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What is Purposeful Sampling

Chapter 16
Supporting Children’s Well-Being During Early Childhood Transition to School
A typical sampling practice found in qualitative research intended to capitalize on smaller sample sizes and information-rich cases, in contrast with the random sampling that is typical in statistical research. At least 40 variations of purposeful sampling are recognized by qualitative researchers and each variation is designed to achieve a different research goal (e.g. identifying a single significant case, facilitating comparisons within the sample, maximizing or minimizing variation on a specific characteristic within the sample).
Published in Chapter:
Qualitative Inquiry in Early Childhood Education Research: Interviewing to Study Schools' Recognition of Funds of Knowledge in the Kindergarten Transition
Karlyn R. Adams-Wiggins (Portland State University, USA) and Hebbah El-Moslimany (Rutgers University, USA)
Copyright: © 2021 |Pages: 17
DOI: 10.4018/978-1-7998-4435-8.ch016
Abstract
Recent research on the kindergarten transition highlights the importance of alignment across contexts to provide high-quality interactions. Yet, we know less about how families make sense of their experiences in the transition. This chapter explores families' experiences with the kindergarten transition from a funds of knowledge perspective. Results from a qualitative interview study of schools' recognition of families' funds of knowledge during the kindergarten transition are presented. Families in the study discussed parent-initiated involvement and disconnects between school perceptions of their home culture and their own self understandings. The authors argue that understanding families' own experiences with the transition is an important step in conceptualizing families' involvement in their children's education.
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