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EDF6475: Qualitative foundations of educational research
Dr. Mirka Koro-Ljungberg
Class times: Monday, Wednesday 1:55-3:35
1. Required texts and materials:
Crotty, M. (1998). The foundations of social research. London: Sage
Hatch, A. (2002). Doing qualitative research in education settings. Albany, NY: State
University of New York Press.
Choose one of the following for literature circles:
* Hondo, C., Gardiner, M. & Sapien, Y. (2008) Latino dropouts in rural America:
Realities and possibilities. Albany, NY: State University of New York Press.
*Lather, P. & Smithies, C. (1997). Troubling the angels: Women living with HIV/AIDS.
Boulder, CO: Westview Press.
* Rymes, B. (2001). Conversational borderlands. New York: Teachers College Press.
And a selection of additional readings.
2. Course description:
This course concentrates on postpositivist educational research with a focus on
the design of such studies and on the issues faced by researchers who use qualitative
research. Additionally, this course reviews some epistemological and theoretical
foundations often utilized in qualitative designs. Examples of different types of
qualitative research designs and approaches will also be discussed. Central objectives
include gaining understanding of qualitative research process that is methodological,
personal, political, and theoretical. In addition, the course will focus on validity and
ethics and students will design a qualitative research study.
A great deal of reading (re-reading, mis-reading, and co-reading), some of which
deal with complex topics and unfamiliar theories, will be required in this course in order
to become acquainted with very broad range of approaches and theories commonly used
by qualitative researchers. I will expect students to be open to differences (e.g., different
experiences, theories, research approaches, methods, and ways to construct validity) and
diverse opinions but I am also sensitive to the fact that students may experience
discomfort when their personal views and opinions might be challenged. Finally, I
strongly believe that students carry the ultimate responsibility for their learning.
NOTE: Since this is an introductory course, it is designed to provide an overview
of theories and methods - a point of departure. Those wishing continue studying
qualitative research would benefit from advanced courses that focus on the specifics of
data collection, analysis, interpretation, and representation. Additionally, the course
syllabus used in this class might be adjusted based on students’ and instructor’s emerging
learning needs and research interests.
3. Policies and procedures
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Absences. You are expected to attend each class and to be on time. If this is
impossible, it is your responsibility to contact me to arrange make-up work. Excessive
absences (more than 8 hours of a 4-credit course) will account in the final grade.
Participation. I expect student to come to class on time, prepared, and willing to
contribute to class discussions.
Late work. Late work will not be accepted without instructor’s permission.
For University’s honesty policy regarding cheating and use of copyrighted
materials see http://www.dso.ufl.edu/judicial/procedures/honestybrochure.php
Students requesting classroom accommodation must first register with the Dean
of Students Office. The Dean of Students Office will provide documentation to the
student who must then provide this documentation to the instructor when requesting
accommodation.
Assignments. All students are required to complete the following written
assignments on time. Final grade will be based on the distribution indicated below:
Attendance, preparation, discussions
10 points
I. Article review
20 points
II. Literature circle
10 points
III. Research project
50 points
IV. Research presentation
10 points
Grading policy:
100-96% = A
84-79% = B
67-62% = C
I.
95-90% = A78-74% = B61-56% = C-
89-85% = B+
73-68% = C+
55-50% = D+
Article review
Review 3-5 articles/book chapters that focus on any of the following areas: 1)
qualitative methods 2) qualitative research studies, 3) subjectivity, and 4) the
politics of qualitative research. Include references and rationales for why did
you read each article/book chapter. Synthesize rather than summarize.
Use Endnote and APA style.
Address at least the following elements:
Research purpose/questions/central argument
Theoretical/conceptual perspective
Data collection methods and sampling
Data analysis process and techniques
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Findings/conclusion
Personal reactions/critique
This project will be peer reviewed.
Due: February 22nd
II.
Literature circles
You will review one of the books listed above. Begin reading early enough!
Be prepared to discuss during the class the following aspects of your book:
Research purposes/Questions
Theoretical orientation/framework
Methodology: Sampling, data collection and data analysis methods
Findings/Conclusion
Personal reactions/critique
Due: April 7th
III.
Research project
Conduct an interview mini-study as a part of larger classroom project.
Interview 2 persons. Record and transcribe interviews. Write reflective notes
after each interview; describe interview event, your feelings, participant’s
reactions, and document any thoughts or impressions you had. Analyze and
interpret your data. Reflect on your research process. Write a report. (8-10
pages, double paged, excluding APA references)
The final research project report will contain the following components:
1. Purpose statement and research questions
2. Subjectivity (in the context of this project and topic)
3. Theoretical perspective and literature review (~2 pages)
4. Description of participants
5. Explanation of data collection process
6. Explanation of data analysis
7. Preliminary findings and sufficient use of interview data to support the
findings
8. Implications and limitations
9. Response to the research process.
Include in the appendix one transcript with open codes and a brief excerpt of
your reflective notes.
Due: April 23rd at 4pm
IV.
Research presentation
Prepare a five-minute presentation about your research project. Focus on the
individual aspects of your research process (e.g., your data, analysis, findings,
implications, and reflections)
Due: April 19th
Written assignments should show:
 Understanding and critical use of the relevant literature
 A critical and justified argumentation structure
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
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Reflections
APA style
Course outline
Jan. 6th
Introduction
 Denzin, N., & Lincoln, Y. (2005). Introduction: The discipline and practice of
qualitative research. In N. Denzin & Y. Lincoln (Eds.), The SAGE handbook
of qualitative research (pp. 1-32). Thousand Oaks: SAGE.
Jan. 11th
Politics and qualitative research
 Hatch: Chapter 1
 Popkewitz, T. (2004). Is the National Research Council Committee's report on
scientific research in education scientific? On trusting the manifesto.
Qualitative Inquiry, 10(1), 62-78.
 St. Pierre, E. (2004). Refusing alternatives: A science of contestation.
Qualitative Inquiry, 10(1), 130-139.
Jan. 13th
Politics of theory and epistemology
 Crotty: Chapter 1
 Lather, P. (2006). Paradigm proliferation as a good thing to think with:
teaching research in education as a wild profusion. International Journal of
Qualitative Studies in Education, 19(1), 35-57.
 Smith, J., & Hodkinson, P. (2005). Relativism, criteria, and politics. In N.
Denzin & Y. Lincoln (Eds.), The Sage handbook of qualitative research (3
ed., pp. 915-932). Thousand Oaks: Sage.
Jan. 18th
No Class: Martin Luther King Day
Jan. 20th
Theories of positivism
 Crotty: Chapter 2
 Research example: Jenkins, J., Dale, P., Mills, P., Cole, K., Pious, C. &
Ronk, J. (2006). How special education preschool graduates finish: Status at
19 years of age. American Educational Research Journal, 43(4), 737-781.
Jan. 25th
Theories of Constructivism/social constructionisms
 Crotty: Chapter 3
 Research example: Eriksson, G. (2008) Beginners’ progress in early
arithmetic in the Swedish compulsory school. The Journal of Mathematical
behavior, 27 (3), 177-187.
Jan. 27th
Theories of Interpretivism
 Crotty: Chapters 4-5
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Research example: Lee, I. & Koro-Ljungberg, M. (2007) A
phenomenological study of Korean students’ acculturation in middle schools
in the USA. Journal of Research in International Education, 6(1), 95-117.
Feb. 1st
Theories of Critical inquiries
 Crotty: Chapters 6-7
 Research example: Rolon-Dow, R. (2005). Critical care: A color(full)
analysis of care narratives in the schooling experiences of Puerto Rican girls.
American Educational Research Journal, 42(1), 77-111.
Feb. 3rd
Theories of Feminisms
 Crotty: Chapter 8
 Research example: Krenske, L. & McKay, J. (2000). “Hard and heavy”:
Gender and power in a heavy metal music subculture. Gender, Place and
Culture, 7(3), 287-304.
Feb. 8th
Theories of Posts
 Crotty: Chapter 9
 Research example: Johnson, T. (2005). The “problem” of bodies and desires
in teaching. Teaching Education, 16(2), 131-149.
Feb. 10th
Politics of qualitative design
 Hatch: Chapter 2
Class will end by 2:45.
Feb. 15th
IRB (guest speaker)
Feb. 17th
Support group
Feb. 22nd
Methodology: The formulation of research questions,
participant selection
 Schram, T. (2003). Conceptualizing qualitative inquiry: Mindwork for
fieldwork in education and the social sciences. (pp. 49-64) Upper Saddle
River, NJ: Merrill Prentice Hall.
 Ritchie, J., & Lewis, J. (Eds.). (2003). Qualitative research practice. (pp.77108) London: Sage.
Article reviews due.
Feb. 24th
Methodology: Interviews and interview guide
 Hatch: Chapter 3
 Flick, U. (2006). An introduction to qualitative research (pp.149-211) (3rd ed).
London: Sage.
March 1st
Methodology: Documentation and transcription
 Kvale, S. (1996). InterViews. (pp.160-175). Thousand Oaks, CA: Sage.
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Oliver, D., Serovich, J., & Mason, T. (2005). Constraints and opportunities
with interview transcription: Toward reflection in qualitative research. Social
Forces, 84(2), 1273-1289.
March 3rd
Methodology: Observations and archives
 Flick, U. (2006). An introduction to qualitative research (pp.215-253) (3rd ed).
London: Sage.
 Clough, P., & Nutbrown, C. (2002). A student's guide to methodology. (pp.4365) London: Sage.
 Shank, G. (2002). Qualitative research: A personal skills approach. (pp.833)Upper Saddle River, NJ: Merrill Prentice Hall.
March 15th
Methodology: Data analysis
 Hatch: Chapter 4
March 17th
Methodology: Data analysis
 Moring, I. (2001). Detecting the fictional problem solvers in time and space:
Metaphors guiding qualitative analysis and interpretation. Qualitative Inquiry,
7 (3), 346-369.
 Pamphilon, B. (1999). The zoom model: A dynamic framework for the
analysis of life histories. Qualitative Inquiry, 5 (3), 393-410.
Class will end by 2:45
March 22nd
Methodology: Computer assisted data analysis (Nvivo)
 Crabtree, B. & Miller, W. (1999). (Eds.) Doing qualitative research. (pp.195218). Thousand Oaks, CA: Sage.
 Morse, J., & Richards, L. (2002). Readme first for a user's guide to qualitative
methods. (pp. 219-239) Thousand Oaks: Sage.
March 24st
Support group
March 29th
Subjectivity and the personal in qualitative research
 Villenas, S. (2000). This ethnography called my back: Writings of the exotic
gaze, "othering" Latina, and recuperating Xicanisma. In E. St. Pierre & W.
Pillow (Eds.), Working the ruins: Feminist poststructural theory and methods
in education (pp. 74-95). New York: Routledge.
March 31th
Politics of writing and representation
 Hatch: Chapter 5
 Richardson, L., & St. Pierre, E. (2005). Writing: A method of inquiry. In N.
Denzin & Y. Lincoln (Eds.), The Sage handbook of qualitative research (3
ed., pp. 959-978). Thousand Oaks: Sage.
April 5th
Politics of writing and representation
 Cary, L. (1999). Unexpected stories: Life history and the limits of
representation. Qualitative Inquiry, 5 (3), 411-427.
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
Flick, U. (2006). An introduction to qualitative research (pp.398-410) (3rd ed).
London: Sage.
April 7th
Literature circles
April 12th
Validity
 Angen, M. (2000). Evaluating interpretive inquiry: Reviewing the validity
debate and opening the dialogue. Qualitative Health Research, 10(3), 378395.
 Guba, E., & Lincoln, Y. (2005). Paradigmatic controversies, contradictions,
and emerging confluences. In N. Denzin & Y. Lincoln (Eds.), The Sage
handbook of qualitative research (3 ed., pp. 205-209). Thousand Oaks: Sage.
 Koro-Ljungberg, M. (2008). Validity and validation in the making in the
context of qualitative research. Qualitative Health Research, 18(7), 983-989.
April 14th
Ethics
 Brinkmann, S., & Kvale, S. (2005). Confronting the ethics of qualitative
research. Journal of Constructivist Psychology, 18(2), 157-181.
 Kirsch, G. (1999). Ethical dilemmas in feminist research. Albany, NY: State
University of New York Press.
April 19th
Research presentations
April 21st
Research presentations
Research projects due April 23rd