Strayer Week Qualitative Approaches to Research Discussion
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Strayer Week Qualitative Approaches to Research Discussion
Description
Respond by Day 5 to two colleagues by describing one other qualitative approach you might use to address the problem and explain why. $5
Qualitative Approaches – Case Studies: Guardian ad Litem (GAL) Program
Overview
McDavid (2013) noted that qualitative research entails a series of interpretations of the world through the existing objects and their meaning to people. An evaluator at the center and meaning is socially constructed (p.189).
Similarly, Hancock et al. (2009) noted that the qualitative evaluation process seeks to develop an understanding of social phenomena or why things are as they present.
The methodology presents an opportunity for evaluators seeking a better understanding of a specific segment of the community. The evaluation approach offers the researcher the opportunity to understand social occurrences through the outlook of the population of interest.
Consequently, the qualitative evaluation approach enables policymakers to obtain a nuanced understanding of the outcomes of a program such as Guardian ad Litem (GAL).
The Power of Case Studies
Case studies are an ideal approach to look at the outcomes of the GAL. An in-depth profile of different children placed under the identified care arrangement will enable the evaluator to obtain comparable data essential to determine whether there are trends or underlying characteristics that predispose suitability to particular care arrangements.
Similarly, Hancock et al. (2009) noted that one of the approach’s applications is in the evaluation of a particular care approach. For instance, an evaluator of the GAL program can analyze the outcomes of permanent home arrangements, shelters, or institutions and look at how the different arrangements achieved the program’s objective.
Moreover, McDavid (2013) noted that case studies are potent as the detailed understanding of issues through the stories of those involved enables users of evaluation reports to relate to the individuals, what they consider essential, and the reasoning involved.
The GAL program evaluators can go beyond the statistical representation of the program’s outcome and understand the thought process entailed in determining where and why the selected solution for different program participants. While the power of case studies as an evaluation tool is defensible, evaluators must take caution to recognize that such outcomes cannot be necessarily generalizable.
McDavid (2013), noted that while the cases persuasively draw conclusions, credible evaluators must ensure the soundness of the approaches to maximize the persuasion of case studies. An evaluation of a select sample of the 200 children in the GAL through the different program options enables the evaluator to explain the patterns presented through the distribution of children in the different program elements.
Reference
Hancock, B., Ockleford, E., & Windridge, K. (2009). An Introduction to Qualitative Research. Qualitative Research, 39.
McDavid, J. C., Huse, I., & Hawthorn, L. R. L. (2013). Program evaluation and performance measurement: An introduction to practice (2nd ed.). Thousand Oaks, CA: Sage.
Strayer Week Qualitative Approaches to Research Discussion
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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Strayer Week Qualitative Approaches to Research Discussion