Summer, 2009

SYLLABUS EDF 6475 Qualitative Research I - Methods Instructor: Office: Phone: Email: Office Hours:

Dr. Dan Kaczynski Building 78, Room 134 C (850) 474-2618 [email protected] By Appointment Online

CATALOG DESCRIPTION: (3 HOURS). This course enables graduate students to comprehend and apply new research paradigms, strategies, and techniques to better understand social change and cultural settings. Qualitative research concepts, theories, and methods offer an empirical basis to explore nonnumeric data. Students will experience and practice a variety of qualitative applied research techniques designed to enhance learning. TEXTBOOK: Required: Patton, M.Q. (2002). Qualitative Research & Evaluation Methods (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc. (ISBN: 9780761919711) eLearning: Course instruction will be enhanced with the eLearning management system. Access and on-line assistance available at http://uwf.edu/its/instructionandresearch/elearning.cfm STUDENT LEARNING OUTCOMES: 1. Students will be able to identify and apply the major concepts, terminology, issues and techniques of qualitative research. 2. Students will be able to recognize and interpret the philosophical underpinnings of qualitative research. 3. Students will be able to demonstrate a limited proficiency in the fieldwork skills of observation, interviewing, critical reflexivity, and interpretation of data. 4. Students will formulate a critical consciousness, specifically, a deeper understanding of the flaws within research methods and the evolving nature of qualitative research. 5. Students will be able to conceptualize and illustrate the appropriate methodology to support a qualitative research study proposal with a clear purpose and focus.

COURSE REQUIREMENTS: 1. All readings shall be completed prior to the assigned class periods. Students are expected to be ready to engage in critical discourse on all assigned reading material. 2. Participation in class is crucial for this course. Students are expected to attend each weekly online session and participate in meaningful threaded discussions. Online participation is enhanced when the student engages in the assigned material early in the week and returns throughout the week. No make-up quizzes, examinations or other assigned activities are planned. Points will be deducted for non-participation and lack of meaningful participation. 3. All written assignments shall be submitted on the dates designated. The required format is the current version of the American Psychological Association (APA) Publication Manual. Plagiarism may result in grade reduction or failure of the course. Students are required to use a computer word-processor for report preparation and carefully edit prior to submission. 4. A penalty may be assessed for assignments submitted after the due date.

COURSE EVALUATION: Field Exercises (4 @ 10 points each) Tests (2 @ 10 points each) Reading Quizzes (2 @ 5 points each) Final Report Participation in Class and eLearning

40 20 10 20 10 ___ 100 TOTAL POINTS

EVALUATION PROCEDURES: The final letter grade for the course is awarded based upon the percentage of 100 points. A = 95% B- = 80% D+ = 67% A- = 91% C+ = 77% D = 64% B+ = 87% C = 74% F = 0/63% B = 84% C- = 70%

Special Needs: If you have a need for any in-class accommodations or special test-taking arrangements because of a physical and/or perceptual limitation, please contact me as soon as possible.

Field Exercises A series of four field-based exercises will be assigned during the semester. Each exercise will involve a structured learning activity designed to enhance qualitative research skills. The format and requirements of each activity will be provided by the instructor during the course. Reading Quizzes Two online quizzes on the assigned reading material will be given. The quizzes are timed and will require you to have a clear understanding of the textbook readings and assigned journal article readings. It is the intent of these quizzes to encourage you to independently complete all assigned readings prior to class discussion. As a result, you will be better prepared to explore the subject in greater depth and detail. Tests Two take-home tests will be given during the course. Each student will be expected to work independently and submit original work. Students may use their textbook and other written or electronic documents for reference. All sources must be cited using APA standards. These tests are intended to provide a learning opportunity, as well as an academic measurement tool. Final Paper The purpose of this paper is to apply the many concepts from the course into a final practice exercise. Doctoral students considering the pursuit of a qualitative dissertation are encouraged to tailor this assignment to their dissertation topic. You are required to select a research topic and qualitative research questions relevant to the scope of the topic. In an eight page, double spaced paper, you will complete the following using about two pages for each: 1. Introduce your study and justification for the initial theoretical perspective. (5 points maximum) 2. Describe the overall qualitative research process and appropriate sampling strategies. (5 points maximum) 3. Describe proposed data collection strategies. (5 points maximum) 4. Describe proposed analysis strategies. (5 points maximum) You should also include a discussion about how you would address informed consent and ethical considerations. Your scholarly references should support your methodological design and overall conceptual framework. The reference section must conform to the current APA format and will not be counted against your eight page limit. Your paper will be assessed on the basis of how well you: (a) integrate purpose, focus, and theoretical orientation within your conceptual framework; (b) attend to quality and rigor in the research process; (c) address ethical considerations; (d) select appropriate sampling strategies for the unit(s) of analysis; (e) engage in triangulation; (f) select appropriate analyses strategies; and (f) use supporting references in a scholarly manner. Points will be allocated as follows: • Study introduction (5 points maximum) • Research process and sampling strategies (5 points maximum) • Data collection (5 points maximum) • Analysis strategies (5 maximum) Participation in Class and in eLearning Participation requires prior academic preparation by the student. Meaningful discussions involve content knowledge, succinct oral delivery and listening skills. These skills are particularly valuable to a qualitative researcher. Based upon issues discussed in class, the instructor will create special topics for students to engage in threaded discussions in eLearning. The instructor will measure student participation based upon timeliness, relevance, and academic rigor of the input. The participation points will be determined based upon attendance, meaningful participation in class, and contributions through eLearning. Supplemental homework activities will also be included in the participation grade.

Supplemental Readings Anfara, Jr., V.A., Brown, K.M., & Mangione, T.L. (2002, October). Qualitative Analysis on Stage: Making the Research Process More Public. Educational Researcher, 31(7), 28-38. Bogdan, R.C., & Biklen S.K. (1998). Qualitative Data - Fieldnotes. In Qualitative Research for Education: An introduction to theory and methods. (3rd ed.). (Chapter 4, pp. 106-129). Needham Heights, MA: Allyn & Bacon. Lewins, A. & Silver, C. (2005, November). Choosing a CAQDAS Package: A working paper by Ann Lewins & Christina Silver. 3rd edition. LeCompte, M. D. (2000, Summer). Analyzing qualitative data. Theory into Practice, 39(3), 14654 [Electronic version] Wilson Select Plus ISSN: 0040-5841 Merriam S. B. & Associates (2002). Grounded Theory – A Conceptual Model of Multiple Dimensions of Identity. In Qualitative Research in Practice: Examples for Discussion and Analysis. (pp. 142-144 & 163-177). San Francisco, CA: Jossey-Bass. Shank, G.D. (2002). Mastering Description and Thick Descriptions. In Qualitative Research: A Personal Skills Approach. Upper Saddle River, NJ: Merrill Prentice Hall. Recommended Books Atkinson, P., Coffey, A., Delamont, S., Lofland, J. & Lofland, L. (2002). Handbook of ethnography. Thousand Oaks, CA: Sage Publications, Inc Crabtree, B.F., & Miller, W.L. (1999). Doing qualitative research (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc. Creswell, J.W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage Publications, Inc. Creswell, J.W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage Publications. Denzin, N.K., & Lincoln, Y.S. (Eds.). (2008). Collecting and interpreting qualitative material. (3rd ed.) Thousand Oaks, CA: Sage Publications, Inc. Denzin, N.K., & Lincoln, Y.S. (Eds.). (2008). Strategies of qualitative inquiry. (3rd ed.) Thousand Oaks, CA: Sage Publications, Inc. Denzin, N.K., & Lincoln, Y.S. (Eds.). (2008). The landscape of qualitative research. (3rd ed.) Thousand Oaks, CA: Sage Publications, Inc. Denzin, N.K., & Lincoln, Y.S. (Eds.). (2002). The Qualitative Inquiry Reader. Thousand Oaks, CA: Sage Publications, Inc. Flick, U. (1998). An introduction to qualitative research. Thousand Oaks, CA: Sage Publications, Inc.

Gibbs, G.R. (2002). Qualitative data analysis: Explorations with NVivo. Philadelphia, PA: Open University Press. Holstein, J.A. & Gubrium, J. F. (2003). Inside interviewing: New lenses, new concerns. Thousand Oaks, CA: Sage Publications, Inc. Huberman, A.M. & Miles, M.B. (2002). The qualitative researcher’s companion. Thousand Oaks, CA: Sage Publications, Inc. Miles, M.B. & Huberman, A.M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc. Morgan, D.L. & Krueger, R.A. (1998).The focus group kit (Vols. 1-6). Thousand Oaks, CA: Sage Publications, Inc. Morse, J.M. & Richards, L. (2002). Readme First for a user’s guide to qualitative methods. Thousand Oaks, CA: Sage Publications, Inc. Richards, L. (2005). Handling qualitative data: A practical guide. London: Sage Publications. (ISBN 0 7619 4259 9) Rossman, G.B. & Rallis, S.F. (2003). Learning in the field: An introduction to qualitative research (2nd ed.) Thousand Oaks, CA: Sage Publications, Inc. Schensul, J.J. & LeCompte, M.D. (1999). Ethnographer’s toolkit (Vols. 1-7). Walnut Creek, CA: AltaMira Press. Schram, T.H. (2003). Conceptualizing qualitative inquiry: Mindwork for fieldwork in education and the social sciences. Upper Saddle River, NJ: Merrill Prentice Hall. Schwandt, T.A. (2007). Dictionary of qualitative inquiry (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc. Strauss, A., & Corbin, J. (1998). Basics of qualitative research (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc. (ISBN 0 8039 5940 0) Wolcott, H.F. (1999). Ethnography: A way of seeing. Walnut Creek, CA: AltaMira Press. Wolcott, H.F. (2001). The art of fieldwork. Walnut Creek, CA: AltaMira Press.