Field Research Methods in Educational Administration

EAD 955b

Field Research Methods in Educational Administration

“Qualitative Research Methods in Higher and Adult education”

Section 001, Spring, 2003

John M. Dirkx, Ph.D.phone: (517) 353-8927

Office: 419 Erickson Hall fax: (517) 353-6393

Office Hours: By appointmente-mail:

Course overview

This course focuses on developing knowledge and skill in the use of qualitative methods for researching problems and questions in higher and adult education. The major components of the course include the foundations of qualitative design (history, philosophy, nature, and types), familiarity with and skill in observation and interviewing as major data collection methodologies, analysis of qualitative data, and representation of the results of qualitative research in written form.

Course Objectives

Participants in this course will develop a familiarity with major philosophical and methodological issues in using qualitative research in higher and adult education, and with the various ways in which these issues can be addressed. Specifically, participants will be able to:

1. Define and describe the overall aims and purposes of qualitative research from the perspective of the major paradigmatic research traditions;
2. Define and describe their own presuppositions and assumptions relative to conducting research in high and adult education settings;
3. Describe the various ways in which qualitative research is conceptualized;
4. Identify problems appropriate for qualitative research (the kind of human phenomena qualitative research examines and the overall goals for this research);
5. Design research strategies relevant to the kinds of problems being investigated;
6. Design and use observational protocols to collect data in higher and adult education settings;
7. Design and use interview protocols to collect data in higher and adult education settings;
8. Analyze data obtained through observation, interviews, or retrieval of documents;
9. Represent the findings of qualitative research through writing;
10. Describe the role of theory in formulating a research problem and interpreting the results of data analysis in qualitative research;
11. Identify major ethical issues and dilemmas related to the use of qualitative research.

Learning experiences

The goals and objectives of this course will be addressed through a variety of learning experiences. Assigned readings are purposively kept at a relatively low number, so you are able to practice the skills we are studying. We will rely heavily on reading exemplars of qualitative research and discussing the various philosophical and methodological issues through the lenses of these various readings. You are strongly encouraged to read within your own area recent qualitative studies. These will be available through a variety of journals and books, as well as on the Internet.

Assigned readings and discussions will be augmented through the use of lecture, demonstration, and short video presentations, when appropriate. As a means of fostering knowledge and skill in qualitative research, we will also conduct small observations (sorties) and interviews over the course of the semester. You will be asked to write up the results of these observations and interviews, and critique these write-ups (both your own and others) through the use of peer writing groups. These observations and interviews will serve as additional case material for your consideration in the course. All participants will also be expected to maintain a research journal through the course of the semester.

Required texts and materials

1. Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
2. Denzin, N. K., & Lincoln, Y.S. (EDS). (1998) The Landscape of Qualitative Research: Theories and Issues (Handbook of Qualitative Research Paperback Edition , Vol 1)
3. Denzin, N. K., & Lincoln, Y.S. (EDS). (1998). Collecting and interpreting qualitative materials (Vol 3) by Norman K. Denzin (Editor), Yvonna S. Lincoln
4. Dirkx, J. M. (2003) Coursepak of readings prepared by the instructor and available online through course website.

Expectations and assessment of participants

1. Participate fully in all class sessions (5%). Attendance and participation in class discussions is essential to the overall success of this course.
2. Participate on the discussion board of the class website (5%). Each participant will be expected to post at least weekly to the discussion board. You may wish to post thoughts, reflections, or reactions to what you are reading, what we are discussing in class, or articles on or of qualitative research that you have encountered elsewhere. These postings may be your own contribution or a response to postings from other participants or the instructor. You should check the website several times a week.

Maintain a research journal (10%). Use this journal to explore your thoughts and feelings about the major philosophical and methodological issues we will be covering. The journal is also the space to explore possible research topics, questions, or problems, how the readings and discussion might relate to these topics, and your evolving understanding of the research and theory related to these topics.

3.Observation (10%). Conduct a 30 – 45 minute period of observation within a setting of higher or adult education, preferably one that is not familiar to you. Focus on what you seeing happening within this setting. Write up the results of your observation and share with your peer writing group. As a member of the peer writing group, provide comments to others on their report.

4.Interview (10%). Conduct a 30 – 45 minute interview with a person who is a member of a social group or community of interest to you. Tape record the interview. This interview may be from the same setting in which you did the observation but it need not be. Review and critique the taped interview with at least one other person in the class. Write up results of the critique of your interview. Hand in tapes and critique. Making transcripts of the audiotapes is optional but recommended.

1. Article review (15% total). Select one article reporting on qualitative research in higher or adult education. A list of suggested articles will be provided to you and you are encouraged to select one from this list. The review of the article should be no more than one to two pages, typed – single-spaced. The review should contain the following headings, with your comments:

Research purpose/questions being addressed

Theoretical or conceptual framework

Data collection methods and sampling procedures

Data analysis methods

Findings and conclusions

Your personal reactions to and critique of the article

1. Research proposal (20%).Develop a preliminary research proposal that focuses on a topic or problem or your choice within higher or adult education. Your propsal should include:

A statement of a specific problem of your choice within higher or adult education;

Background and rationale for the problem;

Research strategies you will use to study this problem.

This paper should be approximately six to nine pages in length and include references cited and any interview or observation protocols that you are considering using.

1. Research report (25%). Write up the results of your proposed research project, using the following structure:

Research purpose/questions being addressed

Theoretical or conceptual framework

Data collection methods and sampling procedures

Data analysis methods

Findings and conclusions (your data will admittedly be very limited here but I would like you to speculate about your findings, given what you collected and analyzed)

Your report should be typed double-spaced and no more than 12 – 15 pages in length, including references cited. Appendices may be in addition to this length. Follow the Fourth Edition of the APA manual for style requirements.

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Agenda

Session 1: J

Session / Date / Topic / Assignment [1]
1 / Jan 8
Partial meeting – rest online /

Part I: Foundations of qualitative research

- Course overview
- Definitional issues & historical origins of qualitative research /

Assignment: Conduct mini-observation of a social setting of interest

2 / Jan 15
Online meeting; no class meeting / - Interpretive paradigms and perspectives
- Epistemological stances in qualitative inquiry / Merriam, Chp 1
D & Z, (Vol 1) Denzin & Lincoln, Chp 1 Introduction: Entering the field of qualitative research
D & Z, (Vol 1), Gub & Lincoln, Chp 6, Competing paradigms in qualitative research.
Bredo & Feinberg, “The positivist approach to social and educational research, ” “The interpretive approach to social and educational research,” “The critical approach to social and educational research”
D & Z, (Vol 1), Vidich & Layman, Chp 2, Qualitative methods: Their history in sociology and anthropology; (Recommended)
3 / Jan 22
Resume face-to-face meeting / - Continuation of historical, philosophical and epistemological issues / Merriam, Chp 2
D & Z, (Vol 1) (Recommended)
- Hamilton, Chp 3: Traditions, preferences and postures in applied qualitative research;
- Schwandt, Chp. 7, Constructivist, interpretivist approaches to human inquiry;
- Kincheloe & McLaren, Chp 8,Rethinking critical theory and qualitative research;
- Olesen, Chp 9 Feminisms and models of qualitative research

Due: Write-up of mini observation session

4 / Jan 29 / Part II: Qualitative research design- Selecting a particular qualitative approach: An overview of qualitative research strategies
- Role of the researcher / Moustakis, “Human science: Perspectives and models”
Merriam, Chp 3
5 / Feb 5 / - Role of literature and theory in qualitative research
- Ethical issues
- Identifying and selecting a problem
- Selecting participants /

Assignment: Conduct a qualitative interview

LeCompte & Preissle, “The role of theory in the research process”
Merriam, Chp 3
UCRIHS website;
6 / Feb 12 / - Selecting and examining documents and cultural artifacts
- Conducting observations /

Merriam, Chp 5, 6, 7

D&Z, (Vol 3), pp. 35-45
D&Z, (Vol 3), Chp 3, Adler & Adler, Observational techniques
D&Z, (Vol 3), Chp 4, Hodder, The interpretation of documents and material culture
D&Z, (Vol 3), Chp 5, Harper, On the authority of the image( Recommended)
7 / Feb 19 / - Conducting interviews
- Using narrative methods /

Merriam, Chp 4

D&Z, (Vol 3), Chp 2, Fontana & Frey, Interviewing: The art of science

D&Z, (Vol 3), Chp 6, Clandinin & Connelly, Personal experience methods

8 / Feb 26 / - Managing and analyzing qualitative data
- Use of computer software to analyze qualitative data /

Merriam, Chps 8-10

D&Z, (Vol 3), Chp 7, Huberman & Miles, Data management and analysis methods
D&Z, (Vol 3), Chp 8, Richards & Richards, Using computers in qualitative research
Coursepak; LeCompte & Preissle, “Analysis and interpretation of qualitative data”
D&Z, (Vol 3), pp. 275-281

Due: Interview transcript and write up of interview

Begin work on mini-research proposal

Mar 5 / Spring Break
9 / Mar 12 / -Interpreting analysis of qualitative data
- Interpretive validity in qualitative research
- Use of writing as method of inquiry and interpretation / Merriam, Chp 11
D&Z, (Vol 3)
Coursepak , (External links)
- Chp 9, Manning & Cullum-Swan, Narrative, content and semiotic analysis
- Chp 10, Althiede & Johnson, Criteria for assessing interpretive validity
- Chp 11, Denzin, The art and politics of interpretation
- Chp 12, Richardson, Writing: A method of inquiry
10 / Mar 19 / Part III: Selected qualitative traditions – seminar sessions[2]
- Case studies (Linda)

- Participatory action research (John)

- Clinical research (John) / Merriam, Chp 2 (Review)
Coursepak (External links)
- Moustakis, “Human science: Perspectives and models” (Review)
- Yin, “Introduction” (to Case Study Research)
- What does team teaching mean? A case study of interdisciplinary teaming
- Whyte et al, Participatory action research,”
- Argyris & Schon, Participatory action research and action science compared”
External links
Denzin & Lincoln (Vol 2) Chps 10-11 (Optional)
Article review due with presentation of assigned qualitative tradition
11 / Mar 26 / - Phenomenology (Vince)
- Grounded theory (Jane) / Coursepak, (External links)
- Moustakis, “Transcendental phenomenology,” Phenomenology and human science inquiry,”
- Patterns of situational identity among biracial and multiracial college students (Jane’s article)
- Illuminating realities: a phenomenological view from two underachieving gifted leaners.(Vince’s article)
Denzin & Lincoln (The landscaope of qualitative research) Chp 6-7
Due: Mini-research proposal
Begin or continue data collection for mini-research project
12 / April 2 / - Narrative approaches (Benita, JoLee)
- Historical study / Lieblich et al, “A new model for classification of approaches…,” “The narrative of our own research”
Coursepak (External links )
- The natural self: Life stories in process
- Ever upward and no turning back
- Life history and academic work: The career of professor G
-Being called awake: The role of transformative learning in the lives of environmental activists
Denzin & Lincoln (Vol. 2) Chp 8-9 (Optional)
13 / April 9 /

- Ethnographic approaches (Eric, Bess)

/ Coursepak
- Spradley, “Ethnography and culture,” Ethnography for what?”
Coursepka (External links )
- Mapping conceptual worlds: Using interpretive ethnography to explore knowledge making...
- Characteristics and origins of qualitative and ethnographic research in education
- Gender and women's experience at work: A critical and feminist perspective on human resource development
- Should I stay or should I go? Investigating Cambodian women's participation and investment in adult ESL programs
-Culture and ideology in keeping transfer commitment: A study of three community colleges
14 / April 16 / - Pulling together a qualitative research proposal / Denzin & Lincoln (Vol. 2) Chp 3 (review)
15 / April 23 / - Review and wrap-up
16 / April 30 / - Final exam meeting /

Due: Mini-research report

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Selected exemplars of qualitative research

Making the grade (H. S. Becker, B. Geer, E. C. Hughes)

*Boys in white (H.S. Becker and others)

Forgive and remember; Managing medical failure (C. L. Bosk)

*Street corner society (W. Whyte)

You owe yourself a drunk (J. Spradley)

Working (S. Terkel)

Trembling the angels: Women living with HIV/AIDS

*How working class kids get working class jobs (P. Willis)

*Inside High Schools (By our very own Dr. P. Cusick)

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[1] There is considerable information also available on the Internet on the various topics we are studying in this class and you will be expected to make use additional use of this resource to further develop your understanding in these topics.

[2] Each student will be expected to sign up to lead a seminar session on one of the qualitative traditions listed in the syllabus, or one that is negotiated with the instructor. With each seminar, the student is expected to select an published example of the research tradition which will be made available to the whole class in the electronic coursepak through the class’s website. The seminar should focus on the article as a case example of this form of qualitative research, and the presenter should lead a critique of that article from the perspective being illustrated.