How are your research topics connected to social change?

How will the RPA model influence your research topic?

Hays, D. G., & Singh, A. A. (2022). Qualitative research in education and social sciences (2nd ed.). Cognella Academic Publishing.

-personal motivations

-professional motivations

-assumptions about what the problem is who might be influenced by it

Hays, D. G., & Singh, A. A. (2022). Qualitative research in education and social sciences (2nd ed.). Cognella Academic Publishing.

-Use a literature review to find perspectives you wish to explore or uncover more perspectives

-Brainstorm research Q & A

-Consider drafting a working title

-Evaluate the feasibility by considering what might inhibit your research

Hays, D. G., & Singh, A. A. (2022). Qualitative research in education and social sciences (2nd ed.). Cognella Academic Publishing.

Build theory

Test existing theory

Publish Findings

Hays, D. G., & Singh, A. A. (2022). Qualitative research in education and social sciences (2nd ed.). Cognella Academic Publishing.

Apply knowledge to problems

Interventions

Share findings with those working with the problem

Limited in terms of time, setting, problem

Hays, D. G., & Singh, A. A. (2022). Qualitative research in education and social sciences (2nd ed.). Cognella Academic Publishing.

Improve programs in progress (formative)

Investigated completed program effectiveness (summative)

Hays, D. G., & Singh, A. A. (2022). Qualitative research in education and social sciences (2nd ed.). Cognella Academic Publishing.

Fosters changes

Active involvement of participants

Mirror researcher's social values

Hays, D. G., & Singh, A. A. (2022). Qualitative research in education and social sciences (2nd ed.). Cognella Academic Publishing.

Will help generate research questions.

Hays, D. G., & Singh, A. A. (2022). Qualitative research in education and social sciences (2nd ed.). Cognella Academic Publishing.

Don't forget to collect contact information from those who would like to receive the results.

How can I help you feel comfortable participating in this research?

Who am I to you?

Who are we to each other?

Where is the line between participating in research and friendship?

How does our relationship enhance the research in which we are mutually invested?

Some things to consider:

-scope of study

-scope of research questions

-sample diversity

-desire for negative cases

-accessibility of sample

-degree of participant engagement

-qualitative research tradition

-sample size from previous similar studies

-data collection period/amount of data collected per data source

Overall your sample size should be sufficient enough to represent the phenomenon in question.

The purpose statement need to be in a separate paragraph following the conceptual framework, provide details about selected research paradigms and tradition, focus on one phenomenon, action verbs, neutral words, mention the participants.

Hays, D. G., & Singh, A. A. (2022). Qualitative research in education and social sciences (2nd ed.). Cognella Academic Publishing.

has broad and open ended central question and sub questions, typically with "what", "how", and "why".

Use exploratory verbs, flexible, and applied to the specific context.

Enhance the trustworthiness of a study by increasing the integrity of findings.

This approach is suitable when researcher aim to corroborate, complement the findings through triangulation, development, and initiation.

Hays, D. G., & Singh, A. A. (2022). Qualitative research in education and social sciences (2nd ed.). Cognella Academic Publishing.

• concepts

• theories

• personal and professional assumptions

• exploratory studies

• alternative explanations that together inform the research topic

Hays, D. G., & Singh, A. A., (2023). Qualitative Research in Education and Social Sciences, (2nd ed.). Cognella Academic Publishing

Hays, D. G., & Singh, A. A. (2023). Qualitative Research in Education and Social Sciences, (2nd ed.). Cognella Academic Publishing

The researcher brings to the research topic

1. assumptions

2. expectations

3. biases

More specifically, these are applied to the interconnections among concepts.

Background knowledge and experience can play a huge role in researcher "insight" and can either add to or hinder what the data tells a researcher. Therefore, a researcher needs to be reflective about experiential knowledge that they are bringing in throughout the development of the conceptual framework. This reflectivity may also help revisions along the way.

Hays, D. G. & Singh, A. A. (2023). Qualitative Research in Education and Social Sciences, (2nd ed.). Cognella Academic Publishing.

Some thoughts to consider:

• Who are the leading authors/experts/researchers in this area of study?

• Relevant definitions, concepts, and issues to this topic

• Any changes in the research over recent years?

• Conflicting and differing theories surrounding this topic

• How are unanswered (if any) questions being addressed?

• What does the future research look like with this research topic?

• Where does your research fit in the field of study?

Hays, D. G., & Singh, A. A. (2023) Qualitative Research in Education and Social Sciences, (2nd ed.). Cognella Academic Publishing

Things to consider:

use a linear design or a systematic design

design it to be read from top down

color code conceptual framework components

categorized as variance or process maps

most important component is the use of arrows

There are several designs used in concept maps

• an abstract framework

• a flowchart of events

• causal network of variables

• a treelike diagram

• a Venn diagram

• a flowchart

Advantages of concept maps

1. structure the literature review

2. help make decisions about aspects of research design

3. give a visual context of assumptions about research topic

4. can depict an emerging theory as data comes in

   
   

Hays, D. G., & Singh, A. A. (2023) Qualitative Research in Education and Social Sciences, (2nd ed.). Cognella Academic Publishing

Think of several areas of prior research

benefits and challenges

Hays, D. G., & Singh, A. A. (2023) Qualitative Research in Education and Social Sciences, (2nd ed.). Cognella Academic Publishing

Reasons:

• develop an understanding of subjects (concepts and theories, aka in vivo codes)

• help to find the middle range theory-firmly in the data

  
  

Hays, D. G., & Singh, A. A. (2023) Qualitative Research in Education and Social Sciences, (2nd ed.). Cognella Academic Publishing

Others, such as research team members or colleagues, for critical analysis of the framework

1. thought experiment-challenge to consider other ways to look at how assumptions and concepts work together and explain the research

2. Waving the red flag-identifying researcher bias and assumptions, how do they affect the framework?

3. flip-flop technique- compare opposites/extremes to find aspects of the framework that may not be so apparent

Hays, D. G., & Singh, A. A. (2023) Qualitative Research in Education and Social Sciences, (2nd ed.). Cognella Academic Publishing

Pitt’s (2007) Stage Model of Participant-Researcher Relationships in Fieldwork (seen on p. 224 of our textbook) highlights key patterns in these relationships, offering a useful guide for trust-building:

1. Other Orientation – Before data collection, it's important to acknowledge the participant's comfort. You must actively respond to their needs and create a welcoming environment where they feel heard, fostering a sense of security.

2. Self in Relation to Other – Trust also depends on being transparent about your role. As a researcher, it’s essential to acknowledge power dynamics. This invites participants into a reciprocal relationship rather than a hierarchical one.

3. Self and Other Thinking – Understanding relational dynamics is critical. Asking, “Who are we to each other?” encourages reflection on the shared space you are creating and allows for a more ethical and engaged partnership.

4. Interpersonal Connection – Research often involves navigating the line between professionalism and personal connection. Building rapport means striking a balance between empathy and maintaining ethical research boundaries.

5. Partnership – True trust develops when participants feel they are not just subjects but valued collaborators. Asking, “How does our relationship enhance the research in which we are mutually invested?” fosters a sense of shared purpose.

Beyond these stages, trust is built by creating a safe space for emotions. As in psychotherapy, research requires the ability to hold space for participants' emotions without judgment. Whether discussing personal experiences or sensitive topics, being attuned to participants' feelings encourages openness.

Ultimately, trust is an ongoing process that requires self-awareness, ethical transparency, and genuine engagement. By approaching participants with authenticity and care, researchers create an environment where individuals feel empowered to share their experiences, leading to richer and more meaningful research outcomes.

1. Aligning Sampling Methods with Theoretical Assumptions

The conceptual framework should shape sampling methods by determining who should be included in the study and why. If the research is grounded in a specific theoretical approach (e.g., critical theory, phenomenology), the sampling strategy must reflect those epistemological commitments. Ensuring that sampling aligns with the framework strengthens the study’s credibility and relevance.

2. Determining a Justifiable Sample Size

The framework helps define an appropriate sample size based on the study’s aims. For qualitative research, smaller, information-rich samples may be more appropriate. By considering how the conceptual framework dictates data needs, researchers can avoid oversampling or collecting data that does not contribute to answering the research questions.

3. Selecting a Site That Reflects the Conceptual Focus

Site selection should be informed by the framework’s key constructs. If a study examines systemic inequities in education, choosing a site where these inequities are observable ensures alignment between theory and fieldwork.

4. Establishing Trust and Building Rapport

The conceptual framework also shapes how researchers build rapport with participants. A well-developed framework guides researchers in fostering trust while maintaining professional and ethical boundaries.

5. Planning for Ethical and Thoughtful Exit Strategies

Exiting the field is just as crucial as entering it. The framework should help anticipate the ethical implications of concluding research, particularly in studies involving vulnerable populations. Researchers must ensure that their departure does not cause harm or disrupt existing structures. Furthermore, planning for sharing of findings in a way that benefits participants should also be considered.

By strengthening a conceptual framework before fieldwork, researchers ensure that every step—from sampling to exiting the field—is intentional, ethical, and theoretically grounded.

• Unclear Definition of Population of Interest

  -Failing to clearly define the population leads to difficulties in identifying the target group and ensuring accessibility.

  -It is crucial to critically assess how to maximize participant voice.

• Weak or Inappropriate Sampling Strategy

  -A strong sampling method should align with the research paradigm and enable a clear and concise explanation of how the sample was chosen.

  -Avoid selecting a sample based on convenience alone.

• Overly Rigid or Overly Broad Sampling Criteria

  -Criteria should be clearly established but flexible enough to allow for necessary adjustments.

  -Overly restrictive criteria may exclude essential voices, while overly broad criteria may dilute research focus.

• Limiting Fieldwork to Physical Sites

  -Ignoring online spaces as potential sites for data collection can be a missed opportunity, especially for sensitive topics that might benefit from digital engagement.

• Improper Sample Size Selection

  -Selecting too few participants may limit the depth of insights.

  -Selecting too many may lead to overwhelming amounts of data that are difficult to analyze effectively.

• Failing to Critically Reflect on Sampling Choices

  -Researchers should reassess if their chosen sample truly addresses their research questions.

  -New voices may be needed, requiring adaptability in participant selection.

• Misguided Assumptions About Sampling Methods

  -The best approach depends on the research question and context.

• Lack of Relationship Building with Gatekeepers and Stakeholders

  -Overlooking the importance of gatekeepers, stakeholders, and key informants can jeopardize access to participants.

  -Building trusting relationships early in the process can facilitate smoother data collection.

• Neglecting Access and Exit Strategies

  -Poor planning around site access can lead to logistical and ethical challenges.

within this, I have 2 areas of research I would like to look into, and discerning which best fits a greater purpose and which best fits within our allotted time frame: SEL in EC & Translanguaging in EC to support SEL.

Felicia