EDUC 817 Course Syllabus
COURSE SYLLABUS
EDUC 817
QUALITATIVE METHODS OF RESEARCH
COURSE DESCRIPTION
This course examines qualitative methods used in educational research, focusing primarily on
participant-observation, asking questions, writing field notes, and on the transformation of these
primary field data into written ethnographic documents. (Formerly EDUC 717)
RATIONALE
The research problems addressed by the process of educational research often present a more
complex problem than the use of traditional quantitative research approaches can satisfy. As a
result of this complexity, there is the need for alternate ways to answer research questions.
Qualitative research (as a paradigm of thought and as groups of methods and approaches) seeks
to provide this alternate approach. Christian educational researchers must develop a diverse
understanding of research methodologies and approaches to best apply the proper method in the
practice of educational research.
I.
PREREQUISITE
EDUC 712
II.
REQUIRED RESOURCE PURCHASES
American Psychological Association. Publication manual of the American Psychological
Association (Current ed.). Washington, DC: Author.
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five
approaches (3rd ed.). Thousand Oaks, California: Sage Publications, Inc. ISBN:
9781412995306.
www.LiveText.com membership: This is a website for portfolio development and the
submission of major course assignments. A one-time purchase is required for all
students in the Education program. ISBN: 9780979663567.
Disclaimer: The above resources provide information consistent with the latest research
regarding the subject area. Liberty University does not necessarily endorse specific
personal, religious, philosophical, or political positions found in these resources.
III.
ADDITIONAL MATERIALS FOR LEARNING
A.
Computer with basic audio/video output equipment
B.
Internet access (broadband recommended)
C.
Microsoft Word
D.
Access to an audio recording device for 2 separate interviews
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EDUC 817 Course Syllabus
IV.
MEASURABLE LEARNING OUTCOMES
Upon successful completion of this course, the candidate will be able to:
V.
A.
Define qualitative research and identify the criticism of this methodology.
B.
Distinguish between quantitative and qualitative research.
C.
Identify some of the different types of qualitative research.
D.
Identify ethical issues associated with qualitative research.
E.
Critique articles that use qualitative methods.
F.
Write a qualitative research plan.
G.
Describe ways qualitative inquirers gather data.
H.
Delineate five major qualitative inquiry approaches.
I.
Write field notes based on participant observations.
J.
Describe the general procedures followed in the analysis of qualitative data.
K.
Successfully implement current APA writing guidelines.
L.
State some of the criteria to use in evaluating a qualitative study.
M.
Identify the components of a qualitative report.
N.
Write a qualitative research prospectus.
COURSE REQUIREMENTS AND ASSIGNMENTS
A.
Textbook readings and presentations
B.
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will
complete the related checklist found in Module/Week 1.
C.
Class Introductions
In Module/Week 1, the candidate will create a brief personal biography
introducing himself/herself to the instructor and to the rest of the class. This brief
biography must include the degree that the candidate is pursuing and the
candidate’s current job. The candidate may add any other details that he/she
wishes.
D.
Discussion Board Forums (7)
Discussion boards are collaborative learning experiences. Therefore, the candidate
will complete Discussion Board Forums in 2 parts. First, the candidate must submit
a thread in response to the provided prompt. Then, the candidate must reply to the
threads of 2 classmates.
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EDUC 817 Course Syllabus
E.
Reading Summary
The candidate will have the opportunity to practice his/her APA writing and
formatting skills through composing clear and concise chapter summaries for
his/her assigned reading that module/week. The summaries must follow the
format provided in the course and must clearly reflect current APA style and
writing.
F.
Research Plan Overviews
Throughout the course, the candidate will build a preliminary research plan that
will submitted in 4 different stages. Once completed, this plan will be the
template for the final research prospectus.
G.
Five Approaches Table
The candidate will complete a chart that will allow him/her to define, explain, and
discuss 5 major qualitative research methods.
H.
Article Critiques (2)
The candidate will read and critique an article based on the information provided
in Chapter 5 and the appendices of the textbook. The critique must be a doublespaced review of the study’s purpose, theory, methods, and major findings. Both
critiques must also follow current APA style and must match the formatting
guidelines provided.
I.
Field Notes Interviews
The candidate will practice collecting data in the field through conducting 2
interviews with individuals who have earned a doctorate degree in the field of
education. Each interview must be kept at about a 1-hour time limit and must be
audio recorded for official transcription, which will be submitted. An interview
template is provided with a detailed list of questions.
J.
Research Prospectus
The candidate will prepare a Research Prospectus based on his/her research plan,
reading, and coursework. A draft of the Research Prospectus will be submitted
through the Research Prospectus Draft Check SafeAssign link. SafeAssign is a
plagiarism detection tool that will allow the candidate to view the originality
reports for his/her papers and make revisions as necessary before the final version
is due.
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EDUC 817 Course Syllabus
VI.
COURSE GRADING AND POLICIES
A.
Points
Course Requirement Checklist
Discussion Board Forums (7 at 30 ea)
Reading Summary
Research Plan Overviews (4 at 60 ea)
Five Approaches Table
Article Critiques (2 at 50 ea)
Field Notes Interviews
Research Prospectus Draft Check
Research Prospectus
Total
B.
10
210
50
240
50
100
100
50
200
1010
Scale
A = 960–1010 A- = 940–959 B+ = 920–939 B = 890–919 B- = 870–889
C+ = 850–869 C = 820–849 C- = 800–819 D+ = 780–799 D = 750–779
D- = 730–749 F = 0–729
C.
LiveText Submission Policy
Assignments that are to be submitted to LiveText must be submitted there in order
to receive credit for them. This includes assignments that are also submitted in
Blackboard, including those submitted to SafeAssign.
D.
Late Assignment Policy
If the student is unable to complete an assignment on time, then he or she must
contact the instructor immediately by email.
Assignments that are submitted after the due date without prior approval from the
instructor will receive the following deductions:
1.
Late assignments submitted within one week of the due date will
receive a 10% deduction.
2.
Assignments submitted more than one week late will receive a 20%
deduction.
3.
Assignments submitted two weeks late or after the final date of the
course will not be accepted.
4.
Late Discussion Board threads or replies will not be accepted.
Special circumstances (e.g. death in the family, personal health issues) will be
reviewed by the instructor on a case-by-case basis.
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EDUC 817 Course Syllabus
E.
Plagiarism Policy
According to the plagiarism policy available through Liberty University’s Student
Expectations, plagiarism may result in failing the course with an FD (Failed
Dishonesty). Plagiarism on any project will automatically result in a zero. See the
APA manual for information about plagiarism and how it is defined. Additionally,
academic misconduct includes not only plagiarism, but academic dishonesty
falsification. See Student Expectations for detailed information regarding the
plagiarism policies of Liberty University.
F.
Disability Assistance
Students with a documented disability may contact Liberty University Online’s
Office of Disability Academic Support (ODAS) at LUOODAS@liberty.edu to
make arrangements for academic accommodations. Further information can be
found at www.liberty.edu/disabilitysupport.
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