EL 983: Applied Inquiry Seminar III

Wichita State University

College of Education

Course Outline

COURSE: EL 983, Applied Inquiry Seminar III

SEMESTER: Summer, 2008

DATES & TIMES: May 30, June 6, & 13 4:00 to 7:00 pm HH EL Conference Room

FACULTY MEMBER: Jean A. Patterson

OFFICE: 105I Hubbard Hall

OFFICE HOURS: by appointment

TELEPHONE NUMBERS: Department Office: 978-3325

Jean’s Office: 978-6392

E-MAIL ADDRESS:

CATALOG DESCRIPTION: Focuses on the development of individualized research plans leading to small group and individual field-based experiences in the second year of doctoral study. The emphasis this summer is the role of theoretical framework and literature review in formulating a research proposal.

PREREQUISITES: admission to EdD program; EL 981 and 982. Simultaneous enrollment in EL 984 Theoretical Frameworks for Dissertation and Field Studies.

TEXTS/MATERIALS:

American Educational Research Association. (2006). Standards for reporting on empirical social science research in AERA publications. Educational Researcher, 35(6), 33-40.

Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. London: Sage.

Capper, C. A. (1998). Critically oriented and postmodern perspectives: Sorting out the differences and application for practice. Educational Administration Quarterly, 34(3), 354-379.

Kilbourn, B. (2006). The qualitative doctoral dissertation proposal. Teachers College Record, 108(4), 529-576.

Lincoln, Y. S., & Guba, E. G. (2005). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (3rd ed., pp. 191-215). Thousand Oaks, CA: Sage. (Instructor will provide copies).

MAJOR TOPICS:

1.  Review of epistemology, theoretical perspectives

2.  Qualitative research traditions

3.  Conceptualizing a research problem and formulating a research proposal

4.  Literature review in the context of research proposal

5.  Application of theoretical framework

PROGRAM GOALS:

Candidates will:

1.  Be able to articulate his or her epistemological position and identify the relationship between his or her epistemology and theoretical perspectives and research traditions.

2.  Be able to differentiate among various research traditions and their application to applied research.

3.  Be able to develop well-structured arguments using the literature review within the framework of Hegelian dialectic.

4.  Be able to conceptualize a research problem, objectives, and questions and the components of a research proposal appropriate for the research tradition.

5.  Be able to identify and apply a theoretical framework appropriate for the research problem.

Major Topics / Guiding Principles from the Unit Conceptual Framework*
Professionalism and Reflection (PR) / Human Development and Diversity (HDD) / Connection of Teaching Experiences and Assessment (CTA) / Technology (T) / Content Knowledge, Pedagogical Content Knowledge, and Alignment with Standards (CKS) / Collaboration (C)
1.  Epistemological position / X / X / X
2.  Research traditions / X / X / X
3.  Formulate a research proposal / X / X / X
4.  Lit review structured argument / X / X
5.  Application of theoretical framework / X

* http://webs.wichita.edu/depttools/DeptToolsMemberFiles/coedean/revisedCF_2_24_03.pdf

COURSE ASSESSMENT:

Candidates are expected to come to class prepared to discuss readings about the research process for the development of their proposals and to facilitate the work of other candidates on their research designs. Candidates will be expected, through discussions, activities, and private and group study, to facilitate the further development of their research proposal, with particular emphasis on the theoretical framework and writing the literature review.

Assessment includes being prepared to discuss the required reading and topics and to formulate a proposal according to the rubric provided.

Allocation of Scores:

1.  Class Discussions 30% May 30, June 6h, 13th, 2008, 4:00-7:00 pm

2.  Research Proposal 70% July 16, 2008

ACADEMIC HONESTY: “A standard of honesty, fairly applied to all students, is essential to a learning environment. Students abridging a standard of honesty must accept the consequences; penalties are assessed by appropriate classroom instructors or other designated people. Serious cases may result in discipline at the college or University level and may result in suspension or dismissal. Dismissal from a college for academic dishonesty, constitutes dismissal from the University.” (WSU Student Handbook)

ADA: If you have a physical, psychiatric/emotional, medical, or learning disability that may impact on your ability to carry out assigned course work, contact the Office of Disability Services (DS), Grace Wilkie Annex, room 173. (Voice phone number 978-3309; tdd/tty phone number 978-3067). DS will review your concerns and determine, with you, what accommodations are necessary and appropriate for you. All information and documentation of your disability is confidential and will not be released by DS without your permission.


SUGGESTED BIBLIOGRAPHY

Atkinson, P., Coffey, A., Delamont, S., Lofland, J., & Lofland, L. (Eds.). (2001). Handbook of ethnography. London, UK: Sage.

Becker, H. S. (1986). Writing for social scientists: How to start and finish your thesis, book, or article. Chicago: University of Chicago Press.

Becker, H. S. (1998). Tricks of the trade: How to think about your research while you're doing it. Chicago: University of Chicago Press.

Behar, R., & Gordon, D. A. (Eds.). (1995). Women writing culture. Berkeley, CA: University of California Press.

Booth, W. C., Colcomb, G. G., & Williams, J. M. (1995). The craft of research. Chicago: University of Chicago Press.

Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data: Complementary research strategies. Thousand Oaks, CA: Sage.

Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed). Thousand Oaks, CA: Sage.

Denzin, N. K., & Lincoln, Y. S. (Eds.). (2005). The Sage handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage.

Erickson, K.C.; & Stull, D.D. (1998). Doing team ethnography: Warnings and advice. Thousand Oaks, CA: Sage.

Krueger, R. A. (1994). Focus groups: A practical guide for applied research. (2nd ed.). Thousand Oaks, CA: Sage.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.

Locke, L. F., Spirduso, W. W., & Silverman, S. J. (2000). Proposals that work: A guide for planning dissertations and grant proposals (4th ed.). Thousand Oaks, CA: Sage.

Lopez, G. R., & Parker, L. (Eds.). (2003). Interrogating racism in qualitative research methodology. New York: Peter Lang.

Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed.). Thousand Oaks, CA: Sage.

Noblit, G. W. (1999). Particularities: Collected essays on ethnography and education. New York: Peter Lang.

Noblit, G. W., Flores, S. Y., & Murillo, E. G. (Eds.). (2004). Postcritical ethnography: Reinscribing critique. Cresskill, NJ: Hampton.

Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.

Silverman, D. (2000). Doing qualitative research: A practical handbook. London, UK: Sage.

Spradley, J. P. (1979). The ethnographic interview. New York: Harcourt Brace Jovanovich.

Spradley, J. P. (1980). Participant observation. New York: Harcourt Brace Jovanovich.

Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.

Stringer, E. T. (2003). Action research in education. Upper Saddle River, NJ: Prentice-Hall.

Weis, L., & Fine, M. (2000). Speed bumps: A student-friendly guide to qualitative research. New York: Teachers College Press.

Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.


Research Proposal Guidelines and Rubric for EL 983, Summer 2008

Each student will further develop the proposal written for EL 971. The proposal should include these elements: Introduction/Background, research problem, research questions, theoretical framework, review of empirical literature, and methods to study the issue. The 25-30 page paper will include rationale for the selected research design and data collection methods. Each part of the proposal should be informed and supported by research and related literature. APA 5 writing conventions will be followed.

Unacceptable
0 / Acceptable
1 / Target
2
Introduction/
Background / Does not provide sufficient background information to explain the context supported with literature. / Provides adequate background information to explain the context supported with literature. / Provides sufficient background information to explain the context supported with literature.
Research Problem / Is unable to conceptualize a research problem. / Writes a researchable problem. / Writes a researchable problem and connects it to broader educational issues.
Objectives/Purpose of the Study / Does not clearly identify the objectives or purpose of the study. / Identifies the objectives and/or purpose of the study; what she or he intends to accomplish with the proposed study. / Clearly articulates the objectives and/or purpose of the study; what she or he intends to accomplish with the proposed study.
Research Questions / Is unable to develop research questions appropriate for the study. / The doctoral student develops appropriate research questions related to the research problem. / The doctoral student develops appropriate and clearly stated research questions that flow from the research problem.
Theoretical Framework / Choice of theory is unrelated to /inappropriate for the proposed study / Proposes a theoretical framework that relates to the research problem. / The doctoral student proposes a theoretical framework that grounds the study and connects theory to practice.
Does not explain how theory will be used to inform the study and/or examine the data. / Somewhat explains how theory will be used to inform the study / Clearly explains how theory will be used to inform the study
Review of Empirical Literature / Does not identify major topics or concepts for review of empirical research that relates to the proposed study. / Identifies major topics or concepts for review of empirical research that relates to the proposed study. / Identifies major topics and concepts for review of empirical research that relates to the proposed study.
Does not use peer-reviewed empirical studies, but relies heavily on essays, editorials, or opinion pieces. / Uses peer-reviewed, empirical studies directly relevant to the proposed study. / Uses peer-reviewed, empirical studies directly relevant to the proposed study from a variety of sources.
Does not summarize what was found in the literature. / Summarizes the key themes found in the literature / Effectively critiques and synthesizes what was found in the literature.
Research Design / Does not employ an appropriate design. / Employs a case study design. / Employs an appropriate study design.
Provides no rationale for selection of research tradition. / Provides an adequate rationale for selection of research tradition. / Provides a defensible rationale for selection of research tradition.
Data Collection Methods / Proposes data collection methods that do not flow from research questions and/or does not provide rationale for selection of methods. / Proposes data collection methods that address the research questions and provides an adequate rationale for the use of methods / Proposes data collection methods that flow from the research questions and provides thorough description and rationale for data collection methods.
APA Guidelines and Writing / Does not adhere to APA guidelines & Strunk & White for references and writing style and conventions. / Somewhat adheres to APA guidelines & Strunk & White for references and writing style and conventions. / Closely adheres to APA guidelines & Strunk & White for references and writing style and conventions.
Reflection / Reflection reveals little insights knowledge gained about the research process and how the gained or how it applies to the student’s professional educational setting. / Reflection reveals insights on knowledge gained and how it can be applied to the student’s professional educational setting. / Reflection reveals deep insights into knowledge gained and how it can be applied in the students’ professional educational setting. Identifies gaps in knowledge.