Research design there are five primary qualitative

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Research Design There are five primary qualitative research designs that are the most commonly utilized out of the hundreds of variations and hybrid designs available (Creswell, 2013; 2014; Lewis, 2015). These include the narrative inquiry, the case study, the grounded theory approach, the ethnography, and the phenomenology (Creswell, 2013; 2014; Lewis, 2015). Of the aforementioned designs, one research design was determined the best for collection and assessment of the data necessary to answer the research questions over the others. The proposed study will utilize a case study approach because it enables wide latitude to gather in-depth information and explore participant’s perceptions without preconceived notions (Stake, 1995). The qualitative case study approach to addressing the research questions enables the collection of data on the rich and complex lives of humans, allowing for the perspectives of a set group of individuals in the context of a given setting, in this case a school district, to be systematically
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39 explored and analyzed toward the purpose of understanding the practical application of the given phenomenon, in this case, service learning (Savin-Baden & Majors, 2013). In justifying the use of a particular qualitative design, it is equally important to show that consideration for other qualitative designs was taken, the considerations of those designs, and the reasons for their dismissal. The five primary qualitative research designs, as previously mentioned, are the case study, the grounded theory approach, the phenomenology, the ethnography, and the narrative inquiry (Lewis, 2015; Soy, 2015). The reasons for the selection of the case study approach have been documented to a certain degree; however, no justification, as yet, has been provided as to the reasons that the other four qualitative research designs were dismissed, nor information presented as to why this makes the case study the most appropriate for application beyond the broadest sense of the design. In order to explore the reasons that the other four of the five primary research designs considered were ultimately dismissed, the most effective means through which to accomplish such a task is the completion of a review of each of those designs, including the reasons that those designs were ultimately deemed inappropriate. Although this information is presented in brief, the presented information serves as detailed enough to understand the dismissal in consideration of each of the other four research designs. The phenomenological design was considered, but dismissed, because while it does provide a means of exploring lived experiences, it is not the lived experiences of the teachers that are sought by the research questions, making this design an inappropriate one (Lewis, 2015; Soy, 2015). A narrative inquiry was considered, but ultimately dismissed because it is not a narrative of teacher experiences being sought, but rather the potential for integration of a type of learning in the classroom setting; as such, narratives from teachers would likewise be not in alignment with the research questions (Soy,
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