Sie sind auf Seite 1von 16

R 7035

Methods & Analysis of Qualitative Research


Spring II 2008

INSTRUCTOR:
Bharat S. Thakkar, Ph. D.

PHONE:
(312)777-7716

EMAIL:
bthakkar@argosy.edu

FAX:

ALT PHONE:
(630)267-7890 (cell)

REQUIRED TEXTS:

Title Qualitative Research and Evaluation Methods


Author(s) Michael Quinn Patton
Copyright (2001)
Publisher Thousands Oaks, CA: Sage Publications
ISBN 0761919716
Edition 3rd

Title Learning in the Field : An Introduction to Qualitative


Research
Author(s) Rossman, Gretchen B. & Rallis, Sharon F.
Copyright (2003)
Publisher Thousands Oaks, CA: Sage Publications
ISBN 0761926518
Edition 2nd

This Course Requires the Purchase of a Course Packet: YES NO


R 7035
Methods & Analysis of Qualitative Research
Spring II 2008
Web augmented course with online postings, sharing, discussions, input/feedback
in between classes.

INSTRUCTOR: Bharat S. Thakkar, Ph. D.

PHONE: (312)777-7716

EMAIL: bthakkar@argosy.edu

FAX:

ALT PHONE: (630)267-7890 (cell)

Office hours: By appointment.

Short Faculty Bio:


Thakkar received his MS and PhD degrees both in mechanical engineering from Illinois
Institute of Technology at Chicago in 1967 and 1976, respectively. He has been engaged in
the practice of electronic systems packaging, design, development, compliance, and
reliability engineering over last thirty years of which last twenty-six years were spent with
Lucent Technologies (formerly AT&T Bell Laboratories). He has addressed the problems
of system reliability, electronic packaging, shock and vibration, thermal management and
physical design. Prior to joining Bell Labs, Thakkar was engaged in research and
development of materials forming. He has been active in teaching at the Illinois Institute of
Technology as Adjunct Associate Professor in Mechanical, Mechanics, and Aerospace Eng
Dept. He also taught at the Midwest College of Engineering, where he was Chairman of
Mechanical Engineering Department. Bharat published and presented over twenty technical
papers and holds two U. S. patents. He also has received several awards for community
service and affirmative action activities at Bell Labs.

In fall of 1997, IIT conferred Alva C. Todd Professorship upon Dr. Thakkar. This honor is
granted to a part-time faculty member who has a minimum of 15 years of peer-recognized
experience in the field of engineering with significant responsibility for engineering
projects, design and research. Dr. Thakkar was also appointed as a member of the
Education Task Force of the Electrical and Electronic Packaging Division (EEPD) in the
American Society of Mechanical Engineers (ASME).

Currently, Associate Professor, Business at Argosy University, Chicago and Consultant and
CEO, PREM Group, Inc., Wheaton, Illinois, offers workshops and seminars to domestic and
international clients.

REQUIRED TEXTS:

Michael Quinn Patton (2001)


Qualitative Research and Evaluation Methods, 3rd Ed.
Thousands Oaks, CA: Sage Publications
ISBN: 0761919716

Rossman, Gretchen B. & Rallis, Sharon F. (2003)


Learning in the Field : An Introduction to Qualitative Research 2nd Ed.
Thousands Oaks, CA: Sage Publications
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.

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

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/qualresearch/> Many useful resources for conducting


qualitative inquiry.

<http://www.fortunecity.com/greenfield/grizzly/432/rra3.htm> Ways of Approaching


Research: Qualitative Designs

This Course Requires the Purchase of a Course Packet: YES NO

Course Description:
This course introduces the assumptions, theories, and processes of qualitative inquiry. The
purpose of this course is to provide students with the theoretical foundations necessary to
understand qualitative inquiry and to enhance their abilities to conduct qualitative research
and evaluation.

Course Prerequisites: None

Course Length: 7.5 Weeks

Credit Value: 3
Contact Hours: 45

Upon successful completion of this course, the student should be able to:
 Outline the theoretical foundations of qualitative research and evaluation.
 Develop a practical application of qualitative theory to research and evaluation.
 Gather qualitative data to answer research questions.
 Demonstrate the impact of the researcher’s orientation on qualitative research.
 Develop a plan for qualitative research.
 Assimilate the ethical considerations associated with qualitative research.

1. Research and Theory - Educational Leaders make decisions based on research and
supported theory. They use 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. Performing - Demonstrate knowledge of the role of research in professional
development of faculty and students.
1.3. Understanding
1.3.1. Evaluate and apply research and reflective practices to complex educational
problems, including the assessment of improvement and accountability
systems.
1.3.2. Exhibit a broad and systematic understanding of the role of research and
theory in professional education.
1.4. Analysis
1.4.1. Critically analyze current research in education and related fields to inform
curricular and instructional decisions
1.4.2. Analyze student achievement data for program improvement.
1.5. Applying - Evaluate and apply theory and research to select, integrate, implement
and assess educational practices and materials
1.6. Decision Making - Make decisions about curriculum, instructional strategies,
assessment and professional development that are based on sound research, best
practice, school and district data and other contextual information
2. Communication and Information Literacy - Educational leaders effectively communicate
a vision of educational excellence to the learning community. They use 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 climate
understanding, assessing perception, facilitating systemic processes associated
with organizational communication and promoting a positive learning culture.
2.3. Information Literacy - 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 - Promote the use of a broad range of software applications or
Web-based tools to facilitate systematic investigation, to enrich curriculum and
instruction, to monitor instructional practices and to provide staff the assistance
needed for improvement.
2.5. Integration - Demonstrate effective integration of instructional technology into the
teaching and learning process and to manage the assessment and reporting of
student learning.
2.6. Accountability - Use technology to measure, assess, and evaluate information
related to institutional effectiveness and accountability.
3. Critical Thinking and 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 use their knowledge
and skills to:
3.1. Critical Thinking - Analyze contemporary theoretical concepts at all levels of
educational leadership, in design, implementation, and evaluation of personnel
preparation programs at pre-service and in-service levels.
3.2. Problem Solving/Decision Making - Identify a problem, diagnose its underlying
causes, evaluate possible solutions in relation to foundation theoretical foundations
in education, and determine and defend an appropriate course of action.
3.3. Evaluation - Evaluate relevance of established theory to current education practice
and identify gaps in current literature.
4. 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 use their knowledge and skills to:
4.1. Team Building - Build teams to accomplish the goals of complex organizations with
educational missions.
4.2. Families and Community - Work with families and various stakeholders of the
educational community in addressing, selecting and implementing an optimal
course of action to deal with the issues that face educational leaders, including, but
not limited to, resource acquisition and management, policy development and
analysis, program development and evaluation, staff selection and development,
school-community relations, and curriculum development.
4.3. Focus on Achievement - Use observation and collaboration to design, implement
and evaluate meaningful and effective experiences that improve student
achievement.
5. 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 use their knowledge and skills to:
5.1. Leading - Provide leadership in various roles and responsibilities to work effectively
in achieving common goals.
5.2. Motivating, Coaching, and Delegating - Train, coach, delegate, and motivate faculty,
staff, students, parents and other members of the educational community.
5.3. Supervision - Evaluate teaching and staff performance using a variety of
supervisory models.
5.4. Professionalism - Meet research, teaching, and service requirements of faculty
positions in public, private or higher education.
5.5. Change Management - Develop clear initiatives and adapt his/her leadership
behavior to assist an educational institution, district or school reach its vision,
mission, and goals in a changing environment.
5.6. Contemporary Issues - Promote the success of all students by understanding,
responding to and influencing the larger political, social, economic, legal and
cultural context on the local, state and national levels.
5.7. Curriculum, Instruction, and Assessment - Use best practices and sound
educational research to improve instructional programs.
5.8. Data-driven Decision Making - Apply data and information to solve educational
problems.
5.9. Managing Resources - Manage the organization, operations and resources in a way
that promotes a safe, efficient and effective learning environment
6. Ethics/Principles - Educational leaders are bold in exhibiting and expecting
accountability in integrity, fairness and ethical behavior. Their actions
6.1. Integrity - Demonstrate a respect for the rights of others with regard to
confidentiality and honesty
6.2. Fairness – Demonstrate their 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. Diversity – Educational leaders appreciate the value of every individual and are
committed to their success. They use their knowledge and skills to:
7.1. Managing – Design and implement educational policies, instruction and curricular
reform that reflect culture and diversity.
7.2. Theory & Research - Apply human development theory, proven learning and
motivational theories, and concern for diversity to the learning process
7.3. Leading - Capitalize on diversity to create a culture that promotes respect and
success for all students.
8. 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 have used their knowledge and skills to:
8.1. Applying - Participate in a sustained and extensive internship activity that provides
opportunities to apply skills and to develop new skills in real world settings.
8.2. Facilitating and Engaging - Arrange and engage in course embedded field
experiences that use best practices and sound educational research to improve
instructional programs.
9. Human Growth & Development - Educational leaders consider the personal and
professional continuum of development of their various constituencies and use this
knowledge in all phases of their work from curriculum planning to staff development.
They use their knowledge of human intellectual, physical, social and emotional growth
to:
9.1. Human Development – Help form comprehensive professional growth plans that
focus on authentic problems and tasks, mentoring, coaching, observation,
conferencing and collaborative reflection, and other techniques that promote new
knowledge and workplace skills.
9.2. Organizational Development – Design procedures and techniques of inquiry-based
organizational development and leadership to assist school and district personnel
in understanding and applying best practices for student learning.
9.3. Personal Leadership – Promote the success of all students of a school, district or
educational institution of higher learning of learning by facilitating the development,
articulation, implementation, and stewardship of a vision supported by the
educational community.
9.4. Lifelong Learning - Develop personal professional growth plans that reflect
commitment to lifelong learning and best practices. Continuously access, reflect on,
and integrate knowledge to remain current in educational profession and practice.
10. Program Specific – Curriculum and Instruction
10.1.1. Application of Curriculum & Instruction – Formulate instructional design
competencies related to strategies for growth in curriculum planning, decision
making, problem solving and change management.
10.1.2. Analysis of Curriculum & Instruction Principles - Use supported research and
theory to plan, implement and evaluate curricular and instructional practices.
10.1.3. Curriculum Theory & Design - Demonstrate advanced skills in synthesizing
and merging curriculum and instructional theory to design, implement and
assess instructional programs that lead to improved student achievement.
10.1.4. Evaluation - Evaluate the instructional processes, strategies, techniques and
methodologies (e.g., strategies for growth in planning, decision-making,
problem solving, and change management) in an educational institution.
10.1.5. Monitoring – Monitor and evaluate operational systems to ensure they
enhance student learning and reflect accountability to the community.
10.1.6. Promote Technology - Use and promote technology and information systems
to enrich district curriculum and instruction, monitor instructional practices and
provide assistance to administrators who have needs for improvement
10.1.7. Staff Development - Assist school and district personnel in understanding
and applying best practices for student learning
10.1.8. Professional Responsibility - Apply theoretical concepts for all levels of
curriculum design, implementation and assessment of educational preparation
programs

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%]
2. 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%]
5. Assimilate the ethical considerations associated with qualitative research. [10%]

Classroom Teaching Techniques

Group discussion, experiential exercises, presentations, learners contributing materials,


applying/using course content, conducting interviews and observations, classmates
assisting and supporting one another, learners working together to complete assignments,
videos. The purpose is to maximize learning, the experience of it, make learning long lasting
or a lasting change in behavior or performance.

Online and class participation

a) A web-augmented course and its online participation is a continuation of the


learning and what happens in class. It provides continuity or connection between
classes. Online participation is an opportunity to ask questions, have discussions;
share ideas, suggestions, information, links, resources; post whatever assignment
you are working on for input/feedback.

b) Class participation includes reading the assigned readings, coming prepared for
the class discussions, contributing outside information or resources for one or two
of the class topics, asking for what would support or assist you, assisting your
classmates with their requests, giving full attention and participation in class
exercises and discussions. Class participation also means basic group/class
courtesy, respect and decency--coming to class on time, not leaving early, keeping
to the break time, listening to what your classmates say and making sure they were
heard before replying, one person speaking at a time, sticking to the topic, not
monopolizing a conversation, contacting the instructor if you will be late or have to
leave early.

Guidelines for having excellent, high quality class discussions include:

 Communicating ideas in a manner that is clear and complete, leaving no information


implied.

 Justifying ideas and responses by using appropriate examples and references from
the literature, texts, websites, and other references or personal experiences.

 Demonstrating clear evidence of critical thinking, decision making, and problem


solving skills.

 Participating in the discussions by asking questions, providing statements of


clarification, providing a point of view with rationale, challenging a point of
discussion, or making a relationship between one or more points of the discussion.
 Utilizing I statements, active listening, supportive feedback and other communication
skills that foster openness, trust and rapport.

 Displaying consistent sensitivity when communicating and collaborating with


individuals from varied backgrounds.

Classroom Teaching Techniques

Group discussion, experiential exercises, presentations, learners contributing materials,


applying/using course content, conducting interviews and observations, classmates
assisting and supporting one another, learners working together to complete assignments,
videos. The purpose is to maximize learning, the experience of it, make learning long lasting
or a lasting change in behavior or performance.

The Qualitative Research Examples brought to class as an illustration, sample or


application of each week`s topic.

Assignments

Write all assignments in the APA format and style. You are encouraged to gain input/feedback
anytime on any assignment or work you do from me and/or your classmates.

1. Class participation includes reading the assigned readings, contributing to the class
discussions, bringing a qualitative research study to class, asking for what would
support or assist you, assisting your classmates with their requests, giving full attention
and participation in class exercises and discussions.

Class participation also means basic group/class courtesy, respect and decency--coming
to class on time, not leaving early, keeping to the break time, listening to what your
classmates say and making sure they were heard before replying, one person speaking at
a time, sticking to the topic, not monopolizing a conversation, contacting the instructor if
you will be late or have to leave early.

2) Read the assigned readings in the Course Outline.

3) Conduct three or more interviews for your Qualitative Research Study Design Your notes or
transcripts will be analyzed in class so make a copy for the instructor and half or all of the
class.

4) Qualitative Research Examples. For one or more of the topics covered in each class,
bring in examples, samples, illustrations or applications from Qualitative Research
studies, dissertations, textbooks, articles or other outside readings. Make copies for the
instructor and half or all of the class. Note: the weekly Qualitative Research Examples
will serve as the outside readings for your Qualitative Research Study Design.

5) Complete a Qualitative Research Study Design covering all 10 steps.

 Complete the 10 steps in the Qualitative Research Study Design.


 use the Qualitative Research Examples as the outside readings. See Other Readings
and Resources.
 Cite your sources and have References in the end according to the APA style.

6) Make a Qualitative Research Study Design Presentation reporting on how you fulfilled the
10 steps. It is an oral, not a written report. Input/feedback comes from both your
classmates and what you ask for. Make copies of your Study for the instructor and half
or all of the class.

Assignments Possible Points


Class participation 25
Interviews 20
Qualitative Research Examples 20
Qualitative Research Study Design 30
Qualitative Research Study Design Presentation 5
Total 100 (%)

Grading

A 90 – 100%
B 80 – 89%
C 70 – 79%
D 60 – 69%
F 50 – 59%

Assignment Table

Week Module Topics Assignments


Readings
1 Patton Discussion Questions:
Chapter 1
Evaluate the implications of the purposes and intended
The Nature of primary audiences in designing a research study.
Qualitative
Research Deduce the major strengths and source of power of
Qualitative qualitative data. Justify your response.
Research
Versus Analyze and report on the main sources of raw data in
Quantitative qualitative research.
Research Justify your responses with examples from the text or
any other readings.

Assignment:
Complete assignment and submit to the Discussion
Board.
Find any research-based journal article in the field of
education, or the social and behavioral sciences that
uses a qualitative methodology. Write a 2 to 3 page
critique of the journal article.
2 Patton Discussion Questions:
Chapter 2
Chapter 3 1. Analyze why qualitative research designs are
characterized as “naturalistic” inquiry. Support your
Primary opinion with examples.
Themes of
Qualitative 2. Predict how “purposeful sampling” might be used in
Research qualitative research. Justify your response.
Traditions in
Qualitative 3. Debate the issue of the qualitative researcher getting
Research “close” to the phenomena being studied, as opposed
to maintaining an objective “distance.” Support your
Case Study opinion with examples.
4. Relate how the qualitative researcher uses his/her
direct experiences in the world when conducting
qualitative inquiry. Justify your reasoning with
appropriate examples.

5. Differentiate between the logic behind inductive


analysis of qualitative research and the hypothetical-
deductive approach used in quantitative analysis.
Illustrate the differences with examples.

Assignment:

Complete the assignment and submit to the


Discussion Board.

Scenario: A somewhat traditional University is


implementing changes in course delivery. Some courses
are now being delivered in an online format. The
Administration is interested in understanding the impact
that this change. As a research consultant, you have been
asked to examine this transition from the more
“traditional” class delivery to the “online” format.
Students in the more “traditional” classes have
experienced a more or less seat-of-the-pants approach,
which is characterized by a flexible curriculum sequence,
an evolving structure, little reliance on technology,
improvisational classroom activities, and modification of
instructional materials. The “online” format covers
exactly the same topics and concepts, but is constructed
and designed with a predetermined structure and
sequence, relatively little opportunity for modification by
the instructor, and a significant reliance upon technology
to deliver the course.

Write a 2 to 3 page paper describing your proposed study


of this situation from your chosen qualitative theoretical
perspective. Also, post a 2 to 3 paragraph summary of
your paper to the Discussion Area.
3 Patton Discussion Questions:
Chapter 4
Chapter 5 1. Debate the logic and power of “purposeful” sampling
strategies as pertains to qualitative research.
Applications
of Qualitative 2. Analyze and report on the term “triangulation”.
Methods Differentiate between the different types of
triangulation, as they pertain to qualitative research.
Qualitative
Designs 3. “Qualitative designs are often ‘emergent’ designs.”
Interpret this statement.

Assignment:
Complete the assignments and submit to the Discussion
Board.

Qualitative inquiry can be appropriately used in many


different types of evaluation. For example, qualitative
inquiry can be used in program evaluation studies,
quality assurance studies, outcome studies, process
studies, comparing programs, investigating changes in
an organization, and many other practical applications.
These types of studies are often conducted to improve
programs, deal with real problems, or provide information
to assist decision-making.

Identify a problem or issue in your current or previous


workplace that you believe could benefit from an
evaluation study using qualitative inquiry. Write a paper in
which you:
i) Describe the issue or problem.
ii) Describe how qualitative inquiry could serve to help
illuminate the issue or problem.

Describe how qualitative methods could be used to


improve the usefulness of evaluation results.
4 Patton Discussion Questions:
Chapter 6
Chapter 7 1. Debate the potential value of using “sensitizing
concepts” in qualitative research.
Interviewing
Skills 2. Debate what you believe to be some of the most
important considerations of a skilled qualitative
Group interview.
Interviews
Observation 3. Outline some of the main features, strategies, and
Skills advantages of focus group interviews.
Observer and
Observed: 4. Relate some of the major ethical issues and
Unity and considerations regarding interviewing. Justify your
Separation opinion.

Summary 5. Relate 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?

6. Evaluate the issues in qualitative research


regarding the process of observation affecting
what is observed.
7.
Assignment:

Complete the assignment and submit to the Discussion


Board.

Assess your own interviewing skills. What strengths and


limitations do you possess? Given what you have learned
in this module regarding effective interviewing, what
skills, qualities, knowledge, behaviors, or experience do
you believe are important for an effective interview, both
individual and group?
5 Patton Discussion Questions:
Chapter 8
1. Deduce the meaning of “thick description” in
Techniques of qualitative analysis.
Analysis
Coding Data 2. Describe how data collection and data analysis can be
overlapping activities in qualitative research.
Finding Patterns
3. Summarize the process of coding, classifying,
Labeling Themes categorizing, and labeling primary patterns as
pertains to qualitative data analysis.
Developing
Categories 4. Outline the main purposes of analysis in
phenomenological studies, as well as grounded
Computer theory research.
Software for
Qualitative 5. Evaluate some of the main challenges regarding
Analysis interpretation of findings in qualitative analysis.

Assignment:

Complete the assignment and submit to the Discussion


Board.

Review Appendix 8.3 Qualitative Research and Evaluation


Methods (3rd Edition). Patton, M.Q. Thousand Oaks, CA,
Sage, 2002, pp. 525-534, regarding interviews with 11
participants in a wilderness education program. The
appendix presents portions of a report describing the
effects on participants of their experiences in the
wilderness education program. Given what you have
learned in this module regarding analysis, interpretation,
and reporting of qualitative interviews, answer the
following questions:

How might certain theoretical and philosophical


perspectives affect analysis?
Decide how “reflexivity” and “voice” are a part of
engaging the findings.
Assess the appendix with regard to the balance between
description and interpretation.
6 Patton Discussion Questions:
Chapter 9
1. Debate how the issue of quality is judged in
Quality and qualitative research.
Credibility of
Qualitative 2. Outline the alternative criteria to traditional scientific
Analysis research that are used to evaluate qualitative
research.
Overview
Integrity 3. Relate how the issue of “generalizability” pertains to
Triangulation qualitative research.
Credibility
Transferability Complete the assignment and submit to the Discussion
Trustworthiness Board.

Write about the different kinds of triangulation that can


contribute to verification and validation of qualitative
analysis.
7 Reflexivity Discussion Questions:
Informed
Consent 1. Debate at least three of the important ethical issues
Confidentiality involved in qualitative research. Give reasons why
Institutional each issue is important.
Review Board
(IRB) 2. Identify and report on ethical issues that may crop up
when applying qualitative methodology to your
identified phenomenon of interest. Justify these
issues with your classmates.

3. Analyze the meaning of the term “reflexivity” in the


context of qualitative inquiry.
Assignment:

Complete the assignment and submit to the Discussion


Board.

Identify at least three areas where you could use


qualitative research in your immediate environment.
Describe why qualitative research would be a good
methodology to use in each of the cases.
8 Course Summary Discussion Questions:
Assignments
1. Discuss the most significant challenges you faced
while developing your project.

2. Report on the most significant learning experiences


that occurred during the development of your project.

3. Outline how developing your project affected you as a


student and as a person.

4. Conclude how your understanding of qualitative


research changed because of developing your
project. Give examples.

Assignment:

1. Submit the reflective paper and its power point


presentation.

Course Reflective Paper:


Title: Proposing a Qualitative Research Study

Overview / Scenario
Over the 7.5-week duration of this course, you will conduct a qualitative research study. You
will have to:
1. Identify a specific phenomenon to be studied.
2. Conduct a brief literature review.
3. Articulate a rationale for the use of qualitative methodology.
4. Select a qualitative tradition to study the identified phenomenon.
5. Create research questions.
6. Select data gathering methods; interview, observation, or review of documents.
7. Discuss the proposed data gathering method(s) and its application to the identified
phenomenon of interest.
8. Describe data analysis techniques of coding, identifying patterns, identifying
themes, and identifying categories to be used with identified phenomenon.
9. Identify and discuss quality and credibility issues.
10. Identify and discuss ethical issues and considerations.
11. Summarize the research study.

Your paper will be divided into a number of tasks related to the weekly content covered in
the course.
A 100 -93
A- 92 - 90
B+ 89 - 88 Grading Criteria:
B 87 - 83
B- 82 – 80 Grading Scale
C+ 79 – 78
C 77 – 73
C- 72 – 70
F 69 and below
Library

Library Resources: Argosy University’s core online collection features nearly 21,000 full-
text journals and 23,000 electronic books and other content covering all academic subject
areas including Business & Economics, Career & General Education, Computers,
Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social &
Behavior Sciences. Many titles are directly accessible through the Online Public Access
Catalog at http://library.argosyu.edu. All resources in Argosy University’s online collection
are available through the Internet. The library will provide students with links, user IDs, and
passwords. A detailed list of online resources is located at
http://library.argosyu.edu/misc/onlinedblist.html. In addition to online resources, Argosy
University’s onsite collections contain a wealth of subject-specific research materials
searchable in the Online Public Access Catalog. Catalog searching is easily limited to
individual campus collections. Alternatively, students can search combined collections of
all Argosy University Libraries. Students are encouraged to seek research and reference
assistance from campus librarians.

Information Literacy: Argosy University’s Information Literacy Tutorial was developed to


teach students fundamental and transferable research skills. The tutorial consists of five
modules where students learn to select sources appropriate for academic-level research,
search periodical indexes and search engines, and evaluate and cite information. In the
tutorial, students study concepts and practice them through interactions. At the conclusion
of each module, they can test their comprehension and receive immediate feedback. Each
module takes less than 20 minutes to complete. Please view the tutorial at
http://library.argosyu.edu/infolit/

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity


during the learning process, Argosy University requires that the submission of all course
assignments represent the original work produced by that student. All sources must be
documented through normal scholarly references/citations and all work must be submitted
using the Publication Manual of the American Psychological Association, 5th Edition (2001).
Washington DC: American Psychological Association (APA) format. Please refer to
Appendix A in the Publication Manual of the American Psychological Association, 5th
Edition for thesis and paper format. Students are encouraged to purchase this manual
(required in some courses) and become familiar with its content as well as consult the
Argosy University catalog for further information regarding academic dishonesty and
plagiarism.

Scholarly writing: The faculty at Argosy University is dedicated to providing a learning


environment that supports scholarly and ethical writing, free from academic dishonesty and
plagiarism. This includes the proper and appropriate referencing of all sources. You may be
asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online
resource established to help educators develop writing/research skills and detect potential
cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of
content and provides a comparison report to your instructor. This comparison detects
papers that share common information and duplicative language.

Americans with Disabilities Act Policy

It is the policy of Argosy University to make reasonable accommodations for qualified


students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a
student with disabilities needs accommodations, the student must notify the Director of
Student Services. Procedures for documenting student disability and the development of
reasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request for
accommodation is approved or denied in writing via a designated form. To receive
accommodation in class, it is the student’s responsibility to present the form (at his or her
discretion) to the instructor. In an effort to protect student privacy, the Department of
Student Services will not discuss the accommodation needs of any student with
instructors. Faculty may not make accommodations for individuals who have not been
approved in this manner.

The Argosy University Statement Regarding Diversity

Argosy University prepares students to serve populations with diverse social, ethnic,
economic, and educational experiences. Both
the academic and training curricula are designed to provide an environment in which
students can develop the skills and attitudes essential to working with people from a wide
range of backgrounds.

Acknowledgement of Syllabus Content

I have read and understand the course


syllabus for R7035 Qualitative Research and Evaluation during Summer 2004, which is
being taught by Randy Bennett Ed.D.. I hereby agree to the terms stated in this syllabus.

Signature Date

Das könnte Ihnen auch gefallen