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Guba and Lincolns Alternative Criteria for Qualitative Research

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Title: Guba and Lincolns Alternative Criteria for Qualitative Research


1
Guba and Lincolns Alternative Criteria for
Qualitative Research
2
Quantitative (Positivist) Criteria
  • Validity does the study measure what it claims
    to measure?
  • Construct what do the scores mean or signify?
  • Content how well do the questions represent the
    whole set of possible questions?
  • Criterion how well do the scores relate to an
    outcome or predict a future outcome?
  • Reliability if I measure the same thing again,
    will I get the same result?

3
Internal and External Validity
  • External validity how well the findings of a
    study (using a sample) can be generalized to the
    population as a whole
  • Internal validity the extent to which
    confounding variables have been reduced or
    eliminated

4
Egon Guba and Yvonna Lincoln
  • Guba, E.G. Lincoln, Y.S. (1989). Fourth
    generation evaluation. Thousand Oaks, CA Sage.
  • Lincoln, Y. S., Guba, E. G. (1985).
    Naturalistic inquiry. Beverly Hills, CA Sage
    Publications, Inc.

5
Qualitative (Postpositivist) Criteria
  • Numerous sets, but Guba and Lincolns parallel
    criteria are very influential
  • Trustworthiness
  • Credibility parallels internal validity
  • Transferability parallels external validity
  • Dependability parallels reliability
  • Confirmability parallels objectivity

6
Credibility
  • Do the research results and reports represent the
    lives and realities of the research participants
    in ways that the participants recognize?
  • Will participants say yes, thats how it was if
    they read the reports?
  • Have I searched for disconfirming evidence?

7
Credibility Strategies
  • Prolonged engagement
  • Persistent observation
  • Triangulation
  • Peer debriefing
  • Negative case analysis
  • Referential adequacy
  • Member checks

8
Transferability
  • Can the results of the research be used in
    contexts other than those in which the research
    was done?
  • Is the research useful to people in other places?

9
Dependability
  • If similar research were done again in the same
    context, or in a similar context, is it probable
    that the findings would be similar?
  • Can readers rely on these findings to shed light
    on similar contexts at other times and places?

10
Confirmability
  • To what extent would other researchers doing the
    same research have similar findings?
  • In other words to what extent does the study
    reflect the actual situation, rather than just my
    own perspective?

11
Qualitative (Postpositivist)
  • Authenticity
  • fairness
  • educative authenticity
  • ontological authenticity
  • catalytic authenticity
  • tactical authenticity

12
Fairness
  • deals with the extent to which alternative
    constructions of the research process and
    results, arising from the participants in the
    educational situation rather than from the
    researchers, are an explicit part of the
    reporting of the research

13
Educative authenticity
  • represents the extent to which individual
    respondents understanding of and appreciation
    for the constructions of others outside their
    stakeholding group are enhanced

14
Ontological authenticity
  • relates to respondents ability to know and
    understand their own situation more deeply

15
Catalytic authenticity
  • relates to respondents ability to be stimulated
    to act in order to improve their situation
  • Relates to Patti Lathers catalytic validity
    the extent to which the research project actually
    supports practitioners in changing and improving
    their practice

16
Tactical authenticity
  • relates to respondents ability to be empowered
    to act
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