your qualitative research. Provide examples of specific techniques and strategies. Use your Learning Resources as well as the article you found in your search to support your explanation. Use proper APA format, citations, and referencing.

Learning Resources include the required readings from Ravitch and Carl (2016), Rubin and Rubin (2012), and Shenton (2004).

Paper For Above Instructions

In qualitative research, ensuring quality, trustworthiness, and credibility is paramount. It involves utilizing various strategies that align with the ethical considerations inherent in qualitative methodologies. This paper explores techniques that can effectively support these criteria while providing an avenue for novice researchers to engage deeper in their studies.

Understanding Trustworthiness in Qualitative Research

Trustworthiness in qualitative research is comprised of four criteria: credibility, transferability, dependability, and confirmability (Shenton, 2004). Each of these components plays a crucial role in reinforcing the integrity of qualitative findings. For instance, credibility addresses the confidence in the truth of the data and its interpretations. Strategies to enhance credibility may include triangulation, peer debriefing, and member checking.

Credibility

Triangulation involves using multiple data sources or methods to corroborate findings (Denzin, 1978). For example, if conducting interviews with participants, a researcher might also observe the same participants in a natural setting to gather comprehensive insights. Peer debriefing allows researchers to engage with colleagues or mentors who can provide an external check on the research process, potentially identifying biases and weaknesses. Member checking involves returning to participants with findings to confirm accuracy and resonance with their experiences (Lincoln & Guba, 1985).

Transferability

Transferability refers to the extent to which findings can be applied in other contexts. Providing thick descriptions of the research context allows readers to determine how well the findings may transfer to their own situations (Geertz, 1973). By detailing the demographics, settings, and the specific circumstances surrounding the data collection, investigators empower audiences to interpret the significance of the findings in their own contexts.

Dependability

Dependability is achieved through the use of an audit trail, which entails documenting each step of the research process, from data collection to analysis. This systematic approach provides transparency and enables other researchers to follow along and understand the decisions made during the study (Shenton, 2004). Employing diverse data collection methods can add robustness and durability to the findings, effectively contributing to dependability.

Confirmability

Confirmability is ensured when researchers can demonstrate that findings are shaped by the participants and the context rather than researcher bias. One way to promote confirmability is through reflexivity, whereby a researcher actively examines their potential influences on research outcomes (Finlay, 2002). Keeping a reflective journal throughout the research process can help maintain awareness of biases, preconceived notions, and personal values that might affect the research.

Examples of Techniques and Strategies

In my own research on educational practices, I have adopted several of these trustworthiness strategies. For instance, triangulation was employed by supplementing interview data with classroom observations and feedback from teachers. The findings indicated a disparity between what educators believe they are implementing and how students perceive their practices. Additionally, I conducted member checks by sharing preliminary findings with participants, allowing them to provide input and verification of the accuracy of the data interpretation.

To enhance transferability, I provided expansive context regarding the school demographics and cultural backgrounds during data presentation. For instance, accurately describing the educational setting, including socioeconomic factors, is crucial for understanding the transferability of findings to similar contexts. Lastly, employing an audit trail, I meticulously documented decisions throughout the study, ensuring that the entire research process remains transparent and available for scrutiny.

Conclusion

In conclusion, the strategies to ensure the quality, trustworthiness, and credibility of qualitative research are multi-faceted and interconnected. By intentionally implementing techniques such as triangulation, member checking, thick description, and an audit trail, researchers can bolster the integrity of their work. Adopting these strategies not only enhances the research process but also ultimately contributes to the credibility of qualitative research as a valid approach within academia.

References

• Denzin, N. K. (1978). The Research Act: A Theoretical Introduction to Sociological Methods. New York: McGraw-Hill.
• Finlay, L. (2002). "Outing" the researcher: The provenance, process, and implications of reflexivity. Qualitative Health Research, 12(4), 531-545.
• Geertz, C. (1973). The Interpretation of Cultures: Selected Essays. New York: Basic Books.
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications.
• Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.
• Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.
• Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63-75.
• Thomas, E. F., MCGarty, C., & Mavor, K. I. (2009). Transforming Apathy into movement: The role of prosocial emotions in motivation action for social change. Personality & Social Psychology Review, 13(4).
• Kezar, A. (2014). Higher education change and social networks: A review of the research. Journal of Higher Education, 85(1), 91-125.
• Aguinis, H., & Glavas, A. (2012). What we know and don’t know about corporate social responsibility: A review and research agenda. Journal of Management, 38(4).

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