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T&L 998--SPRING 2002 QUALITATIVE RESEARCH--ANALYSIS AND REPORTING MON 4:30-7:00pm Dr. Mary Lynn Hamilton, JRP 344, 864-9667; Hamilton@ukans.edu Office Hours: By appointment |
When…research was essentially a numbers game, the rules were strict, the procedures rigid. The results were seldom interesting, but research itself was a rite of passage, not something most graduate students saw themselves doing for a career. . .Today’s graduate students are guided by different notions of "significance." They often address virtually impossible topics. . .They set themselves as primary actors in action agendas. . . And, they often claim to be embarking on careers in which they will continue to do research for they find it inherently interesting and believe they can make a contribution to their profession as well as their personal careers. (Harry Wolcott, AERA, 1992)
Qualitative Research-Analysis and Reporting is designed to support novice researchers in extending their understanding of the theoretical frameworks underlying qualitative research, qualitative methodologies, and the research process. The course will discuss forms of qualitative research such as action research, feminist methodologies, narrative knowing, and critical/participatory research. It will explore the intertwining of data generation, analysis, and writing. In addition, this course will focus on refining data generation techniques, strategies for data analysis, data interpretation, and various forms of reporting/writing.
The goals of the course are to facilitate understanding of:
NOTE: Participants are expected to be actively engaged in each class session and come prepared. Each participant is responsible not only for developing content knowledge, but also for supporting colleagues in the exploration of their perspectives in the process of inquiry. During the semester, participants will conduct research, analysis and interpretation of data. In addition, there will be assigned writing activities, reading assignments, and group activities/presentations.
LEARNING ACTIVITIES
Participation/Attendance:
To facilitate learning, students are expected to:
Reading Assignments:
Readings will be used to explore concepts through articles, assigned texts, and self-selected materials. To construct meaning, students will reflect and analyze readings through writing and classroom interaction.
Required Texts for ALL Participants: (to be discussed in class before purchase)
Ely, M. (1997). On writing qualitative research: living by words. Washington D.C.: Falmer Press.
Ely, M. (1991). Doing Qualitative Research: Circles within circles. Routledge.
Kvale, S. (1996). Interviews. Beverly Hills, CA: Sage.
Maxwell, J. (1996). Qualitative Research Design: An Interactive Approach. Beverly Hills, California:
Sage.
Meloy. (1994). Writing the Qualitative Dissertation. Lawrence Erlbaum Publications. 2nd edition
Van Maanen, J. (1988). Tales of the field: on writing ethnography. Chicago: University of Chicago
Press.
Wolf, M. (1992). A thrice-told tale: feminism, postmodernism, and ethnographic responsibility.
Stanford: Stanford University Press.
Yin, R. (1994). Case Study Research. Beverly Hills, CA: Sage.
Recommended Texts: (to be discussed in class before purchase)
Scheurich, J. (1997). Research method the postmodern. Philadelphia: Taylor & Francis.
Spradley, J. (1980). Participant Observation. NY: Holt, Rinehart, & Winston.
Silverman, D. (1993). Interpreting Qualitative Data. Beverly Hills, CA: Sage.
Wolcott, H. 1994 Transforming Qualitative Data. Beverly Hills, CA: Sage.
Morgan, D. (1997). Focus Groups as Qualitative Research. Beverly Hills, CA: Sage.
Agar, M. (1980). The Professional Stranger. NY: Academic Press.
Van Manen, M. (1990). Researching lived experience: human science for an action sensitive pedagogy.
Albany: State University of New York Press.
Farrell, E.M. (1994). Self and school success: voices and lore of inner-city students. Albany: SUNY
Press
Fordham, S. (1996). Blacked out: dilemmas of race, identity, & success at Capital High. Chicago:
University of Chicago Press.
Maguire, P. (1987). Doing participatory research: a feminist approach. Amherst: Center for
International Education, School of Education, University of Massachusetts.
Researcher Journal: (These will be written weekly but submitted bi-weekly)
Weekly entries are to be written in a Researcher Journal focusing on:
Critiques of Qualitative Studies:
Qualitative studies will be critiqued in class on a regular basis. In addition, students will submit 2-3 page critiques on certain readings.
In-Class Activities:
From time-to-time students will engage in activities in class. Each activity is designed to further develop students’ understandings of qualitative research.
TBA Assignment
This assignment will be individually selected and designed according to each student’s needs. We will discuss this in detail during class.
Evaluation: (Of participation, journal critiques, class activities, and TBA assignment)
Assessment/evaluation will be ongoing. Criteria for a grade will be based on the following:
a) Level of involvement and quality of participation in learning activities,
b) Development of conceptual understanding of qualitative research (illustrated in the journal),
TENTATIVE SCHEDULE- SPRING 2002
THEME ONE:
EXTENDING UNDERSTANDING OF QUALITATIVE METHODOLOGIES
1/28/02 – 2/18/02: Reviewing Qualitative Research
Introducing Various Perspectives
THEME TWO: DATA GENERATION, ON-GOING ANALYSIS
2/25/02 - 3/25/02: Bringing Closure to Data Generation
Different Strategies
Role of On-going Analysis
When do I have enough data?
Interpretation
THEME THREE:
FINAL ANALYSIS and WRITING THE REPORT
4/1/02 - 5/10/02: Interpreting the Data - Telling the Story - Publishing the work