University of Wisconsin-Milwaukee
School of Education
Department of Curriculum and Instruction
Qualitative Research and Field Studies in Educational Settings
CURRINS 729 (031), Summer 2013
Instructor:
Jeffrey M. Hawkins, Ed.D.
Class Time:
Wednesday, 5:00 p.m. – 8:10 p.m. (Face to Face/Synchronous) &
On your own time, 3 hours and 10 minutes (Asynchronous) weekly.
Class Location:
END 384
Office Hours:
Wednesday, 3p.m. – 4:30 p.m. or by appointment.
Office Location:
Enderis Hall 361
Email:
hawkinj@uwm.edu (best way to get a hold of me)
Course Description/Overview
This is a graduate-level course and the first required course in the qualitative research method sequence. This
course is designed to build students’ foundational knowledge of qualitative research and to use qualitative
methods in future research and practice in diverse educational settings. The course instructor uses an exploratory
approach to compare, contrast, and critique various theories and methods of qualitative research. The course is
structured to provide students with a chance to investigate qualitative methods of research that they may choose
to use in research assignments/tasks and/or in future research. Because of the substantial number of ways to
construct qualitative research, this course will predominantly focus on breadth rather than depth of various
methods, while it is incumbent upon the student to seek necessary depth (if needed) when choosing a particular
research practice/study. Finally, the course addresses practical dispositions, skills, methods, research
development and design, evaluation of learning, diversity appreciation, and the integration of technology.
Course Goals
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Consider qualitative research theories, strategies, and research-based practice as future educational
researchers
Critically examine and discuss diverse forms of qualitative research as future educational researchers
Contemplate and contextualize qualitative research for diversity, equity, and social justice as future
educational researchers
Construct, implement, and evaluate particular qualitative research methods as future educational
researchers
Clarify individual/group goals and choices regarding qualitative research practice/study as future
educational researchers
Course Outcomes
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Examine, explain, and apply theories, strategies, and practice through a qualitative research prospectus
Observe, interview, and reflect upon research/learning through participant observation in an educational
setting
Refine fledgling experiences with qualitative methods through coding and codebooks
Analyze diversity, equity, and social justice through qualitative analysis from curriculum materials
Required Readings:
Required readings/links to readings/modules/videos are initially presented on syllabus, see course calendar
below. However, amended or new items will be handed out in class, sent via email, or posted on D2L
-Thus, it is recommended that you attend class weekly, check email 2x a day and visit D2L 4x a week-
Recommended Journals/Organizations:
Peer reviewed/refereed qualitative research studies that have been published in reputable journals and/or by
reputable organizations such as: AERA (Education Researcher), AJOT (American Journal of Occupational
Therapy), APA (American Psychological Association), EF (Journal of Educational Foundations), EPR
(Educational Psychology Review), EUS (Education and Urban Society), IJPE (International Journal of Public
Health), JOS (Journal of Occupational Science), JTE (Journal of Teacher Education), QHR (Qualitative Health
Research), QRP (Qualitative Research in Psychology), QSE (Qualitative Studies in Education) , UE (Urban
Education), UR (The Urban Review), VUE (Voices in Urban Education).
Course Requirements:
Professional Dispositions
Keeping up with the assigned readings is a requirement of the course, as this is where the large majority of
information will come from. Readings will include assigned articles/chapters from texts passed out in class
and/or assigned articles/chapters posted on D2L. In addition, active participation in class discussions, activities,
and D2L discussions is a requirement of the class. It is expected for you to be on time, stay for the entire class,
be prepared to discuss the readings/topics, and, most important, participate thoughtfully in class discussions.
Quality of contributions are reflected in the logic, depth, and accuracy of analysis, accurate application of
fundamental concepts of qualitative methodology, accurate application of concepts from prior readings, and
examination of information/concepts from various perspectives.. The Professional Dispositions breakdown will
be as follows:
a. Attendance
Quality attendance/presence is expected and required for each class session and via D2L.
-no more than 1 (undocumented) absent/tardy will be acceptable
-if more than 1 (undocumented) absent/tardy, a FULL letter grade reduction for final grade and
an additional FULL letter grade reduction for each additional occurrence
-if more than 3 (undocumented/documented) absent/tardy, you must retake the course
b. Engagement/Participation
Quality engagement/participation is expected and required during each course session this semester.
-readiness, preparation, and having required materials (or access to these materials) consistently
-timely and complete D2L discussion and drop box submissions consistently
c. D2L
Quality reflection is expected on the course readings/assignments via discussion board every week.
-spell check, proof read, and then check again prior to posting consistently
-read ALL discussion board comments and reply to at least three (3) weekly
Course Grades:
Qualitative Topics/Assignments
The best way to appreciate and understand qualitative methodology, one must experience some of the process—
with its various rewards and challenges—first hand. These qualitative topics will serve as the focus of discussion
for the Wednesday course sessions and the qualitative assignments will then be implemented/applied during
asynchronously on your own time, and, thus, are considered mandatory for full participation in this course.
Students are expected to have the following assignments completed in a timely manner. The Qualitative
Assignments portion of your grade/breakdown will be as follows:
a. Qualitative Interview/Focus Group (20%) Letter Grade: A, B, C, D, or F
Quality qualitative interview/focus group is expected and required during the semester.
-Based on class demonstration, discussion, or readings, create or revise interview or focus group
questions
-Identify and recruit interview participant/focus group from class or outside of class. Data collect,
conduct audio or video interviews. Next, using your revised interview script, listen/watch entire
interview/focus group or transcript(s), take notes on: interesting findings, ways to revise questions for
future use, interviewing/focus group moderating skills – good and bad.
-Report on what was interesting in the text you examined, what would be important to capture in codes,
what qualitative methods you would use for your data collection/analysis.
-Turn in a revised interview/focus group script
-Due on 6/26 by 8:30pm CST via D2L drop box
b. Qualitative Coding (20%) Letter Grade: A, B, C, D, or F
Quality qualitative coding is expected and required during the semester.
-Working with your own interview/focus group scripts or ones provided in class. Read 3 interviews or
focus group in conjunction with its script and the research questions. Do a close reading of the data with
a focus on important emerging themes, keeping in mind key issues critical to answering the research
questions. Develop a preliminary codebook. Use a fine-grained coding approach with the goal of
capturing more themes than you expect to remain after the refinement process. Type up a list of the
codes, provide initial definitions, and how many times they were encountered in the coding process
- Take the coding list developed above and add 3 more interviews or focus groups. Train your partner in
your codebook to see codes the same way you do. Type up a list of these refined codes, provide refined
definitions, and how many times they were encountered in the coding process. Note the frequency of
agreement/disagreement per code.
-Turn in a description of success and challenges in this codebook refinement process
-Due on 7/10 by 8:30pm CST via D2L drop box
c. Qualitative Analysis (20%) Letter Grade: A, B, C, D, or F
Quality qualitative analysis is expected and required during the semester.
-Turn in your qualitative analysis section for a proposal, article, or grant. Be sure to include:
qualitative methods used with a description of the overall approach, the codebook development process,
the team or individuals who will be involved in coding and the process you will use for training, describe
the codebook refinement process, inter-coder reliability process, data management, and the approach to
the final thematic analysis.
-Due on 7/17 by 8:30pm CST via D2L drop box
d. Qualitative Research Prospectus (40%) Letter Grade: A, A-, B+, B, B-, C+, C, C-, D+, D, D- or F
http://www.johnlatham.info/resources/Prospectus_Paper.pdf
An Original quality qualitative research prospectus is expected and required by the end of this semester.
-Use the above link as your guide for this final assignment
-Mandatory 1 hour office visit to be completed by July 10th to discuss your own planned prospectus
-Original prospectus due by 7/20 at 8:30pm CST via D2L drop box
* Qualitative Assignments turned in late will receive a full letter grade deduction (e.g., A becomes B),
if received beyond a week of the due date, a two letter grade deduction (e.g., A becomes C),
and late assignments beyond two weeks of the due date will result in an automatic grade of F.
**Late Qualitative Research Prospectus will not be accepted.
***All assignments are to be computer generated in readable print and saved as Word (doc/docx) or PDF files.
Course Calendar
Week 1: June 12th (Enderis #384) 5pm to 8:10pm & Asynchronous (3 hours & 10 minutes) On Your
Own Time
Face to Face: Ways of Knowing/Research Paradigms/Theoretical Framework/Prospectus Overview &
In Class Learning by Doing
Reminder: Mandatory 1 hour office visit to be completed by July 10th to discuss your own planned prospectus
Asynchronous: Qualitative Research Methods (2005), link below: QRM Overview
http://www.nucats.northwestern.edu/community-engaged-research/seminarserieevents/pdfs/Family_Health_International_Qualitae_Research_Methods.pdf
Module 1, Table 1
Asynchronous: R14 Oklahoma State University (1997), link below: Qualitative Research
http://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/newpage21.htm
Asynchronous: University of Wisconsin Video (2008), link below: Overview of QRM
http://videos.med.wisc.edu/videos/3420 (2 hours)
Asynchronous: London School of Economics Video (2010), link below: Raising the Quality of
Quantitative Research (6 minutes)
http://www2.lse.ac.uk/newsAndMedia/videoAndAudio/channels/research/player.aspx?id=710
Week 2: June 19th (Enderis #384) 5pm to 8:10pm & Asynchronous (3 hours & 10 minutes) On Your
Own Time
Face to Face: Understanding through Participant Observation/Understanding through
Interviewing/What is Right/Ethical/Prospectus Overview & In Class Learning by Doing
Asynchronous: Qualitative Research Methods (2005), link below: Participant Observation
http://www.nucats.northwestern.edu/community-engaged-research/seminar-series-andevents/pdfs/Family_Health_International_Qualitative_Research_Methods.pdf
Module 2, Tables 2 & 3
Asynchronous: EDR725 Northern Arizona University (1999), link below: Strategies for doing
Qualitative Research
http://jan.ucc.nau.edu/~mid/edr725/class/strategies/strategies/reading2-1-1.html
Asynchronous: R13 Oklahoma State University (1997), link below: Experimental Research & Design
http://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/newpage2.htm
Asynchronous: EDR725 Northern Arizona University (1999), link below: Population & Sampling
Procedures
http://jan.ucc.nau.edu/~mid/edr610/class/sampling/procedures/lesson5-1-1.html
Asynchronous: Lynda Centennial Video (2007), link below: Qualitative Research Design
http://www.youtube.com/watch?v=_CVNOFPxfBY (7 minutes)
Asynchronous: Roberta Goldman Video (2011), link below: QR for Public Health & Clinical
http://www.youtube.com/watch?v=M7PCn_zId4Q (1 hour & 9 minutes)
Asynchronous Graham Gibbs Video (2011), link below: Research Interviewing (Parts 1-6)
http://www.youtube.com/watch?v=9yRgBS2JmXU&list=SP0C3243FC24FC639C (90 minutes)
Reminder: Mandatory 1 hour office visit to be completed by July 10th to discuss your own planned prospectus
Week 3: June 26th (Enderis #384) 5pm to 8:10pm & Asynchronous (3 hours & 10 minutes) On Your
Own Time
Face to Face: Data Analysis/Prospectus Overview & In Class Learning by Doing
Asynchronous: Qualitative Research Methods (2005), link below: In-Depth Interviews & Focus
Groups
http://www.nucats.northwestern.edu/community-engaged-research/seminar-series-andevents/pdfs/Family_Health_International_Qualitative_Research_Methods.pdf
Module 3 & Module 4, Tables 4-10.
Asynchronous: EDR725 Northern Arizona University (1999), link below: Compiling & Reporting
Qualitative Data
http://jan.ucc.nau.edu/~mid/edr725/class/strategies/compiling/reading2-2-1.html
Asynchronous: R8 Oklahoma State University (1997), link below: Questionnaire & Interview as Data
Gathering Tools
http://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/newpage16.htm
Asynchronous: Lynda Centennial Video (2007), link below: Qualitative Data Analysis
http://www.youtube.com/watch?v=l_2d76n1LNM (5 minutes)
Asynchronous: Market Research Video (2010), link below: Qualitative Analysis
http://www.youtube.com/watch?v=RbzVVcPlsU8 (2 minutes)
Asynchronous: Graham Gibbs Video (2011), link below: Coding (Parts 1-5)
http://www.youtube.com/watch?v=7X7VuQxPfpk&list=SP14E49EDF20613008 (55 minutes)
Reminder: Mandatory 1 hour office visit to be completed by July 10th to discuss your own planned prospectus
Week 4: July 3rd (Enderis #384) 5pm to 8:10pm & Asynchronous (3 hours & 10 minutes) On Your
Own Time
Face to Face: Writing up Qualitative Data/Prospectus Overview & In Class Learning by Doing
Asynchronous: Qualitative Research Methods (2005), link below: Data Documentation & Management
http://www.nucats.northwestern.edu/community-engaged-research/seminar-series-andevents/pdfs/Family_Health_International_Qualitative_Research_Methods.pdf
Module 5
Asynchronous: EDR726 Northern Arizona University (1999), link below: Qual Populations &
Sampling Procedures
http://jan.ucc.nau.edu/~mid/edr725/class/strategies/sampling/reading2-3-1.html
Asynchronous: Graham Gibbs Video (2012), link below: Writing Memos/Field Notes
http://www.youtube.com/watch?v=eXj4QiyZl50 (33 minutes)
Asynchronous: Ruby Lal video (2013), link below: Coming of Age in 19th Century India
http://www.youtube.com/watch?v=dpf8i1e3tfU (1 hour & 30 minutes)
Reminder: Mandatory 1 hour office visit to be completed by July 10th to discuss your own planned prospectus
Week 5: July 10th (Enderis #384) 5pm to 8:10pm & Asynchronous (3 hours & 10 minutes) On Your
Own Time
Face to Face: Qualitative Research Applications/Dissertation/Conference Proposals/Manuscripts & In
Class Learning by Doing
Asynchronous: Based on your area of study and/or line of research, please locate two (2) highly
reputable and recognizable International/National organizations webpages, their conference
submission/proposal page(s), and the journal(s) they publish that (again!) correspond to your area of
study and/or research area. Links to webpages are fine.
Asynchronous: From the International/National organizations conference submission/proposal page(s),
write a one (1) page “plan/goal” of the steps you would plan on taking to submit a proposal for their
next conference. Things to consider: cost, location, discounts, graduate support to attend, time away
from work, etc. Also, time/length of proposal and time needed to complete it. Link(s) to the
webpage(s) is/are fine.
Asynchronous: Qualitative Content Analysis
http://www.sagepub.com/upm-data/44012_Schreier_Companion_Chapter.pdf
Asynchronous: Formulate a Qualitative Research Question
http://www.ehow.com/how_7688090_formulate-qualitative-research-question.html
Asynchronous: Formulate a Qualitative Research Syllabus & Other Helpful Links
http://www.ehow.com/how_7965877_design-qualitative-research-syllabus.html
Asynchronous: Northern AZ University: Intro to Research (EDR 610) & Research Design (EDR 720)
http://jan.ucc.nau.edu/~mid/edr610/class
http://jan.ucc.nau.edu/~mid/edr720/class
Week 6: July 17th (Enderis #384) 5pm to 8:10pm & Asynchronous (3 hours & 10 minutes) On Your
Own Time
Asynchronous: Using the guidelines from the link below:
http://www.johnlatham.info/resources/Prospectus_Paper.pdf
Plan, Prepare, and Produce an ORIGINAL quality qualitative research prospectus by 7/20 via D2L drop box at
8:30pm CST. No late prospectus allowed!
-Mandatory 1 hour office visit to be completed by July 10th to discuss your own planned prospectus
UWM Uniform Syllabus Policies
The Secretary of the University web site: http://www.uwm.edu/Dept/SecU/SyllabusLinks.pdf
contains information about the following University policies:
Students with disabilities.
If you need special accommodations in order to meet any of the requirements of this course, please contact the
instructor as soon as possible so that accommodations are provided in a timely manner. Students requesting
special accommodations will be asked to provide written verification of this need by the UWM Student
Accessibility Center. Refer to the link: http://www.uwm.edu/Dept/DSAD/SAC/SACltr.pdf
for more information.
Student Academic Conduct.
The university has a responsibility to promote academic honesty
and integrity and to develop procedures to deal effectively with instances of academic
dishonesty. Students are responsible for the honest completion and representation of their
work, for the appropriate citation of sources, and for respect of others' academic endeavors. A
detailed description of Student Academic Disciplinary Procedures can be found at
http://www.uwm.edu/Dept/OSL/DOS/conduct.html
Religious observances.
Students will be allowed to complete examinations or other requirements that are missed because of a religious
observance. Refer to the link
http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S1.5htm
Students called to active military duty.
Refer to the link
http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S40.htm
Incompletes.
Refer to the link
http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S31.pdf
Discriminatory conduct.
Refer to the link
http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S47.pdf
Academic misconduct.
The University has a responsibility to promote academic honesty and integrity and to develop procedures to deal
effectively with instances of academic dishonesty. Refer to the link
http://www.uwm.edu/Dept/OSL/DOS/conduct.html
Complaint procedures.
Students may direct complaints to the Department Chair. If the complaint allegedly violates a specific university
policy, it may be directed to the head of the department or academic unit in which the complaint occurred or to
the appropriate University office responsible for enforcing the policy. Refer to the link
http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S49.7.htm
Grade appeal procedures.
These procedures are available in writing from the respective department chairperson or the Academic Dean of
the School of Education. Refer to the link
http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S28.htm
http://www.ehow.com/info_7875669_topics-qualitative-research.html
http://www.sagepub.com/upm-data/47619_Sullivan.pdf