Qualitative Research Article CASP Appraisal
You will read and review one qualitative research case study article and appraise the paper’smethodological quality using the CASP Rubric.
Assignment Guidelines:
To complete this assignment you must do the following
:1. Select one published qualitative research case studies on women police officers from the following listfor review and analysis:
Archbold, C. A., & Schulz, D. M. (2008). Making rank: The lingering effects of tokenism on femalepolice officers’ promotion aspirations. Police Quarterly, 11(1), 50- 73. [Case Study: Interviewing w/Qualitative Content Analysis]
Baker, L. M. (2007). Undercover as sex workers. Women & Criminal Justice, 16(4), 25-41. [CaseStudy: Interviewing/Observation w/ Qualitative Content Analysis]
Dodge, M., Starr-Gimeno, D., & Williams, T. (2005). Putting on the sting: Women police officers’perspectives on reverse prostitution assignments. International Journal of Police Science &Management, 7(2), 71-85. [Case Study: Interviewing w/ Grounded Theory Techniques]Pogrebin, M., Dodge, M., & Chatman, H. (2000). Reflections of African- American women ontheir careers in urban policing: Their experiences of racial and sexual discrimination. InternationalJournal of the Sociology of Law, 28(4), 311-326. [Case Study: Interviewing w/ Grounded TheoryTechniques]
Rabe-Hemp, C. (2008). Survival in an "all boys club": Policewomen and their fight for acceptance.Policing: An International Journal of Police Strategies & Management, 31(2), 251-270. [Case Study:Interviewing w/Qualitative Content Analysis]
All of these journal articles are available via NSU’s electronic library system(http://www.nova.edu/library/eleclib/). If have any problems accessing any of the articles, please let meknow and I will help you through the steps.1. Read and re-read your article a few times so you get a general impression of the paper’s main sections(e.g., introduction/literature review, participants/methods, results, and discussion) and how qualitativeresearchers present case studies. For a general introduction to these and other elements commonly foundin research articles, please review Chapters One and Two in the Publication Manual of the AmericanPsychological Association (American Psychological Association, 2010) and Chapter Nine in the Creswelland Poth (2018) text. In reading the American Psychological Association (APA) style manual and theCreswell and Poth book, try to form an appreciation for what constitutes best practices in transparencyand coherence for reporting the rationale, design, results, and discussion in qualitative research reports. Tohelp you understand ways in which authors can improve the coherence and transparency in their researchreporting, I suggest you also read this article:Chenail, R. J., Duffy, M., St. George, S., & Wulff, D. (2011). Facilitating coherence acrossqualitative research papers. The Qualitative Report, 16(1), 263- 275. Retrieved fromhttp://nsuworks.nova.edu/tqr/vol16/iss1/17/This reflective reading process of reading prescriptions of how to report qualitative research and thenactual qualitative research reports will help you to become a connoisseur of quality in qualitative researchand will help you when it comes time to conduct the CASP evaluation because you will be beginning todiscern better ways to describe the steps and outcomes of qualitative research studies.1. Use the CASP Rubric (see Appendix A), which is based upon the Critical Appraisal SkillsProgramme’s (CASP) Making Sense of Evidence Tool: 10 Questions to Help You Make Sense ofQualitative Research (http://www.casp- uk.net/checklists), and your class readings to evaluate the qualityof the article. Provide a score and evaluation for each element and an overall appraisal of the article’squality based upon your CASP assessment. To help you with this portion, please review this paper forsome more details regarding the assignment:Chenail, R. J. (2011). Learning to appraise the quality of qualitative research articles: Acontextualized learning object for constructing knowledge. The Qualitative Report, 16(1), 236-248.Retrieved from http://nsuworks.nova.edu/tqr/vol16/iss1/14/ Carefully familiarize yourself with the CASP Rubric. It has many parts so you need to develop adisciplined approach to this assessment so you consistently read the article, identify the CASP element (orits absence in the paper), note the element’s location in the paper by providing its page number(s), assessthe quality of the element, provide evidence from the article* and your course readings to support yourqualitative and quantitative quality appraisal of the element, and record your findings in a clear and concisemanner. As you record your assessment of each individual CASP element, begin to form an impression ofthe overall quality of the article so when it comes time to complete the composite quantitative andqualitative sections at the bottom of the CASP you will have already begun to constantly compare yourindividual CASP element pronouncements of quality and your emerging overall appraisal of the article’squality. In performing these steps you will also be conducting your first qualitative data analysis of adocument and reporting your results*Please understand that providing evidence from the article is done by cutting and pasting the exactpassages that demonstrate the element. Your completed CASP appraisal will probably be around 14-15pages longGrading Criteria: There are 10 Individual CASP Element Evaluations with Supporting Evidence and 1Total Score / Overall Evaluation of CASP Element Quality. You can earn a maximum of 3 points for eachof the 10 individual elements and 5 points for the Total / Overall elements for a grand total of 35 points forthe assignment. See Appendix B for the CASP Rubric Appraisal instrument.
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