QUALITATIVE RESEARCH DESIGN: ECI 890
Old Dominion University, Spring 2007
Instructor: Dr. Shana Pribesh Office: ED 168-1, 683-6684 (Voice mail)
Classroom: ED 138
Office Hours: Mon.12:30-3:30, Wed.: 12:30-3:30
Mailbox: ED 148 (across from ECI office) or outside my office
E-mail: spribesh@odu.edu
Course Description: Covers basic characteristics of qualitative research; identification of ways to collect and analyze qualitative data; examination of ethical issues; and writing up studies.
Required Text:
Patton, M.Q. (2002). Qualitative evaluation and research methods (3rd Edition). Newbury Park, California: Sage.
Supplementary (Required) Readings on Blackboard Site:
1. Guba, E.G., & Lincoln, Y.S. (1994). Competing paradigms in qualitative research. In N.K. Denzin and Y.S. Lincoln (Eds.), Handbook of Qualitative Research (pp.105-117). Thousand Oaks, CA: Sage.
2. Lipman, P. (1997). Restructuring in context: A case study of teacher participation and the dynamics of ideology, race, and power. American Educational Research Journal, 34, 3-37.
3. Boaler, J. (1998). Open and closed mathematics: Student experiences and understandings. Journal for Research in Mathematics Education, 29, 41-62
4. Zedlin, A., L., & Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers. American Educational Research Journal, 37, 215-246.
5. Kruegar, R.A. (1988). Part II: The process of conducting focus groups. In R.A Kruegar, Focus groups: A practical guide (59-89). Newbury Park, California: Sage.
6. McBride, B.A., & Lin, H.F. (1996). Parental involvement in prekindergarten at-risk programs: Multiple Perspectives. Journal of Education for Students Placed At Risk, 1, 349-372.
7. Punch, M. (1994). Politics and ethics in qualitative research. In N.K. Denzin and Y.S. Lincoln (Eds.), Handbook of Qualitative Research (pp.83-97). Thousand Oaks, CA: Sage.
Course Objectives:
1. Identify and describe different types of qualitative approaches and designs.
2. Understand the political influences impacting qualitative evaluation and research.
3. Recognize ethical considerations in qualitative research.
4. Apply and tailor various approaches and designs for educational and social programs.
5. Pose qualitative research questions and develop problem statements, significance arguments.
6. Describe data collection alternatives and develop various types of data collection tools/ guides.
7. Understand how to enhance the quality and credibility of qualitative research findings.
8. Become familiar with specific topics and issues in qualitative research such as ethnography, case studies, qualitative interviews, focus groups, open-ended items on questionnaires, participant observation, document review, sampling techniques, triangulation.
9. Read, summarize and critique qualitative research reports.
10. Conduct qualitative research.
Outline of Topics:
Approximate Assigned
Dates Topic Reading
1/8 Introduction to qualitative research, Text: Chapter 1
classifying and distinguishing between
types of research, qualitative versus
quantitative approaches to research
1/15 Holiday- No Class. Complete NIH Certificate.
http://cme.cancer.gov/clinicaltrials/learning/humanparticipant-protections.asp
1/22 Overview of qualitative approaches and Text: Chapters 2,3& 4
models, themes in qualitative inquiry, Reading 1
applications of qualitative methods
in evaluation research
1/29 Designing qualitative studies, framing Text: Chapter 5
the research question, tailoring methods Reading 2
to meet research purpose, sampling strategies
2/5 Fieldwork strategies and observation Text: Chapter 6
methods, role of researcher Reading 3
Strategic Framework
2/12 Types of qualitative data, strategies for
recording and managing data Text: Chapter 8
Reading: Early Data Analysis
Approximate Assigned
Dates Topic Reading
2/19 Qualitative interviews - types of Text: Chapter 7
interviews, types of questions, wording Reading 4
of questions, strategies for conducting,
interviews
Data Analysis
2/26 Focus group interviews - procedures Reading 5
and strategies Reading 6
Content Analysis
3/5 Spring Break- No Class
3/12-3/19 Analyzing and interpreting qualitative Text: Chapter 8
data, reporting findings
Observation 3/12
3/26 Enhancing the quality and credibility Text: Chapter 9
of qualitative research and analysis
4/2 Ethical and political considerations Reading 7
Interviews
4/9 Papers- No Class
4/16-4/30 Presentation of papers
Presentations 4/16 and 4/23
Papers 4/30
Assignments/ Grading Criteria:
Description Date Points
Assignment 1: Strategic Framework 2/5 50
Assignment 2: Data Analysis 2/19 50
Assignment 3: Content Analysis 2/26 50
Assignment 4: Observation 3/12 50
Assignment 5: Interviews 4/2 50
Assignment 6: Paper and Presentation 4/16, 4/23, 4/30, p=5/2 150
Discussion Questions and Participation 50
Total 450
Grading Scale:
Percentage Grade
95 100 A
90 94 A-
87 89 B+
83 - 86 B
80 82 B-
77 - 79 C+
73 76 C
70 72 C-
60 - 70 F
0 - 60 F
Course Policies:
Assignment Submissions. All assignments are due by the beginning of the class period on the due date. Please submit through the assignment function on Blackboard. You may also submit a hard copy of the assignment at the beginning of class.
Attendance. This course centers on informed discussion among peers. Thus, attendance is mandatory. You are expected to attend each class period and submit a discussion question. Attendance will be taken by these discussion questions. If you miss more than two classes, your grade will be reduced by one letter grade (arriving late or leaving early without instructor permission counts as 1/2 an absence). In other words, be in class.
Late work. Late work (except for discussion questions and participation) is accepted for half-credit if completed within one week of the original due date.
Resubmissions. Students who receive a C or lower on a project may resubmit the project by May 3, 2007 at 5 pm. Submit the original project with the revised version so I may grade on improvement.
Syllabus Changes. The syllabus may change over the course of the semester - think of this as a working document. And, although material is presented both face-to-face and online, the official version is the one delivered face-to-face. In other words, if we change the syllabus in class, the changes may not make it to the online version in a timely manner.
Utilizing Online Components. A variety of technologies are used in courses that are delivered online via the World Wide Web. There are technology resources available in the "Help" content area of the course site. In particular, the Online Student Orientation provides tutorials, frequently asked questions and answers, tips, and a computer test to assure you have the appropriate hardware and software for completing an online course. This course may utilize streaming video, discussion, chat, document attachment, and other activities that are typical of an online environment. Refer to the Online Student Orientation site as needed throughout the semester.
Student Participation. Students are expected to be autonomous, self-regulated learners. You are expected to complete the background readings and submit assignments by their due date. Try to find answers and solutions by using the supports provided in the texts and Web site before asking the instructor. I will be happy to respond to queries but not if the answer could easily have been found in the readings or Web site links. Use your classmates for support. Ask questions of one another and engage in peer reviews of your work.
Cultural Diversity. The following competencies include elements dealing with cultural diversity: determination of bias in research selection procedure, potential bias in research design, and data interpretation. In addition, the topics you select for your paper might include issues of diversity as they relate to classroom practices or school programs.
This course encourages open and frank discussion of culturally sensitive issues. Students should endeavor to voice opinions in such as way that they can be defended. I encourage what some may term as discussion that goes beyond political correctness to social honesty. However, that being said, conversation should remain respectful and within the boundaries of social science.
Communication. There are several ways in which we will communicate during this course.
1.Discussion Boards - feel free to post questions to the instructors and peers on the discussion boards. This should be an area of respectful exchange that covers the most common questions. We will have two types of discussion boards. One set is for the exchange of information concerning Assignments. The other set is for exchange Discussion Questions. I expect us to engage in lively discussion during which we should disagree and agree with each other. We can do this in a respectful manner while challenging each others' beliefs.
2. Peer Review - I encourage you to review each others' work. Feel free to ask your peers to look over your work in exchange for looking over their work. You should get used to this type of peer exchange because it will serve you well when you are out in a 'real' world. I hope that you will 'review unto others as you would have them review unto you'. In other words, please give critical feedback that is structured in such a way that the other students can improve their own work.
3. Email - you may email inquiries to me during the course. I may post the question on discussion boards if the question has wide appeal to the class.
4. Phone - the least effective way to me is via phone - but feel free to call my cell phone and I will return your call. I do not have voicemail on my cell phone - sorry.
Methods and Activities:
The instructional method features a combination of discussion, student presentations, small group activities, and lecture. You are expected to attend class and participate in class discussions and activities. You are also expected to post at least one discussion question on Blackboard about the content covered each week. These questions are due the day of class by 5 pm. Though we may not always have time to address each of the questions in class you may respond to them via the Discussion Threads. Also be prepared to summarize your work on the completed assignments during class.
The underlying principle guiding the instruction is that presentation of information be followed by active practice, providing the opportunity to use or apply the knowledge. You will actively practice the material by generating and responding to discussion questions, working in small groups during class, and completing course assignments.
The goal of this course is to develop a climate of collaboration and cooperation. I encourage you to work together both inside and outside of class. On the Data Analysis assignment you will work cooperatively with a partner (see description below).
Brief Description of Assignments (further explanations will be provided in class and handouts will be posted on Blackboard):
Assignment1: Strategic Framework. You will formulate a Strategic Framework for conducting a mini-qualitative study for this class that includes: Theme to be Studied/Explored, Design Strategy, Data Collection and Fieldwork Strategies, and Analysis Strategies.
Assignment 2: Data Analysis. You will use a prepared data set to organize, code, and analyze.
Assignment 3: Video/Document Analysis. You will locate 20 minutes of video (ie., commercial, movie, tv show, classroom video) or documents (i.e., course materials, course evaluations, text books, meeting notes) that illuminate a theme (could be the theme you specified in Assignment 1). You will then prepare a qualitative content analysis of the video or the documents.
Assignment 4: Observation. Observation is a key tool used in qualitative research. As such, you will complete an observation either as an outsider or participant and analyze the observation. The observation and analysis should be organized around a research theme, perhaps the one you used for Assignment 1 and 2.
Assignment 5: Interview. You will conduct, transcribe and code two interviews with adults. The interviews should be guided by an interview protocol and adhere to the ethical guidelines inherent in research. You will present a brief analysis. The interviews should be organized around a research theme, perhaps the one you used for Assignment 1, 2, and 3.
Assignment 6: Paper. You will write a qualitative research paper (about 15 pages) that presents the findings from, at the very least, the interviews. The paper may also present data from earlier assignments. The paper consists of an introduction, a literature review, method, results, and references. The proposed methodology must be qualitative (not quantitative or mixed) and may incorporate components developed in the earlier assignments.
Assignment 6 (contd): Presentations: Each student will present their research paper in class. Nothing is formally due at this time. The presentations offer an opportunity for you to receive early feedback about your paper from other students and the instructor. You should plan for a 10 minute presentation and about 5 minutes for questions and discussion.
Weekly Discussion Questions and Participation: Each student will post at least one discussion question on Blackboard about the content covered each week. These questions are due the day of class by 5 pm. Though we may not always have time to address each of the questions in class you may respond to them via the Discussion Threads.
University Policies:
Honor Pledge. I pledge to support the honor system of Old Dominion University. I will refrain from any form of academic dishonesty or deception, such as cheating or plagiarism. I am aware that as a member of the academic community, it is my responsibility to turn in all suspected violators of the honor system. By attending Old Dominion University you have accepted the responsibility to abide by this code. This is an institutional policy approved by the Board of Visitors.
Special Needs. In accordance with university policy, a student who wishes to receive some instructional accommodation, because of a documented sensory and/or learning disability, should meet with the instructor to discuss this accommodation. In compliance with PL94-142 and more recent federal legislation affirming the rights of disabled individuals, provisions will be made for students with special needs on an individual basis. The student must have been identified, as "special needs" by the university and an appropriate letter(s) must be provided to the course instructor. Provision will be made based upon written guidelines from the university "special needs students" resource office. All students are expected to fulfill all course requirements.
University Email Policy. The Old Dominion University e-mail system is the official electronic mail system for distributing course-related Communications, policies, Announcements and other information. In addition, the University e-mail user ID and password are necessary for authentication and access to numerous electronic resources (on-line courses, faculty web pages, etc.)
Withdrawal. A syllabus constitutes a contract between the student and the course instructor. Participation in this course indicates your acceptance of its teaching focus, requirements, and policies. Please review the syllabus and the course requirements as soon as possible. If you believe that the nature of this course does not meet your interests, needs or expectations, if you are not prepared for the amount of work involved-or if you anticipate that the class meetings, assignment deadlines or abiding by the course policies will constitute an unacceptable hardship for you-you should drop the class by the drop/add deadline, which is located in the ODU Schedule of Classes.