FerrellJEDR8400-3

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Apr 3, 2024

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FerrellJEDR8400-3 1 Determine Methods to Collect Qualitative Data for an Envisioned Study Joyce E. Ferrell School of Education, National University EDR-8400: Advanced Qualitative Methodology & Design Dr. Dale Crowe February 4, 2024

FerrellJEDR8400-3 2 Part 1: Qualitative Interview Questions In qualitative research, asking participants open-ended interview questions is one valuable data collection method. The qualitative research method is called a semi-structured interview. It combines elements of both structured and unstructured interviews. In a semi- structured interview, the researcher has a set of predetermined questions to be discussed, providing a framework for the interview. During this process, the order and wording of the questions are flexible, and the interviewer can explore additional topics that arise during the conversation. The method strikes a balance between providing some structure to the interview process and allowing for the discovery of unanticipated information through the natural flow of conversation. After the interview, the researcher can analyze the qualitative data to identify patterns, themes, and insights, contributing to a deeper understanding of the phenomenon under investigation. Explanation of Open-Ended Questions The topic intended for research is the effects of teacher-student relationships on academic achievement in students with disabilities. The questions below are open-ended and attempt to collect data to capture participants' perceptions, experiences, and insights regarding the intricate relationship between teachers and students with disabilities and how their dynamics impact academic achievement. How do you perceive the role of teacher-student relationships in shaping the academic experiences of students with disabilities, and can you share a specific instance where such a relationship had a notable impact? This question is aligned with the research topic as it directly addresses the impact of teacher-student relationships on the academic experiences of students with disabilities. By asking

FerrellJEDR8400-3 3 respondents to share specific instances where these relationships have had a notable impact, I am seeking qualitative insights into the connections between teacher-student dynamics and academic achievements in the context of students with disabilities. According to Pathak et al., 2013, qualitative research seeks to uncover underlying meanings, patterns, and insights. This open- ended question allows participants to provide nuanced and detailed perspectives, offering valuable qualitative data for my research. In your observation or experience, how do positive or negative teacher-student relationships influence the motivation, engagement, and overall learning outcomes of students with disabilities? This question explores the connection between teacher-student relationships and various aspects of academic performance in students with disabilities. By inquiring about how positive or negative relationships influence motivation, engagement, and overall learning outcomes, I am delving into the mechanisms through which these relationships may impact academic achievements. According to Roorda et al. 2017, increased engagement with students' motivation to learn and achieve in academics directly results from positive teacher-student relationships. This open-ended question invites participants to share their observations and experiences, allowing for a nuanced exploration of the multifaceted relationship dynamics and their consequences on the academic journey of students with disabilities. Can you provide insights into any strategies or approaches teachers use that have proven effective in fostering supportive relationships with students with disabilities, ultimately enhancing their academic achievement? This question aligns well with my topic of interest, focusing on practical strategies and approaches teachers use to foster supportive relationships with students with disabilities. By

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