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Syllabus

Doctor of Education in Educational Leadership (Ed.D.)

EDU 802 Qualitative Research Methods – Spring B 2017

Credits - 3

Description

Qualitative research provides field-focused, interpretative, detailed descriptions of participants and their settings. Students identify and implement research methods, developing a set of skills to critically observe individuals and communities, interview participants, and examine artifacts typically used in qualitative studies. Examination of one’s role within the research setting is informed by engaging in critical reflection. Students evaluate qualitative methods that align with their proposed research study purpose.

Materials

Textbook

Creswell, J.W. (2015). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (5th ed.). Boston, MA: Pearson.

Articles, Selections and other Readings (provided within the course)

Almossawi, A & Giraldo, A. (2014). The book of bad arguments. The Experiment. Retrieved from https://bookofbadarguments.com/

Basit, T. (2003). Manual or electronic? The role of coding in qualitative data analysis. Educational research, 45(2), 143-154.

Brown, B. (2010 June). The power of vulnerability. [Video file.] Retrieved from http://www.ted.com/talks/brene_brown_on_vulnerability?language=en

Dartmouth Undergraduate Journal of Science. (2008, Fall). Tuskegee syphilis study. Dartmouth Undergraduate Journal of Science. Retrieved from http://dujs.dartmouth.edu/fall-2008/a-wake-up-call-for-bioethics-examining-the-tuskegee-syphilis-study#.Vfwg1CBViko

Dedoose. (2013). Introduction to qualitative and mixed methods research. Dedoose User Guide, 1-3. Retrieved from http://userguide.dedoose.com/userguidesection/introduction-qualitative-and-mixed-methods-research

Denzin, N. K. (2009). The elephant in the living room: or extending the conversation about the politics of evidence. Qualitative research, 9(2), 139-160.

Gladwell, M. (2011, Feb 11). The order of things. The New Yorker. Retrieved from http://www.newyorker.com/magazine/2011/02/14/the-order-of-things

Healey-Etten, V., & Sharp, S. (2010). Teaching Beginning Undergraduates How to Do an In-depth Interview A Teaching Note with 12 Handy Tips. Teaching sociology, 38(2), 157-165.

Khatchadourian, R. (2012, Dec 17). Operation delirium. The New Yorker. Retrieved from http://www.newyorker.com/magazine/2012/12/17/operation-delirium

Maxwell, J. A. (2008). Designing a qualitative study. In Bickman, L., & Rog, D. J. (Eds.). The sage handbook of applied social research methods, 214-253. Thousand Oaks, CA: Sage Publications.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2013). Qualitative data analysis: A methods sourcebook, 275-322. Thousand Oaks, CA: Sage Publications, Incorporated.

Mosteller, F., Nave, B., & Miech, E. J. (2004). Why we need a structured abstract in education research. Educational Researcher, 33(1), 29-34.

Oware, M. (2007). A “Man’s Woman”? Contradictory Messages in the Songs of Female Rappers, 1992-2000. Journal of Black Studies.

Saldaña, J. (2012). The coding manual for qualitative researchers (No. 14), 1-44. Thousand Oaks, CA: Sage Publications, Incorporated..

Solorzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative inquiry, 8(1), 23-44.

Strauss, A. L., & Corbin, J. M. (1990). Basics of qualitative research (Vol. 15). Newbury Park, CA: Sage.

Stump, E. K., & Silvernail, D. L. (2014). Implementation of a proficiency-based diploma system: Early experiences in Maine. University of Southern Maine.

Stump, E.K. & Steele, J. (2014 May 4). Proficiency- and competency-based learning: Emerging research on implementation and outcomes [Webinar]. In Regional Educational Laboratory at EDC Bridge Events. Retrieved from http://www.relnei.org/events/event-archive/proficiency-based-learning-emerging-research.html

Trautner, M. N. (2011). Tort reform and access to justice: How legal environments shape lawyers’ case selection. Qualitative sociology, 34(4), 523-538.

Recommended Resources

Publication Manual of the American Psychological Association (6th ed.). (2009). Washington, DC: American Psychological Association.

The Online Writing Lab website at Purdue University https://owl.english.purdue.edu

Learning Objectives and Outcomes

Student Learning Outcomes

  1. Understand the value and purpose of social science research as applied in its various methods and reporting mediums.
  2. Identify various qualitative empirical research design methodologies.
  3. Comprehend, interpret and evaluate qualitative social science (education) research literature.
  4. Recognize and practice ethical considerations in research involving human subjects.
  5. Understand and utilize conceptual frameworks as an approach to designing and analyzing qualitative research.
  6. Identify and utilize appropriate methods (research problem, sample selection, data collection, data analysis, reporting) for designing and conducting purposeful, rigorous qualitative research.
  7. Synthesize and apply original and established theories and research findings to relevant professional practice.
  8. Improve skills of critical thinking, analysis and synthesis.
  9. Communicate effectively in writing using APA style.

Assignments

Whole Class and Small Group Discussion Boards

Students will be required to respond to prompts related to course materials and engage with colleagues in the course with responses to classmates’ posts to support understanding and the co-construction of knowledge.

Research Reviews

Students will be required to provide commentary and critique of qualitative research study proposals and papers authored by professional researchers.

Qualitative Research Empirical Study – Written Report & Data Analysis Work

Students will be required to utilize previously developed qualitative interview transcripts (EDU 801) to conduct data analysis and report conclusions regarding research findings in a written report and structured abstract.

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

ASSIGNMENTSPOINTS
Discussion Board Posts & Comments (5 points each)20
Research Reviews (10 points each set)20
Qualitative Research Empirical Study60
TOTAL100

Grade Scale

Grade Points Grade Point Average (GPA)
A 94 – 100% 4.00
A- 90 – 93% 3.75
B+ 87 – 89% 3.50
B 84 – 86% 3.00
B- 80 – 83% 2.75
C+ 77 – 79% 2.50
C 74 – 76% 2.00
C- 70 – 73% 1.75
D 64 – 69% 1.00
F 00 – 63% 0.00

Grading

The criteria for all courses in the Ed. D. program are described in the modules and/or rubrics. Assignments will include guidelines with rubrics, descriptions of expectations, or examples, and include point values. Coursework will be assessed and graded using individual evaluation protocols that are provided for the three major assignments. Final “grades” will reflect the following schema:

  • High Pass (HP): Work that exceeds all or most of the criteria of the respective assignment. To receive a high pass the work must demonstrate exceptional command and display of all or most required elements (95 – 100);
  • Pass (P): Work that meets all requirements and expectations as specified in assignments, and is fully satisfactory in every respect (80 – 94);
  • Low Pass (LP): Work is deemed unsatisfactory (70 – 79).

Note** The instructor will determine if an assignment may be revised and resubmitted for rescoring. Candidates may proceed to subsequent courses in the curriculum with one LP grade, and although there is no failing grade, a second LP course grade results in termination from the doctoral program.

All assignments are to be completed in a timely manner with appropriate accuracy, detail, thought and reflection fitting of doctoral-level degree candidates. All assignments (done in writing or with other media applications) are graded on the basis of faculty assessment of your ability to accurately apply concepts from readings, organization, and mechanics. Please note that you must save all submitted documents in Microsoft Word/Excel/PowerPoint in order for them to transmit successfully. All work must be properly identified and include author(s)’ name(s). Submit all written work in APA style (Refer to the APA Publication Manual for guidance; Purdue OWL is an excellent, user-friendly resource). 

Schedule

This is only a tentative schedule and is meant to give you a bird’s eye view. The activities and assignments may change at the discretion of the instructor.

Week

Topic

Activities & Assignments

Dates

1

3/1-3/5

Course Overview

Defining Research, Ethics

(Ungraded) DB intro post

Review Course Syllabus

Creswell, ch. 1:

  • An Introduction to Educational Research
  • The Process of Conducting Research Using Quantitative and Qualitative Processes
  • Research Improves Practice
  • Research Informs Policy Debates
  • Several Problems with Research Today

Creswell, ch. 9:

  • How do you Write in a Sensitive Ethical and Scholarly Way
  • Encode Scholarly terms into your Research
  • Use Ethical Reporting and Writing Research Results.
  • Use an Appropriate Point of View
  • Balance Your Research and Content

Selected purpose & ethics readings (Gladwell, Khatchadourian, Tuskegee)

Discussion Board (DB) Post & Comments – What is research? What is ethical research?

DB Intro Due: Friday, 3/3 by 11:59pm ET

DB post Due: Friday, 3/3 by 11:59pm ET

DB comments Due: Sunday, 3/5 by 11:59 PM ET

2

3/6-3/12

Methods & Design

Creswell ch. 1 (remainder)

Selected sample designs readings (Denzin, Healy-Etten & Sharp, Oware, Trautner, Stump & Silvernail)

DB post & comments – possible research problems

DB completed* no later than Sunday, 3/12 by 11:59 PM ET

*Note: Initial responses for all discussion boards between Weeks 2-8 should be completed prior to Wednesday night. Subsequent response posts should be posted prior to Sunday night.

3

3/13-3/19

Conceptual Framework & Data Collection

Creswell ch. 2, 3 & 4

Selected framework readings (Maxwell, Solórzano & Yosso)

Research Questions & Purpose DB Sm Group Post & Comments

AERA Paper Reviews (Small Group DB)

DB completed* no later than Sunday, 3/19 by 11:59 PM ET

Reviews Due: Sunday, 3/19 by 11:59 pm. ET

4

3/20-3/26

Data Analysis

Creswell ch. 8

Selected coding readings (Basit, Saldana, Dedoose)

Coded Transcript (BB)

Coded Transcript assignment due: Sunday, 3/26 by 11:59 pm. ET

5

3/27-4/2

Interpretation & Conclusions

Creswell, ch. 13:

  • Types of Grounded Theory Design
  • The Systematic Design
  • The Emerging Design
  • The Constructivist Design
  • Choosing Among Designs

Creswell, ch. 15:

  • Is A theoretical Lens Being Used- 6 Steps in Conducting Narrative Research

Selected conclusions readings

(Corbin & Strauss, Miles, Huberman & Saldana, Almossawi & Giraldo)

DB Post & Comments – Analytic Theme Memos

DB completed* no later than Sunday, 4/2 by 11:59 PM ET

6

4/3-4/9

Written Report

Creswell ch. 9 (remainder)

Mosteller et al

Structured Abstract (BB)

Written Report Peer Reviews (Small Group DB)

Structured Abstract Due: Wednesday, 4/5 by 11:59 pm. ET

Report Share Due: Wednesday, 4/5 by 11:59 pm. ET

Peer Reviews Due: Sunday, 4/9 by 11:59 pm. ET

7

4/10-4/16

Other Modes of Reporting

Carstensen- NIH Lecture

REL-NEI webinar: Stump & Steele

Qualitative Empirical Study

Qualitative Empirical Study Written Report & Data Analysis Work Due: Sunday, 4/16 by 11:59 pm. ET

8

4/17-4/23

Course Reflections

DB post & Comments – Final Reflection

DB post Due: Friday, 4/21 by 11:59 pm. ET

Student Resources

Online Student Support

Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.

Questions? Visit the Student Support Education page

UNE Libraries:

UNE Student Academic Success Center

The Student Academic Success Center (SASC) offers a range of services to support your academic achievement, including tutoring, writing support, test prep and studying strategies, learning style consultations, and many online resources. To make an appointment for tutoring, writing support, or a learning specialist consultation, go to une.tutortrac.com. To access our online resources, including links, guides, and video tutorials, please visit:

Accommodations

Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.

Policies

The University of New England offers various writing supports as part of the Writing Resource Program provided by the Student Academic Success Center (SASC):

Turnitin Originality Check and Plagiarism Detection Tool

The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.

Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.

You can learn more about Turnitin in the Turnitin Student quick start guide.

Technology Requirements

Please review the technical requirements for UNE Online Graduate Programs

Course Evaluation Policy

Course surveys are one of the most important tools the University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.

Information Technology Services (ITS)

ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673

Attendance Policy

Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.

Late Policy

Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.

Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.

Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.

UNE Online Student Handbook

UNE Course Withdrawal

Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.

Academic Integrity

The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.

Academic dishonesty includes, but is not limited to the following:

  1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
  2. Fabrication or falsification of data, results, or sources for papers or reports.
  3. Action which destroys or alters the work of another student.
  4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
  5. Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.

Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations.  Appeal of a decision may be made to the Dean whose decision will be final.  Student appeals will take place through the grievance process outlined in the student handbook.