Kip
Téllez
ktellez@ucsc.edu
831.459.2208 / 831.345.7081
Office
hours by appointment
Course Overview
Qualitative research is a field of inquiry that crosses discipline, fields and subject matter. It allows researchers to address process questions and to document changes in complex relationships over time. It is concerned with making sense of the social meanings we attach to phenomena by offering a form of inquiry for documenting and analyzing relationships, patterns of interaction, networks and critical events. It also allows the social scientist to recognize and document the particular symbols, histories, and temporal and spatial contexts that inform and inspire beliefs and practices, as well as the possibilities and evidence for change. This particular qualitative methodology course is a survey of qualitative research designs, and its purpose is to help students begin to adapt research designs successfully for their own work. The course addresses the following topics: research paradigms, research questions, data collection, data analysis, interpretation, and the actual writing of a qualitative study. It also asks students to reflect on their own values and interests as a researcher.
Goals for this course
1. Appreciate the principles of qualitative research design;
2. Design qualitative research protocols;
3. Experience decisions involved in qualitative research regarding design, sampling, ethics, data collection and analysis;
4. Practice qualitative methods and techniques;
5. Know the ethical and theoretical issues raised by qualitative research method;
6. Be able to situate your own research interests among the major research paradigms;
7. Know enough about several qualitative research designs to be able to design your own study;
8. Recognize the implications that research design has for methods of data collection, analysis, and writing;
10. Acquire skills in using a strategy for computer-based qualitative analysis; and
11. Know the logistical, ethical, and political difficulties inherent in qualitative inquiry;
Text:
Bogdan, R. C., & Biklen, S. K. (2003). Qualitative research for education: An introduction to theories and methods (4th ed.). New York: Pearson.
Recommended: Wengraf, T. (2001). Qualitative research interviewing: Biographic narrative and semi-structured methods: Sage Publications Ltd.
Readings:
Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into practice, 39(3), 124-130. pdf
Crowley, C., Harré, R., & Tagg, C. (2002). Qualitative research and computing: methodological issues and practices in using QSR NVivo and NUD^* IST. International Journal of Social Research Methodology, 5(3), 193-197.
Eder, D., & Fingerson, L. (2002). Chapter 9 Interviewing children and adolescents. In J.F. Gubrium & J.A. Holstein (Eds.), Handbook of interview research: Context and method, pp. 181-201. Thousand Oaks, CA: Sage. pdf
Fine, M., Torre, M.E., Boudin, K., Bowen, I., Clark, J., Hylton, D., Martinez, M., Missy, Roberts, R.A., Smart, P., & Upegui, D. (2003). Participatory action research: From within and beyond prison bars. In P.M. Camic, J.E. pdf
Fontana, A. (2002). Chapter 8 Postmodern trends in interviewing. In J.F. Gubrium & J.A. Holstein (Eds.), Handbook of interview research: Context and method, pp. 161-175. Thousand Oaks, CA: Sage. pdf
Geertz, C. (1973). Thick description: Toward an interpretive theory of culture. Culture: Critical Concepts in Sociology, 173-196. pdf
Johnson-Bailey, J. (2002). Chapter 14 Cathy: The wrong side of the tank and Dancing between the swords. In S.B. Merrian & Associates (Eds.), Qualitative research in practice: Examples for discussion and analysis, pp. 314-326. San Francisco: Jossey-Bass. pdf
Jones, M. (2007). Using Software to Analyse Qualitative Data. Journal of Qualitative Research, 1(1), 64-76. pdf
LeCompte, M. D., & Goetz, J. P. (1982). Problems of reliability and validity in ethnographic research. Review of educational research, 52(1), 31. pdf
LeCompte, M.D., & Schensul, J.J. (1999). Chapter 3 Paradigms for thinking about ethnographic research and Chapter 4 An overview of research design. Designing and conducting ethnographic research. Ethnographer's Toolkit #1. Walnut Creek, CA: AltaMira Press. pdf
Levi-Strauss, C. (1955). The structural study of myth. The Journal of American Folklore, 68(270), 428-444. Please use JSTOR to locate this publication.
Miles, M.B., & Huberman, A. M. (1984). Excerpt: pp. 215-243. Qualitative data analysis: A sourcebook of new methods. Newbury Park, CA: Sage Publications. pdf
Nastasi, B.K. (1999). Chapter 1 (excerpt) Audiovisual methods in ethnography. In J.J. Schensul, M.D. LeCompte, B.K. Nastasi, & S.P. Borgatti (Eds.), Enhanced ethnographic methods. Ethnographer's toolkit 3, pp. 1-25 & 40-50. Walnut Creek, CA: Altamira Press. pdf
Olsen, B.S. (2008). Appendix. Teaching what they learn, learning what they live: How teachers' personal histories shape their professional development. Boulder, CO: Paradigm Publishers. pdf
Patton, M.Q. (1987). Chapter 5 Depth interviewing. How to use qualitative methods in evaluation. Newbury Park, CA: Sage. pdf
Patton, M.Q. (2002). Excerpt: pp. 452-477. Qualitative research and evaluation methods. 3rd edition. Thousand Oaks, CA: Sage Publications. pdf
Richardson, L. (1998). Chapter 12 Writing: A method of inquiry. In N.K. Denzin & Y.S. Lincoln (Eds.), Collecting and interpreting qualitative materials, pp. 345-371. Thousand Oaks, CA: Sage Publications. pdf
Rossman, G.B., & Rallis, S.F. (2003). Excerpt: pp. 172-180 and 194-199. Learning in the field: An introduction to qualitative research. 2nd edition. Thousand Oaks, CA: Sage Publication. pdf
Seror, J. (2005). Computers and qualitative data analysis: Paper, pens, and highlighters vs. screen, mouse, and keyboard. TESOL Quarterly, 39(2), 321-328. pdf
Shadish W.R. (1995). Philosophy of science and the quantitative-qualitative debates: Thirteen common errors. Evaluation & Program Planning 18:63-75. pdf
Standards for reporting on empirical social science research in AERA publications (2006). pdf
Standards for reporting on humanities-oriented research in AERA publications (2009). pdf
Téllez, K. (2008). What student teachers learn about multicultural education from their cooperating teachers. Teaching and Teacher Education, 24, 43-58.
Wolcott, H. F. (2003). The man in the principal's office: An ethnography: (Selections) Altamira Press.
Assignments (additional details will be provided in separate handouts/explanations):
1. Data collection assignment: Please select one form of qual data (not an interview) to submit using a "site" of your choice. Submit the raw data you collected along with a provisional analysis. 15 points possible.
2. Student Presentations (One student per presentation): Please locate a research article (qualitative, of course) in your own field of interest. Provide prepare a 1000 word review of the study, describing the general intent of the research, a detailed description of the research site, data gathered, data analysis, and general findings. Please be sure to relate the methodology, data type, and analysis to at least 2 of the course readings. Also prepare a 20-30 minute presentation for the class and send all class members a pdf of the full article a week in advance. 20 points possible
3. Developing and applying a coding schema for interview data. More details, transcripts to be shared in class. 20 points possible
4. Fieldnotes: Please keep field notes that relate the content of the course readings to your own thoughts, experiences and research interests. To be written as a case study in the third person. 20 points possible
5. Research project: Complete a pilot qualitative research study on a particular topic that specifies the research question(s) investigated, reviews available documentation, outlines and utilizes at least two different qualitative methods in its design, and addresses the theoretical significance of the findings, and where relevant addresses the policy relevance of the findings. 25 points possible
Assignments not meeting 80% of the points possible will require a "redo."
Course meetings (subject to change):
Date |
Topic/Readings |
Assignment Due |
| March 31 |
Course Introductions; overview Reading Shadish (1995) |
|
| April 7 |
AERA Conference Guest speaker: Susan Flinspach Readings TBA |
|
| April 14 |
Overview of Qualitative Research in Education Research paradigms and methodological choices Research design—what it is, and why it matters so much Research proposals Some essentials of doing qualitative research Readings Bogdan & Biklen, Ch1 and 2 (200x) LeCompte & Schensul (1999) Rossman & Rallis (2003) Téllez (2008) |
4. Fieldnotes (and throughout quarter) |
| April 21 |
The "Site" Gaining access Participant or Observer Triangulating data Readings Bogdan & Biklen, Ch 3 (200x) Classic in Qualitative Research: Geertz (1973) |
2. Student Presentation (TBA) |
| April 28 |
Qualitative Data: How to get it, Act 1 Field notes Document Analysis Images Readings Bogdan & Biklen, Ch 4 (200x) Classic in Qualitative Research: Wolcott (1973) |
1. Data collection assignment 2. Student Presentation (TBA) |
| May 5 |
Qualitative Data: How to get it, Act 2 The Interview Research paradigms and interviews Some essential considerations Types of interviews Protocols Interviewees Reflective journals and memos Readings Wengraf (2001) Chps TBN Patton (1987) Fontana (2002) Eder & Fingerson (2002) |
2. Student Presentation (TBA) |
| May 12 |
What to do with the data, Act 1 Inductive versus deductive coding Unit of analysis Coding schema Thematic analysis Analysis and interpretation Video recording Narrative research Readings Bogdan & Biklen, Ch 5 (200x) Miles, M.B., & Huberman, A. M. (1984) |
2. Student Presentation (TBA) |
| May 19 |
What to do with your data, Act 2 Software and other tools Narrative data, analysis, and write up Readings Seror, (2005) Crowley, Harre & Tagg (2002) Jones (2007). Text Wrangler Manual, Ch 7,8 Classic in Qualitative Research: Wolcott (2003) |
2. Student Presentation (TBA) |
| May 26 |
Coding and Analyzing the Data: Did I Get it Right? Validity and reliability in qualitative analysis. Inductive versus deductive coding Readings Schensul, Schensul & LeCompte (1999) LeCompte & Goetz (1982). Classic in Qualitative Research: Levi-Strauss (1955). |
2. Student Presentation (TBA) 3. Coding schema for interview data |
| June 2 |
Moving Ahead: Can I do this? Should I? Ethical principals in QR Writing the study Readings Fine, et al. (2003). Richardson (1998) AERA Standards documents |
|
| June 9 |
Wrap up, Research project brief presentations, 2YP (?) |
5. Research project |
Thanks to Susan Flinspach for the development of several key readings/assignments.
Students with disabilities are encouraged to speak with the instructor as soon as possible regarding needed modifications to the course structure. In addition, please contact the UCSC Disabilities Resources Center at 831-459-2089 for general assistance.
Students and instructors will hold to the ideals of academic integrity adopted by the UCSC community.