Homework answers / question archive / 1) A) What evidence is there that the researcher developed the design to be responsive to the practical and cultural needs of specific subgroups on the basis of such dimensions as disability, culture, language, reading levels, gender, class, and race or ethnicity? B) What is the population of interest? How was the sample chosen—probability, purposeful, convenience sampling? What are the strengths and weaknesses of the sampling strategy? 2) A) How has the researcher addressed the tension between potentially conflicting demands of paradigms in the design and implementation of the study? B) Has the researcher appropriately acknowledged the limitations associated with data that were collected to supplement the main data collection of the study? C) How has the researcher integrated the results from the mixed methods? If necessary, how has the researcher explained conflicting findings that resulted from different methods? 3) A) What are the multiple purposes and questions that justify the use of a mixed methods design? B) Has the researcher matched the purposes and questions to appropriate methods? C) To what extent has the researcher adhered to the criteria that define quality for the quantitative portion of the study? D) To what extent has the researcher adhered to the criteria that define quality for the qualitative portion of the study? 4) A) What is the relationship between information obtained from primary sources (e

1) A) What evidence is there that the researcher developed the design to be responsive to the practical and cultural needs of specific subgroups on the basis of such dimensions as disability, culture, language, reading levels, gender, class, and race or ethnicity? B) What is the population of interest? How was the sample chosen—probability, purposeful, convenience sampling? What are the strengths and weaknesses of the sampling strategy? 2) A) How has the researcher addressed the tension between potentially conflicting demands of paradigms in the design and implementation of the study? B) Has the researcher appropriately acknowledged the limitations associated with data that were collected to supplement the main data collection of the study? C) How has the researcher integrated the results from the mixed methods? If necessary, how has the researcher explained conflicting findings that resulted from different methods? 3) A) What are the multiple purposes and questions that justify the use of a mixed methods design? B) Has the researcher matched the purposes and questions to appropriate methods? C) To what extent has the researcher adhered to the criteria that define quality for the quantitative portion of the study? D) To what extent has the researcher adhered to the criteria that define quality for the qualitative portion of the study? 4) A) What is the relationship between information obtained from primary sources (e

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1) A) What evidence is there that the researcher developed the design to be responsive to the practical and cultural needs of specific subgroups on the basis of such dimensions as disability, culture, language, reading levels, gender, class, and race or ethnicity? B) What is the population of interest? How was the sample chosen—probability, purposeful, convenience sampling? What are the strengths and weaknesses of the sampling strategy?

2) A) How has the researcher addressed the tension between potentially conflicting demands of paradigms in the design and implementation of the study? B) Has the researcher appropriately acknowledged the limitations associated with data that were collected to supplement the main data collection of the study? C) How has the researcher integrated the results from the mixed methods? If necessary, how has the researcher explained conflicting findings that resulted from different methods?

3) A) What are the multiple purposes and questions that justify the use of a mixed methods design? B) Has the researcher matched the purposes and questions to appropriate methods? C) To what extent has the researcher adhered to the criteria that define quality for the quantitative portion of the study? D) To what extent has the researcher adhered to the criteria that define quality for the qualitative portion of the study?

4) A) What is the relationship between information obtained from primary sources (e.g., interviews, letters, diaries, etc.) and existing documentation and historiography? B) Are the scope, volume, and representativeness of the data used appropriate and sufficient to the purpose? If interviews were used, is there enough testimony to validate the evidence without passing the point of diminishing returns? For oral history-narrative studies, the following questions can be used to guide you:8

5) A) To what extent does the study add fresh information, fill gaps in the existing record, and/or provide fresh insights and perspectives? B) To what extent is the information reliable and valid? C) Is it eyewitness or hearsay evidence? D) How well and in what manner does it meet internal and external tests of corroboration and explication of contradictions?

6) A) Did the researcher use triangulation? 5. Did the researcher provide sufficient thick description? 6. Did the researcher do a dependability audit? B) Did the researcher do a confirmability audit? C) Did the researcher display conflicts and value differences? D) Did the individuals and groups become more informed or sophisticated about their experiences?

7) A) Did the researcher maintain sufficient involvement at the site to overcome distortions, uncover people’s constructions, and understand the context’s culture and thus avoid premature closure? B) Did the researcher use peer debriefing and member checks? Did the researcher prepare a statement of beliefs and share those with the peer debriefer? C) Did the researcher use negative case analysis?