Descriptions of Sampling Practices Within Five Approaches to Qualitative Research in Education and the Health Sciences

Although recommendations exist for determining qualitative sample sizes, the literature appears to contain few instances of research on the topic. Practical guidance is needed for determining sample sizes to conduct rigorous qualitative research, to develop proposals, and to budget resources. The purpose of this article is to describe qualitative sample size and sampling practices within published studies in education and the health sciences by research design: case study, ethnography, grounded theory methodology, narrative inquiry, and phenomenology. I analyzed the 51 most highly cited studies using predetermined content categories and noteworthy sampling characteristics that emerged. In brief, the findings revealed a mean sample size of 87. Less than half of the studies identified a sampling strategy. I include a description of findings by approach and recommendations for sampling to assist methodologists, reviewers, program officers, graduate students, and other qualitative researchers in understanding qualitative sampling practices in recent studies

A Mixed Methods Study of Teachers’ Perceptions of Communicative Language Teaching in Iranian High Schools

This mixed methods research study explored Iranian high school English teachers' perceptions of the CLT approach and the problems that may hinder teachers from implementing CLT in classes. In addition, this study investigated the relationships between teachers' backgrounds and their beliefs towards CLT approach. In the quantitative phase of the study, 70 teachers responded to the Attitudes toward Communicative Approach Scale and the Perceived Difficulties of Communicative Language Teaching Implementation Questionnaire. In the qualitative phase of the study, six teachers, three inexperienced and three experienced, participated in semi-structured interviews concerning their beliefs about CLT approach and their perceptions of barriers in implementing CLT in the Iranian EFL setting. The quantitative results of the first questionnaire indicated that teachers had favorable attitudes towards CLT in general and group/pair work in particular. The results of the second questionnaire showed that teachers considered the problems created by educational system as the major hindrance in applying CLT in classes. Pearson Product-Moment Correlation analyses revealed a significant and positive correlation between teachers' CLT scores and their professional training but no significant relationship was found between teachers' CLT scores and their teaching experience. The qualitative results indicated that selected teachers yielded a better understanding of teachers' beliefs towards CLT

Descriptions of Sampling Practices Within Five Approaches to Qualitative Research in Education and the Health Sciences

Although recommendations exist for determining qualitative sample sizes, the literature appears to contain few instances of research on the topic. Practical guidance is needed for determining sample sizes to conduct rigorous qualitative research, to develop proposals, and to budget resources. The purpose of this article is to describe qualitative sample size and sampling practices within published studies in education and the health sciences by research design: case study, ethnography, grounded theory methodology, narrative inquiry, and phenomenology. I analyzed the 51 most highly cited studies using predetermined content categories and noteworthy sampling characteristics that emerged. In brief, the findings revealed a mean sample size of 87. Less than half of the studies identified a sampling strategy. I include a description of findings by approach and recommendations for sampling to assist methodologists, reviewers, program officers, graduate students, and other qualitative researchers in understanding qualitative sampling practices in recent studies

Descriptions of Sampling Practices Within Five Approaches to Qualitative Research in Education and the Health Sciences

Although recommendations exist for determining qualitative sample sizes, the literature appears to contain few instances of research on the topic. Practical guidance is needed for determining sample sizes to conduct rigorous qualitative research, to develop proposals, and to budget resources. The purpose of this article is to describe qualitative sample size and sampling practices within published studies in education and the health sciences by research design: case study, ethnography, grounded theory methodology, narrative inquiry, and phenomenology. I analyzed the 51 most highly cited studies using predetermined content categories and noteworthy sampling characteristics that emerged. In brief, the findings revealed a mean sample size of 87. Less than half of the studies identified a sampling strategy. I include a description of findings by approach and recommendations for sampling to assist methodologists, reviewers, program officers, graduate students, and other qualitative researchers in understanding qualitative sampling practices in recent studies