The researcher as instrument: learning to conduct qualitative research through analyzing and interpreting a choral rehearsal

Skirting the Issue: Teachers’ Experiences “Addressing Sexuality in Middle School Language Arts”

“…Although we followed a set of procedures for data collection and analysis, as qualitative researchers we were aware of the role of the researcher as instrument in the data collection, organization and recording, and analysis process (Barrett, 2007). In terms of our interviews (data collection), the researcher was not passively collecting data that were out there in the world but, as interviewer, was actively shaping the data (Graue & Walsh, 1998).…”

“…This active shaping of data continued in the organizing process of notes and interviews. And then, perhaps most obviously, the analysis involved a further level of interpretation, insight, and logic that fully placed the researcher as an important research instrument (Barrett, 2007).…”

A Mixed Research Synthesis of Literature on Teaching Qualitative Research Methods

“…The findings from the empirical studies confirmed that, when students engaged in experiential and practice-based learning, they underwent a paradigm shift about qualitative research (Hein, 2004;Pratt & Dolbin-MacNab, 2003;Reisetter et al, 2003); they made personal connections with the stories shared by their interviewees (Cooper, Fleischer, & Cotton, 2012;Hein, 2004;Nash, 2011); and they also learnt to draw on their own knowledge and subjectivity to develop their identity as qualitative researchers (Barrett, 2007). Furthermore, many of the studies (see, e.g., Belcher & Hirvela, 2005;Harper et al, 2008;Hein, 2004;Henderson et al, 2008;Roulston et al, 2003) reported that the lives of students became apparent through the narratives they wrote about their learning experiences as well as the personal transformation they underwent as a result.…”

“…Visual sources Barrett (2007) reported benefits fell into four broad categories. First, inquiry-based projects appear to have brought about a paradigm shift in the way students think about research (and qualitative research specifically) (Belcher & Hirvela, 2005;Benton, Androff, Barr, & Taylor, 2011;Cooper, Fleischer, & Cotton, 2012;DeLyser et al, 2013;Hein, 2004;Wang, 2013).…”

“…Visual material, such as videos (and software that allows analysis thereof), was useful in teaching data collection and analysis (Barrett, 2007;Davidson et al, 2009). Teaching, however, was hampered if there was a lack of sufficient highquality digital cameras and recording equipment, as well as the software that transcribed oral data and licenses for data analysis software (Mitchell et al, 2007;Schell et al, 2009).…”