EDPS 687:  Qualitative/Interpretive Research

 

CREDITS:  2 semester hours

 

PREREQUISITES:  None

 

EMU PROGRAM THEME

Inquiry, advocacy, and leadership in education for a diverse and democratic society.

 

CATALOG DESCRIPTION

Course provides educators and other human service professionals, who work in educational settings, with training and competence in qualitative data gathering methods and interpretive analysis.  These methods include educational ethnography, phenomenology, and action research.

 

PURPOSE/RATIONALE

The goals of this course are to understand and explore the interdisciplinary tradition of qualitative research, situated within the broader context of educational and social research; and to facilitate the development of a working competence in qualitative research and applications to diverse educational and community settings. Qualitative research is “subject centered: and oriented to the exploration of life experiences, with a particular emphasis on diverse personal, cultural, ethnic, and social contexts.  The course provides “hands on” experiential learning in conducting participant observations, qualitative interviews, oral and life histories; and is designed to enable graduate students to develop interpretive analytic skills, critically evaluate research reports, conduct archival/document research, and write qualitative research reports

 

OUTCOMES/OBJECTIVES

  1. Compare and contrast the central characteristics of the qualitative and quantitative research traditions
  2. Compare and contrast different qualitative data-gathering methods and determine appropriate applications
  3. Analyze and evaluate diverse qualitative/interpretive research studies
  4. Conduct qualitative interviews
  5. Conduct participant observations and create an ethnographic record
  6. Construct individual profiles and field portraits
  7. Construct individual case studies, institutional case studies, historical case studies, use of documents and archives
  8. Construct a thematic narrative analysis
  9. Apply participatory and action research models
  10. Write a qualitative research report; analyze interpretive findings and discuss implications

 

COURSE OUTLINE

  1. An introduction to research paradigms
  2. The central themes of the qualitative/interpretive tradition
  3. Qualitative Data-Gathering
  4. Constructing ethnographic records; individual, social and historical case studies; oral histories; using archival records and narrative documentation sources.
  5. Participatory and Action Research methods
  6. Interpretation and Analysis
  7. Language and research metaphors
  8. Ethical dilemmas, human subjects protection, and informed consent
  9. Creating a research report
  10. Disseminating the findings/policy implications

 

SUGGESTED TEXTS AND READINGS

 

Cresswell, J. W. (1998). Qualitative inquiry and research design:Choosing among five traditions.

Thousand Oaks, CA: Sage.

 

Denzin, N. M., & Lincoln, Y. (1998). Collecting and interpreting qualitative materials. Thousand

Oaks, CA: Sage.

 

Denzin, N. M., & Lincoln, Y. (1998). Strategies of qualitative inquiry. Thousand Oaks, CA:

Sage.

 

Glesne, C. (1999). Becoming qualitative researchers: An introduction. New York: Addison

Wesley/Longman.

 

Silverman, D. (2000). Doing qualitative research: A practical handbook. Thousand Oaks, CA:

Sage

 

Coursepack of current literature designed by instructor

 

One qualitative research study text to be chosen from a supplementary reading list

 

INSTRUCTIONAL PROCEDURES

 

Instructional procedures range from lecture presentations,web-based  research,  co-operative learning groups, partner assignments, and interactive group discussions.

 

ASSESSMENTS AND REQUIREMENTS

 

Students are evaluated through weekly data-gathering/writing assignments, that are used as part of student-generated data analysis in the class.  There are weekly theoretical reading assignments that students prepare for class discussion. Evaluation is based on data gathering assignments (40% of grade), a midterm take home exam (20% of grade) and a final qualitative project (40% of grade).

 

KNOWLEDGE BASE: BIBLIOGRAPHY

 

Bogdan,  R. C., & Biklen, S.K. (1998).  Qualitative research for education. An introduction to theory and

            methods. Boston: Allyn & Bacon.

 

 Eisner, E.  The enlightened eye. (1990). New York: Macmillan.

 

Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.

 

Geertz, C. (1983). Local Knowledge. New York: Basic Books.

 

Glaser, B. & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research.

            Chicago: Aldine.

 

Goswami, D. & Stillman, P. (1987). Reclaiming the classroom: Teacher research as an agency

            for change New York: Boynton/Cook.

 

Schon. D. (ed.), (1991). The reflective eye: Case studies in and on educational practice.                                  

            New York: Teacher's College Press.

 

Spindler, G.D. & Spindler, L. (Eds.). (1987).  Interpretive ethnography of education: At                                   

            home and abroad. Hillsdale, NJ: Erlbaum.

 

Spradley, J. (1979). The ethnographic interview. New York: Holt Rinehart & Winston.

 

 

Spradley, J. (1980). Participant observation. New York: Holt Rinehart & Winston    

 

Van Maanen, J. (1988). Tales of the field: On writing ethnography. Chicago: University of Chicago

            Press.

           

Witherell. C., & Noddings, N. (Eds.). (1991). Stories lives tell: Narrative and dialogue in education. New York:

Teachers College Press.