EPSY/EDCI 6280.003
Qualitative Research in Education
Spring 2016
Wooten Hall Room 117
5:30pm-8:20pm
Instructor: Dr. Kelley King
Office: 207H Matthews Hall
Phone: (office) (940) 565-4447
email:
NOTE: To contact me, use this email:. Do not use communications/Mail link on the Blackboard site. I do not check work email regularly on the weekends.
Office Hours: Monday, 10:00 a.m.- 2:00 p.m., Tuesday 2:00-5:00, by appointment only. I also try to be available after class for those students who cannot come to campus earlier.
Course Objectives:
This course provides the doctoral student with the opportunity to develop a knowledge base and basic skills in naturalistic research. Course content will focus on honing the skills of the researcher as research instrument. In-class exercises and assignments are designed to introduce the novice researcher to qualitative data collection methods such as observation, participant observation, and interviewing. Additionally, students will have the opportunity to concentrate their reading in the literature of a particular approach to qualitative investigation such as narrative inquiry (life history, oral history, biography, etc.), case study, phenomenology (ethnomethodology), rapid assessment procedures (RAP), participatory action research, feminist ethnography, postmodernist ethnography, or critical ethnography.
Required TextCourse Readings:
Hesse-Biber, S., N. & Leavy, P. (2011). The practice of qualitative research (2nd ed.). Los Angeles, USA: SAGE.
Refer to the library online course reserves for a list of course readings:
Additional materials will be posted on Blackboard Learn.
Course Expectations:
1) Prompt, regular attendance. More than three absences will result in a course grade of F.
2) Completion of readings and assignments by due dates.
3) Participation in class discussions. Bring your thoughts, concerns, and questions regarding the readings.
4) Extensive reading and activity beyond assigned texts and articles.
5) ALL ASSIGNMENTS MUST BE SUBMITTED/UPLOADED FOR GRADING AND FOR A FINAL GRADE, IF NOT, THIS WILL RESULT IN A COURSE GRADE OF F.
Course Grading System:
Assignments / Points / Divide by / Due DateAttendance / 16 / 4
Interview Activity (In-Class) / 48 / 12 / Feb. 16
Observation Activity (In-Class) / 48 / 12 / March 1
Focus Group 5 –YOUR CHOICE--Ethnography Journal Articles - Big Ideas and Golden Quotes / 20 / 5 / March 1
Oral History Group Presentation / 48 / 12 / March 8
Qualitative Research Design Critique / 128 / 32 / March 8
Focus Group 6 – YOUR CHOICE--Other Research Methods Journal Articles - Big Ideas and Golden Quotes / 20 / 5 / March 22
Proposal for a Qualitative Research Project / 116 / 29 / April 26
Participation: Focus Groups on Assigned Articles – Big Ideas and Golden Quotes (7 @ 8 pts.) / 56 / 14
Presentation/Presentation Slides / 100 / 25 / April 26
Total / 600 / 150
To calculate your final grade, I use a GPA scale. Your score is your total points divided by the number of outstandings (4s) available, then rounded to nearest tenth. Scores convert to points as follows:
3.5 and up = A; 2.5-3.4=B; 1.5-2.4=C;. 5-1.4=D; Below .5= F
NOTE: I reserve the right to modify any portion of this syllabus, including course assignments, grading
system and due dates, as circumstances may warrant.
The University of North Texas College of Education does not discriminate on the basis of disability in the recruitment and admission of students, the recruitment and employment of faculty and staff, and the operation of any of its programs and activities, as specified by federal laws and regulations. Copies of the College of Education ADA Compliance Document are available in the Dean's Office, Matthews Hall 214.
Assignments
You will submit hard copies of all assignments to the course instructor during scheduled class time/date.
You will also submit electronic copies of all assignments via Blackboard. See the “Assignments” link on the course home page.
Participation: 7 Focus Groups – Big Ideas and Golden Quotes
Activity: The student will read and extract at least 5 big ideas expressed in each of the assigned readings for each focus group. The student will also extract one quote (the Golden Quote) from each of the assigned readings for each focus group. These big ideas and golden quotes will be the basis of the discussions and questions in each focus group. All focus group big ideas and golden quotes must be completed prior to class and submitted for points.
- Please post/upload your Big Ideas and Golden Quotes for each focus group prior to class (latest by 4:00 pm) to the BlackBoard Discussion Page – if not, please bring copies for your peers.
- You will be assigned focus group readings to read for that particular week – Minimum of 1-2 readings and maximum of 3 readings only.
- The rationale for focus groups is for you to share the 5 big ideas and the Golden Quote from your assigned focus group reading.
- You may read all the focus group readings listed for each class if you choose to.
Qualitative Research Design Critique
Rationale: The student will learn to identify types of qualitative questions and appropriate investigative methodology.
Activity: Review 5 published articles of qualitative research and write a collective critique of the 5 published articles using the information found in Tables 1 and 2 in the article below as a guide:
Ryan, F., Coughlan, M. & Cronin, P. (2007). Step-by-step guide to critiquing research. Part 2: Qualitative research. British Journal of Nursing, 16(12), 738-744.
Paper Format: APA 6TH Edition.
Paper Length: Minimum 10 pages – Maximum 15 pages (excluding references, tables, figures, title page, abstract)
Interview Activity(In-Class)
Rationale: The student will learn and practice questioning strategies, and interview organization, and transcription from memory.
Observation Activity (In-Class)
Rationale: The student will learn and practice observation strategies.
Focus Group 5 - Ethnography Journal Articles (YOUR CHOICE)
Using the APA format, include a minimum of 3 journal articles that describe or utilize Observations for naturalistic research. (2) Be certain to include 5 big ideas that each journal article emphasizes. (3) Pull out a "Golden Line" - a quote - from each journal article.
Focus Group 6 - Other Research Methods Journal Articles (YOUR CHOICE)
Using the APA format, include a minimum of 3 journal articles that describe or utilize other methods for naturalistic research. (2) Be certain to include 5 big ideas that each journal article emphasizes. (3) Pull out a "Golden Line" - a quote - from each journal article.
Oral History Presentation (Mostly in-class)
Working with a small group, select one oral history transcript or recording from the ROHO (see schedule) or another oral history archive. Present your example to the class and discuss with respect to the issues raised by our readings. Address questions of ethics and methods (especially interview techniques). Come prepared with excerpts of interview transcripts or audio/video recordings to share with the class.
Proposal for a Qualitative Research Project
Rationale: Development of the research proposal will provide the student with necessary skills to plan and initiate a qualitative research project.
Activity: Identify a general research question that can best be investigated using naturalistic methodology. Your research must involve both observation and interviews. Covert studies will not be permitted.
Obtain NIH certificate before beginning:
Steps:
(1)Go to for the NIH on-line course and certificate. You must submit to me an electronic copy of the NIH certificate showing you have completed the on-line NIH course.
(2)Go to for information regarding the Institutional Review Board guidelines, procedures, and forms.
Select a problem of interest to you in your field that could possibly be researched using qualitative methods.
You will design a proposal for a research project that could be used in your graduate process (additional qualitative courses, a research study for a publishable article, a pilot study for a dissertation topic).This proposal should be no more than 10-12 pages double spaced (excluding references), and should include the following sections:
• Statement of the Problem and Research Questions
What is a problem in your field that you could study? Why are you personally interested in this particular problem?
How has this topic been addressed in the literature? (review 5 articles, i.e., the articles you reviewed for the “Qualitative Research Design Critique” assignment)
What is the gap in the literature? (i.e., what has not been studied about this topic from your reading to this point?)
What do you want to learn about? What is the purpose of your study?
What kinds of research questions could be asked?
• Research design: Identify your research design. Include specific information related to:
Research site:
Describe the site where you will be working. Why this site and not another? What is your rationale for selecting this site?
Data generation:
What are the specific methods you will use to generate the data you need to answer your
research questions?
Sample and sample selection:
Who are your participants?
What is your rationale for selecting these participants?
What are your selection criteria?
Data analysis. Describe preliminary steps to analyze your data.
• Procedures: State in chronological order what the researcher will do and what the
participant is expected to do.
• Materials: List interview or survey questions you will use. Attach a copy of any
instruments that you intend to use.
• Risks and Benefits: What are the risks and benefits for your participants? How will your
study benefit humankind?
Proposal Format (APA 6TH Edition).
Qualitative Research Project Proposal: Presentation/Presentation Slides
Upload PowerPoint slides onto BlackBoard by 5:15pmon the first class day of presentations.
Qualitative Research Design Critique: Article evaluation rubric.
You will complete one per article critiqued. Submit with critique paper.
Use the following to rate each element: Absent(0);Unsatisfactory(1);Developing(2);Target(3); Outstanding(4)Criterion / Rating / Evidence
Elements Influencing believability of the research
Elements / Questions
Writing / Is the report well written - concise, grammatically correct, avoids the use of jargon?
Is it well laid out and organized?
Author / Do the researcher's qualifications/position indicate a degree of knowledge in this field?
Report title / Is the title clear, accurate and unambiguous?
Abstract / Does the abstract offer a dear overview of the study, including the research problem, sample, methodology, findings and recommendations?
Elements Influencing robustness of the research
Elements / Questions
Statement of the phenomenon of interest / Is the phenomenon to be studied dearly identified?
Are the phenomenon of interest and the research question consistent?
Purpose/significance of the study / Is the purpose of the study/research question clearly identified?
Literature review / Has a literature review been undertaken?
Does it meet the philosophical underpinnings of the study?
Does the review of the literature fulfill its objectives?
Theoretical framework / Has a conceptual or theoretical framework been identified?
Is the framework adequately described?
Is the framework appropriate?
Method and philosophical
underpinnings / Has the philosophical approach been identified?
Why was this approach chosen?
Have the philosophical underpinnings of the approach been explained?
Sample / Is the sampling method and sample size identified?
Is the sampling method appropriate?
Were the participants suitable for informing research?
Ethical considerations / Were the participants fully informed about the nature of the research?
Was the autonomy/confidentiality of the participants guaranteed?
Were the participants protected from harm?
Was ethical permission granted for the study?
Data collection/data analysis / Are the data collection strategies described?
Are the strategies used to analyze the data described?
Did the researcher follow the steps of the data analysis method identified?
Elements Influencing robustness of the research
Elements / Questions
Was data saturation achieved?
Rigor / Does the researcher discuss how rigor was assured?
Were credibility, dependability, transferability and goodness discussed?
Findings/discussion / Are the findings presented appropriately
Has the report been placed in the context of what was already known of the phenomenon?
Has the original purpose of the study been adequately addressed?
Conclusions/implications and
recommendations / Are the importance and implications of the findings identified?
Are recommendations made to suggest how the research findings can be developed?
References / Were all the books, journals and other media alluded to in the study accurately referenced?
Qualitative Research Design Critique Rubric
I will use this to assess your critique paper. (128 pts)
Criterion / Performance Rating / Comments/Evidence(12 pts.) Your introduction.
Introduces your critique and its context.
Maps your paper (Tell me what you are going to tell me).
Rationale (Tell me why this is relevant).
(16 pts.) Your Critique
Addresses all elements influencing believability of the research per the guide.
Writing
Author
Report title
Abstract
(48 pts.) Your Critique
Addresses all the following elements influencing robustness of the research.
Statement of the phenomenon of interest
Purpose/significance of the study
Literature review
Theoretical framework
Method and philosophical
underpinnings
Sample
Ethical considerations
Data collection/data analysis
Rigor
Findings/discussion
Conclusions/implications and
recommendations
References
(8 pts.) Your Articles
All articles include substantial qualitative component.
Articles are selected based on a logical rationale. (Articles are related to one another through method, research topic, etc.)
(36 pts.) Your Writing
Organization (Follows map, uses transitions, etc.)
Organization: Sections, paragraphs & points are presented in a logical order. (Progression of argument makes sense).
Mechanics: Punctuation, sentence structure and spelling are correct. No typos, etc.
References: Complete and accurate list of references
References: APA style is used correctly in reference list
References: APA style is used correctly in in-text citations.
Layout: Paper is formatted according to APA guidelines
Layout: Formatting is easy to read, neat, and visually appealing.
(8 pts). Your Documentation
Links to or copies of each of the 5 articles are included
Your completed article critique rubrics for each article are included.
Proposal for a Qualitative Research Project (116 pts)
Criterion / Performance RatingAbsent (0); Unsatisfactory (1); Developing (2); Target (3); Outstanding (4)
(4 pts) NIH certificate (0 or 4)
(4 pts) Abstract
(28 pts) Statement of the Problem and Research Questions
What is a problem in your field that you could study?
Why are you personally interested in this particular problem?
How has this topic been addressed in the literature? (review 5 articles, i.e., the articles you reviewed for the “Qualitative Research Design Critique” assignment)
What is the gap in the literature? (i.e., what has not been studied about this topic from your reading to this point?)
What do you want to learn about?
What is the purpose of your study?
What kinds of qualitative research questions could be asked?
(28 pts.) Research design: Identify your research design. Include specific information related to:
Research site:
Describe the site where you will be working.
Why this site and not another?
What is your rationale for selecting this site?
Data generation:
What are the specific methods you will use to generate the data you need to answer your research questions?
Sample and sample selection:
Who are your participants?
What is your rationale for selecting these participants?
What are your selection criteria?
(16 pts.) Data analysis.Describe preliminary steps to analyze your data.
Procedures: State in chronological order what the researcher will do and what the participant is expected to do.
Materials: List interview or survey questions you will use. Attach a copy of any instruments that you intend to use.
Risks and Benefits: What are the risks and benefits for your participants?
How will your study benefit humankind?
(36 pts.) Your Writing
Organization (Follows map, uses transitions, etc.)
Organization: Sections, paragraphs & points are presented in a logical order. (Map makes sense).
Mechanics: Punctuation, sentence structure and spelling are correct. No typos, etc.
References: Complete and accurate list of references
References: APA style is used correctly in reference list
References: APA style is used correctly in in-text citations.
Layout: Paper is formatted according to APA guidelines
Layout: Formatting is easy to read, neat, and visually appealing.
Length is within limits and appropriate to content.
Presentation/Presentation Slides
Upload PowerPoint slides onto BlackBoard (100 pts)
Slide / Content- Point-by-point Summary
- 6 lines per slide
- 20-24 Font Size
1 / Statement of the Problem and Research Questions / 8 / 12
2 / Research design / 8 / 12
3 / Research site / 4 / 4
4 / Data generation / 8 / 12
5 / Sample and sample selection / 4 / 8
6. / Data analysis / 8 / 12
100
Tentative Course Schedule
Week / Date / Topics and AssignmentsJan 19 / Course Introductiona.
Introduce Dr. Maduka
Chapter 7: Focus Group Interviews
Jan 26 / Chapter 1: An Invitation to Qualitative Research
Chapter 2: Approaches to Qualitative Research
Focus Group 1:
Qualitative Studies: General Overview
1. Brantlinger, E., Jimenez, R., Klinger, J. Pugach, M. & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71(2), 195-207.
2. Ghesquière, P., Maes, B. & Vandenberghe, R. (2004). The usefulness of qualitative case studies in research on special needs education, International Journal of Disability,Development and Education, 51(2), 171-184
3. Scott, D. (2007). Resolving the quantitative-qualitative dilemma: A critical realist approach. International Journal of Research & Method in Education, 30(1), 3-17. Available here:
4.Sofaer, S. (2002). Qualitative research methods. International Journal of Quality in Health Care, 14(4), 329-336.
Available here:
Feb 2 / Chapter 3: Designing Qualitative Approaches to Research
Focus Group 2:
1. *****Heath, B. Lakshmanan, A., Perlmutter, A. & Davis, L. (2010). Measuring the impact of professional development on science teaching and interview protocols. International Journal of Research & Method in Education, 33(1), 3-20.
2. Maxwell, J. A. (2010). Using numbers in qualitative research. Qualitative Inquiry, 16(6), 475-482.
Feb 9 / Chapter 4: The Ethics of Social Research
Reflexivity
Focus Group 3:
1. Brayboy, B. M. & Deyhle, D. (2000). Insider-outsider: Research in American Indian communities. Theory into Practice, 39(3), 163-169.
2. Banister, S. (2007). Ethical issues and qualitative methods in the 21st century: How can digital technologies be embraced in the research community. Journal of Ethnographic and Qualitative Research, 1, 1-10.
3. Finlay, L. (2002). Negotiating the swamp: The opportunity and challenge of reflexivity in research practice. Qualitative Research, 2(2), 209-230.
4. Guillemin, M. & Gillam, L. (2004). Ethics, reflexivity, and “Ethically important moments” in research. Qualitative Inquiry, 10(2), 261-280.
5. Kleinsasser, A. M. (2000). Researchers, reflexivity, and good data: Writing to unlearn. Theory into Practice, 39(3), 155-162.
6. Toma, D. (2000). How getting close to your subjects makes qualitative data better. Theory into Practice,39(3), 177-184.
7. Warin, J. (2011). Ethical mindfulness and reflexivity: Managing a research relationship with children and young people in a 14-year qualitative longitudinal research (QLR) study. Qualitative Inquiry, 17(9), 805-814.
Feb 16 / Chapter 5: In-Depth Interview
Interview Activity
Focus Group 4:
1. Dilley, P. (2000). Conducting Successful Interviews: Tips for Intrepid Research. Theory Into Practice, 39(3), 131.
2. ******Downs, Y. (2010). Transcription tales or let not love's labour be lost. International Journal of Research & Method in Education, 33(1), 101-112.
3. Drake, P. (2010). Grasping at methodological understanding: a cautionary tale from insider research. International Journal of Research & Method in Education, 33(1), 85-99.
4. Nunkoosing, K. (2005). The Problems with Interviews. Qualitative Health Research, 15(5), 698-706.
5. Potter, J. & Hepburn, A. (2005). Qualitative interviews in psychology: Problems and possibilities, Qualitative Research in Psychology, 2, 281-307.
6. Roulston, K. (2010). Considering quality in qualitative interviewing. Qualitative Research, 10(2), 199-228.
Feb 23 / Dr. King is at a conference. Class will not meet on campus.
Check the discussion board for information on what to do for class this week.
Additional Reading:
Gold. R.S. (2007). “None of anybody’s Goddamned business”? Oral history and the communist past. Institutional Review Blog.
Prepare for oral history presentations coming up week 8.
Mar 1 / Chapter 8: Ethnography
Focus Group 5:
Please bring hard copies of at least 3 journal articles that describe or utilize Observations for naturalistic research.
Mar 8 / Chapter 6: Oral History
Additional Readings:
1. Shopes, L. (2007?) Oral History, Human Subjects, and Institutional Review Boards.
2. AAUP. (2013). Regulation of research on human subjects: Academic freedom and the institutional review board.
Presentation in class today:
Oral History Presentation: Select one oral history transcript/recording from the Regional Oral History Office (UC Berkeley Library) site for presentation to the class:
Assignment Due Today: Critique of Qualitative Research Studies
Week / Date / Topics and Assignments
Mar 22 / Chapter 9: Content Analysis and Unobstrusive Methods
Chapter 10: Case Study
Other Research Methods: Drawings/Metaphors/etc.
Focus Group 6: Please bring hard copies of at least 3 journal articles that describe or utilize qualitative methods other than Focus Group Interviews, Observations, and Interviews or methods detailed in the course textbook (Exception: You are encouraged to include content analysis research.)
Mar 29 / Chapter 11: Mixed Methods Research
Chapter 12: Analysis and Interpretation of Qualitative Data
Focus Group 7[KK1]:
1. Adair, J. Pastori, G. (2011). Developing qualitative coding frameworks for education research: Immigration, education and the Children Crossing Borders project. International Journal of Research & Method in Education, 34(1), 31-47.
2. Anfara, Jr. V. A., Brown, K. M. & Mangione, T. L. (2002). Qualitative analysis on stage: Making the research process more public. Educational Researcher, 31, 28-38.
3. Angelides, P. (2001). The development of an efficient technique for collecting and analyzing qualitative data: the analysis of critical incidents. International Journal of Qualitative Studies in Education (QSE), 14(3), 429-442.
4. Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.
5. LeCompte, M. D. (2000). Analyzing Qualitative Data. Theory into Practice, 39(3), 146-154.
6. Rendón, M. & Guerda, N. (2012). Deconstructing the Portrayals of Haitian Women in the Media: A Thematic Analysis of Images in the Associated Press Photo Archive. Psychology of Women Quarterly, 36(2), 227-239.
7. Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237-246.
Apr 5 / Chapter 12: Analysis and Interpretation of Qualitative Data (Continued).
Apr 12 / Validity, Rigor & Trustworthiness
Focus Group 8:
1. Freeman, M., deMarrais, K. Preisle, J., Roulston, K. & St. Pierre, E .A. (2007). Standards of evidence in qualitative research: An incitement to discourse. Educational Researcher, 36(1), 25-32.
2. Guion, L. A., Diehl, D. C. & McDonald, D. (n. d.) Triangulation: Establishing the validity of qualitative studies. Retrieved from
3. Hammersley, M. (2007). The issue of quality in qualitative research. International Journal of Research & Method in Education, 30(3), 287-305.
4. Morrow, S. L. (2005). Quality & trustworthiness in qualitative research in counseling psychology. Journal of Counseling Psychology, 52(2), 250-260.
5. Thurmond, V. A. (2001). The point of triangulation. Journal of Nursing Scholarship, 33(3), 253-258.
6. White, D. E., Oelke, N. D. & Friesen, S. (2012). Management of a large qualitative data set: Establishing trustworthiness of the data. International Journal of Research & Method in Education, 11(3), 244-258.
Apr 19 / Chapter 13: The Writing and Representation of Qualitative Research
Focus Group 9:
1. Giddings, L. S. (2006). Mixed-methods research. Positivism dressed in drag? Journal of Research in Nursing, 11(3), 195-203.
2. Greene, J. C. (2005). The generative potential of mixed methods inquiry. International Journal of Research & Method in Education, 28(2), 207-211.
3. Day, C., Sammons, P. & Gu, Q. (2008). Combining qualitative and quantitative methodologies in research on teachers’ lives, work and effectiveness: From integration to synergy. Educational Researcher, 37(6), 330-342.
Apr 26 / Chapter 14: The Research Nexus. Emergent methods.
Assignment Due Today: Qualitative Research Proposal
Assignment Due Today: Presentation Slides (Everyone)
Presentations
May 3 / Presentations
May 10 / Presentations
This course syllabus is intended to be a guide and may be amended at any time by the instructor.