| In a 90 minute Roundtable session, the first
rotation uses the first 45 minutes and the second rotation uses the last 45 minutes.
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| Roundtable Rotation I:
The Analysis and Interpretation of Focus Groups in Evaluation Research |
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Roundtable Presentation 900 to be held in Suwannee 19 on Saturday, Nov 14, 3:30 PM to 5:00 PM
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Sponsored by the Qualitative Methods TIG
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| Presenter(s):
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| Tom Massey, University of South Florida, massey@fmhi.usf.edu
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| Abstract:
Focus groups have an established history of use in applied research and evaluation. The fundamental methods of the focus group technique have been well discussed, as have advantages of their use. Less guidance, however, tends to be provided for evaluators regarding the analysis of data resulting from focus groups or how to organize and defend conclusions drawn from the analysis. This roundtable will briefly review the methodology of the focus group with an emphasis on discussing thematic analysis of latent data at three distinct levels: articulated, attributional, and emergent. The three levels are described and illustrated with respect to their value and contribution to interpretation within the framework of the group method and qualitative standards of thematic analysis. Roundtable participants will be encouraged to share examples of their analysis of focus groups in evaluation. By discussing and sharing experiences, participants will gain new insights and enhance their skills in the use and interpretation of focus groups.
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| Roundtable Rotation II:
Freehand Drawings as Visual Data: College Course Evaluations Using the Appreciative Inquiry Model |
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Roundtable Presentation 900 to be held in Suwannee 19 on Saturday, Nov 14, 3:30 PM to 5:00 PM
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Sponsored by the Qualitative Methods TIG
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| Presenter(s):
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| Corenna Cummings, Northern Illinois University, ccummings@niu.edu
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| Lara Lyles, Northern Illinois University, llyles@niu.edu
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| Abstract:
Evaluators often seek innovative alternatives to common evaluation issues such as course evaluations. This study investigates the efficacy of visual data - freehand drawings - in the appreciative inquiry model for the purpose of evaluating graduate level courses in program evaluation, research methods, and classroom assessment. Appreciative Inquiry has been contrasted with problem solving. In problem solving we identify the problem, analyze the cause, suggest solutions, and generate action plans; whereas, in appreciative inquiry, we consider the best of what exists, envision the possibilities, dialog about what should exist, and innovate regarding possible change (Hammond, 1998). Evaluators may be interested in the use of freehand drawings as visual data used within the context of course evaluations and the use of a model for guiding change that focuses on the positive aspects of the issue under consideration.
Hammond, S. (1998). The thin book of appreciative inquiry. Thin Book Publishing Company. Bend, OR.
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