Doing Ethnographic Research. Kimberly Kirner

Doing Ethnographic Research

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Problem 2

What risks do you face when conducting your proposed research study? How will you alleviate these risks?

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Individual Activity Reflection

1 What was most challenging about this activity?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2 How did I approach this task? Did I use prior instructor or peer feedback on my processes and/or strategies?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3 Did I check my work for coherence, accuracy, and completion?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Grading Your Colleagues: Group Member Evaluations

If you worked in a small group, use the following template for grading your group members.

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Group member name:

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Group member name:

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Small Group Activity Reflection

1 What was the best piece of advice you received from a fellow group member?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2 What do you feel was the best piece of advice you gave to a fellow group member?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3 What are you still unsure about regarding risk and risk mitigation? What do you feel you still need help with?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Self- or Peer-Assessment for Chapter 2

This activity will help you evaluate the quality of your own (or a colleague’s) ethics-related planning for a research project, based on Activities 2.5, 2.6, and 2.7. This rubric also provides you with a clear description of mastery for Chapter 2 skills.²

² Based on AAC&U’s VALUE Ethical Reasoning Rubric.

Instructions

For each criterion, in the “Student’s Assessment” box, indicate the level of mastery that most describes your work, and then in the box that follows, provide justification based on excerpts or examples from your own work (i.e., “see sentences 2–3”).

Chapter 3 Sampling

Introduction

In this chapter, we address sampling, or developing a group of people you have carefully chosen who will be part of your research study. A sample is a way of representing the wider world through a small population that you study. Most researchers use samples, because unless you are working in a very small community or population, it is almost impossible for you to include everyone as participants. Researchers have to decide what kind of sample to employ, and the most basic of these decisions is to determine whether they should use a probability or nonprobability sample.

Chapter Learning Objectives

Students will be able to do the following:

Select an appropriate nonprobability sampling plan and justify why it is appropriate in a specific research context

Identify the main problems in selecting key and specialized informants that must be addressed in research planning

Select an appropriate probability sampling plan and justify why it is appropriate in a specific research context

Compare and contrast nonprobability and probability sampling plans

At the end of Chapter 3, you will be asked to complete a Self- or Peer-Assessment related to Activity 3.7.

Doing Ethnographic Research. Kimberly Kirner