Course and Contact Information
Instructor: Dr. Vicki Park
Office Location:
Telephone:
SH 217
(408) 924-3605
Email:
Office Hours:
Vicki.park@sjsu.edu
Class Days/Time:
By appointment
On Campus Sessions meet Fridays 4 pm - 7:30 pm & Saturdays 8 am – 5 pm
Friday, February 6, 2015 & Saturday, February 7, 2015
Friday, March 6, 2015 & Saturday, March 7, 2015
Friday, April 10, 2015 & Saturday, April 11, 2015
SH 412 Classroom:
Faculty Web Page and MYSJSU Messaging
Course materials such as syllabus, handouts, notes, assignment instructions, etc. can be found on the Canvas learning management system course website. You are responsible for regularly checking with the messaging system through MySJSU and Canvas to learn of any updates.
Course Description
Qualitative Methods in Educational Research explores qualitative research approaches and methods including ethnography, case study, grounded theory, biography, participant observation, interviews, and thematic analysis.
Also explores important theoretical and ethical issues that bear on these approaches in the work of educators and education leaders.
Course Learning Outcomes (CLO)
The purpose of this course is to introduce doctoral students to concepts, theories, and methods in qualitative research in education. Students will develop abilities as consumers of educational research to analyze qualitative research studies critically and to formulate inquiries into problems of practice related to school reform. Students will develop skills (e.g., interviewing, observation, field notes) necessary to conduct case study and other qualitative inquiries. Students will develop skills to analyze qualitative data. These skills prepare students for research and data collection efforts that are part of the program.
Upon successful completion of this course, students will be able to:
Qualitative Methods, EdD 502, Spring, 2015 Page 1 of 9

CLO 1 Demonstrate an understanding of the scientific foundation of qualitative research
CLO 2 Develop skills related to qualitative research methods including skills related to interviewing, observing, writing, and reflecting
CLO 3 Identify what makes for appropriate research problems and questions and qualities which lend themselves to inquiry with qualitative research methods including what makes for good doctoral research studies
CLO 4 Develop techniques for gathering qualitative research data and different forms of qualitative data analysis
CLO 5 Provide evidence of understanding of what it means for the researcher to be considered as the “instrument” in qualitative research studies
CLO 6 Demonstrate an understanding of the writing process for qualitative inquiry
Required Texts/Readings
Textbook
Creswell, J.W. (2012). Qualitative inquiry and research design: Choosing among five approaches, 3 rd
Edition . Thousand
Oaks, CA: Sage Publications. ISBN: 9781412995306
Charmaz, K. (2014). Constructing grounded theory. Thousand Oaks, CA: Sage Publications. ISBN: 9780857029140
Other Readings
Additional readings and articles will be provided in class and/or through Canvas.
1.
Log in to http://www.sjsu.edu/at/ec/canvas/
2. Use your username and password
3. Select SP15 EDD – 502
Cho, J., & Trent, A. (2006). Validity in qualitative research revisited. Qualitative research , 6 (3), 319-340.
Fine, G. A. (1993). Ten lies of ethnography: Moral dilemmas of field research. Journal of Contemporary
Ethnography , 22 (3), 267-294.
Fine, M., & Weis, L. (1996). Writing the" wrongs" of fieldwork: Confronting our own research/writing dilemmas in urban ethnographies. Qualitative Inquiry , 2 (3), 251-274.
Fine, M., Weis, L., Weseen, S., & Wong, L. (2000). For whom. Qualitative research, representations, and social responsibilities. In NK Denzin & YS Lincoln (Eds.), Handbook of qualitative research , 2 , 107-131.
Hallett, T. (2010). The myth incarnate: Recoupling processes, turmoil, and inhabited institutions in an urban elementary school. American Sociological Review, 75 , 1-22.
Harry, B., Sturges, K. M., & Klingner, J. K. (2005). Mapping the process: An exemplar of process and challenge in grounded theory analysis. Educational researcher , 34 (2), 3-13.
Hemmings, A. (2006). Great ethical divides: Bridging the gap between institutional review boards and researchers. Educational researcher , 35 (4), 12-18.
Johnson, R. B. (1997). Examining the validity structure of qualitative research. Education , 118 (2), 282-292.
Kezar, A. (2003). Transformational elite interviews: Principles and problems. Qualitative Inquiry , 9 (3), 395-415.
LeCompte, M. (2002). The transformation of ethnographic practice: past and current challenges. Qualitative
Research , 2 (3), 283-299.
Lareau, A. (2002). Invisible inequality: Social class and childrearing in black families and white families. American
Sociological Review, 67 , 747-776.
Lincoln, Y. S. (1995). Emerging criteria for quality in qualitative and interpretive research. Qualitative inquiry , 1 (3), 275-
289.
Lincoln, Y. S., & Tierney, W. G. (2004). Qualitative research and institutional review boards. Qualitative inquiry , 10 (2),
219-234.
Qualitative Methods, EdD 502, Spring, 2015 Page 2 of 9

Mathison, S. (1988). Why triangulate? Educational researcher , 17 (2), 13-17.
McCutcheon, G. (1981). On the interpretation of classroom observations. Educational Researcher (10)5 , 5-10.
McDonald, S. (2005). Studying actions in context: a qualitative shadowing method for organizational research. Qualitative research , 5 (4), 455-473.
Pascoe, C. J. (2011). Dude, you're a fag: Masculinity and sexuality in high school, 2 nd
edition . Berkeley, CA: University of California Press. [REQUIRED TEXT FOR EdD 515]
Pratt, M. G. (2009). From the editors: For the lack of a boilerplate: Tips on writing up (and reviewing) qualitative research. Academy of Management Journal , 52 (5), 856-862.
Stack, C. B. (1997). Beyond what are given as givens: Ethnography and critical policy studies. Ethos , 25 (2), 191-207.
Tracy, S. J. (2010). Qualitative quality: Eight “big-tent” criteria for excellent qualitative research. Qualitative inquiry , 16 (10), 837-851.
Weston, C., Gandell, T., Beauchamp, J., McAlpine, L., Wiseman, C., & Beauchamp, C. (2001). Analyzing interview data:
The development and evolution of a coding system. Qualitative Sociology , 24 (3), 381-400.
APA Formatting Resource: https://owl.english.purdue.edu/owl/resource/560/1/
Other equipment / material requirements
Recorder for interviews
Library Liaison
Susan Kendall, Collection Development Coordinator & Education Leadership Liaison, 408-808-2039,
Susan.Kendall@sjsu.edu
Course Requirements and Assignments
SJSU classes are designed such that in order to be successful, it is expected that students will spend a minimum of forty-five hours for each unit of credit (normally three hours per unit per week), including preparing for class, participating in course activities, completing assignments, and so on. More details about student workload can be found in University Policy S12-3 at http://www.sjsu.edu/senate/docs/S12-3.pdf.
The basic structure of the class will be lecture, activities, and discussion of important themes raised by the readings and experiences of class members. Strong opinions are encouraged though tolerance for the perspectives of others is necessary for there to be sharing of ideas and perspectives. This is a graduate level class and there will be no multiple choice examinations. Insights, reflections, and applications of the reading and class discussion to one's own research and writing will be expected.
There will be different types of assignments during the semester.
1.
Course Assignments. Students will be expected to complete written assignments as presented in the syllabus to include research questions, observations, interviews, and data analysis.
Interview(s) should be transcribed and coding of interview and observation data, along with excerpts of key passages, are expected. ― 45% of final grade. An assignment guide will be provided for each activity.
2.
Final Paper. The final paper will be your own original answer to a research question that you propose as part of the class assignments. In part, you will be trying to answer research question
(s) proposed, original data collected, readings on your topic, interviews and/or observations, data
Qualitative Methods, EdD 502, Spring, 2015 Page 3 of 9

analysis, and findings. Final project will count for 45% of your final grade. More details and guidelines will be provided in class and through Canvas.
3.
Class Preparation and Participation – 10% of final grade as determined by instructor based on participation, quality of comments, demonstrated familiarity and understanding of readings, and engagement with ideas presented in the class. Instructor will assign letter grade to be averaged in with other grades at end of semester.
**Files should be named with this format: Last name first initial_Assignment title (for e.g.,
ParkV_MemoPurpose&RQ)
**All files should be submitted through Canvas as a Word document (i.e., .doc, .docx extension) unless noted otherwise.
NOTE that University policy F69-24 at http://www.sjsu.edu/senate/docs/F69-24.pdf states that “Students should attend all meetings of their classes, not only because they are responsible for material discussed therein, but because active participation is frequently essential to insure maximum benefit for all members of the class.
Attendance per se shall not be used as a criterion for grading.”
Grading Policy
Grading Scale
Assignments and final grade will be measured using the following grading scale:
90% – 100% = A
80% - 89% = B
70% - 79% = C
Below 70% = F
Late and Missing Assignments
Missing assignments will be assigned 0 points.
Grade Appeals
The professional responsibility for assigning grades is vested in the instructor of the course and requires the careful application of professional judgment. A student wishing to appeal a grade must first meet with the instructor who assigned the grade to try to resolve the dispute. The process for grade appeals is set forth in the undergraduate and graduate catalogs.
Note that “All students have the right, within a reasonable time, to know their academic scores, to review their grade-dependent work, and to be provided with explanations for the determination of their course grades.” See
University Policy F13-1 at http://www.sjsu.edu/senate/docs/F13-1.pdf for more details.
Classroom Protocol
We hold high expectations for each student. Students have been admitted to the program based on qualifications to carry out doctoral level work. Students progress through this program not only by
Qualitative Methods, EdD 502, Spring, 2015 Page 4 of 9

completing doctoral level work, but also by displaying leadership qualities including respect, integrity, and responsibility. These qualities are critical to conducting responsible research in school and community settings. In this class, we will practice these qualities through the following expectations:
1.
Arriving to class on time, with all readings and assignments thoughtfully completed.
2.
Listening to others with attention and respect.
3.
Providing constructive feedback to colleagues on their work in progress.
4.
Actively participating in class discussions, including your facilitation of the discussion processes and of the participation of others. This includes: asking clarifying questions, summarizing, synthesizing, showing relationships between the reading and the discussions, providing examples, helping to include everyone in the conversation, and staying focused and on-task.
5.
No “multi-tasking” in class (this includes cell phone and computer use, engaging in ongoing sidebar conversations, grading papers, etc.).
As your instructor, I am dedicated to ensuring you receive the resources you need to do your best work. To this end, please share constructive feedback about how to best structure the learning environment for this class now and in the future.
University Policies
General Expectations, Rights and Responsibilities of the Student
As members of the academic community, students accept both the rights and responsibilities incumbent upon all members of the institution. Students are encouraged to familiarize themselves with SJSU’s policies and practices pertaining to the procedures to follow if and when questions or concerns about a class arises. See
University Policy S90–5 at http://www.sjsu.edu/senate/docs/S90-5.pdf. More detailed information on a variety of related topics is available in the SJSU catalog , at http://info.sjsu.edu/web-dbgen/narr/catalog/rec-
12234.12506.html. In general, it is recommended that students begin by seeking clarification or discussing concerns with their instructor. If such conversation is not possible, or if it does not serve to address the issue, it is recommended that the student contact the Department Chair as a next step.
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc.
Refer to the current semester’s
Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html.
Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/ . Students should be aware of the current deadlines and penalties for dropping classes.
Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/.
Consent for Recording of Class and Public Sharing of Instructor Material
University Policy S12-7 , http://www.sjsu.edu/senate/docs/S12-7.pdf, requires students to obtain instructor’s permission to record the course and the following items to be included in the syllabus:
 “Common courtesy and professional behavior dictate that you notify someone when you are recording him/her. You must obtain the instructor’s permission to make audio or video recordings in this class.
Qualitative Methods, EdD 502, Spring, 2015 Page 5 of 9

Such permission allows the recordings to be used for your private, study purposes only. The recordings are the intellectual property of the instructor; you have not been given any rights to reproduce or distribute the material.” o It is suggested that the greensheet include the instructor’s process for granting permission, whether in writing or orally and whether for the whole semester or on a class by class basis. o In classes where active participation of students or guests may be on the recording, permission of those students or guests should be obtained as well.
 “Course material developed by the instructor is the intellectual property of the instructor and cannot be shared publicly without his/her approval. You may not publicly share or upload instructor generated material for this course such as exam questions, lecture notes, or homework solutions without instructor consent.”
Academic integrity
Your commitment, as a student, to learning is evidenced by your enrollment at San Jose State University. The
University Academic Integrity Policy S07-2 at http://www.sjsu.edu/senate/docs/S07-2.pdf requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of
Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at http://www.sjsu.edu/studentconduct/.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 at http://www.sjsu.edu/president/docs/directives/PD_1997-03.pdf requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at http://www.sjsu.edu/aec to establish a record of their disability.
Student Technology Resources
Computer labs for student use are available in the Academic Success Center at http://www.sjsu.edu/at/asc/ located on the 1st floor of Clark Hall and in the Associated Students Lab on the 2nd floor of the Student Union.
Additional computer labs may be available in your department/college. Computers are also available in the
Martin Luther King Library. A wide variety of audio-visual equipment is available for student checkout from
Media Services located in IRC 112. These items include DV and HD digital camcorders; digital still cameras; video, slide and overhead projectors; DVD, CD, and audiotape players; sound systems, wireless microphones, projection screens and monitors.
SJSU Peer Connections
Peer Connections, a campus-wide resource for mentoring and tutoring, strives to inspire students to develop their potential as independent learners while they learn to successfully navigate through their university experience. You are encouraged to take advantage of their services which include course-content based tutoring, enhanced study and time management skills, more effective critical thinking strategies, decision making and problem-solving abilities, and campus resource referrals.
In addition to offering small group, individual, and drop-in tutoring for a number of undergraduate courses, consultation with mentors is available on a drop-in or by appointment basis. Workshops are offered on a wide variety of topics including preparing for the Writing Skills Test (WST), improving your learning and memory,
Qualitative Methods, EdD 502, Spring, 2015 Page 6 of 9

alleviating procrastination, surviving your first semester at SJSU, and other related topics. A computer lab and study space are also available for student use in Room 600 of Student Services Center (SSC).
Peer Connections is located in three locations: SSC, Room 600 (10th Street Garage on the corner of 10 th
and
San Fernando Street), at the 1st floor entrance of Clark Hall, and in the Living Learning Center (LLC) in
Campus Village Housing Building B. Visit Peer Connections website at http://peerconnections.sjsu.edu for more information.
SJSU Writing Center
The SJSU Writing Center is located in Clark Hall, Suite 126. All Writing Specialists have gone through a rigorous hiring process, and they are well trained to assist all students at all levels within all disciplines to become better writers. In addition to one-on-one tutoring services, the Writing Center also offers workshops every semester on a variety of writing topics. To make an appointment or to refer to the numerous online resources offered through the Writing Center, visit the Writing Center website at http://www.sjsu.edu/writingcenter. For additional resources and updated information, follow the Writing Center on Twitter and become a fan of the SJSU Writing Center on Facebook. (Note: You need to have a QR Reader to scan this code.)
SJSU Counseling Services
The SJSU Counseling Services is located on the corner of 7 th
Street and San Fernando Street, in Room 201,
Administration Building. Professional psychologists, social workers, and counselors are available to provide consultations on issues of student mental health, campus climate or psychological and academic issues on an individual, couple, or group basis. To schedule an appointment or learn more information, visit Counseling
Services website at http://www.sjsu.edu/counseling .
Qualitative Methods, EdD 502, Spring, 2015 Page 7 of 9

Course Schedule (Subject to change with fair notice in class and on Canvas)
Week/
Week of
1
Jan. 26
2
Feb. 2
3
Feb. 9
Topics & Activities
ONLINE
Introduction to qualitative inquiry
ON CAMPUS SESSION – FEB. 6 & 7
Intro to course and syllabus
Positionality and purpose in qualitative inquiry
Qualitative approaches
Project Lab: Refining research questions, planning for literature review, planning for next steps
ONLINE
Five approaches to inquiry
Introducing and focusing the study
Team presentation prep
Readings & Assignments
Readings:
1.
Creswell (2012), Ch. 1-3
2.
Milner (2007)
3.
Boote and Beile (2005)
Assignments:
1.
Memo (i.e., Reflective Essay): Purpose of Research and Research Questions ( DUE: Feb. 6, BRING
HARDCOPY TO CLASS)
4
Feb. 16
5
Feb. 23
6
March 2
7
ONLINE
Intro to Grounded Theory
Gathering rich data
Examples of rich studies
Team presentation prep
ONLINE
Crafting interview protocols
Planning for observations and field notes
Team presentation prep
ON CAMPUS SESSION – MARCH 6 & 7
Team presentation on assigned qualitative approach
(Creswell)
Ethics and representation issues
Institutional Review Boards (IRB)
Project Lab: Refining protocols and planning for data collection
ONLINE
Readings:
1.
Creswell (2012), Ch. 6 -7
2.
LeCompte (2002)
3.
Pascoe (2012) – Ch. 1 & Appendix (Method)
Assignment:
4.
Team presentation on qualitative approach (using
Creswell Ch. 4-5 and other pages, appendix)
Readings:
1.
Charmaz (2014), Ch. 1-2
2.
Lareau (2002)
3.
Hallett (2010)
Assignments:
4.
Work on team presentation
5.
Gather literature for research topic
Readings:
1.
Charmaz (2014), Ch. 3-4
2.
Kezar (2003)
3.
McDonald (2005)
Assignments:
4.
Memo: Revised purpose of research and research questions ( DUE: Feb. 23 )
5.
Gather and read literature on research topic
6.
Work on team presentation
Readings:
1.
Fine & Weis (1996) (hardcopy)
2.
Fine (1993)
3.
Lincoln and Tierney (2004)
4.
College of Education IRB Handbook
Assignments:
5.
Team Presentations ( DUE: March 6 )
6.
Draft of interview and observation protocols (bring copies to share) ( DUE: March 6 )
7.
Memo: Rationale for data collection (bring hardcopies to share for discussion) ( DUE: March 6 )
Readings:
Qualitative Methods, EdD 502, Spring, 2015 Page 8 of 9

March 9
Data analysis and coding
8
March 16
ONLINE
Data analysis and memo-writing
9
March 23
Spring Recess
10
March 30
ONLINE
Criteria for validity/trusthworthiness/credibility
Data analysis
11
April 6
12
April 13
ON CAMPUS SESSION – APRIL 10 & 11
Validity/trustworthiness and credibility
Data analysis planning
Writing and elements of the final paper
Intro to qualitative analysis software
Project Lab: Analysis and writing
ONLINE
Week of AERA Conference (April 15-20)
Writing qualitative research
Data Analysis
13
April 20
ONLINE
Writing and data analysis
Peer Review
Individual meetings w/ instructor
14
April 27
15
May 4
ONLINE
Writing - Revise final paper
Individual meetings w/ instructor
ONLINE
Writing Revise Final Paper
ONLINE 16
May 11
1.
Charmaz (2014), Ch. 5-6
2.
Creswell (2012), Ch. 8
Assignments:
3.
Revise interview and observation protocols
Readings:
1.
Charmaz (2014), Ch. 7-8
2.
Harry et al. (2005)
Assignments:
3.
Conduct and transcribe interview
Assignments:
1.
Conduct and write up observations
2.
Finish conducting/transcribing interviews
Readings:
1.
Creswell (2014), Ch. 10
2.
Cho and Trent (2006)
3.
Lincoln (1995)
4.
MAXQDA Software – Read web site
Assignments:
5.
Memo: Reflection on data collection process and revised rationale for data collection ( DUE: March
30 )
6.
Download MAXQDA Demo and review tutorials
Readings:
1.
Charmaz (2012), Ch. 11-12
2.
Weston et al. (2001)
Assignments:
3.
Memo: Analysis plan, validity/trustworthiness (bring hardcopies to class) ( DUE: April 10 )
4.
Bring copies of interview transcript and field notes
( DUE: April 10 )
Readings:
1.
Creswell Ch. 9
2.
Pratt (2009)
3.
Stack (1997)
Assignments:
4.
Code/analyze data
Readings:
1.
Articles to TBA
Assignments:
2.
Draft of final paper
3.
Code/analyze data
4.
Peer review
Assignments:
1.
Revise final paper
2.
Peer review
Assignments:
1.
Revise final paper
FINAL PAPER – DUE: May 11, 2015
Qualitative Methods, EdD 502, Spring, 2015 Page 9 of 9