LEAD 612 Advanced Qualitative Research Fall 2015 Dr. Lea Hubbard Camino Hall 101A

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1 Contact Info: LEAD 612 Advanced Qualitative Research Fall 2015 Dr. Lea Hubbard Camino Hall 101A Phone: (office) (home) Office Hours: Tuesday- Thursday afternoons by appointment TA: Corinne Brion All students are required to have taken a qualitative research class prior to enrollment in this class. This class is designed to support students skill development in conducting all the important steps necessary to complete a qualitative research project. In order to ensure that students have the opportunity to engage in the complete process of doing this kind of research, all students will conduct interviews, observations, document analysis, code, develop thematic units, conduct analysis and write a final paper that will be used to inform the research topic under study. To complete all of this and prepare you for your individual dissertation work, it is essential that you begin your work immediately. Alongside work in the field, students will investigate qualitative research methods. We will pay particular attention to two methods that support a very specific philosophy of qualitative inquiry. Both approaches take as their source the following: all meaning is actually a contested site of multiple practices, the social world in all its cultural and structural diversity is created and re-created through interaction, and that it is incumbent upon the researcher to understand the meaning that individuals give to their activity. Grounded Theory Method (GTM) will be examined as a systematic, inductive and comparative approach for conducting inquiry, designed for the purpose of constructing theory. This important qualitative research method will be taught to encourage researchers persistent interaction with their data, while remaining constantly involved with the emergence of an analytical frame. Students will also investigate the Ethnographic method. From its historical roots in cultural anthropology this qualitative inquiry approach will be examined as a mode of inquiry that recognizes the centrality of culture as an analytic concept while orienting researchers with methodological pointers toward interaction. The methodological and theoretical fit between the two approaches will also be examined.

2 Required Texts Merriam, S. (2009). Qualitative Research: A Guide to Design and Implementation. San Francisco: Jossey-Bass Kvale, S. (2009) InterViews: Learning the Craft of Qualitative Research. Sage Publications Saldana, J. (2010) The Coding Manual for Qualitative Researchers. Sage Publications Recommended: Patton, M. (2002). Qualitative Research & Evaluation Methods. Third Edition. Thousand Oaks, CA: Sage. Other readings posted on Blackboard Course Requirements Students are expected to: Complete all ASSIGNED readings on time. Attend and actively participate in all classes. (20 points) Students will be graded on their participation in class discussions and their thoughtful and critical analysis of the reading material. Students will be expected to display a critical understanding of qualitative research methods. Students will be graded on their careful execution and transcription of interviews, observations, field notes document analysis and coding (5 Assignments-30 points) Students will write and present a final paper (50 points). Each student will demonstrate their ability to code, analyze and write a final paper that demonstrates a comprehensive analysis of their data and contributes to the research topic under investigation. Students will lose credit for absences unless the professor has been notified in advance of the class. A total of 100 points is possible in this course. Final grades are assigned according to the point distributions listed below: points = A points = A points = B points = B points = B points = C points = C

3 70-71 points = C points = D points = D 58-and below F Course Schedule DATE CONTENT HAVE READ OR BRING TO CLASS SEPT. 8 WK 1 Introductions Discussion of Students Research Overview of Course Objectives and Syllabus Class Discussion: Why should we do Qualitative Research? Discussion of IRB. Do you have one? Do you want one? If so, what do you do about it? Ideally students will read both articles. Depending on which group you are in, please be prepared to present answers to the questions assigned to your reading. Group A (last name A-L) Read and prepare for discussion Frederick Erickson and Kris Gutierrez (2002). Culture, Rigor, and Science in Educational Research. Educational Researcher, Vol. 31, No. 8 (Nov., 2002), pp How do these researchers define scientific research? What are the consequences of using the medical model in designing research? What do we learn and not

4 learn form this model? Why did Erickson and Gutierrez feel compelled to write this article? Discuss your reactions to this article and where you stand in relationship to their position? Group B (last name M-Z) Read: Denzin, N. (2009). The Elephant in the Living Room: Or extending the conversation about the politics of evidence. Read and Prepare for discussion: Main argument Evidence offered to support his argument Counter argument Why was it even necessary to write this? How do you weigh in? What are your reactions to his argument? Topics and Research Questions

5 SEPT 15 WK 2 SEPT 22ND WK3 Discussion of Denzin and Lincoln Reading Beginning the Journey Identifying a topic and designing your research study What is a Problem Statement? In Class Workshop Students will begin to develop research topic, problem statement, research questions, methodological strategies and plans to go forward. OBSERVATIONS Field Trip will be explained in class Discussion of observation protocols, taking fieldnotes and the articles. Discussion of articles (Jones et al, Emerson et al, and Nespor) Workshop Students will begin to develop an observation protocol and share their observation protocol and/or documents with their colleagues. Be prepared to explain how this data will help you to answer your research question. Everyone Read: 1) Denzin & Lincoln (2005) Introduction: The Discipline and Practice of Qualitative Research (pp. 1-32) In: The Sage Handbook of Qualitative Research. Third edition. Sage Publications. 2) Merriam, S. (2009). The Design of Qualitative Research. Qualitative Research: A Guide to Design and Implementation (Chapters 1-4) 3) Creswell, J. (2009). Research Questions and Hypotheses (Pp ) Everyone Read: Merriam, S. (2009). Being a Careful Observer. Qualitative Research: A Guide to Design and Implementation (Chapter 6) Choose one of the following articles Jones et al. (2010). Documenting Classroom Life: How can I write what I see? Qualitative Research. Pp OR Nespor, J. Finding Patterns with Field Notes (Pp. 1-28).

6 SEPT 29TH WK 4 Building on existing research. Situating your study within the literature. Lisa Burgert guest lecturer. Meet in the computer lab Bring 3-5 major points from the readings that you feel are important to share with your colleagues. Assignment #1: Turn in a 2-3 paragraph essay that articulates your topic, problem statement and research questions as well as an explanation as to how you plan to collect your data. For next week: Bring field notes from observations. And/or Bring or have identified any documents that can be analyzed for your study. Be prepared to explain how this data will be useful in answering your research question Merriam, S (2009). Mining Data from Documents. (Chapter 7). OCT. 6TH WK 5 What is Ethnography and how do we do it??? Discussion of Lareau s chapter as well as Anderson-Levitt s article. Workshop: Class Discussion of observations and document analysis. Students will share field notes and begin to conceptualize an interview guide. Everyone Have Read: Anderson-Levitt (2001) Ethnography. In Handbook on Complementary Methods in Educational Research. AND Optional: Lareau, A.

7 (1996) Journeys through Ethnography. Westview Press. OCTOBER 13TH WK 6 Presentations of Kvale s chapters on Interviewing (Chap5-10)- need 2 students per chapter. READ: Merriam, S. (2009) Conducting Effective Interviews. (Chapter 5). Workshop: Work with colleagues to review, discuss, and refine interview protocol and any observation protocols. What works what doesn t and why!! Do they help to answer your research question/s? Different guides for different groups of individuals? Edits/changes/additions etc.? Review of some of Lea s interview data Workshop: Interview data shared with colleagues for supportive critique. What worked; what did not? Kvale, S. (2009) InterViews: Learning the Craft of Qualitative Research. Sage Publications (Chapters divided among students for presentations) Assignment #2: Bring a draft of your Interview protocol/guide AND Assignment #3 Bring transcription of at least one interview. One to share, one to turn in ( to Lea). OCTOBER 20TH TUES WK 7 Discussion of Case Study and Cross Case Analysis Discussion regarding Analytic Notes/Memos Workshop: Beginning to make sense of the data. Work with colleagues to share Everyone Read: Yin, R. Case Study Research: Design and Methods (4 th edition) (2009) Pp For additional information on case studies, you may want to read:

8 transcriptions from interviews. Present preliminary analysis. What do you know and what do you still need to know? Stake, R. (2005) Qualitative Case Studies In: The Sage Handbook of Qualitative Research Assignment #4: Turn in two transcriptions from 2 interviews with reflection on some pts. of comparison Video OCTOBER 27TH TUES WK 8 Coding and making sense of the data Presentations on Saldana Merriam, S (2009) Qualitative Data Analysis and Dealing with Validity, reliability and ethics (Chapters 8 and 9) NOV. 3RD WK 9 NOV. 10TH Coding Party!! Coding using Qualitative Software Workshop Coding Our Data No class; Meet with Lea if you need Read and prepare to present: Saldana, J. (2010) The Coding Manual for Qualitative Researchers Group A (Last name A- K) read pp Group B (Last name L-Z) read pp (or read it all!!) Bring in one analytical memo for discussion purposes. Bring Data to code

9 WK 10 NOV 17TH WK 11 NOV 24TH WK 12 support. Finish all transcriptions and all data coding. Moving from Codes, to Categories, to Themes to Theory Developing Theory Discussion of Grounded Theory Workshop on pushing our analysis using conceptual mapping. EVERYONE Meets with Lea (ideally before Thanksgiving) (students need to schedule date of presentations) Examine: Miles and Huberman Chapter 5 (pp ) Display of data Read: Bryant, A. and Charmaz, K. (2007) Grounded Theory in Historical Perspective The Sage Handbook of Grounded Theory. Sage Publications. Assignment #5. Turn in a sample of your coding Bring some evidence of your data analysis completed to this point. DEC. 1ST WK 13 Discussion of Articles Writing It Up Positionality Begin Student Presentations Merriam, S. (2009) Writing Qualitative Research Reports. (Chapter 10) and Appendix (Pp ). Banks, J. Research Race, Culture and Difference: Epistemological Challenges and Possibilities PowerPoint presentation of your

10 study 7-10 minutes each. DEC. 8TH TUES WK 14 Remainder of Student Presentations Good-bye Party PowerPoint presentation of your study (7-10 minutes) Final paper due Date TBA to Do not post on Blackboard..

11 WRITING WITH INTEGRITY 1 GUIDELINES FOR USD STUDENTS Hugo Bedau wrote the following in Thinking and Writing About Philosophy: "Writers plagiarize when they use another's words or ideas without suitable acknowledgement. Plagiarism amounts to theft theft of language and thought. Plagiarism also involves deception... [Plagiarism] wrongs the person from whom the words or thoughts were taken and to whom no credit was given; and it wrongs the reader by fraudulently misrepresenting the words or thoughts as though they are the writer's own." Finally, although it sounds cliché, when you plagiarize you cheat yourself in three clear ways: First, by not developing the discipline and diligence to research, write, and edit well; second, because taking credit for other people's ideas will induce outrage and resentment against you; and third, because a habit of plagiarism can end your career and destroy your reputation. Expulsion from the university or failure to complete a course or degree are minor problems when you consider that plagiarism can jeopardize your chances to pursue any further education after the incident, which impairs your entire professional and economic future. To avoid plagiarism, you must cite your sources everywhere in your paper where you use the ideas of others, and not only when you quote them directly, but where you paraphrase their points in your own words. In general, you should only use direct quotes when you find the author's wording to be especially effective. Your paraphrasing or summaries of author's points should be thorough. It is not fair to an author to change only a couple of words in a paragraph and then imply (by not using direct quotes) that the paragraph is entirely your own prose. It might help to imagine the author reading over your shoulder. Would he or she approve of your use of his or her work? At USD, the code of academic integrity is not just rhetoric; forms of academic dishonesty include but are not limited to cheating, plagiarism, fabrication, or facilitating academic dishonesty, and will not be tolerated in my classes. Submitting a paper you wrote for a previous class as an assignment for any of my classes is also a form of academic dishonesty. Engaging in academic dishonesty may result in suspension or expulsion from the USD. If you are unfamiliar with USD's policy, please ensure that you read it. Familiarizing yourself with USD s policies and procedures is your responsibility as a student. To summarize, anything you hand in to me must be written in your own words, exemplifying your own thoughts and ideas, and you must source any references you used in completing your work using the format of the APA 5th Edition Style Manual (or MLA/Chicago if approved, depending on your course and the assignment). Although you are encouraged to work and learn collaboratively, both within and outside of class, the work you submit to me should reflect your own thoughts and ideas (or the thoughts and ideas of your group members), and it must be expressed in original prose unless you cite whose words you are using. If you are unsure of what this means, please check with me before completing an assignment. By printing and signing my name below I acknowledge that I have read and understood the importance and severity of this statement on academic integrity. I also acknowledge that I am jeopardizing my entire academic and professional career by engaging in academic dishonesty as outlined above. Printed Name Signed Name 1 Some content in this document is borrowed from Professor George Reed and his statement on academic integrity.

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