Navigating The Dissertation
  • I: From Start to Proposal Defense
    • 1: Types >
      • Introduction for Types of Dissertations
      • Overview of the Dissertation
      • Self-Assessment Exercise
      • What is a Dissertation Committee
      • Different Types of Dissertations
    • 2: Overview >
      • Introduction for Overview of the Dissertation Process
      • Responsibilities: the Chair, the Team and You
      • Sorting Exercise
      • Stages of a Dissertation
      • Managing Your Time
      • Create Your Own Timeline
      • Working with a Writing Partner
      • Key Deadlines
      • Self Assessment Exercise
      • Additional Resources
    • 3: Background >
      • Purpose and Goals
      • Read and Evaluate Chapter 1 Exemplars
      • Draft an Introduction of the Study
      • Outline the Background of the Problem
      • Draft your Statement of the Problem
      • Draft your Purpose of the Study
      • Draft your Significance of the Study
      • List the Possible Limitations and Delimitations
      • Explicate the Definition of Terms
      • Outline the Organization of the Study
      • Recommended Resources and Readings
    • 4: Lit Review >
      • Purpose and Goals
      • Purpose of the Literature Review
      • What is the Literature?
      • Article Summary Table
      • Writing a Short Literature Review
      • Outline for Literature Review
      • Synthesizing the Literature Review
      • Recommended Resources and Readings
    • 5: Methods >
      • Purpose and Goals
      • Purpose of the Methodology Chapter
      • Topics to Include
      • Preparing to Write the Methodology Chapter
      • Self-Assessment Exercise
      • Confidentiality
      • Building the Components for Chapter Three
      • Recommended Resources and Readings
    • 6: Qualify Exam & IRB >
      • Preparing for Your Qualifying Exam (aka Proposal Defense)
      • What is Needed for Your Proposal Defense?
      • Submitting Your Best Draft
      • Preparing Your Abstract for IRB
      • Use of Self-Assessment
      • Preparing Your PowerPoint
      • During Your Proposal Defense
      • After Your Proposal Defense
  • II: Data Collection and Analysis
    • 1: IRB
    • 2: Data Collection >
      • Pre-observation – Issues to consider
      • During Observations
      • Wrapping Up
      • Recommended Resources and Readings (Qualitative)
      • Quantitative Data Collection
      • Recommended Resources and Readings (Quantitative)
    • 3: Data Analysis >
      • Qualitative: Before you Start
      • Qualitative: During Analysis
      • Qualitative: After Analysis
      • Qualitative: Recommended Resources and Readings
      • Quantitative: Deciding on the Right Analysis
      • Quantitative: Data Management and Cleaning
      • Quantitative: Keep Track of your Analysis
  • III: Findings, Discussion, and Final Defense
    • 1: Chapter 4 >
      • The Purpose of Chapter 4
      • The Elements of Chapter 4
      • Presenting Results (Quantitative)
      • Presenting Findings (Qualitative)
      • Chapter 4 Considerations
      • Recommended Resources and Readings
    • 2: Chapter 5 >
      • The Purpose of Chapter 5
      • Preparing Your Abstract for the Graduate School
      • Draft the Introduction for Chapter 5
      • Draft the Summary of Findings
      • Draft Implications for Practice
      • Draft your Recommendations for Research
      • Draft your Conclusions
      • Recommended Resources and Readings
    • 3: Preparing for Defense >
      • What is Needed
      • Submitting Your Best Draft
      • Use of Self-Assessment
      • Preparing Your PowerPoint
      • What Happens During the Final Defense?
      • What Happens After the Final Defense?
      • Graduation
During Observations
Topic 2: Data Collection
Checklist of things to remember to take and NOT take with you when collecting data
What to take for data collection:
  • Observation protocol, if applicable
  • Interview protocol, if applicable
  • Paper/notepad that closes/has a cover and/or laptop with enough battery life (this depends on your site and what is/will be appropriate as well as whether a laptop will limit your mobility).
  • Paper/notepad – even if you decide to take a laptop
  • Writing tools (pens). Take multiple writing tools in case the ink runs out.
  • Watch or some other kind of time telling device
  • Voice recorder (remember that you should only record when you have the persons’ permission).
  • Extra batteries
  • Camera (to take photos of the setting) if appropriate and desired (remember that you should only take photos of people when you have their permission).
What not to take with for data collection:
  • Pencils (pens are better because they don’t smudge)
  • Uncomfortable clothing. You should wear something that will help you can move around easily.
  • Too many bags and belongings. Maximize mobility and flexibility
 
Collecting Data
  • Hierarchy of written narrative
    • BEST: Verbatim
    • BETTER: Paraphrase, not summary
    • IF YOU MUST: Summary (only when you fall behind)
  • If it will be helpful, create a list of shorthand symbols
  • Note the time. i.e., every 5, 10, or 15 minutes.
  • Bracket your biases/“discipline your subjectivity” with Observer Comments  (OCs)
  • Keep notes confidential
  • Stay for the duration of full activities.
  • “Good” data (Note: always in relation to the conceptual framework and research questions):
    • Interview
      • Good examples: rich, interviewee does more talking
      • Bad examples: closed responses with no follow up
    • Observation
      • What to include: As much as possible but only those things that you think are relevant to your research question(s) and conceptual framework
 
Contents of Descriptive Narrative Notes

Portraits of the “subjects” Includes physical appearance, dress, mannerisms, style of talking and acting
Reconstruction of dialogue Quote your “subjects”
Description of physical setting

 

Draw the space and furniture arrangements, take photos (when possible), describe the contents of bulletin boards, the furniture etc.
Accounts of particular events

 

Who was involved, what their roles were
Depiction of activities

 

What did people actually do?
The observer’s behavior

 

What did you do? What were your assumptions, feelings?
  • Good descriptive is rich in detail so that someone not there can understand it
  • Describe with descriptive, low inference statements.
  • Avoid abstract/interpretive statements. See below for examples.
 

Abstract/Interpretive
“The child looked a mess”

Descriptive
“The child, who was seven or eight years old, wore faded, muddy jeans with both knees ripped. His nose was running in a half-inch stream down to his mouth, and his face was streaked clean where he had rubbed it with his wet fingers.”

Your browser does not support viewing this document. Click here to download the document.
Abstract/Interpretive
“The participants were friendly with one another”

Descriptive
“One of the participants, a young woman perhaps in her mid-30s, seemed to know 4 of the other participants. She greeted them when they walked in. She said ‘Hi! Long time no see!’ in a loud voice with a smile on her face. The other participant smiled and hugged her, rubbing her right hand on her back momentarily”
observation_protocol_template.doc
File Size: 35 kb
File Type: doc
Download File

  • Initial analysis while in the field
    • Observers comments
    • Analytic memos
    • Reflective notes (written or recorded)
 
Back
Picture
Waite Phillips Hall
3470 Trousdale Parkway
Los Angeles, CA 90089
(213) 740-0224
[email protected]
http://rossier.usc.edu