Argosy University
COURSE SYLLABUS
R7035
Methods and Analysis of Qualitative Research
Faculty Information
Faculty Name: Diana L. Grossi, EdD
Campus: Chicago
Contact Information:312-777-7722
Office Hours: By appointment
Short Faculty Bio: Dr. Grossi received a B.A. from St. Mary’s College, Notre Dame, IN., M.A. from Chicago State University, and, Educational Doctorate in Organizational Leadership from the University of Illinois, Champaign/Urbana. She retired after 40 years in public education as a special education teacher, school principal and most recently as Executive Director of an Illinois Service Center providing support to 66 school districts serving approximately 146,000 students in southern Cook County. She developed an educational audit of schools that provides an in-depth analysis of strengths and weaknesses of a school viewed from the perspective of research on successful schools. As Director, her work focused on data analysis, school improvement, and action research in schools. She has taught graduate coursework for National Louis University, Concordia, and Governors State University. Dr. Grossi is associate professor at Argosy in the Department of Education. She is also an educational consultant working directly with schools toward improvement under the mandates of No Child Left Behind legislation.
Course description:
This course introduces the assumptions, theories, and processes of qualitative inquiry. The purpose of this course is to provide advanced graduate students with the theoretical foundations necessary to understand qualitative inquiry, and to enhance their abilities to conduct qualitative research and evaluation.
Course Pre-requisites: PC6521 or equivalent
Required Textbook:
Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage Publications. ISBN: 0761919716
American Psychological Association. (2001). Publication manual of the American Psychological Association. 5th ed. Washington, D.C.: Author. ISBN: 1557987912
Recommended Textbooks:
Bogdan, R.C. & Biklen, S.K. (1998). Qualitative Research for Education: An Introduction to Theory and Methods (3rd ed.). Boston, MA: Allyn and Bacon.
Denzin, N. & Lincoln, Y. (Eds.). (2000). Handbook of Qualitative Research (2nd ed.). Thousand Oaks, CA: Sage Publications.
Creswell, J.W. (1994). Research Design: Qualitative & Quantitative Approaches. Thousand Oaks, CA: Sage Publications.
Creswell, J.W. (1998). Qualitative Inquiry and Research Design: Choosing Among
Marshall, C. & Rosman, G. (1994). Designing Qualitative Research. Thousand Oaks, CA: Sage Publications.
Strauss, A. & Corbin, J. (1998). Basics of Qualitative Research. Thousand Oaks, CA: Sage Publications.
Journals:
American Educational Research Journal
Evaluation Review
Harvard Educational Review
International Journal of Qualitative Studies in Education
Journal of Management Inquiry
Qualitative Health Research
Qualitative Inquiry
Professional Associations:
American Educational Research Association
Web sites:
http://www.nova.edu/ssss/QR/web.html> The Qualitative Report: An online journal dedicated to qualitative research.
http://www.aqrp.co.uk/> The Association for Qualitative Research: A recognized and respected organization in the marketing services arena.
http://kerlins.net/bobbi/research/nudist> A guide to Computer-Aided Qualitative Data Analysis using NUD.IST4 Classic.
http://www.qualisresearch.com/> Ethnograph – A Qualitative Data Analysis Software
http://www.qsr-ecommerce.com/us/acatalog/> Software Solutions for Qualitative Researchers.
http://www.ship.edu/~cgboeree/qualmeth.html> A Qualitative Methods Workbook.
http://kerlins.net/bobbi/research/qualresearch/> Many useful resources for conducting qualitative inquiry.
http://www.fortunecity.com/greenfield/grizzly/432/rra3.htm> Ways of Approaching Research: Qualitative Designs
Course length: 7.5 weeks
Contact Hours: 45 Hours
Credit Value: 3.0
Program Outcomes:
1.0 Research and Theory - Educational Leaders make decisions based on research and supported theory. They apply their knowledge and skills to:
1.1 Performing - Analyze, design, conduct, and defend research in an educational context using action research and other appropriate designs.
1.2 Analyzing - Critically analyze current research in education and related fields to inform curricular and instructional decisions.
1.3 Applying - Evaluate and apply theory to design research to select, integrate, implement and assess educational practices and materials.
1.4 Decision-making - Use primary research from best practice, and other contextual data to make recommendations and decisions about organization and operations, curriculum, assessment and professional development.
2.0 Communication and Informational Literacy - Educational Leaders effectively communicate a vision of educational excellence to the learning community. They apply their oral and written language skills and their knowledge of informational literacy and organizational communication to:
2.1 Oral and written Communication - Orally or in writing, present educational documents (including recommendations, critiques or justifications) that are clear, concise, organized and well supported in a professional manner using media appropriate to the education context and audience, using appropriate media and technology.
2.2 Organizational Communication - Exhibit skills in building trust, gauging organizational climate, assessing perception, facilitating systemic processes associated with organizational communication and promoting a positive learning culture.
2.3 Information and other literacies - Demonstrate multiple literacies (including information technology, knowledge of media, conflict resolution, etc.) to effectively support improved achievement, communicate educational messages and promote harmony.
2.4 Using Technologies - Use a broad range of software applications or Web-based tools to facilitate systematic investigation into institutional effectiveness and accountability.
3.0 Critical Thinking/Problem Solving - Educational Leaders develop systems to check their own thinking, to reflect on present and past practices in considering the future and to analyze complex issues and to evaluate potential solutions. They apply their knowledge and skills to:
3.1 Critical Thinking - Analyze complex contemporary problems at the institutional, state and national levels by gathering and assessing relevant information, considering open-minded alternatives, and presenting well-reasoned solutions and conclusions.
3.2 Evaluate - Evaluate relevance of established theory to current education practice and identify gaps in current literature.
4.0 Collaboration - Educational Leaders promote democratic values by respecting the ideas and gifts of those with whose care they are charged. They continuously seek improvement and apply their knowledge and skills to:
4.1 Teambuilding - Build teams to guide research activities of various constituencies.
4.2 Families and Community - Work with various stakeholders and constituencies of the educational community to address, select and implement optimal courses of action to deal with the issues of, resource acquisition and management, policy development and analysis, program development and evaluation, staff selection and development, school-community relations, and curriculum development.
5.0 Leadership - Educational Leaders have an evolved leadership style that supports the development of others, is harmonious with democratic principles and best educational practices and focuses on student achievement as the ultimate goal of the learning community. They apply their knowledge and skills to:
5.1 Leading - Provide leadership at the institutional, state and national levels in various roles and responsibilities.
5.2 Motivating, Coaching and Delegating - Train, coach, delegate, and motivate staff and other members of the educational community to improve student academic achievement.
5.3 Supervision - Evaluate teaching and staff performance at the district or institutional level using a variety of supervisory models.
5.4 Professionalism - Lead and manage within a personal work ethic and the educational dispositions that reflect national leadership standards.
5.5 Change Management - Develop clear initiatives and use research-based change strategies to study and assist an educational institution or district reach its vision, mission, and goals in a changing environment.
5.6 Contemporary Issues - Assess the larger political, social, economic, legal and cultural influences on education at the local, state and national levels.
5.7 Curriculum, Instruction and Assessment - Evaluate the impact of best practices and sound educational research to improve instructional programs.
5.8 Data-driven Decision-making - Collect and analyze data and information to solve educational problems.
5.9 Managing Resources - Analyze organization, operations and resources management to provide a safe, efficient and effective learning organization.
6.0 Ethics/Principles - Educational Leaders are bold in exhibiting and expecting accountability in integrity, fairness and ethical behavior. Their actions in research:
6.1 Integrity - Demonstrate a respect for the rights of others with regard to confidentiality and honesty.
6.2 Fairness - Demonstrate ability to combine impartiality, sensitivity to diversity and a concern for others in dealing with all constituencies.
6.3 Ethical behavior - Demonstrate personal and professional values of their organizations and the ideals of our democratic society.
7.0 Diversity - Educational Leaders appreciate the value of every individual and are committed to their success. They apply their knowledge and skills to:
7.1 Leading - Design and implement educational policies, instruction and curricular reform that reflect culture and diversity.
7.2 Theory and Research - Assess the implementation of plans and programs designed to promote diversity and develop a welcoming community.
8.0 Internship - Through a program of field study, Educational Leaders have had the opportunity to demonstrate their knowledge and skills situations that contribute to their professional development. They apply their knowledge and skills in:
8.1 Internship - A sustained and extensive internship activity in a real world setting to further develop the knowledge, skills and dispositions of national leadership standards.
8.2 Course embedded field experiences - Course-embedded field experiences that use best practices and sound educational research to improve the knowledge, skills and dispositions of national leadership standards.
9.0 Interpersonal Effectiveness - Students will develop positive relationship skills that promote personal and ethical professional development via effective communication, encouragement, empathy, respect for others, self-awareness, and other-awareness.
9.1 Demonstrate effective speaking and empathic listening skills to promote the growth of self and others and to effect change.
9.2 Solicit and utilize feedback to build and maintain interpersonal and organizational relationships.
9.3 Facilitate consensus building among key stakeholders in interpersonal and organizational relationships.
9.4 Use effective communication skills to reduce conflict.
9.5 Analyze the impact of technological advances on interpersonal and organizational relationships.
9.6 Utilize effective communication and relationship skills in order to promote the growth of others and effect change.
9.7 Assess nonverbal communication in interpersonal and organizational relationships.
Course Objectives:
1. Outline the theoretical foundations of qualitative research and evaluation. [20%]
2. Develop a practical application of qualitative theory to research and evaluation. [30%]
3. Gather qualitative data to answer research questions. [10%]
4. Demonstrate the impact of the researcher’s orientation on qualitative research. [10%]
5. Develop a plan for qualitative research. [20%]
6. Assimilate the ethical considerations associated with qualitative research. [10%]
Assignment Table:
Week / Module Topics / Readings / Assignments9/8/09 / · Review of syllabus and final project
· The Nature of Qualitative Research
· Qualitative Research Versus Quantitative Research / Patton
Chapter 1 / Assignments:
1. Application
a. Review two research-based journal articles in the field you are studying that uses a qualitative methodology. Write a 2 to 3 page critique of each journal article that includes the following tasks. Highlight within the article those areas that answer the questions presented:
i) Cite the article in APA format.
ii) Identify the research topic or questions that are explored in this study.
iii) Identify the purpose of the study
iv) Summarize the literature that informed the study briefly. What literature puts this study in context
Bring your papers and journal articles to class on 9/15/09
9/15/09 / · Primary Themes of Qualitative Research
· Traditions in Qualitative Research
o Biography
o Phenomenology
o Ethnomethodology
o Grounded Theory
o Case Study / Patton
Chapter 2
Chapter 3 / Assignments:
Using the same two articles used in last week’s assignment, write a 2-3 page paper on the following for each. Highlight those areas within the articles that answer the questions presented:
v) Describe the research design/methods, including the informants, methods of data collection, methods of analysis, etc.
vi) Summarize the major findings, and how the findings are presented.
vii) Identify the author’s epistemological assumptions that accompany their chosen methodology.
viii) Acknowledge your own epistemological assumptions or evaluative standards.
ix) Present your evaluation of the value of study, evaluation of methods and analysis, and any noticeable flaws or limitations of the study.
Bring assignments to class 9/22/09
9/22/09 / · Applications of Qualitative Methods
· Qualitative Designs / Patton
Chapter 4
Chapter 5 / Assignments:
1. Application
Bring to class 9/29/09
i. Your area of dissertation interest: What is the problem?
ii. The question you seek to answer
iii. Put the question in context
iv. Identify the purpose of the study
v. Be prepared to defend how your question meets the “so what?” criteria
vi. Identify which qualitative design would be most appropriate for you to use when conducting this study
vii. Be prepared to defend your choice of methodology
9/29/09 / · Interviewing Skills
o Group Interviews
· Observation Skills
o Observer and Observed: Unity and Separation
· Summary / Patton
Chapter 6
Chapter 7 / Assignment:
Submit in the Interviewing Dropbox your paper that answers the following questions: The papers must be submitted no later than 10PM Oct. 6, 2009
1. Identify the potential value of using “sensitizing concepts” in qualitative research.
2. What do you believe to be some of the most important considerations of a skilled qualitative interview.
3. Outline some of the main features, strategies, and advantages of focus group interviews.
4. What are some of the major ethical issues and considerations regarding interviewing. Justify your opinion.
5. Identify the potential strengths and value associated with naturalistic observations that are used in qualitative research.
6. What is meant by the terms “emic” and “etic” in qualitative research?
7. Evaluate the issues in qualitative research regarding the process of observation affecting what is observed.
1.
10/6/09
ONLINE / · Techniques of Analysis
o Coding Data
o Finding Patterns
o Labeling Themes
o Developing Categories
· Computer Software for Qualitative Analysis / Patton
Chapter 8 / Assignments:
Using your identified question and study purpose:
1. Identify what type of qualitative techniques you will use to conduct this study
2. Identify the methods for gathering data
3. Develop appropriate questions you will ask in order to find the answer to your question
4. Identify your participants and how you will seek their participations
5. Describe the data analysis techniques you would use with the identified phenomenon and state why you would use them.
It is expected that you use clear guidelines as identified in class and in the textbook.
Bring to class 10/13/09
10/13/09 / · Week 6: Quality and Credibility of Qualitative Analysis
· Overview
· Integrity
· Triangulation
· Credibility
· Transferability
· Trustworthiness / American Educational Research Association’s (AERA) ethical standards at http://www.aera.net/uploadedFiles/About_AERA/Ethical_Standards/EthicalStandards.pdf
Patton
Chapter 9 / Assignments:
1. Application
a. Assess the qualitative journal articles that you reviewed in Module One with regard to:
· Credibility
· Triangulation
· Reactivity
· Transferability
Bring to class 10/20/09
10/20/09 / · Reflexivity
· Informed Consent
· Confidentiality
· Institutional Review Board (IRB)
· Closure / Discussion Questions:
Submit to the discussion board no later than 10/22/09 10PM. You are to respond to two other classmates no later than 10/24/09 10PM
1. Debate at least three of the important ethical issues involved in qualitative research. Give reasons why each issue is important.
Guidelines for having high quality class discussions include: