Research Simulation, Part 2 This week you studied the major principles of qualitative research designs. One of the qualitative designs used in early childhood is the case study approach. In this part of your research simulation you are asked to pretend that your study is a case study. The document below will guide you through this simulation by asking you to respond to specific tasks related to qualitative designs in general and case studies in particular. Once your responses are recorded, you will have successfully defined the major elements necessary to begin a case study using a qualitative research design. In preparation for this Assignment, carefully study the assigned readings from Chapter 9, “Qualitative Designs and Analysis.” Ground your responses in the content of this chapter. TASKS For this simulation, assume you will use a qualitative design using a case study approach YOUR RESPONSES As you have learned, researchers bring their perspectives to their studies. For example, when the general topic of interest is “aggression in young children,” a developmental psychologist may focus on the differences in cognitive development between more and less aggressive children. An early childhood researcher who looks at aggression from a feminist point of view might want to find out the roots of gender differences in childhood aggression. An early childhood teacher might be most interested in learning more about ways to reduce childhood aggression through different daily routines in preschool environments. You see from these examples that there are many different and valid starting points for research studies. For this research simulation, identify your perspective, i.e., identify from which position you will start this qualitative study: from the position as a child activist, an early childhood teacher, a developmental specialist, an early childhood teacher, a feminist, a combination of these, or from another professional starting point. Considering the specific starting point you chose above, do you need to modify your original research question so it becomes the best start for this qualitative design?If yes, restate your research question here as well as your reasons for the change. If no, explain your reasons as well. Briefly describe your “case” (is it an individual, a family, a whole team, or some other unit) In what ways will you collect the data (e.g., through interviews, observations, self-reports, a combination of measures, or using any other way) —be specific Considering the issues of ethics in research which you studied in Week 3, list at least two ethical  concerns you might encounter with this study, and suggest ways in which you will address these ethical issues Describe specific steps you will take to make sure your study is “valid” (Remember that in qualitative studies, validity is usually assured through the process of triangulation)

Qualitative Designs and Analysis”

Research Simulation, Part 2

This week you studied the major principles of qualitative research designs. One of the qualitative designs used in early childhood is the case study approach. In this part of your research simulation you are asked to pretend that your study is a case study. The document below will guide you through this simulation by asking you to respond to specific tasks related to qualitative designs in general and case studies in particular. Once your responses are recorded, you will have successfully defined the major elements necessary to begin a case study using a qualitative research design.

In preparation for this Assignment, carefully study the assigned readings from Chapter 9, “Qualitative Designs and Analysis.” Ground your responses in the content of this chapter.

TASKS
For this simulation, assume you will use a qualitative design using a case study approach YOUR RESPONSES

As you have learned, researchers bring their perspectives to their studies. For example, when the general topic of interest is “aggression in young children,” a developmental psychologist may focus on the differences in cognitive development between more and less aggressive children. An early childhood researcher who looks at aggression from a feminist point of view might want to find out the roots of gender differences in childhood aggression. An early childhood teacher might be most interested in learning more about ways to reduce childhood aggression through different daily routines in preschool environments. You see from these examples that there are many different and valid starting points for research studies.
For this research simulation, identify your perspective, i.e., identify from which position you will start this qualitative study: from the position as a child activist, an early childhood teacher, a developmental specialist, an early childhood teacher, a feminist, a combination of these, or from another professional starting point.

Considering the specific starting point you chose above, do you need to modify your original research question so it becomes the best start for this qualitative design? If yes, restate your research question here as well as your reasons for the change. If no, explain your reasons as well.

Briefly describe your “case” (is it an individual, a family, a whole team, or some other unit)

In what ways will you collect the data (e.g., through interviews, observations, self-reports, a combination of measures, or using any other way) —be specific

Considering the issues of ethics in research which you studied in Week 3, list at least two ethical concerns you might encounter with this study, and suggest ways in which you will address these ethical issues

Describe specific steps you will take to make sure your study is “valid” (Remember that in qualitative studies, validity is usually assured through the process of triangulation)