Instructional Approaches:
Simulation, field-based inquiry, technology (database analysis, software, video cases, audio field notes), small group work, large group work, narrative writing, lecture, site observation, field trip
Required Text(s):
These are required for Ed 9821:
Corwin, M. (2001). And still they rise. New York: HarperCollins.
Creswell, J. W. (2008). Qualitative inquiry and research design: Choosing among five traditions. (2nd Ed.). Thousand Oaks, CA: Sage Publications.
Jones, M.O. (1996). Studying organizational symbolism. Qualitative Research Methods Series 39. Thousand Oaks, CA: Sage Publications.
Hatch, J. A. (2003). Doing qualitative research in educational settings. New York: Syracuse University Press.
Lawrence-Lightfoot, S. (1985). The good high school. New York: Basic Books.
Publication Manual of the American Psychological Association (5th Edition). (2001).
Seidman, I. (2006). Qualitative interviewing, 2nd Ed. New York: Teachers College Press.
Weiss, R. S. (1994). Learning from strangers: The art and method of qualitative interview studies. New York: The Free Press.
Other: These are single studies that are book length, FYI.
Beach, L. (2003). Tall poppies: Personality characteristics of gifted high school students. Unpublished doctoral dissertation, Ashland University, Ashland, OH.
Bensman, D. (2000). Central Park East and its gaduates: "Learning by heart." New York: Teachers College Press.
Chambliss, L. L. (2004). Saving a school at-risk: A case study of the Care Team. Unpublished doctoral dissertation. Ashland University, Ashland, OH.
Holland, E. S. (2003). Exploring the myth of property tax abatements: An alsyis of the financial effects on a school district. Unpublished doctoral dissertation. Ashland University, Ashland, OH.
Ifedi, R. (2007). Lived contradictions: The experiences of African-born female faculty in the United States. A phenomenological study. Unpublished doctoral dissertation. Ashland University, Ashland, OH.
Johnson, G. (2007). Chalkboards, coal dust, and the courts: The impact of the Derolph case on one local district. Unpublished doctoral dissertation, Ashland University, Ashland, OH.
Lather, P., & Smithies, C. (1997). Troubling the angels: Women living with HIV/AIDS. Boulder, CO: Westview Press.
Lipman, P. (1998). Race, class, and power in school restructuring. Albany, NY: SUNY Press.
McCaudy, T. M. (2004). Lost at school: A followup study of former gang members. Unpublished doctoral dissertation. Ashland University, Ashland, OH.
Moore, B. (2007). The emotional intelligence coaching of school administrators: A comparative case study. Unpublished doctoral dissertation. Ashland University, Ashland, OH.
Nespor, J. (1996). Tangled up in school: Politics, space, bodies, and signs in the educational process. Mahwah, NJ: Lawrence Erlbaum.
Paull, M. J. (2003). An ethnographic case study of hiring Indian teachers in an urban, American high school. Unpublished doctoral dissertation. Ashland University, Ashland, OH.
Thompson, T. L., III. (2006). African American leadership: Understanding historical paradigms for community empowerment. Unpublished doctoral dissertation. Ashland University, Ashland, OH.
Wells, M. C. (1998). Literacies lost: When students move from a progressive middle school to a traditional high school. New York: Teachers College Press.
Suggested:
C Membership in American Educational Research Association. Student membership —$25.00 (Includes Educational Researcher and other journals.) See attached membership form.
C Signing on to list serve on qualitative research.. See p. 11, this syllabus.
Supplies:
Tape recorder for interviews. I-Pods work very well.
Notebook for field notes.
Suggested Bibliography
Anderson, G. L., Herr, K., & Nihlen, A. S. (1994). Studying your own school : An educator's guide to qualitative practitioner research. Thousand Oaks, CA. : Corwin Press.
Atkinson, P. (1992). Understanding ethnographic texts. Thousand Oaks, CA: Sage Publications.
Atkinson, T., & Claxton, G. (Eds.) (2000). The intuitive practitioner: On the value of not always knowing what one is doing .Buckingham, UK: Open University Press.
Bensman, D. (2000). Central Park East and its graduates: "Learning by heart" -- New York: Teachers College Press.
Bodgan, R. D. & Biklen, S. K. (1992). (2nd Ed.). Qualitative research for education: An introduction to theory and methods. Boston: Allyn & Bacon.
Bloor, M., Thomas, M., & Robson, K. (2000). Focus groups in social research (Series: Introducing Qualitative Methods series) London: Sage Publications.
Cohen, R. M. (1991). A lifetime of teaching: Portraits of five veteran high school teachers. New York: Teachers College Press.
Creswell, J. W. (1994). Research design : Qualitative & quantitative approaches. Thousand Oaks, Calif. : Sage Publications.
Creswell, J. W. (1998). Qualitative inquiry and research design : Choosing among five traditions . Thousand Oaks, Calif. : Sage Publications.
Crossley, M., & Vulliamy, G. (1997). Qualitative educational research in developing countries : Current perspectives. New York: Garland.
Datta, L. (1990). Case study evaluations. Washington, DC: General Accounting Office.
Davey, L. (1991).
The application of case study evaluations. ERIC/TM Digest. ERIC Document Reproduction Service, ED338706.
De Laine, M. (2000). Fieldwork, participation and practice: Ethics and dilemmas in qualitative research. Thousand Oaks, CA: Sage.
Denzin, N. K. (1989). Interpretive biography. Thousand Oaks, CA : Sage.
Denzin, N. K., & Lincoln, Y. S., & (Eds.)(1994). Handbook of qualitative research. Thousand Oaks : Sage Publications.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (1998). The landscape of qualitative research: Theories and issues. Thousand Oaks, CA: Sage Publishers.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (1998). Collecting and interpreting qualitative materials. Thousand Oaks, CA: Sage Publishers.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (1998). Strategies of qualitative inquiry. Thousand Oaks, CA: Sage.
Dobbert, M. L. (1982). Ethnographic research: Theory and application for modern schools and societies. New York: Praeger.
Eisner, E. W., & Peshkin, A. (Eds.). (1990). Qualitative inquiry in education: The continuing debate. New York: Teachers College Press.
Eisner, E. (1998). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Columbus, OH: Merrill/Prentice Hall.
Emerson,R. M., Fretz. R. I., & Shaw, L. L. (1995). Writing ethnographic fieldnotes. Chicago, IL: University of Chicago Press.
Flinders, D. J. & Mills, G. E. (Eds.). (1993). Theory and concepts in qualitative research: Perspectives from the field. New York: Teachers College Press.
Fordham, S. (1995). Blacked out: Dilemmas of race, identity, and success at Capitol High. Chicago: University of Chicago Press.
Gaskell, G., & Bauer, M. (2000). Qualitative researching with text, image and sound : A practical handbook. Thousand Oaks, CA: Sage Publications.
Ginsberg, M. B. (Ed.). (1995). The politics of educators' work and lives. New York: Garland Publishing.
Giroux, H. A. (1997). Pedagogy and the politics of hope: Theory, culture, and schooling. Boulder, CO: Westview Press.
Gitlin, A. (1992). Teachers' voices for school change: An introduction to educative research. New York: Teachers College Press.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory; strategies for qualitative research. Chicago: Aldine Pub. Co.
Glesne, C., & Peshkin, A. (1992). Becoming qualitative researchers. White Plains, NY: Longman.
class=Section3>Grant, C. A., & Sleeter, C. E. (1986). After the school bell rings. Philadelphia: The Falmer Press.
Grant, G. (1988). The world we created at Hamilton High. Cambridge: Harvard University Press.
Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. Thousand Oaks, CA: Sage.
Hatch, A. (Ed.). (1995). Qualitative research in early childhood settings. Westport, Conn. : Praeger.
Hill, M. R. (1993). Archival strategies and techniques. Thousand Oaks, CA: Sage.
Jackson, P.W. (1990). Life in classrooms. New York: Teachers College Press.
Johnson, J. C. (1990). Selecting ethnographic informants. Thousand Oaks, Calif. : Sage Publications.
Johnson, S. M. (1990). Teachers at work: Achieving success in our schools. New York: Basic Books.
Kincheloe, J. L. (1991). Teachers as researchers : Qualitative inquiry as a path to empowerment. Philadelphia : Falmer Press.
Krueger, R.A., & Casey, M. A. (2000). Focus groups. A practical guide for applied
research (3rd. Edition). London: Sage.
Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.
Lancy, D. F. (1993). Qualitative research in education : An introduction to the major traditions. New York : Longman.
Lather, P. (1986). Research as praxis. Harvard Educational Review, 56 (3), 257-277.
Lawrence-Lightfoot, S. (1983). The good high school. New York: Basic.
Lawrence-Lightfoot, S., & Hoffmann Davis, J. (1998). The art and science of portraiture. San
class=Section4>Francisco: Jossey-Bass.
LeCompte, M. D., Millroy, W. L. & Preissle, J. (Eds.). (1992). Handbook of qualitative research in education. San Diego: Academic Press.
LeCompte, M. D., Preissle, J., & Tesch, R. (1993). Ethnography and qualitative design in educational research. San Diego: Academic Press.
Lee, R. M. (2000). Unobtrusive methods in social research. Buckingham: Open University Press.
Linn, R. & Erickson, F. (1990). Quantitative methods and qualitative methods. New York: Macmillan.
Lofland, J. (1971). Analyzing social settings; A guide to qualitative observation and analysis. Belmont, CA:: Wadsworth Pub. Co.
Loudon, W. (1991). Understanding teaching: Continuity and change in teachers' knowledge. New York: Teachers College Press.
Mann, C., & Stewart, F. (2000). Internet communication and qualitative research: A handbook for researching online. Thousand Oaks, CA: Sage Publications.
Marshall, C.,& Rossman, G. B. (1999). Designing qualitative research, 3rd Ed. . Thousand Oaks, CA: Sage.
Mason, J. (1997). Qualitative researching. Thousand Oaks, CA: Sage Publications.
Maxwell, J. A., (1996). Qualitative research design : An interactive approach. Thousand Oaks, CA: Sage Publications.
Meloy, J. M. (1994). Writing the qualitative dissertation : Understanding by doing. Hillsdale, N.J. : L. Erlbaum Associates.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey Bass.
Mertens, D. M. (1998). Research methods in education and psychology : Integrating diversity with quantitative & qualitative approaches. Thousand Oaks, CA : Sage Publications,
Miles, M., & Huberman, A.M. (1994). Qualitative data analysis: A sourcebook of new methods. Thousand Oaks, CA: Sage.
Morgan, D. L. (1988). Focus groups as qualitative research. Thousand Oaks, CA. : Sage Publications.
Noblit, G. W., & Dempsey, V. O. (1996). The social construction of virtue: The moral life of schools. Syracuse, NY: SUNY Press.
Patton, M. Q. (2002). Qualitative evaluation and research methods. (3rd. Ed.). Thousand Oaks, CA:
Powney, J,. & Watts, M. (1987). Interviewing in educational research. New York: Routledge.
Reichardt, S., & Rallis, S. F. (Eds.). (1994). The qualitative-quantitative debate : New perspectives . San Francisco : Jossey-Bass, 1994.
Reissman, C. K. (1993). Narrative analysis. Thousand Oaks, CA: Sage.
Renzetti, C. M., & Lee, R. M. (Eds.). (1993). Researching sensitive topics. Thousand Oaks, CA : Sage Publications.
Ribbens, J., & Edwards, R. (1997). Feminist dilemmas in qualitative research: Public knowledge and private lives. Thousand Oaks, CA: Sage Publications.
Roberts, H. (Ed.). (1981). Doing feminist research. London: Routledge.
Rose, S. G. (2000). Visual methodologies. An introduction to interpreting visual objects.
London: Sage.
Rubin, H. J. (1995). Qualitative interviewing : The art of hearing data . Thousand Oaks, CA : Sage Publication.
Searle, C. (2000). None but our words. Critical literacy in classroom and community Buckingham: Open University Press.
Seidman, I.E. (1998). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York: Teachers College Press.
Sherman, R. R., & Webb, R. B. (Eds.) (1988). Qualitative research in education:: Focus and methods. London ; New York : Falmer Press.
Silverman, D. (1993). Interpreting qualitative data : Methods for analyzing talk, text and interaction. London: Sage.
Spindler, G. (Ed.). (1982). Doing the ethnography of schooling. New York: Holt, Rinehart, & Winston.
Spindler, G., & Spindler, L. (Eds.). (1987). Interpretive ethnography of education at home and abroad. Hillsdale, NJ: Lawrence Erlbaum.
Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage Publications.
Strauss, A. L. & Corbin, J. (1998). Basics of qualitative research: Grounded theory procedures and techniques, 2nd Ed. Thousand Oaks, CA: Sage.
Tierney, W. G. (Ed.). (1990). Assessing academic climates and cultures. San Francisco : Jossey-Bass.
Tierney, W.G., & Lincoln, Y.S. (1994). Teaching qualitative methods in higher education. The Review of Higher Education, 17 (2), 107-124.
Thomas, J. (1993). Doing critical ethnography. Thousand Oaks, Calif. : Sage Publications.
Travers, M. (2001). Qualitative research through case studies (Series: Introducing Qualitative Methods series). London: Sage.
Valdes, G. (1996). Con respeto : Bridging the distances between culturally diverse families and schools : An ethnographic portrait. New York : Teachers College Press.
VanMaanen, J. (1988). Tales of the field. Chicago: University of Chicago Press.
Weitzman, E. A., & Miles, M. B. (1995). Computer programs for qualitative data analysis: A software sourcebook. Thousand Oaks, Calif. : Sage Publications.
Wengle, J. L. (1988). Ethnographers in the field. Tuscaloosa, AL: University of Alabama Press.
Whyte, W. F. (1984). Learning from the field: A guide from experience. Thousand Oaks, CA: Sage Publications.
Witherell, C., & Noddings, N. (1991). Stories lives tell: Narrative and dialogue in education. New York: Teachers College Press.
Wittrock, M. E., Clark, C.M. & Peterson, L. (1990). Students' thought processes and teachers' thought processes. New York: Macmillan.
Wolcott, Harry F. (1990). Writing up qualitative research. Thousand Oaks, Calif. : Sage Publications.
Wolcott, H. F. (1994). Transforming qualitative data : Description, analysis, and interpretation. Thousand Oaks, Calif. : Sage Publications.
Woods, P. (1999). Successful writing for qualitative researchers. London: Taylor and Francis.
Selected Journals That Publish Qualitative Studies:
American Educational Research Journal
Educational Researcher
Educational Theory
Harvard Educational Review
Journal for Curriculum Theorizing
International Journal of Qualitative Studies
in Education : QSE.
Qualitative Inquiry
Teachers College Record
Electronic Journals
1.Electronic Journal of Sociology (EJS)
2.The Qualitative Report. Edited by Ron Chenail (Email: ron@nsu.acast.nova.edu) Nova Southeastern University . www.nova.edu/ssss/QR/index.html
3.Action Research Electronic Reader. Edited by Ian Hughes (Email: I.Hughes@cchs.su.edu.au), University of Sidney
Selected Qualitative Research Discussion List
QUIG Listserv. In 1991, QUIG initiated the electronic mail list, Qualitative Research for the Human Sciences. Known as QUALRS-L, it provides a vehicle for asking questions, sharing concerns, and discussing issues of concern to researchers. Interested subscribers can subscribe at no charge through E-mail. Send the following message:
To: LISTSERV@UGA.CC.UGA.EDU
Subject: <leave this empty>
Text: SUBSCRIBE QUALRS-L <your full name, institution>
QUALRS-L - Qualitative Research for the Human Sciences
... is a large, lively, well informed group, whose discussions often reach beyond just qualitative philosophies, methodologies and methods.
e-mail: listserv@uga.cc.uga.edu
message: subscribe qualrs-l whole-name, school/institution
|
Concepts in Qualitative Research Chart for ED 9821 |
||
|
CONCEPT |
TARGETED COVERAGE |
CHECK |
|
1. History of
qualitative research |
Class 1, ongoing |
|
|
2.
Characteristics of qualitative research |
All |
|
|
3. Approaches
to qualitative research (historiography, biography, autobiography, oral
history, interview studies, ethnography, action research, participatory
action research, narrative inquiry, etc.) |
Class 1, Class 2 |
|
|
4.
Epistemologies, paradigms, theories, and approaches that frame
qualitative research (including attention to womanish, queer theory,
postcolonialism, critical race theory) |
Class 1, Class 2, Class 3 |
|
|
5. Situating
self in the paradigms and perspective of qualitative researchers |
Ongoing |
|
|
6. Exemplars
of qualitative research derived from varying approaches and traditions. |
Ongoing |
|
|
7. Ethics in
qualitative research. |
Class 3, 4, 5 |
|
|
8. Working
with the Human Subjects Review Board |
Class 4, 5 |
|
|
9.
Qualitative research design/ implementation |
Ongoing |
|
|
10. Issues of objectivity/subjectivity |
Class 3 |
|
|
11.
Researcher roles |
Ongoing, Class 4 |
|
|
12.
Reflection on own subjectivities in the research process |
Class 4, Class 9 |
|
|
13. Data
collection strategies |
Class 6, 7, 8 |
|
|
14.
Interviewing methods and techniques. |
Class 3, 5, 6, ongoing |
|
|
15. Fieldwork
strategies and observation methods |
Class 3, ongoing |
|
|
16. Archival data collection |
Class 9 |
|
|
17. Using
technology in data collection (audiotape recorder, camcorder, computers,
digital cameras, etc.) |
Class 2, 11 |
|
|
18.
Triangulation in research design |
Ongoing — Interview study |
|
|
19.
Recursivity in research process |
Ongoing |
|
|
20. Sampling
in qualitative research |
Study design |
|
|
21.
Evaluating rigor in qualitative research |
Exemplars, Reading circles |
|
|
22. Data
analysis/interpretation |
Interview study |
|
|
23. Use of
technology in data analysis (software programs) |
Class 11 |
|
|
24.
Representation and interpretation |
Exemplars and interview study |
|
|
25. Writing
up qualitative research |
Interview study |
|
Requirements for ED 821
1. Qualitative in-depth mini-study. - 50%
2. Qualitative writing exercises and daily field notes - 25%
3. Written critique comparing Lawrence-Lightfoot and Corwin (research and journalism)
OR
Option 1:
Attendance at the American Educational Research Convention
New York City Monday, March 24-Friday, March 29, 2008. You must attend at least two full days.
http://www.aera.net. Write a 800 word
reaction paper (minimum) to the conference. – Discuss sessions attended,
research methods used in studies in those sessions, and ambiance. 10%
Option 2:
Attendance at the 28th Annual Ethnography in Education
Research Forum,
February 29 — March 1, 2008. You must attend both days.
Center for Urban Ethnography
University of Pennsylvania
Graduate School of Education
3700 Walnut Street,
Philadelphia, PA. .
http://www.gse.upenn.edu/cue/forum.php
Write a 800 word reaction paper to the conference. - 10%. Discuss
sessions attended, research methods used in studies in those sessions, and
ambiance. 10%
OR
Option 3:
Attendance at the Fourth
International Congress of Qualitative Inquiry,
You must attend at least two days.
May May 14-17, 2008. University of Illinois at
Urbana-Champaign. http://www.qi2008.org/
Write a 1,000
word reaction paper to the conference. -
10%. Discuss sessions attended, research
methods used in studies in those sessions, and ambiance. 10%
4. Attendance and participation, including presentation of
final study.- 15%
FIELD NOTES.
These are a written record of
your semester as a beginning qualitative researcher. Keep the field notes on a word processor.
This will help you to use writing as a means of inquiry. You should write in this for at least 10
minutes a day. The field note journal should include commentary on your readings, your thinking,
your research, your observations, your field notes during interviews,
assignments, and site visits. The
only person who will read the Field Notes is the instructor, but she may ask
you to share certain pertinent entries with the class during discussion
time. Do not put such personal material
in the field notes that you would not want her to read. Print it, single-spaced, 12 point type, with a 2.5 inch
wide margin to the right and a 1 inch margin to the left. Spend at least 10 minutes per day. Write every day, including weekends. Early morning or late at night is a good
time. Date each entry. Hand in a copy to the instructor each week.
Field notes are evaluated by numbers
of entries. The purpose of the field notes assignment is to sharpen
your observational, critical reading, and writing skills. The instructor will
not be doing heavy evaluation of the field notes, as the purpose is not
evaluation but support for writing practice. Qualitative research involves a
lot of writing, and this assignment is to help you to practice writing easily
about your thoughts and reactions.
DIRECTIONS FOR
QUALITATIVE STUDY BOOK CRITIQUE AND EVALUATION.–(if you don’t attend one of the
conferences)
10 pages double-spaced.
1. Read the book. What kind of data are
used? Historical? Critical? Interview write up? Case study? Ethnographic? Theory? A combination? An article which uses both qualitative and
quantitative data?
Write a neutral summary
of the books in your own words. (6 pages)
2. Write an critical evaluation of the books. Critique the research methods,
the data collection, the presentation of the data.
Critique the "findings." Make some conclusions about the differences
and similarities between journalism nonfiction and qualitative research. (4
pages)
Here are some framing questions for you to think about as
you read.
1. What is the theoretical approach? Where is the author theoretically?
2. What issues were faced in gaining entry into
the community being researched?
3. Look at how the study context is described.
4. What is the research question?
5. What concrete details portray the setting so
that the reader can clearly “see” and “sense” it?
6. How does the researcher describe his/her
role? What are the difficulties
encountered?
7. How does the researcher collect data?
8. Look at the quotations from the
participants. How does the writer weave
these in?
9. What are the sampling methods?
10. How were the participants selected?
11. What was the method of data collection?
12. What was the method of analysis?
13. What themes did the author find in the
data?
14. How does the author ground the themes in
data?
15. How do the findings answer the research
question?
16. How does the author discuss the implications
of the results?
17. What emotional issues were evident for the
researcher?
18. How does the author address the strengths and
limitations of the results?
19. What ethical issues did the researcher face?
20. How was the confidentiality of the participants
protected?
21. How is the book structured? Is this structure adequate? Do you have suggestions?
22. How would you re-design the study?
Directions for QUALITATIVE IN-DEPTH MINI STUDY
NOTE: The in-depth mini study should follow the requirements for
human subjects research as proposed by the American
Educational Research Association and Ashland University. These include
anonymity, permission, assurance that the person may withdraw from the study at
any time, and discretion about personal matters.
The study is submitted in a two-pocket folder. The study is
on the right hand side, and the exhibits are on the left hand side.
1. The topic and the tradition of your choice. This may be based
on your mentorship but it doesn't have to be.
It must do with school, schooling, education..
Obtain permissions and releases. Try to
interview adult participants. Do not
study people you supervise or work with.
Do not study or interview friends or family. If you interview children, both they and
their parents must give permission.
2. Theoretical framework.
Biographical, Portraiture, Phenomenological, Grounded Theory, Case
Study, Ethnography, Narrative Analysis – with ideology such as Critical,
Postmodern, Feminist, Interpretive..
3. DATA: At least twelve sources of data must be
collected and triangulated; these should consist of these kinds of data:
a. Interviews--at least 3 participants interviewed 2 times for 90 minutes (see Weiss & Seidman books). (6 sources). One source is the full verbatim
transcript of one of the interviews.
b. Observations– Secondary data should
consist of at least 1 observation of
at least 1 of the participants for
at least an hour, and
c. Documents: some pertinent documentary material such as
archival documents, printed material, photographs, videos, or diagrams, etc.
4. Length: About 30 pages, with lots of thick description and
interview material organized into themes.
Double-spaced, 12 pt. font, pages numbered. Present in a pocket folder,
with the study on one side and exhibits on the other. The paper, stapled on the upper left hand
corner, should be placed into the right side of a two-pocket folder.
5. At least 12 exhibits should consist of a few xeroxed pages
from your observation field notes, examples of interview transcripts, xeroxed
copies of some of your documents, etc.
Your Human Subjects permission form should also be included in this
pocket. These are placed in the left
hand of the two-pocket folder. The
exhibits should have a cover page listing the sources of data in the pocket
from 1 to 12 (or more).
6. Format: APA format as described in APA Style Manual 5th
edition. No exceptions. If you have not written in this format lately, please
take the APA seminar.
SUGGESTED
TIMELINE FOR MINISTUDY.
1. Topic selection. January
30. Email me with your topic by this
time so we can have dialogue about it.
jpiirto@ashland.edu
2. Human Subjects Review form in — February 13
3. Literature review begun.
Begin immediately,
as soon as topic is approved.
Try for at least twelve
sources. Literature review is also ongoing.
4. Data collection begun — As soon as Human Subjects Review
form is approved.
5. Data analysis begun — ongoing.
6. Interview transcript 1 due : March
12.
6. Literature review
completed and turned in: April 16.
Email it to me. I will look at it, edit it, and email it back to you.
7. Finished. May 7.
Presented in class. This should simulate a
presentation at a research conference. Power point is preferable. 15 minutes.
No incompletes will be given unless
for medical or compelling personal reasons.
Suggestions for a research presentation are given on p. 329 in the APA
Manual.
FORMAT FOR THE mini STUDY
A. Typical Organization of a study. These are generally the sections, though some are
condensed within others. Look at studies in the literature. The whole study is double-spaced,
throughout, including quotations. The Ashland University Practicum Guide
should be obtained for an example.
1. Title Page with running head. See example on
p. 306 ff. APA Manual. Figure 5.1.
2. Abstract (about 120 words). See example on p.
306 APA Manual.
3. Introduction. See example on p. 307 APA
Manual
4.
Theoretical Framework
5 Review of Literature (at least 12 sources) (Note: Introduction
and Review of Literature may be combined.)
6 Method. See example on p. 308, APA Manual
Participants
Procedure and Analysis
7 Results
Theme
1 and examples
Subthemes
and examples (if present)
Theme
2 and examples
Subthemes
and examples (if present)
Theme
3 and examples
Subthemes
and examples (if present)
Etc.
8 Discussion ( Conclusions with Implications, and Recommendations) You
can also cite related and relevant literature in this section.
9 References. See example on p. 313, APA Manual.
Only
references cited
10. Table 1: Make
a table of your themes and subthemes.
Place it after the references, and refer to it within the text.
E.G.: (See Table 1.) Place the table on
a separate page.
11. Appendices
Appendix
A: Human Subject Permission form (blank).
Include the signed form in your side pocket with the exhibits.
Appendix
B: Interview protocol (blank). Include
interview transcriptions in the side pocket with the exhibits.
In-depth
explanation of the outline above.
B. Title page , Secs 1.06 &. 5.15. APA Manual.
1.When typing the title,
center it on the page and capitalize only the first letter of important words.
On the next double spaced line is the author's name followed by the
institutional affiliation. .For the purposes of this class, I would also like
you to include something like In partial fulfillment of the requirements for ED
821, Instructor's Name, and the Date.
2. Running head
is less than 50 characters and contains the page number. This appears on the
upper right hand corner of each page and you set it up with the header feature
on your word processor.
C. Abstract, Secs 1.07 & .5.16, APA Manual
1.The abstract page is Page 2 of
your manuscript.
2.Center the word Abstract on this page, then begin
typing on the very next line (i.e., do not insert any blank lines here).
3.Type this section as a single
paragraph in block format (i.e., do not use indentation).
4.The purpose of this section is
to provide a brief (100-120 words), comprehensive summary of the study. It is
very important because it is all that many people will read.
5.It should include a brief
description of the problem being investigated, the methods used, the results, and their implications.
6.It is a good idea to write
this section last (after all of the other sections are written). Another hint
is to take the lead sentence or two from the introduction, method, results, and
discussion sections and integrate them to form the abstract.
7.Avoid citing references in the
abstract.
D. Introduction, Sec. 1.08, APA Manual
1. The introduction begins on Page 3 of
your manuscript.
2. Start this
page by retyping the title (centered), then begin typing the section using
normal (5 space indented) paragraphs. Don’t type the word Introduction. Just
begin.
3. The
main purpose of this section is to tell the reader why you performed the study.
This is the rationale. In other words, you have to inform the reader of
the research question and indicate why it is important, and how it is unique
when compared to previous studies. Your
autobiographical reasons are appropriate here.
4. The
Introduction starts out broad and becomes more and more specific. For example,
you might begin by defining any relevant terms. Then go on to review the
relevant literature. Then go on to make clear the connection between previous
research and the present work, setting the case into a theoretical framework.
5. The
final paragraph usually contains a statement which clearly and explicitly
states why the study was performed, such as The purpose of this study was to...
or The present study was designed to investigate the... Be especially careful
not to use a sentence of this type earlier in your introduction.
6. Thus, this
section should contain the general introduction, the theoretical framework (biography, ethnography, case study,
grounded theory, phenomenology) literature review, the connection of the present study to
the literature and the explicit statement of purpose. About twelve sources are
adequate. At least two should be about the theoretical framework.
E. Method.
Sec. 1.09, APA Manual. Center: Method. See p. 13, and p.
260, APA Manual. Write a brief
introductory paragraph describing the study, including research design and
human subjects protection. Do not identify a city, school, or person by name.
Use a pseudonym or just say, "a community of 10,000 people in north central
Ohio."
A. * Participants is then typed at the margin.
·
People are called participants. See p. 18, APA Manual.
·
Do not purposely start
a new page for this section. Type the appropriate title for this subsection
flush with the left margin and underline it. On the next line, begin typing
normal paragraphs.
·
Indicate who
participated in the study, how many, and how were they selected.
·
Include any details
which are relevant to the study (e.g., gender, age, relationship to
participant, etc.).
B.
* Data collection methods. Since this is a qualitative study, there are
no specific guidelines in the APA Manual, which deals with quantitative
empirical studies, theoretical studies, and review. Organize this section by describing the
number of and length of interviews, the observations, and the review of
documents and products.
·
Interviews. Indent 5 spaces, type Interviews. Begin your discussion right after the word.
·
Observations. Indent 5 spaces, type Observations. Begin your discussion right after the word.
·
Review of documents
and products. Indent 5 spaces, type Review of documents and products. Begin your discussion right
after the word.
C. * Data analysis procedures . Begin this section
at the margin, underlined.
·
Do not purposely start
a new page for this section.
·
The purpose of this
section is to describe in detail how you performed the study. Someone should be
able to replicate your study based on the information you provide in this
section.
F. Results. See p. 20, Sec. 1.10, APA Manual. Center the word Results and continue typing. “The Results section summarizes the data
collected.” In this section, list your
themes and the supporting data. Then go
on to discuss the results.
·
Include thick
description of your interviews. For
quotations of over 40 words, indent 5 spaces from the margin. See pp. 65-66, and 95 to 98, APA Manual.
·
Include the major themes you uncovered, with
a subsection for each: Theme 1, Theme 2, Theme 3, etc., with examples from the interviews. You must “prove”
every statement you make about the “truths” you found. Give at least two examples for each theme.
·
Discuss how the
results relate to the literature you cited in the introduction. In other words,
emphasize any theoretical consequences of the results.
·
Mention any
limitations of the study and any suggestions for future research in this
section. (One limitation will be the
small “n” of participants and the inability to generalize from such a small
sample.)
·
Finally, make a final
summary statement of the conclusions and perhaps recommendations you have
drawn.
·
Thus, this section
should contains the non technical summary, discussion
of the results and their implications, and the concluding paragraph.
G. Discussion: Conclusions, Implications, and Recommendations -
See APA Manual, p. 20 & p. 320.
·
Do not purposely start
a new page for this section. Simply center the word Discussion and continue
typing. See APA, 5th
Edition, p. 263.
·
The purpose of this
section is to evaluate and interpret the results, especially with respect to
the original research question.
·
Start off with a
brief, non-technical summary of the results. In other words, tell the reader
about the main findings.
·
Some studies call this Conclusions and some call it Discussion. Take your choice.
G. References - See APA Style
Manual, 5th Ed., pp. 28 & Chapter 4
·
Start on a new page.
Center the word References at
the top. Not in bold.
·
Any citations made in
the manuscript must be presented in this section and vice versa. That is, if
something is not cited in the text, then it should not appear in this section.
In still other words, this is not a bibliography.
·
In any of the previous
sections, whenever you say something like “studies have shown” you must provide
a citation. This section tells the reader where they can find these citations.
It provides several types of
references, including: Single and multiple author, journal
article, book, and book chapter, as well as a government document.
·
This section is
alphabetized by last name of author, or, if no author, by title of reference.
·
Normal paragraphs are
employed for each reference, with the first line indented 5 spaces. Double space throughout, without an extra
space between references.
·
First names— use only the
initial after the last name.
·
Follow the models
below or in the APA Manual in detail
– including commas, capital letters, and spaces. No place for creativity in APA style!
·
When there is more
than one author use the ampersand ('&') rather than the word
"and".
·
After the author(s)
comes the year (in parenthesis and followed by a period).
·
For a journal
reference, underline
with a single unbroken line or italicize the title of the
journal, volume number and adjacent punctuation marks. Note that issue numbers
are typically not included. Capitalize the first letters of the journal
name. Only capitalize the first word, the first word after a colon, and proper
names in the title of the article. All
other words in the title of the journal article are lower case. See APA Manual, 5th edition, for
details. See example, below.
Piirto, J. (2000).
Krishnamurti and me: Meditations on India and on his philosophy of
education. Journal
for Curriculum Theorizing, 16, (2), pp. 109-124.
·
For a book reference, just underline or
italicize the title. Include the city, state (as a two-letter abbreviation
without periods), and the publisher's name. Capitalize the first word, the
first word after a colon, and proper names.
All others are lower case. See
APA Manual, 4th edition, for details. See example, below.
Piirto, J. (1999). Talented children and adults: Their
development and education. 2nd Edition.
Columbus, OH: Prentice
Hall/Merrill.
·
Example of a report.
American Association of University Women. (1995). How schools
shortchange girls: The AAUW report.
New York: Marlowe & Company.
·
Example of a chapter in an edited book:
Piirto, J. (2000). How parents
and teachers can enhance creativity in children. In M.D. Gold & C.
R. Harris (Eds.), Fostering creativity
in children, K-8: Theory and practice (pp. 49-68).
Needham Heights, MA: Allyn & Bacon.
·
Example of a book or with more than one author.
Bagley, M., & Hess, K. (1983). 200 ways of using imagery in the
classroom. New York: Trillium.
·
Example of a scholarly article with more than one author.
Buttsworth, L. M., & Smith, G. A. (1995). Personality of Australian performing
musicians by gender and by instrument. Personality & Individual Differences, 18 (5), 595-603.
Web
references. Follow APA 5 as
closely as you can. See pp. 268-281
Charts or Tables. All charts or tables made should be
referred to in the text as Fig. 1,
2, 3. Table 1, 2,
3. See APA manual for how to place these within text. The actual charts
and tables are placed here between the references and the appendices
·
You should make a table for your findings.
I. Appendices.
Preface each Appendix with a separate sheet titling the Appendix, centered on the page. Number all pages consecutively throughout the
end of the paper. Appendix A should be your Human Subjects Permission form
cover sheet. The other appendices may be samples of questionnaire used, samples
of permission forms, excerpts from interview transcripts, etc.
APPENDIX A
HUMAN SUBJECTS PERMISSION FORM
APPENDIX B
INTERVIEW PROTOCOL
Sample Title Page:
Hispanic high school students 1
Running head: HISPANIC HIGH SCHOOL STUDENTS
A Phenomenological Case Study of
The Experiences of Hispanic High
School Students
Mark Plonsky
Ashland University
In partial fulfillment of the
requirements for ED 9821
Dr. Jane Piirto
Date
DIRECTIONS FOR
FIELD ASSIGNMENTS:
These should each be at least 750 words and no more than
1,000 words.
1. Name in upper right hand corner. Type
"Field Exercise #_" below name.
2. Staple in upper left hand corner. No cover necessary.
3. Tell what the field exercise is, and give it a title. Center at top of page.
4. Double-spaced, 12 pt. type. Number your pages on the upper right.
5. These will be graded and handed back to you at the next
class period. Graded on a 10-point
scale, with 9 being an A-, 8 a B, 7 a C, etc.
Late papers will lose one point per week late.
Schedule for
Field Assignments:
Field
Assignment 1: Alternate forms: Photo essay. Due Class 2, January 23
Field
Assignment 2: Writing practice: Physical description. Due Class 3, January 30
Field
Assignment 3: Observations: Nonparticipant observer. Due Class 7,
February 27
Field
Assignment 4: Observations: School ritual. Due Class 8 – March 5
Field Assignment 5: Interview
transcript 1 and write-up. Due
Class 9 – March 12
Field
Assignment 6: Reaction paper to
AERA or other conference – Due Class 13-April 23
|
Rubric for Field Exercises – Ed 9821 |
10
More than the suggested number of
words, demonstrates understanding of and insight into reading material and
examples, tells a story in an interesting and engaging way, no grammatical
errors
9
Demonstrates understanding and
insight into material, tells a story that applies reading material and examples,
one or more grammatical errors
8
Demonstrates reading done of
reading material and examples, does not tell story and does not apply material
7
Demonstrates reading of material,
does not show application, makes grammatical errors
6
No evidence of reading the
material, poor grammar. Or paper is
late.
SAMPLE PERMISSION FORM FOR CASE STUDY
PERMISSION FORM
FOR INTERVIEW CASE STUDY[1]
I, (subject)_____________________________________________________________,
give permission to (researcher) ___________________________________ to
interview me in order to complete a (TYPE OF STUDY HERE) study for a graduate class in education, Education 9821, at Ashland University.
·
Pursuant to the Human
Subjects policies at the university, I understand that my name will not be
used, that the interviews will be tape-recorded, and that the tapes will be
kept in a locked cabinet to which only the researcher has access.
·
I understand I may
withdraw from this study at any time by informing the researcher that I wish to
do so.
·
I understand that the
results will not be used for commercial purposes and that the researcher may
submit the finished study for a presentation or a publication at an educational
conference or in an education journal.
___________________________ __________________________
(Signature)
(date)