Republic of the Philippines

Sorsogon State University

SCHOOL OF GRADUATE STUDIES
Sorsogon City

Name: Edna E. Hermida

Program: Doctor of Education in Educational Leadership and Management
Subject: Qualitative Research
Date: July 2, 2022

Critique Paper on: Reading and Understanding Qualitative Research

by Robyn Flaum Cruz and Jennifer Frank Tantia

“An Exploration to Qualitative Research”

I. Introduction

In clinical knowledge, dance/movement therapy (DMT) is integral to its ongoing

development. Cruz and Berrol (2012) stated that clinicians who stay appraised of
current trends informed by a broad range of research demonstrate ethical and caring
dedication to their professional growth and to their clients. Conferences, workshops and
webinars provide an engaging form of continuing education professional activity.

Cruz and Berrol (2012) wrote about the ambivalent relationship between
clinicians and research across different disciplines including DMT. Meekums (2014)
recently echoed a similar concern when she wrote about a "defensive rejection of
science by practitioners". Chaiklin and Chaiklin (2012) wrote "Research thinking and
practice thinking are identical" as they describe the value of the case study. Caldwell
and Johnson (2015) suggested three main components that connect the qualitative
researcher and the clinician.

Evaluating the value of qualitative research studies and understanding how to

apply qualitative findings to one’s own practice requires understanding some basic
intentions and characteristics of this type of research, as well as how it differs from
quantitative research. All research is more accessible when one understands how to
evaluate it.
II. Discussion of Salient Points

1. Research Questions and Types of Qualitative Inquiry

The ability to create good questions is not an innate skill, it can be
cultivated in researchers (Lipowski, 2008). Research questions should be
precisely constructed in order to identify the method to be used in the study.
According to Bouchrika (2021), questions are dynamic. This means
researchers can change or refine the research question as they review related
literature and develop a framework for the study. While many research projects
will focus on a single research question, larger studies often use more than one
research question.
Research questions invites deeper understanding of a situation or
phenomenon. There are several approaches to qualitative inquiry.
Phenomenological, grounded theory, case study, naturalistic, ethnographic,
heuristic, narrative, arts-based studies, and embodied approaches all seek to
unpack the details of a phenomenon in qualitative inquiry. The type of qualitative
research approach used to address a specific research question depends upon
what is being studied.

2. Methods
A method in qualitative research is the means used to conduct the study,
and describes how the data were collected and analyzed. Data collection in
qualitative research aims to explore and describe experiences.
Across the traditional and emerging types of qualitative research, other
techniques to collect data that provide rich information about an experience can
also be used, such as focus groups and field observations, reflexive journaling,
and document examination or videotaping.
There are many techniques for data analysis (Saldan˜a, 2013), including
thematic (Creswell, 2009), interpretive (Smith, Flowers & Larkin, 2009), and
descriptive analysis (Giorgi, 2009). There is a thread that ties these many types
of approaches, techniques, and analysis schemes together. Essentially,
qualitative researchers are concerned with analyzing the process and meaning
that is made by participants, as well as the meaning that the researcher makes
from the collected data.

III. Conclusion

As a secondary teacher handling practical research subject, teacher should

derived from published researches from home grown authors. According to Katz (2012),
the learning climate is typical of a democratic self-directed learning organization. It has
openness, involvement, encouragement of initiative, vitality and flexibility. Deriving
examples of qualitative research will help the students to comprehend the methods well
since variables are observable in their location. It would be easy for them to be open
and involved. In this scenario, students can ask for an interview from home grown
authors. It would be a great experience for the research students to have a consultation
for those researchers who can share their expertise in writing a research article.

Teachers may encouraged their students to pursue a research title that will
highlight the indigenous materials from their locality. As a facilitator of learning, we
should expose students to the real situation in the locality and accept and process their
organic grasp around them. Sabar (2022) stated that every day student-teacher
encounters take place in natural, authentic settings and represent various subjective
realities. Teachers attempt to restructure reality through the eyes of their students and
react accordingly. As teachers play a bigger role in the classroom, we should not limit
the imagination and enthusiasm of the learners. In fact, we should help them to nourish
the gift that they have.

Fontana and Frey (2000) stated that interviews in qualitative research are
based on asking open questions, listening, reacting to words used by the
interviewees and asking for interpretations, refusing to provide examples on request,
and refraining from expressing criticism. Teachers should also improve the
communication skills of the students for them to be ready in qualitative research. As
qualitative research focus on interviews, this would be a great opportunity for the
students to develop their social skills.

It is stated from the research of Lave and Wenger (1991) that programs such as
engineering, medicine, and many others, students are expected to be socialized into a
community of practice. A social skill is an integral part of the holistic development of the
child. As a man cannot live in an island, learners should be comfortable in dealing with
other so that they won’t be left behind in the future.

IV. References

Katz, S. (2012). Self-efficacy - Diagnosis and intervention: Eliciting self-efficacy beliefs

through qualitative methodology. Haifa, Israel: Shaanan. (In Hebrew)

Sabar, N. (2011). Qualitative research in education in Israel - A personal journey.

Shvilei mechkar,

Fontana, A., & Frey, J. (2000). The interview: From structured questions to negotiated
text.
In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research .London, UK:
Sage Publications, Inc.

Lave, J., & Wenger E. (1991). Situated learning: Legitimate peripheral participation.
Cambridge, UK: Cambridge University Press.