ࡱ > e g f L bjbj 4~ B@ % | | 8 5 | L + " 5 5 5 )+ ++ ++ ++ ++ ++ ++ $ d- 0 O+ O+ 5 5 d+ 5 5 )+ )+ ' h 9) 5 ͷ1 N e( + z+ 0 + u( 0 H 0 9) 0 9) O+ O+ H + 0 | : ENGL 815: QUALITATIVE RESEARCH
Summer 2011: July 5th July 28th
Mondays-Thursdays 10:45-1:15
McElhaney Room 206
Professor: Gloria Park, Ph.D. Office: Sutton 346
Office Hours: Fridays 10-3pm Office Phone: 724-357-3095
And by appointment E-mail: HYPERLINK "mailto:Gloria.park@iup.edu" Gloria.park@iup.edu
Course Description:
The purpose of this interactive research seminar is to guide advanced doctoral students through preparing their dissertation proposals using qualitative research tools. Preparation of a dissertation proposal is a complex and multilayered process for it begins with coming to understand what it means to conduct qualitative research vis--vis your identity as a researcher. The journey into conducting qualitative research is not linear for many questions, tensions, complexities, rich and passionate moments as well as others unbeknownst to you will come from multiple directions. Despite the arduous nature of such work, your qualitative research study will open up multiple doors for you as you begin to search the literature for ways to expand the knowledge in your field(s).
Through this interactive research seminar, we will tackle the following process of developing a qualitative research proposal. It is important to remember that you do NOT have to journey through this process in a linear fashion since some of the steps can be done simultaneously, and perhaps, you may already have come to a full understanding/completion of some of the steps mentioned below:
Step 1: Selecting an Interesting Topic;
Step 2: Introducing the Background to the Problem;
Step 3: Presenting the Significance of the Study;
Step 4: Defining the Concepts;
Step 5: Establishing the Research Questions;
Step 6: Deciding on the Methodological Approaches;
Step 7: Finding a Theoretical Framework;
Step 8: Choosing the Data Collection Method;
Step 9: Planning the Data Collection;
Step 10: Describing the Procedure of Data Analysis;
Step 11: Enhancing the Quality of Data (systematic and robust research i.e., credibility/authenticity of data, transferability, dependability, and confirmability);
Step 12: Reporting the Ethical Issues (Inclusion of IRB and Informed Consents)
It is my hope that we as a group of burgeoning qualitative researchers explore the aforementioned connections grounded in your own ontology, epistemology, and methodology as you begin to (re)shape your relationship with the topic and the participants situated in the larger context. It is important to note that your dissertation is the beginning of your scholarship in the years to come in your fields.
Course Readings & Resources:
The main text (The Handbook of Qualitative Research ~ 4th edition) and selected peer-reviewed journal articles will be the core readings for this course. The articles are on PDF and will be sent to you.
***Important Note***
All the readings selected for this course may not be directly related to your content/specialization areas, but they are directly related to the multiple and ever-changing issues that we have to wrestle with throughout their journeys as qualitative researchers. Please keep this point in mind as you prepare for daily readings and discussions. It is important and expected of advanced doctoral students in C&T program to deconstruct the readings and find ways to connect to the preparation of your dissertation proposal. In turn, all the assignments designed for this course are directly related to your dissertation work. Furthermore, each time you are given an opportunity to openly share your thoughts and ideas with your fellow researchers within and beyond the class time, I expect us to be closer to completing our dissertation proposals.
APA~ 6th edition/MLA Writing & Publication Guides, the most recent edition should be used.
Academic Integrity Policy:
In general, all papers should follow the conventions of academic written English and proper documentation of sources, as described in the current APA or MLA handbooks. ɫӰ's Academic Integrity Policy covers various concerns related to plagiarism, cheating, and misrepresentation of work, and this policy is spelled out in the current ɫӰ Graduate Catalog. Academic integrity is a serious matter and violations will not be tolerated. Detailed explanations about the proper use of sources may be found in the current edition of the MLA Handbook or the Publication Manual of the American Psychological Association. Feel free to discuss with your instructor and/or the program director (Dr. Sharon Deckert) any questions you have about using and documenting sources.
Course Grade:
Your course work and requirements are only to be assessed by the instructor on record (Dr. Gloria Park) for this summer 2011 session. The coursework you complete this ENGL 815 is a contract between the registered student and Dr. Park, an instructor for this course during the summer session 2011.
Course Requirements:
Dissertation Research Map (10%): This is a visual representation of how different components come together in a dissertation study. We will begin with this as a way for you to see what it is that you propose to do, and of course, this visual map will shift as you come to construct, negotiate, and challenge your thinkings around the notion of doing qualitative work. Please share different changes you have noted on the map throughout this seminar.
Individual Research Conference Meeting (5%): Each researcher will meet with me as a way to begin (or continue) our dialogue about your study. Please bring your research map to our meeting.
Critical Annotated Bibliography (5% per week, Total of 15%): This is an expanded version of the traditional annotation. Each week, you are responsible for completing 7-10 research CAB that are DIRECTLY related to your dissertation topic. (you can also include some of the course readings that are relevant to your topic). At the end of this seminar, you will have completed at least 50+ annotations that you can use to ground your study (this would be a bulk of your literature review section).
The annotations can come from peer-reviewed journal articles, book chapters, review essays, and unpublished doctoral dissertations. Each critical annotation should be about one-page (1.5 spaced), and should address the following:
A brief summary of the article (150 words, which should be enough for you to come back at a later time to review the source for your dissertation)
A statement about how this connects to your study topic (100 words)
The final statement should address the gap (new/expanded knowledge base) that exists between this source and your dissertation topic. In other words, you are asking a critical question, which will hopefully be addressed in your study (200 words)
Other comments/questions deemed appropriate to your dissertation study
This will be collected on weekly basis beginning the second week.
Dissertation Methods & Interpretation Presentation/Facilitation (DMIP) (25%): Paired-Presentation~ Each pair has one hour (60 minutes for content presentation/Discussion Facilitation and 15 minutes for Q/A) to select 2 chapters from the HANDBOOK Chapters (25-36). For your presentation, you will take into consideration the following:
Select one chapter from the above
Handout prepared for fellow researchers and Dr. Park
Presentation of the Content (relevant areas only) and included in the content presentation, include discussion questions to facilitate
Everything should be completed within 75 minutes
Peer-feedback and teacher-feedback will be provided (I will provide you with a handout for this)
Upon the completion of this presentation, we will have some individual reflection times to note how this specific method of collecting data will methodologically enhance the proposed study (this can be added to your dissertation map)
*** Remember, that each researcher will only have time to discuss some of the Critical Annotations completed for their DR. Prepare for your talk even though it is an informal setting. Use visuals as well as handouts to engage your researcher colleagues in coming to understand your dissertation research study. This will not only be helpful for your fellow researchers, but it will also assist you in coming to understand and (re)shape your own work.
Draft of the Dissertation Proposal (Optional): On July 21st (Thursday), each researcher will hand in a draft of the dissertation proposal (Refer to Steps 2-9 in the aforementioned process) addressing the following:
Contextualizing the Study: this is the background of your study, which discusses the rationale for the study, research questions (broadly speaking), the connection between researcher and the research topic, and the significance of the study
Theoretical Perspectives grounding your Study: In this section, you should articulate the theoretical lens/framework you use to examine and frame your study. The discussion of your theoretical perspectives should be connected to the specific literature guiding your work. An important component in this section is that you would also address the gap in the literature review, the reason for your research study
Methodological Approaches: Each researcher needs to discuss the methodology or (methodological approaches) guiding your research question. In other words, what methodology would best address the unraveling of your research question? Some researchers opt not to name a single methodology, but use different methodological approaches to guide their study in the path toward multiple ways of understanding their study.
Participants, Data Sources, and Data Collection Procedures
Data Analysis and Interpretation Tools
References
Appendices: sample questionnaire, interview protocol, surveys, etc.
Final Dissertation Proposal & Presentation of the Dissertation Proposal (45%):
On August 3rd, 2011, you will email me the final proposal by no later than 12noon (EST).
July 5th to July 8th: (Tues/Wed/Thur/Fri)
Yourself as a Researcher & Your Understanding of Qualitative Research
Introduction to Qualitative Research & Conducting a Review of Literature
Course Syllabus: Discuss the assignments for this research seminar
Readings for this Week:
Have Read the HANDBOOK Chapters 1 & 3 ; Chapters 2, 4, & 5
Class Activities:
Understanding yourself as a Qualitative Researcher
How do you define qualitative research?
What do you already know about conducting qualitative research?
What is the right way to do research? ~ Shohamys Call (Excerpt from her TQ article)
Lets begin a dissertation research map in class, and bring in a draft of your research conceptualization.
In the center, write a brief description of who/what you want to study (i.e., East Asian women in US TESOL programs), and the following (a)-(g) are some of the important peripheral prongs that you need to articulate as you continue to (re)shape your dissertation research map:
What do you already know about this topic? Thus, what (more) do you want to know?
Where does your interest come from? Your positionality vis--vis research topic.
Related to (b), why is this topic important to you?
What is the basis of your ontological, epistemological, and theoretical orientations?
Given what you know about the topic, what is the gap in the literature?
What are some questions you have about this topic? What do you want to know about your topic?
What strategies would you use to examine your study? (methodological approaches)
How would you go about gathering information on your topic?
Connected to (h), rationalize why certain methods are necessary in exploring your topic.
Characteristics of Qualitative Research
Who-What-How and Where Connection of your Qualitative Research
Ethics and Politics in Qualitative Research
Understanding the Literature (How well do you know about the topic you want to investigate?)
Contextualizing the Study
What is a Literature Review? What to include in the Literature Review?
Guest Speakers ~ Sarah Henderson Lee
July 13th to July 15th: (Wed/Thur/Fri)
Paradigms and Perspectives in Conducting Qualitative Research
Understanding Scientifically Based Research (SBR)
Readings for this Week:
Have Read the HANDBOOK Chapters 6,7, 8,9, & 12 (remember to do selective readings~ stick to the areas that would enhance your research)
Hatch, J. (2006). Qualitative studies in the era of scientifically-based research: Musings of a former QSE editor. International Journal of Qualitative Studies in Education, 19(4), 403-407.
Class Activities:
Characteristics of theoretical paradigms, perspectives, framework~ Multiple Traditions (ontology and epistemology)~ whats the connection?
Discussion about the Design of the Study
Dissertation Research Map
The meaning of Scientifically-Based Research
Grounding your Proposed Dissertation Study in SBR the first steps?
Guest Speaker: Hayat Messekher
July 18th to July 21st: (Mon/Tues/Wed/Thur)
Strategies of Inquiry & Methods of Data Collection
Readings for this Week:
Have read (selectively) Chapters 15-21
Knight, M. (2000). Ethics in qualitative research: Multicultural feminist activist research. Theory into Practice, 39(3), 170-176.
Class Activities for this Week:
Paired Presentations & Discussion Facilitation for Groups 1, 2, 3
Return to Elena Shohamys (2004) call ~ What is the right way to do research, anyway? (her TQ article)
July 25th to July 28th : (Mon/Tues/Wed/Thur)
Methods of Data Collection
Complexities and Richness in Conducting Qualitative Research
Readings for this Week (I would like for us to select 1-2 articles per day to discuss):
Toma, D. (2000). How getting close to your subjects makes qualitative data better. Theory into practice, 39(3), 177-184.
Hellawell, D. (2006). Inside-out: Analysis of the insider-outsider concept as a heuristic device to develop reflexivity in students doing qualitative research. Teaching in Higher Education, 11(4), 483-494.
Motha, S. (2009). Afternoon tea at Sus: Participant voice and community in critical feminist pedagogy. In Kouritzin, Piquemal, & Normals (Eds.)., Qualitative research: Challenging the orthodoxies in standard academic discourses (pp. 103-120).
Chaudhry, L. (2001). You should know whats right for me! A hybrids struggle to define empowerment for critical feminist research in education. In B. Merchant & A. Willis (Ed.), Multiple and Intersecting Identities in Qualitative Research (pp. 33-41). Mahwah, NJ.: Lawrence Erlbaum Publishers.
Willis, A. (2001). An African American female researchers journey: Epistemological, conceptual, and methodological concerns. In B. Merchant & A. Willis (Ed.), Multiple and Intersecting Identities in Qualitative Research (pp. 43-59). Mahwah, NJ.: Lawrence Erlbaum Publishers
Mehra, B. (2001). Research or personal quest? Dilemma in studying my own kind. In B. Merchant & A. Willis (Ed.), Multiple and Intersecting Identities in Qualitative Research (pp. 69-82). Mahwah, NJ.: Lawrence Erlbaum Publishers.
Merchant, B. (2001). Negotiating the boundaries and sometimes missing the mark: A white researcher and a Mexican American research assistant. In B. Merchant & A. Willis (Ed.), Multiple and Intersecting Identities in Qualitative Research (pp. 1-18). Mahwah, NJ.: Lawrence Erlbaum Publishers.
Henry, A. (2001). Looking two ways: Identity, research, and praxis in the Caribbean community. In B. Merchant & A. Willis (Ed.), Multiple and Intersecting Identities in Qualitative Research (pp. 61-67). Mahwah, NJ.: Lawrence Erlbaum Publishers.
Kirkland, D. (2010). Critical ethnographies of discourse: An essay on collecting noise. . In sj Miller, & D. Kirkland. (Eds.)., Change matters: Critical Essays on moving social justice research from theory to policy (pp. 145-152). New York: Peter Lang
Fecho, B., & Hill, J. (2010). Context and narrative in sociocultural research. In sj Miller, & D. Kirkland. (Eds.)., Change matters: Critical Essays on moving social justice research from theory to policy (pp. 153-160). New York: Peter Lang
Miller, J. (2010). Irreducible difference, social justice, and autobiographical qualitative research: (Im)possible representations. In sj Miller, & D. Kirkland. (Eds.)., Change matters: Critical Essays on moving social justice research from theory to policy (pp. 161-171). New York: Peter Lang
Class Activities:
Pair Presentation/Discussion Facilitation Groups 4, 5, and 6
Dissertation Research Map
Course Debriefing
Due to the Rhetorics and Composition Conference at Penn State University, we will need to shift some class days. The RCC is from July 10th to July 12th, 2011.
It is important to read skillfully and NOT everything in the chapter~ read and note ideas that are important to designing and conducting qualitative research. For instance, much of the historical information will not be necessary for you to do in-depth readings. Once I begin the lecture component of the course, you will understand how to delineate the important components of each chapter.
It is important to read skillfully and NOT everything in the chapter~ read and note ideas that are important to designing and conducting qualitative research. For instance, much of the historical information will not be necessary for you to do in-depth readings. Once I begin the lecture component of the course, you will understand how to delineate the important components of each chapter.
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