University of Wisconsin-Milwaukee

School of Education

Department of Curriculum and Instruction

Qualitative Research and Field Studies in Educational Settings

CURRINS 729 (031), Summer 2013

Instructor:

Jeffrey M. Hawkins, Ed.D.

Class Time:

Wednesday, 5:00 p.m. 8:10 p.m. (Face to Face/Synchronous) &

On your own time, 3 hours and 10 minutes (Asynchronous) weekly.

Class Location:

END 384

Office Hours:

Wednesday, 3p.m. 4:30 p.m. or by appointment.

Office Location:

Enderis Hall 361

Email:

hawkinj@uwm.edu (best way to get a hold of me)

Course Description/Overview

This is a graduate-level course and the first required course in the qualitative research method sequence. This course is designed to build students foundational knowledge of qualitative research and to use qualitative methods in future research and practice in diverse educational settings. The course instructor uses an exploratory approach to compare, contrast, and critique various theories and methods of qualitative research. The course is structured to provide students with a chance to investigate qualitative methods of research that they may choose to use in research assignments/tasks and/or in future research. Because of the substantial number of ways to construct qualitative research, this course will predominantly focus on breadth rather than depth of various methods, while it is incumbent upon the student to seek necessary depth (if needed) when choosing a particular research practice/study. Finally, the course addresses practical dispositions, skills, methods, research development and design, evaluation of learning, diversity appreciation, and the integration of technology.

Course Goals

Consider qualitative research theories, strategies, and research-based practice as future educational researchers

Critically examine and discuss diverse forms of qualitative research as future educational researchers

Contemplate and contextualize qualitative research for diversity, equity, and social justice as future educational researchers

Construct, implement, and evaluate particular qualitative research methods as future educational researchers

Clarify individual/group goals and choices regarding qualitative research practice/study as future educational researchers

Course Outcomes

Examine, explain, and apply theories, strategies, and practice through a qualitative research prospectus

Observe, interview, and reflect upon research/learning through participant observation in an educational setting

Refine fledgling experiences with qualitative methods through coding and codebooks

Analyze diversity, equity, and social justice through qualitative analysis from curriculum materials

Required Readings:

Required readings/links to readings/modules/videos are initially presented on syllabus, see course calendar below. However, amended or new items will be handed out in class, sent via email, or posted on D2L

-Thus, it is recommended that you attend class weekly, check email 2x a day and visit D2L 4x a week-

Recommended Journals/Organizations:

Peer reviewed/refereed qualitative research studies that have been published in reputable journals and/or by reputable organizations such as: AERA (Education Researcher), AJOT (American Journal of Occupational Therapy), APA (American Psychological Association), EF (Journal of Educational Foundations), EPR (Educational Psychology Review), EUS (Education and Urban Society), IJPE (International Journal of Public Health), JOS (Journal of Occupational Science), JTE (Journal of Teacher Education), QHR (Qualitative Health Research), QRP (Qualitative Research in Psychology), QSE (Qualitative Studies in Education) , UE (Urban Education), UR (The Urban Review), VUE (Voices in Urban Education).

Course Requirements:

Professional Dispositions

Keeping up with the assigned readings is a requirement of the course, as this is where the large majority of information will come from. Readings will include assigned articles/chapters from texts passed out in class and/or assigned articles/chapters posted on D2L. In addition, active participation in class discussions, activities, and D2L discussions is a requirement of the class. It is expected for you to be on time, stay for the entire class, be prepared to discuss the readings/topics, and, most important, participate thoughtfully in class discussions. Quality of contributions are reflected in the logic, depth, and accuracy of analysis, accurate application of fundamental concepts of qualitative methodology, accurate application of concepts from prior readings, and examination of information/concepts from various perspectives.. The Professional Dispositions breakdown will be as follows:

a. Attendance

Quality attendance/presence is expected and required for each class session and via D2L.

-no more than 1 (undocumented) absent/tardy will be acceptable

-if more than 1 (undocumented) absent/tardy, a FULL letter grade reduction for final grade and

an additional FULL letter grade reduction for each additional occurrence

-if more than 3 (undocumented/documented) absent/tardy, you must retake the course

b. Engagement/Participation

Quality engagement/participation is expected and required during each course session this semester.

-readiness, preparation, and having required materials (or access to these materials) consistently

-timely and complete D2L discussion and drop box submissions consistently

c. D2L

Quality reflection is expected on the course readings/assignments via discussion board every week.

-spell check, proof read, and then check again prior to posting consistently

-read ALL discussion board comments and reply to at least three (3) weekly

Course Grades:

Qualitative Topics/Assignments

The best way to appreciate and understand qualitative methodology, one must experience some of the processwith its various rewards and challengesfirst hand. These qualitative topics will serve as the focus of discussion for the Wednesday course sessions and the qualitative assignments will then be implemented/applied during asynchronously on your own time, and, thus, are considered mandatory for full participation in this course. Students are expected to have the following assignments completed in a timely manner. The Qualitative Assignments portion of your grade/breakdown will be as follows:

a. Qualitative Interview/Focus Group (20%) Letter Grade: A, B, C, D, or F

Quality qualitative interview/focus group is expected and required during the semester.

-Based on class demonstration, discussion, or readings, create or revise interview or focus group questions

-Identify and recruit interview participant/focus group from class or outside of class. Data collect, conduct audio or video interviews. Next, using your revised interview script, listen/watch entire interview/focus group or transcript(s), take notes on: interesting findings, ways to revise questions for future use, interviewing/focus group moderating skills good and bad.

-Report on what was interesting in the text you examined, what would be important to capture in codes, what qualitative methods you would use for your data collection/analysis.

-Turn in a revised interview/focus group script

-Due on 6/26 by 8:30pm CST via D2L drop box

b. Qualitative Coding (20%) Letter Grade: A, B, C, D, or F

Quality qualitative coding is expected and required during the semester.

-Working with your own interview/focus group scripts or ones provided in class. Read 3 interviews or focus group in conjunction with its script and the research questions. Do a close reading of the data with a focus on important emerging themes, keeping in mind key issues critical to answering the research questions. Develop a preliminary codebook. Use a fine-grained coding approach with the goal of capturing more themes than you expect to remain after the refinement process. Type up a list of the codes, provide initial definitions, and how many times they were encountered in the coding process

- Take the coding list developed above and add 3 more interviews or focus groups. Train your partner in your codebook to see codes the same way you do. Type up a list of these refined codes, provide refined definitions, and how many times they were encountered in the coding process. Note the frequency of agreement/disagreement per code.

-Turn in a description of success and challenges in this codebook refinement process

-Due on 7/10 by 8:30pm CST via D2L drop box

c. Qualitative Analysis (20%) Letter Grade: A, B, C, D, or F

Quality qualitative analysis is expected and required during the semester.

-Turn in your qualitative analysis section for a proposal, article, or grant. Be sure to include:

qualitative methods used with a description of the overall approach, the codebook development process, the team or individuals who will be involved in coding and the process you will use for training, describe the codebook refinement process, inter-coder reliability process, data management, and the approach to the final thematic analysis.

-Due on 7/17 by 8:30pm CST via D2L drop box

d. Qualitative Research Prospectus (40%) Letter Grade: A, A-, B+, B, B-, C+, C, C-, D+, D, D- or F

http://www.johnlatham.info/resources/Prospectus_Paper.pdf

An Original quality qualitative research prospectus is expected and required by the end of this semester.

-Use the above link as you