FALL 2017

EDEM 690-001 Research Methods: Theory and Practice

Instructor: Naomi Nichols, Assistant Professor

Email: naomi.nichols@mcgill.ca
Phone: P 514-398-4527 ex 09669
Office Hours: 3:30-5:30, Wednesdays, by appointment

Classes: Wednesday September 6th, 5:35-8:25pm Wednesday December 6th, 5:35-8:25pm

Location: EDUC 338

Calendar Description
Overview of the epistemological foundations of a range of research methods, including but not
limited to quantitative, philosophical, qualitative, arts-based, and mixed methods. Students will
learn techniques to conduct research and to develop a research proposal.

Course Description
This is an introduction to the rationale and procedures of educational and social science
research, designed for masters and doctoral students pursuing graduate studies in education. In
this course, you will have opportunities to deepen your thinking about general issues, various
approaches, paradigms, and methods related to educational research. You will be supported to
develop and strengthen your knowledge and skills in evaluating research literature and in
conducting research of your own. You will engage critically with published studies in relation to
their conceptual orientation, ontological and epistemological assumptions, and methodological
frameworks. Through course readings, class discussions, and presentations you will explore a
range of research approaches, utilized in educational and other social settings and develop a
working knowledge of research terminology, principles and practice. The course will provide
you with a forum for presenting and receiving feedback on your own emerging research ideas.

Learning Objectives:
The course participants will be able to:
Enrich their knowledge of the epistemological foundations of a range of research
paradigms and approaches
 Critically evaluate published studies, situating ones own research ideas within relevant
bodies of work
Understand and appreciate the complex and sensitive ethical issues involved in research
with human participants
Understand validity and reliability issues in different research paradigms
Explore various data collection and analysis techniques, tools, and strategies
Apply the ideas and techniques learned in this course to articulate a research question
and design a research proposal
Explore the relationship between research and action
Engage in collegial inquiry and collaborative reflection with peers

Required Text
Reid, C., Greaves, L. & Kirby, S. (2017). Experience, Research and Social Change: Critical
Methods (3rd Edition). University of Toronto Press, Toronto, ON.

Participation and Accountability

This course combines instructor- and peer-led learning opportunities. My expectation is that we
will all conduct ourselves with integrity and sensitivity. We are accountable to one another in
this course in terms of expectations for group work, but also for participating in the learning
opportunities that we create and lead for one another. As such, it is imperative that you do the
readings each week and come to the seminar prepared to participate actively, intelligently, and
equitably in our conversations.

Attendance Policy
100% attendance is required in this course. Students are expected to arrive on time,
remain for the full class period and actively participate.

Only valid medical reasons, family emergencies, observance of holy days and
intercollegiate sports activities are justifiable reasons to miss class
appropriate documentation must be provided to the course instructor.

The instructor may recommend withdrawal from the course in cases of unavoidable but
excessive absence.

Assignments
All assignments must be submitted on time. All written work should be typed in 12-point font,
double-spaced with 1-inch margins. At the discretion of the instructor, late assignments may
not receive feedback and will be subjected to penalty in the form of a decrease in the total
percentage value of the assignment.
1. Mini Literature Review (30%): For this assignment, you will review five research articles
(representing a range of research approaches) from peer-reviewed journals on educational
related topics related to your own professional practice and/or emerging research agenda. In
the literature review, you will:
Synthesize the articles you reviewed, noting commonalities and differences and
emerging themes across the body of work
Critically engage with the articles, noting gaps and oversights, strengths and
weaknesses of each study, related to issues of research rigor, research ethics and
reliability consistent with the approaches used
Effectively situate your own research questions and research directions, relative to the
synthesis and analysis of the literature you examined

Your literature review should be no more than 750 words.

DUE: October 4th, 2017 by 5pm.

1. Research Memos (20% @ 5% each): Four times over the course, you will produce 250-word
research memos, which you will share in small group discussions. In small groups, you will
provide and receive critical and constructive questions and feedback about the memos with
your peers. The memos will reflect your thinking to-date about:
I. Your research question, research purpose and conceptual frameworks/orientations or
theoretical ideas that are compelling to you and your research topic.
II. The methodological frameworks that are compelling to you, and make sense, given your
research questions, and your emerging conceptual framework.
III. The methods you will use to explore your specific research questions and considerations
of ethical issues
IV. The ways your research could be used to generate equitable social and educational
changes
DUE: see weekly schedule (always due in class)

3. Research Proposal Presentation (15%) and Final Research Proposal (35%): You will draw upon
the course readings, class discussions, presentations, and your consultations and memos to
prepare a 10-minute presentation based on your research proposal describing the purpose,
research questions, conceptual approach, methodology and research methods you will use to
undertake a research project. This presentation will provide you an opportunity to share your
ideas and work with other colleagues.
DUE: Wednesday December 6th, in class

The final project is a research proposal. You will draw on your literature review, consultation
exercises and research memos to write your research proposal focusing on your statement of
purpose, research question(s), conceptual orientation, literature review, methodology and
methods, data collection instruments, analytic strategies and ethical considerations. Research
proposals should be no more than 1000 words.
DUE: Friday December 8th, 2017 at 5pm

DISE Graduate Grading Scheme with Suggested Criteria

A (exceptional): Expectations of the assignment have been surpassed and demonstrate
creativity and originality. Work shows in-depth understanding and critical awareness of links
between the individual assignment and other class readings and activities, in line with the
goals and major themes of the course itself and goes beyond the course content and
material. Language and format of the work are exceedingly well-structured, eloquent and
error free.
A- (very good): Understandings and insights in the work are apparent, and there is evidence
of critical engagement with the subject matter. Expectations are met, and some are
surpassed. The language and format of the work are very well-structured and error free.
B+ (good): Expectations of the assignment have been met. Understandings and insights are
apparent, and there is some evidence of critical engagement. The language and format of the
work are well-structured but may contain a few errors.
B (acceptable): Basic expectations of the assignment have been mostly met. Understandings,
insights and evidence of critical engagement are somewhat apparent. The organization and
structure of the work lack consistency and the work contains more than a few language
errors.
B- (adequate): Some expectations of the assignment have been met. Work lacks
organizational structure, logical coherence and clarity with frequent language errors.
C (Fail) (inadequate): Does not meet expectations.

The official grade for each course is a letter grade as per the following:

GRADES GRADE POINTS

NUMERICAL SCALE OF MARKS

A 4.0
85 - 100%

A- 3.7 80 - 84%

B+ 3.3 75 - 79%

B 3.0 70 - 74%

B- 2.7
65 - 69%

C+ 2.3
60 - 64%
C 2.0 55 - 59%

50 - 54%
D 1.0

APA Citation Style:

Please follow the APA style for citations and references for all assignments. Assignments will be
marked according to compliance with APA style. You should become familiar with Publication
Manual of the American Psychological Association (5th ed). Washington, DC: American
Psychological Association. (This is the APA manual, which you will have to consult to format all
assignments for this course. You may also consult the McGill Library catalogue for information
on other copies of the manual available in other locations).

Academic Integrity
McGill University values academic integrity. Therefore, all students must understand the
meaning and consequences of cheating, plagiarism and other academic offences under the
Code of Student Conduct and Disciplinary Procedures (see www.mcgill.ca/students/srr/honest/
for more information).

L'universit McGill attache une haute importance lhonntet acadmique. Il incombe par
consquent tous les tudiants de comprendre ce que l'on entend par tricherie, plagiat et
autres infractions acadmiques, ainsi que les consquences que peuvent avoir de telles actions,
selon le Code de conduite de l'tudiant et des procdures disciplinaires (pour de plus amples
renseignements, veuillez consulter le site www.mcgill.ca/students/srr/honest/).

Text-matching software may be used in this course. If you prefer that an alternative way of
attesting to your works authenticity be used, you may choose from these alternatives:
a) submitting copies of multiple drafts;
b) submitting an annotated bibliography;
d) taking an oral examination directed at issues of originality;
e) responding in writing to a quiz or questions directed at issues of originality.

Language Policy
In accord with McGill Universitys Charter of Students Rights, students in this course have the
right to submit in English or in French any written work that is to be graded.

Conformment la Charte des droits de ltudiant de lUniversit McGill, chaque tudiant a le

droit de soumettre en franais ou en anglais tout travail crit devant tre not (sauf dans le cas
des cours dont lun des objets est la matrise dune langue).

Support for Students with Exceptionalities

As the instructor of this course I endeavor to provide an inclusive learning environment.
However, if you experience barriers to learning in this course, do not hesitate to discuss them
with me and the Office for Students with Disabilities, 514-398-6009.

Safer Spaces Statement

The Department of Integrated Studies in Education is committed to nurturing a space where
students, teaching assistants, lecturers, and professors can all engage in the exchange of ideas
and dialogue, without fear of being made to feel unwelcome or unsafe on account of biological
sex, sexual orientation, gender identity or expression, race/ethnicity, linguistic and cultural
background, age, physical or mental ability, or any other aspect integral to one's personhood.
We therefore recognize our responsibility, both individual and collective, to acknowledge and
respect differences of perspective and to continually strive to establish and maintain an
environment wherein all interactions are based on empathy and mutual respect for the person,
free from judgment, censure, and/or stigma.

Other Policy Links

Policy on Accommodation of Holy days
Students Caring For Dependents

TENTATIVE COURSE OUTLINE, TOPICS, READINGS, AND ASSIGNMENTS

September 6, 2017
Topics:
Introductions
Course content and flow
Foundations of education research

September 13, 2017

Topics:
Various paradigms and philosophical approaches to social science research
Epistemology, constructionism, positivism, and post-positivism
Assigned Readings:
Reid, C., Greaves, L., & Kirby, S. (2017). Chapter 2: Critical and Contemporary Approaches to
Social Research In Experience, Research, Social Change. University of Toronto Press.

Noddings, N. (2016). Epistemology and Education In Philosophy of Education (4th Edition),

Westview Press.

Assigned Work:
For this week, you need to have solidified your topic and find, read and bring two articles,
which you will discuss in small groups. Please be prepared to summarize the article (briefly) and
share what you learned and how it relates to your topic.
September 20, 2017
Topics:
Literature Review
Defining a research problem
Developing an investigable research question
Assigned Readings:
Reid, C., Greaves, L., & Kirby, S. (2017). Chapter 4: What? The Research Question and
establishing Writing and Organizational Processes In Experience, Research, Social Change.
University of Toronto Press.

Reid, C., Greaves, L., & Kirby, S. (2017). Chapter 5: Why? The Literature Review In Experience,
Research, Social Change. University of Toronto Press.

Assigned Work: Select and bring two more research articles that pertain to your research
interest to class to discuss with your peers.

September 27, 2017

Topics:
Quantitative research designs, methods, and tools
Assigned Readings:

Reid, C., Greaves, L., & Kirby, S. (2017). Chapter 6: How? Research Methods In Experience,
Research, Social Change. University of Toronto Press.

Gray, D. (2014). Research Design: Quantitative Methods In Doing Research in the Real World.

Optional: Johnson, R. & Christensen, L. (2014). Pp. 31-48 of Chapter 2 In Educational Research:
Quantitative, Qualitative, and Mixed Methods Approaches (5th Edition) ** This chapter is
particularly useful in familiarizing yourself with common research terminology

Assigned Work: Please bring your mini-literature review outline/draft for sharing, peer-editing.

October 4, 2017
Topics:
Quantitative data collection and analysis
Assigned Readings:
Johnson, R. & Christensen, L. (2014). Pp. 317-384 of Chapter 4 In Educational Research:
Quantitative, Qualitative, and Mixed Methods Approaches (5th Edition)

Reid, C., Greaves, L., & Kirby, S. (2017). Chapter 9: Analyzing Data In Experience, Research,
Social Change. University of Toronto Press.
Assignment Due: Mini-literature review

October 11, 2017

Topics:
Qualitative research designs and methods
Assigned Readings:

Eisenor, E. (1998). Chapters 1 & 2 (Qualitative Thought and Human Understanding and What
Makes a Study Qualitative?) In The Enlightened Eye: Qualitative Inquiry and the Enhancement
of Educational Practice.

Reid, C., Greaves, L., & Kirby, S. (2017). Chapter 8: Collecting, Organizing, and Managing Data In
Experience, Research, Social Change. University of Toronto Press

October 18, 2017

Topics:
Qualitative data collection and analysis
Assigned Readings:

Guest, G., Namey, E.E., & Mitchell, M.L., (2013). Chapter I: Qualitative Research: Defining and
Designing In Collecting Qualitative Data: A field manual for applied research.

Coffey, AM. & Atkinon, P. (1996). Chapter 1: Varieties of Data and Varieties of Analysis In
Making Sense of Qualitative Data

Assignment Due:
Memo 1: Your research question, research purpose and conceptual frameworks/orientations or
theoretical ideas that are compelling to you and your research topic.

October 25, 2017 NO CLASS

Assignment: On October 23, McGill will host the Arts Against PostRacialism exhibit
https://www.mcgill.ca/aapr/. Your assignment is to make time to participate in one more of
these events https://www.mcgill.ca/aapr/channels/event/aapr-mcgill-university-268802, and
based on your observations, questions, and experience write notes about research and
activism; knowledge-to-action processes; research for social change; research and social justice.
Draw on these notes to inform Research Memo 4: The ways your research could be used to
generate equitable social and educational changes (due in November)
November 1, 2017
Topics:
Exploring Common Methodologies in Education:
Phenomenology
Ethnography
Narrative-based Inquiries

Assigned Readings (choose 2 of 3):

Van Manen, M. (1990). Investigating Experience as We Live It. In Researching Lived Experience:
Human Science for Action Sensitive Pedagogy

Pollock, M. (2006). Race Wrestling: Struggling Strategically with Race in Educational Practice
and Research In Innovations in Educational Ethnography: Theory, Methods, Results (G. Spindler
& L. Hammond, Eds.)

Maynes, M., Pierce, J., & Laslett, B. (2008). Agency Subjectivity and Narratives of the Self. In
Telling Stories: The use of personal narratives in the social sciences and history.

Assignment Due:
Research Memo 2: The methodological frameworks that are compelling to you, and make
sense, given your research questions, and your emerging conceptual framework.

November 8, 2017
Topics:
Exploring Socially Just Methodologies:
Feminist research and epistemologies
Indigenous research and epistemologies
Anti-racist and anti-oppressive research and epistemologies

Assigned Readings (Read two of three):

Kovach, M. (2005) Emerging from the Margins: Indigenous Methodologies In Research as
Resistance: critical, indigenous & anti-oppressive approaches (L. Brown & S. Strega, Eds.)

Smith, D. E. (2005). Womens Standpoint: Embodied Knowing versus the Ruling Relations. In
Institutional Ethnography: A sociology for people.

Potts, K & Brown, R. (2005). Becoming an Anti-Oppressive Researcher. In Research as

Resistance: critical, indigenous & anti-oppressive approaches (L. Brown & S. Strega, Eds.)

November 15, 2017

Topics:
Ethical Considerations and Research Ethics Review Processes
Research, Ethics and Participation
Assigned Readings:
Dooley, D. (1995). Chapter 2: Ethics: Protecting Human Subjects and Research Integrity In Social
Research Methods (3rd Edition).

Holland, S., Renold, E., Ross, N.J., & Hillman, A. (2010). Power, agency and participatory
agendas: A critical exploration of young peoples engagement in participative qualitative
research. Childhood 17(3), 360-375.

Assignment Due:
Research Memo 3: The methods you will use to explore your specific research questions and
considerations of ethical issues

November 22, 2017

Topics:
Research-to-Action Processes

Assigned Readings:
Reid, C., Greaves, L., & Kirby, S. (2017). Chapter 11: Strategies and Approaches for Making
Change and the Role of the Researcher. In Experience, Research, Social Change. University of
Toronto Press

Smith, G.W. (1990). Political Activist Ethnographer. Social Problems. 37(4):629648.

Assignment Due:
Research Memo 4: The ways your research could be used to generate equitable social and
educational changes

November 29, 2017

Topics:
A Different Way of Doing Social Research: Institutional Ethnography and research with, rather
than about participants

Putting the Pieces Together: Discussion of the Research Proposal

Assigned readings:
Nichols, N. (2014). The Research: Community-based Institutional Ethnography In Youth Work:
An institutional ethnography of youth homelessness

Nichols, N. (2017). Youth and Technologies of Evidence: An institutional ethnography of

evidence based policy and practice. Critical Social Policy. DOI:
https://doi.org/10.1177/0261018317690664
Assigned Work: Please bring all four memos to class today, so that you can begin to work on
your research proposal

December 6, 2016
Topics:
Course review: Reflection on key learnings
Proposal Presentations: December 6, 2016
Topics:
Course review: Reflection on key learnings
Proposal Presentations: a 10-minute presentation based on your research proposal describing
the purpose, research questions, conceptual approach, methodology and research methods
you will use to undertake a research project. This presentation will provide you an opportunity
to share your ideas and work with other colleagues.

Final Proposal Due Friday December 8th, 2017 at 5pm