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Communication Research Asking Questions Finding Answers 4th Edition Joann Keyton - Solutions
Canary (2008) interviewed the parents and children in four families. Interviews varied in length. Approximately two hours were spent in each family's home; a total of 122 pages of interview transcripts and notes were collected.
Braithwaite, Toller, Daas, Durham, and Jones (2008) conducted eight focus groups over three months. Tapes from the focus groups were transcribed resulting in 493 pages of interview transcripts.
Barge, Lee, Madux, Nabring, and Townsend (2008) gathered over 500 pages of documents about a dialogue-centered change program and another 80 pages of evaluations from participants. The team also conducted eight interviews, which ranged from 25 to 75 min- utes and produced 87 single-spaced typed
3. If the online postings of participants would become public, would harm likely result?
2. Would the online postings of participants be perceived by them as private or public?
1. Is the researcher participating in the online interaction? If so, in what ways is the researcher interacting with participants? Why? For what purpose?
9. Consider and, if appropriate, moderate your impact as researcher on participants and the research process.
8. Document data as evidence in complete and detailed notes.
7. Select effective and appropriate data observa- tion strategies.
6. Use sampling strategies to identify potential participants or other sampling units.
5. Develop a technique for gaining entry to a research site.
4. Create a research design for a qualitative study.
3. Develop a purpose statement and research question for a qualitative research project.
2. Select and argue for an appropriate re- searcher role for a specific research project.
1. Identify the role of the researcher in qualita- tive research designs and explain the poten- tial effects of different researcher roles on the research process.
12. Limitations of qualitative research include difficulty in accessing or gaining entry to the desired communication environment, participants changing their normal behavior due to the presence of the researcher, and having the researcher being the sole inter- pretive lens of the interaction.
11. Advantages of qualitative research include being able to study communication features or functions taken for granted, collect infor- mation about those who cannot or will not participate in more traditional quantitative research designs, and enter the communica- tion environments of those who
10. Researchers assess data for the way in which meaning is constructed and the level of the evidence.
9. The concept of data is broadly defined in qualitative research.
8. Research questions guide qualitative research projects.
7. Triangulation and member checks help establish credibility in qualitative research findings.
6. The qualitative research process is com- prised of processes that are interdependent and cyclical.
5. Qualitative research uses inductive rea- soning, which requires the researcher to become intimately familiar with the field of interaction.
4. Qualitative research recognizes that every- thing in the communication environment influences everything else and generally does not seek to ascertain causality.
3. Qualitative methods are characterized by the following: a theoretical interest in how humans interpret and derive meaning from communication practices, concern with socially situated interaction, reliance on the researcher as the data collection instrument, and reliance on textual data.
2. Qualitative methods aim for subjectivity and intersubjectivity.
1. Qualitative research methods are sensitive to the social construction of meaning, and they explore social phenomena through an emphasis on empirical, inductive, and inter- pretive approaches.
10. Explain the advantages and disadvantages of qualitative research.
9. Distinguish among the different levels of data in qualitative research.
8. Describe different ways meaning is derived from data in qualitative research.
7. Assess the effectiveness of research ques- tions in qualitative research.
6. Explain the role of a research question in qualitative research.
5. Describe issues of credibility that must be addressed in qualitative research.
4. Explain the qualitative research model.
3. Explain inductive analysis.
2. Identify examples of qualitative research.
1. Describe qualitative research and its assumptions.
12. Researchers should be prepared to spend time in the revision process.
11. Researchers need to be very careful in their written work because their level of careless- ness translates to readers' perceptions of lack of credibility.
10. Most quantitative research reports are writ- ten in APA style.
9. To complete a research report, the re- searcher must develop a title, finalize the title page, construct an abstract, and create the reference list.
8. Researchers include subsections on the limi- tations of their research design and meth- odology as well as recommendations for future research in the discussion section.
7. In the discussion section, the researcher provides the interpretation and implications of the results to answer the question, "What do these results mean?"
6. The results section presents the findings as information without interpretation.
5. The method section describes how the re- search study was executed and includes descriptions of the participants, the research procedures, and the research variables.
4. Literature reviews usually begin with a problem statement, can be organized in several ways, are written in third per- son, and present research questions and hypotheses.
3. The literature review is comprised of the literature the researcher sought and stud- ied to design the research project. It pro- vides a brief historical background of the variables, issues, and topics studied and goes beyond simple description of previ- ous work to analyze and integrate this
2. Following the scientific tradition of many disciplines, there are four major parts to the written quantitative research report: litera- ture review, method section, results section, and discussion.
1. A study is not complete until the researcher writes a research report to communicate his or her findings with others.
3. If the population is important, identify it in the title (for example, adolescent Internet users).
2. Indicate in the title what was studied, not the results or conclusions of the study.
1. The title should identify the theory variables.
6. Seek to identify the assumptions that are unwritten but at the foundation of the research report. Ask if these assumptions are acceptable to you.
5. Acknowledge that all research has limitations.
4. Recognize that something can be learned from every study. Even if you discount a study's results, you should be able to learn something about how to conduct, or not conduct, research from reading the research report.
3. Do not be easily impressed, positively or negatively.
2. Do not evaluate the research as good or bad because of one aspect of the research that you liked or disliked.
1. Read the entire article.
5. In the discussion section, are the specific findings generalized to the larger issues?
4. Does the information in the results section answer the research questions and hypotheses?
3. Is an adequate description of the research method and procedures given?
2. Does the summary and evaluation of literature in the literature review put the current study into historical and scientific perspective?
1. Does the introduction contain a statement of the problem and some justification for its importance?
12. Submit your paper for review to a communication association convention.
11. Use the revision process to enhance the quality of the written research report.
10. Use APA style for direct and indirect citations and for developing the reference list.
9. Finish the research report with an appro- priate title, title page, abstract, and list of references.
8. Recommend future research ideas and methods.
7. Identify the limitations of your study and interpret the limitations with respect to your findings.
6. Write a discussion section that provides interpretations and implications of the research findings.
5. Write a results section that presents the findings in a straightforward manner.
4. Write a method section describing the participants, research procedures, and variables.
3. Review and revise, if necessary, the research questions and hypotheses presented in your study.
2. Review and revise, if necessary, the problem statement.
1. Review and revise your literature review to ensure that the literature review aligns with the designed and tested study.
13. Coding of interaction elements is based on the element itself, and what happens before and after it.
12. Interaction analysis focuses on the features or functions of the stream of conversational elements.
11. Interaction analysis, especially suitable for interpersonal and group communi- cation, codes the ongoing conversation between two or more individuals into categories.
10. Computer software is available to assist the researcher in the coding process.
9. Content analysis can be used to identify frequencies of occurrence, differences, trends, patterns, and standards.
8. Validity issues for content coding rest primarily with the appropriateness and adequacy of the coding scheme.
7. At least two trained coders code the selected content; interrater reliability must be calcu- lated for both unitizing and coding decisions.
6. Virtually any communication phenomena can be content analyzed; codable ele- ments include words or phrases, complete thoughts or sentences, themes, paragraphs or short whole texts, characters or speakers, communicative acts or behaviors, advertise- ments, and entire television programs.
5. Coding schemes can be developed from existing theory or other published research findings, or coding schemes can emerge from the data.
4. Content analyses are often reported and analyzed using frequency counts and chi-square.
3. Category schemes allow researchers to code the manifest and latent meanings to text.
2. Content analysis is the most basic meth- odology for analyzing message content; it integrates the data collection method and analytical technique in a research design to reveal the occurrence of some identifiable element in a text or set of messages.
1. Content analysis and interaction analysis are two quantitative methods for analyzing communication texts.
10. Assess the utility of the coding results with respect to the research questions and hypotheses.
9. Assess the validity of a coding scheme.
8. Reliably apply the coding scheme.
7. Reliably identify units of analysis.
6. Identify suitable texts or messages to be coded and analyzed.
5. Assess the appropriateness and adequacy of a category scheme.
4. Explain the basic processes for conducting a research study using interaction analysis.
3. Identify appropriate uses of interaction analysis.
2. Explain the basic processes for conducting a content analysis.
1. Differentiate between manifest and latent content in content analysis.
10. Structural equation modeling (SEM) allows a researcher to test whether a theoretical model (or hypothesized associations among multiple independent and dependent variables) is statistically different from their collected data; if the theoretical model is statistically different from the
9. The beta weight, or , provides information about the direction and strength of influ- ence for each independent variable.
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