|
|
|
|
|
Welcome to DEL610: Qualitative Research in Education Please read the information on this page before proceeding to the course assignments. Prerequisites:
None
Credit Hours: 4 Semester Hours About your Instructor
Instructor Contact Information Office hours: Monday-Friday, 8:00am-5:00pm (Pacific Time) Email address: evanheerden@tuiu.edu Telephone and fax numbers: (714) 226-9840 X 2003 (714) 226-9845 Course Description This course compares and contrasts qualitative research methods and modes of qualitative analysis. Examines issues in establishing plausibility, credibility and adequacy. Includes data gathering techniques, data recording and data analysis. Significance of the Course within the Program The Ph.D in Education objectives are listed at http://www.tuiu.edu/coe/phd.html This course will either implicitly or explicitly address the following program objectives: Upon successful completion of their respective program specialization, the graduate should be able to:
Course Overview
This course is part of a course
sequence and research for Ph.D students. As a well rounded doctoral student you
will need to have an understanding of the philosophical assumptions of
qualitative research, methods, data collection techniques and standards used to
evaluate qualitative research. You will build upon the course work you have already completed in DEL
600 (Research Methods in Education).
Learning
Objectives
By
the end of this course, the student shall be able to satisfy the following
outcomes expectations:
1. Analyze an article and identify the characteristics of qualitative
research; (module 1)
2 Identify the philosophical and epistemological assumptions of research paradigms in qualitative research;
(module 1) 3. Discuss
the differences between specific qualitative research methods; (module
2) 4.
Discuss qualitative data
collection techniques; (module 3) 5. Apply an
understanding of a conceptual framework,
research questions and sampling; (module 4) 7. U 8. Independently do research and
analyze the use of mixed methods in educational research
(module 1-5)
Course Content and Schedule
<top>
Course requirements
Case Assignments
The case assignment (case study) is a written description of a
problem or situation. "Most cases are a snapshot of a particular situation
within a complex environment."
The purpose of the case assignments in this course is to place the
student in a position which will require research, synthesis of information and
critical thought. You will be asked to distinguish pertinent from peripheral
facts, to identify central alternatives among several issues competing for
attention, and to formulate strategies and recommendations. The method provides
an opportunity to sharpen problem-solving skills and to improve your ability to
think and reason rigorously.
Note that your response will require research, synthesis of
information and critical thought. The Case
Assignments represent 50% of the student’s overall grade.
Students should submit at least one early submission (module one or two) and the
final product of the SLP. The early submission (module one or two) will be
necessary for approval of the topic and/or initial topic guidance by the
professor. The final submission will decide the project grade. The Session Long
Project represents 35% of the student’s overall grade.
Threaded
Discussions
The threaded discussions will afford
the student opportunities for synchronous as well as asynchronous
lecture/discussions. The threaded discussion affords the student a forum for
intellectually engaging other students in critical analysis and discussion of
modular topics, as directed and moderated by the professor. The minimum
interaction expected of you is to respond to this question / topic during the
first week of each module. During the 2nd week of each module, you are expected
to read through responses by peers (from week 1 of the module) and post a 2nd
response addressing 1 or more of the shared ideas. The Threaded
Discussions represent 10 % of the student’s overall grade.
Each TD module is: 2%
Meaningful Participation is: 3 points = A
Participation to some extent: 2 points = B
Participation with minimal
contribution: 1 point = C
No participation: 0 point =
F One live
conference per module will be scheduled at the beginning of the session. The
purpose of the HL is to provide further explanations of the concepts being
addressed and to answer any questions you may have.
Students will receive an email at the start of the session concerning the days /
times in which these conferences will be held, along with additional details
concerning the format of these conferences.
Participation in the live conference and/or completion of the alternative
reports for each module will contribute 5% toward your final course grade.
Be sure to review the TUI Calendar for important module due dates.
Please note that assignment due dates are the Monday following the second Friday of each module. For students not yet familiar with the model of instruction at TUI, information is available about course navigation and the various components of TUI courses.
You will be evaluated on the quality of all written assignments submitted, participation in weekly threaded discussions and the session long project. Grades will be based on a standard 100-point scale with the following values and ranges:
<top> Policies Grades of Incomplete
Grade Appeal
Students with a documented disability that requires assistance must provide appropriate documentation and request accommodations (based on disability) upon registration. Students must provide documentation from an appropriate professional that verifies the presence and impact of the disability. The Director of Student Services reviews the documentation and determines eligibility for accommodations.
So that the academic programs and services of TUI shall be available to all qualified students who have been admitted to its programs, regardless of religious beliefs, students shall not be penalized because of observances of religious holidays.
TUI requires all PhD work to be in APA form. We also encourage all other students to comply with guidelines for proper citation of references. You may use the information found on the following links: http://owl.english.purdue.edu/handouts/research/r_apa.html
TUI demands a level of scholarly behavior and academic honesty on the part of students. Violations by students exhibiting dishonesty while carrying out academic assignments, and procedural steps for dealing with academic integrity are delineated in the TUI student handbook. Be sure you understand the meaning of plagiarism. “Plagiarism is the act of using the work of another and representing it as your own. Plagiarism is one of the most serious infractions in an academic setting and subject to disciplinary action.” Please see the TUI Policy on Plagiarism.
Materials used in connection with courses at TUI may be subject to copyright protections and are intended solely for the use of students officially enrolled at TUI. The materials in each course are intended for private study, scholarship and research as associated with the requirements of the course, and may not be retained, duplicated or disseminated without express permission of the holder of the copyright. <top> Course Materials / BibliographyModule 1 Required reading
Boudreau M.C. (1997).Report on the Discussion at the Panel on Assessing Critical Social Theory Research in Information Systems Retrieved January 2006 from Virginia Commonwealth University Web site http://www.people.vcu.edu/~aslee/Philadelphia-CST.htm Hammersley, M. 2000. The Relevance of Qualitative Research Oxford Review of Education. 26 (4) 393-407 Hirscheim, R, Klein, H.K.Mar 1994. Realizing emancipatory principles in information systems development: The case for ETHICS MIS Quarterly (Minneapolis) 18 (1) 83-110 Websites: Phenomenology on Line retrieved January 2006 from http://phenom.educ.ualberta.ca/ Merriam, S.B Introduction to qualitative research in The nature of qualitative enquiry, retrieved January 2005 from http://media.wiley.com/product_data/excerpt/56/07879589/0787958956.pdf
Required reading Burton, L. & Wilson, W.J. (2002) Welfare, Children & Families: A Three-City Study, Brief Description of Ethnographic Component Retrieved July 2008 from Johns Hopkins University Web site: http://www.jhu.edu/~welfare/ethnographydesc.doc Schultze, U. 2002. A confessional account of an ethnography about knowledge work MIS Quarterly, 24 (1) 3-42 Chen, LA.1999 Reflective Spin: case studies of Teachers in Higher Education. Transforming Action. World Scientific Company Incorporated Heneghan, A.M, Mercer, M & DeLeone, N.L. 2004. Will Mothers Discuss Parenting Stress and Depressive Symptoms with their Child's Pediatrician? Pediatrics (Evanston), 113(3) Part 1, 460-468 Newman, J.M. 1998. Action research: Exploring the Tensions of Teaching In Newman, Judith, M. 1998. Tensions of Teaching: Beyond Tips to Critical Reflection. Toronto/New York: Canadian Scholars' Press/Teachers College Press, 1-24. Additional reading (not required) Action research resources, retrieved July 2008 from http://www.scu.edu.au/schools/gcm/ar/arhome.html Introduction to Case study The Qualitative Report, 3 (2), retrieved July 2008 from http://www.nova.edu/ssss/QR/QR3-2/tellis1.html Pandit, N.R. The Creation of Theory:A recent Application of the Grounded Theory Method , retrieved July 2008 from http://www.nova.edu/ssss/QR/QR2-4/pandit.html#top Module 3 Required reading Read the following peer reviewed article to learn more about how qualitative data collection techniques are utilized: Mackey, B, Pitcher, S, & Decman, J.2006. The Influence of Four elementary Principals upon their Schools’ reading programs and Students’ Reading Scores, Education, 127 (1) 17 pages Read the information on semi-structured interviews (discussed as "tool 9") on the following page: Semi-structured interviews, retrieved September, 2007 from http://www.fao.org/docrep/x5307e/x5307e08.htm Websites: (required) Research method resources on the World Wide Web: The University of British Columbia, Research Methods Resources on the WWW, Qualitative interviewing retrieved May, 2007 from http://www.slais.ubc.ca/resources/research_methods/interviews.htm **NOTE, not all of the links in the above sight are active, but you should still be able to get a good overview of qualitative interviewing techniques The University of British Columbia, Research Methods Resources on the WWW, Oral history methods retrieved May, 2007 from http://www.slais.ubc.ca/resources/research_methods/interviews.htm University of Surrey, Social Research Update, Vignette technique, retrieved May 2007 from http://sru.soc.surrey.ac.uk/SRU25.html Research Issues in Art Design and Media, Diaries and fieldnotesin the research process retrieved May 2007 from http://www.biad.uce.ac.uk/research/riadm/issueOne/researchDiaries.asp Research Issues in Art Design and Media, Diaries and Fieldnotes in the research process: Practical issues retrieved May 2007 from http://www.biad.uce.ac.uk/research/riadm/issueOne/practicalIssues.asp Module 4 Required reading Baptiste, I, September. 2001. Qualitative Data Analysis: Common Phases, Strategic Differences, retrieved May,2007 from http://www.qualitative-research.net/fqs-texte/3-01/3-01baptiste-e.pdf Additional reading (not required) Myers, M.D. 1997. Association for Information Systems, Modes of analysis retrieved May 2007 from http://www.qual.auckland.ac.nz/#Modes%20of%20Analysis Peer reviewed articles (not required reading) Data analysis strategies for qualitative research The pros and cons of data analysis software for qualitative research Module 5 Required reading Drisko, J.W.1997.Strengthening qualitative studies and reports: Standards to promote academic integrity. Journal of Social Work Education, 33 (1) 185-198 Arminio, J,L. & Hultgren, F,H. Jul/Aug.2002. Breaking out from the shadow: the question of criteria in qualitative research.Journal of College Student Development, 43 (4) 44-59 Shank, G. & Villella, O. 2004. Building on new foundations: Core Principles and New Directions for Qualitative Research. The Journal of Educational Research, 98 (1), 46-56 Additional reading (not required) Kelle, Udo. 2006 Combining qualitative and quantitative methods in research practice: purpose and advantages, Qualitative Research in Psychology, 3 (4) 293 Morse, J, Niehaus, L, Wolfe, R & Wilkins, S. 2006. The role of the theoretical drive in maintaining validity in mixed method research, Qualitative Research in Psychology, 3(4) 293 Jones, I. 1997. Mixing Qualitative and Quantitative Methods in Sport Fan Research, The Qualitative Report, 3 (4), retrieved May 2007 from http://www.nova.edu/ssss/QR/QR3-4/jones.html Ratcliff, D. Validity and Reliability in Qualitative Research, retrieved May 2007 from http://www.vanguard.edu/faculty/dratcliff/qual/ Ratcliff, D. Validity and Reliability in Qualitative Research, retrieved May 2007 from http://www.vanguard.edu/faculty/dratcliff/qual/ top> |
|
|
