DPLS 723fa08 Qualitative Research: Theory and Design
DPLS 723 - Qualitative Research: Theory and Design
Fall 2008 3 Credits
Last revision July 24, Aug 30 minor edits, Oct 19 to correct link to Criteria for Evaluating Qual Research.
Professor: James Beebe
Office: Tilford 226
Office Phone: (509) 313-3484
Home phone: 456-2571
Class days: Sept 5, 19; Oct 3 (no class), 17, 24; Nov 7, 21; Dec. 5
email: beebe@gonzaga.edu
Office hours: Tuesday and Thursday 1:30 to 3:30. Call for appointment at other times
COURSE DESCRIPTION
COURSE OBJECTIVES
LEARNING ACTIVITIES
WEB BASED SYLLABUS
REQUIRED TEXTS
OPTIONAL TEXTS/REFERENCES
Sessions
Advanced
Session 1: Sept 5
Session 2: Sept 19
RAP team: Oct 3
Session 3: Oct 17
Session 4: Oct 24
Session 5: Nov 7
Session 6: Nov 21
Session 7: Dec 5
The assumptions, theories, and practice of qualitative research are introduced. Students design, conduct, and report a study that demonstrates their observational and interviewing skills.
This course is designed to provide opportunities for developing specific qualitative research skills while gaining familiarity with theories, issues, and problems in qualitative research. The course examines the relationships between the theories and the purpose of qualitative inquiry. There is considerable focus on practicing selected research skills and the analysis and write-up of the results from these activities.
- Explain the difference between qualitative and quantitative research and identify how they complement each other and identify when one might be more appropriate than another.
- Identify and compare different approaches to qualitative research.
- Identify and compare different paradigms and interpretative frameworks of qualitative research.
- Demonstrate skills for interviewing and conducting a "Mini-RAP".
- Demonstrate skills in preparing field notes and research logs.
- Demonstrate skills in interpreting qualitative data.
- Demonstrate skills in writing up qualitative research in clear, easy to understand prose.
- Identify ethical issues related to the use of qualitative methods.
- Demonstrate skills in designing a qualitative study.
LEARNING ACTIVITIES
While achievement of the objectives identified above is primarily the responsibility of the student, several different learning activities have been designed to facilitate this process. Reading, having the opportunity to think about the reading by having to write about what has been read, and then applying the content of the reading to specific activities should help students develop the expertise needed to do qualitative research. Written assignments and research activities are designed to provide opportunities to experiment with the application of concepts. Anytime you are asked to identify main points, you should use your own words with short quotes where appropriate. You should always identify the page number. Participation as part of a group in data collection, analysis, and writing up results should make the mastery of skills easier. Sharing written assignments with classmates before class and class interaction in both small and large groups is designed to help students learn from the experiences of each other. Students who have laptop computers may want to bring them for group activities. Reading assignments are especially long at the beginning of the course in order to allow students to spend more time at the end of the course on three written assignments, the Mini-RAP report (can be group prepared), the evaluation, and the design.
OPTIONAL CENTERING ACTIVITIES
Either as individuals or as groups, you are invited to sign up to provide a short, not to exceed 7 to 10 minute centering activity. Centering activities are presented at the beginning of class and after the break. In the past centering activities have included reading, chants, music, games, and art. This is an opportunity to stretch you imagination while providing a change of pace as we begin class. Please indicate on BlackBoard when you would like to lead a centering activity. Please note this is optional.
WEB BASED SYLLABUS
It will make it easier to return to the course syllabus and the Discussion Board for the class if you add it to your "bookmarks" or "favorites." Expect this syllabus to change over the course of the tefrm. Major changes will be listed in the Announcements on Blackboard. The date at the top of the page indicates the date on which the syllabus was last changed. Depending on the Internet browser you use and how you have configured it (and in most cases the default setting), when you return to the syllabus, you may not see changes that have been made. Your computer saves a copy of the page and when you return to it, it brings up what was saved. To ensure that you are getting the most recent copy off the server you need to click on "reload."
Before the first class session students are expected to have access to email, the Web, and Blackboard. Email and Web access is available on campus. Email is also available from your home or place of work if you have a computer and modem. You will need to either regularly check the email address that is listed in Blackboard (usually the Gonzaga email account) or set up this account to automatically forward your mail to an address you usually check.
American Psychological Association. (2001) Publication Manual Fifth Edition. Washington DC: Author
Beebe, James. (2001) Rapid Assessment Process: An Introduction. Walnut Creek, CA: AltaMira
( PLEASE TURN IN A PHOTO COPY OF YOUR RECEIPT FOR THIS BOOK (NEW COPY) AND I WILL DONATE MY ROYALTY FROM THE SELL OF THE BOOK (about $1.00) TO THE DOCTORAL PROGRAM DIVERSITY FUND.
Creswell, John. (2007) Qualitative Inquiry and Research Design: Choosing Among Five Approaches (2nd ed.). Thousand Oaks, CA: Sage.
Marshall, Catherine and Rossman, Gretchen B. (2006). Designing Qualitative Research (4th ed.). Thousand Oaks, CA: Sage.
Rossman, Gretchen B and Rallis, Sharon F. (2003) Learning in the Field: An Introduction to Qualitative Research (2nd ed.). Thousands Oaks, CA: Sage
Wolcott, Harry. F. (2001) Writing Up Qualitative Research (2nd ed.). Newbury Park, CA: Sage.
Anfara, Vincent A. and Mertz, Norma T. (Eds.) (2006) Theoretical Frameworks in Qualitative Research. Thousand Oaks, CA: Sage. (Note the Introduction of the book is a Blackboard Document)
Becker, Howard S. (1986) Writing for Social Scientists: How to Start and Finish Your Thesis, Book, or Article. Chicago: University of Chicago Press
Denzin, Norman K. and Lincoln, Yvonna, S. (Eds). (2002). The Qualitative Inquiry Reader. Thousand Oaks, CA: Sage.(Note selection as a Blackboard Document)
Miles, Matthew and A. Michael Huberman (1994) Qualitative Data Analysis: An Expanded Source Book (2nd ed.). Thousands Oaks, CA: Sage. (Note selection as a Blackboard Document)
On Line Reference Materials
Bobbi Kerlin Qualitative Research Site [http://kerlins.net/bobbi/research/qualresearch/]
Student Membership in the Society for Applied Anthropology (SfAA)
The Society for Applied Anthropology (SfAA) promotes the investigation of the principles of human behavior. SfAA represents the interests of professionals in a wide range of work settings including academia, business, law, education, health and medicine, public and government, etc. who use qualitative research in their work. Student membership is $30.00. Members receive Human Organization, Practicing Anthropology, the SfAA Newsletter as well as other benefits. Enroll on-line at: https://www.sfaa.net/membership/memform.html
QUALRS-L
Students are strongly encouraged to at least experiment with a subscription to the listserver QUALRS-L. QUALRS-L is an electronic discussion group for those interested in using qualitative research. The scope and nature of qualitative research is one of the ongoing debates sometimes addressed by users of this list. The label "qualitative research" applies to inquiry that depends on elaborated accounts of what we see, hear, taste, touch, smell, and experience. It has roots in cultural anthropology, field sociology, and the professional fields. Qualitative research includes field research, case study research, ethnography, document and content analysis, interview and observational research, community study, and life history and biographical studies. Other names sometimes used as synonyms for qualitative research are interpretive, naturalistic, phenomenological, and descriptive. Qualitative research is associated with such theories as symbolic interactionism, constructivism, and ethnomethodology. Qualitative researchers have a lot of fun and this sustains them through the aggravation, frustration, uncertainty, and sheer slipperiness of most of the approaches to inquiry considered qualitative.
To subscribe to QUALRS-L, click on the following link http://listserv.uga.edu/cgi-bin/wa?SUBED1=qualrs-l&A=1 and follow the directions. This is a very active list and I suggest selecting the digest option so that you will not receive more than one email a day.
ASSESSMENT AND GRADING
Everyone who completes all the assignments and actively participates can expect an A. Students who do not complete all the assignments can expect an Incomplete (I) until the assignments are done. Please note that after the new next term begins, even when the grade has been changed the I will remain as part of the grade on your transcript, for example the I will become an IC. Problems getting the books and problems with technology are understood. Assignments, however, should still be done as soon as possible even if delayed. Timely completion of written assignments is critical, both for the individual and the other members of the class. Late submission of two or more written assignments (excluding the advanced assignment) or even one assignment that involve other students can reduce your grade by a half letter (for example A to A-). It is important to keep up. Taking longer than 30 days following the last class session to complete all assignments will reduce your grade by a full letter (for example A- to B-). Written assignments asking for comments on the work of others will not be "graded" or commented upon by the instructor. They are designed to facilitate mastery of the material covered in the course. You may receive an email from me that will not be posted to Blackboard. Assignments where you can expect written comments from the instructor include the evaluation, the Mini-RAP report, and your research design.
Required assignments in addition to the weekly reading assignments and posts to Blackboard
1. Transcript of 5 minute practice interview
2. Participation on a Mini-RAP, two interviews, transcripts of interviews, analysis including coding, identification of conclusions, draft of some of the results, Mini-RAP report (note Mini-RAP data collection must be done as a group, written assignment based on the data that is collected can be done as a group project or individually)
3. Evaluation of research done by someone else
4. Design of qualitative research on topic of interest to the student
5. Lead discussion on one of the approaches (as long as all approaches are covered by one person, group presenations are encouraged) Post choice to Blackboard before session 2.
6. Lead discussion on one of the Paradigms or Interpretive Frameworks. Post choice to Blackboard before session 5.
Advanced Assignment
Reading Assignment. To be read prior to session 1
Creswell (2007, pp. 1-14, 39-41)
Beebe (2001, pp. xv-16, 17-58)
Marshall and Rossman (2006, pp. 1-3, 10-22)
Rossman and Rallis (2003, pp. 1-30)
Franklin, Karl J. (DATE) K. L. Pike on Etic vs. Emic: A Review and Interview [http://www.sil.org/klp/karlintv.htm]
Thomas N. Headland, Thomas N., Pike, Kenneth L., and Harris, Marvin (Eds.) (1990) Emics and Etics: The Insider/Outsider Debate [http://www.sil.org/~headlandt/eticemic.htm]
Dapzury Valenzuela and Pallavi Shrivastava Interview as a Method for Qualitative Research (very general introduction) [http://www.public.asu.edu/~kroel/www500/Interview%20Fri.pdf]
Lance Gravlee Summer A, 2000 May 31, 2000 Interviewing (good points, outline format) [http://lance.qualquant.net/methods/000531.pdf]
Qualitative Interviewing (good points, outline format) [http://www.clas.ufl.edu/users/ardelt/Aging/QualInt.htm]
Brief summary of book Interviews: An Introduction to Qualitative Research Interviewing Steinar Kvale [http://www.inside-installations.org/OCMT/mydocs/Microsoft%20Word%20-%20Booksummary_Interviews_SMAK_2.pdf]
The Interview. Blackboard Course Document
Written assignment
a. Identify at least one important point from EACH chapter of Rossman and Rallis (2002), Marshall and Rossman (2006), Creswell (2007), and Beebe (2001) that you would not want your classmates to miss. You may want to summarize the points in your own words and use short quotes when the wording is special or unique. Please identify the pages where the material is found.
b. Identify differences between Rossman and Rallis , Marshall and Rossman, and Creswell. Follow this with one to three sentences of a subjective response to each of the four sets of reading, not the individual chapters (do you like these readings, do they seem relevant, are they a waste of your time, etc.). Identify a research topic you think would require a qualitative study. Should not exceed 150 words.
c. For all of the interview materials write two to four sentences that you will want to keep in mind as you do the interview. Identify the source including the page number. Should not exceed 100 words.
Post a, b, and c. on the Discussion Board by 5:00 PM the day before the class.
If you are not able to post to the Discussion Board prior to class, bring a hard copy to class and a memory stick with your assignment saved as a .rtf file and we will help you post your assignment before or after class. Please make sure you can log into Blackboard prior to class (call Computer Support Services 323-5550 if you are having a problem).
Sessions and Assignments
Session 1: Overview of course and developing interviewing skills.
BRING A TAPE RECORDER TO CLASS
Class activities:
A. Overview of class and expectations.
B. Introduction to Qualitative Research
What makes it qualitative? Power point presentation. (Course Document)
Introduction to "Emic and Etic."
Emic perspective: the "insider's" or "native's" interpretation of or "reasons" for his or her customs/beliefs. What things mean to the members of a society.
Etic perspective: the external researcher's interpretation of the same customs/beliefs. What things mean from an analytical, anthropological perspective.
Discussion of materials in Creswell (2007) with a special focus on when it appropriate to use qualitative research and approaches.
C. Discussion of materials in Marshall and Rossman (2006) with a special focus on
D. Overview of transcribing.
E. Practice interviewing. Work in groups with a video recorder for each group. Each person will (a) conduct a five minute interview and (b) be interviewed. The topic is the criteria or categories the person used for deciding to enroll in the Doctoral Program in Leadership Studies at Gonzaga. You are expected to make a recording of the interview you conduct. Your transcript of the interview along with notes you take during the interview are your field notes. MAKE SURE YOU HAVE A SIGNED INFORMED CONSENT FORM!! Informed consent from can be downloaded from the Doctoral Web Site (Current students, IRB). Review of the videos of the interviews and identification of lessons that can be learned.
Session 2: More on Qualitative Research, Qualitative Data, and Rapid Assessment Process.
Reading assignment-To be read prior to the session 2
Creswell (2007, pp. 117-145)
Beebe (2001, pp. 59-127, 145-155, PAY CLOSE ATTENTION 165-166, READ LIGHTLY THE EXAMPLES OF RAP 157-164)
Marshall and Rossman (2006, pp. 97-150)
Rossman and Rallis (2003, pp. 145-168, 169-206, 247-266)
Read before transcribing the interview done in session 1. Indexing and Transcribing Your Interviews from the Library of Congress, Veteran History Project [http://www.loc.gov/folklife/vets/transcribe.html]
Deborah Ceglowski (2002, pp. 5-24) Research as Relationship. Blackboard Course Document
Video. Prior to class, watch the 1950 Japanese movie Rashomon directed by Akira Kurosawa. DVD is on three hour reserve in Foley. Can be borrowed overnight if within three hours of library closing. DVD is on reserve for this class under the name of the instructor. Used copies are available online for about $20.00.
OPTIONAL. There are numerous web sites about Rashomon. One that I found interesting [http://www.allwatchers.com/Topics/Info_10188.asp?BSID=0].
Class Activities
A. More on Qualitative Research
Discussion of the implications of Rashomon for qualitative research.
Researcher's Role. Power Point Presentation (Blackboard Document)
B. Qualitative Data
Discussion of lessons learned about interviewing
Member checking. Small group discussion about accuracy of interviews.
Discussion of transcribing and preparation of logs, combining observations with interviewing, recording the thoughts of the researcher, focus on keeping things straight.
C. Rapid Assessment and Mini-RAP
Rapid Assessment (RAP06) power point presentation. (Blackboard Document)
Discussion on RAP as an approach and the use of the Mini-RAP for learning about qualitative research.
D. Organize teams for the Mini-RAP activity (see Beebe, 2001). There must be at least two people on the RAP team, but a team of three or four will work better. (If it is impossible to do this activity with someone else from the class, please see the instructor for an alternative). At a minimum this activity will involve visiting a site, interviewing someone for at least 15 minutes, breaking and the RAP team reviewing the results and reformulating questions, and returning to the site or a similar site for another interview. Activity should be scheduled to ensure that transcripts are transcribed for at least the first interview before the next session.
E. Review of who will lead discussions on different qualitative approaches. Expectation. As part of your discussion you are encouraged to supplement Creswell. References, web sites, Power Point Presentation, handouts, etc. you use should be posted to Blackboard Discussion. Discussion should focus on what makes the different approaches unique and where they might be most appropriate. Choices for approaches should have been posted to blackboard prior to class.Written assignment
a. Two or three sentences that identify possible implications of Rashomon for qualitative research.
b. Prepare a log based on your field notes (transcript of the interview and your notes and observations) of the interview you conducted in session 1. POST TO THE Discussion Board as an attachment and bring a hard copy to class. Ensure that you have identified the person you have interviewed with a pseudonym. The hard copy you bring to class should be double spaced, with VERY wide margins on both sides. Optional line numbers.
c. Identify the one or two main points for each chapter of Beebe and follow with one to three sentences of a subjective response for the book.
d.Identify one or two main points from Rossman and Ralles and Marshall and Rossman and follow with one to three sentences of a subjective response. In what ways are Beebe and Marshall and Rossman similar in their approaches and in what ways do they differ? Post to the Discussion Board by 5:00pm the day before the class. Responses to b, c, and d should not exceed about 100 words each.
RAP Team: No face-to-face class Oct 3. Time for RAP teams to organize, do interviews, transcribe, and begin analysis
Session 3: Different approaches to qualitative research, Narrative and Phenomenology, Analysis (codes), and Narrative and Phenomenology approaches.
Reading assignment to be read before session 3
Creswell (2007, pp. 53-84, 147-176)(Analytic Table of Contents by Approach, pp. xi-xiv, all pages dealing with Narrative and Phenomenology)
Beebe (2001, reread pp. 59-74)
Marshall and Rossman (2006, pp. 1-14, 151-174)
Rossman and Rallis (2003, pp. 89-110)
Miles and Huberman (1994), (pp. 50-89) Early Steps in Analysis (read lightly looking for main points, do not get bogged down on the new vocabulary or trying to figure out all the differences) ( pp. 245-top 277) (Blackboard Course Document)
Carols Grbich (2006, pp. 16-36) Chapter 2 General Approaches to Designing and Analyzing Data .pdf document [http://www.sagepub.com/upm-data/12704_02_Grbich_Ch_02.pdf ] In Qualitative Data Analysis: An Introduction. Sage.
Class Activities
A. Different Approaches, Approaches and Paradigms and Interpretive Frameworks
Discussion on why the approach makes a difference.
B. Data analysis
General discussion on qualitative data analysis based on Creswell and Miles and Huberman
D. Coding
Discussion of coding and analysis based on Rossman and Rallis and Beebe followed by small group work on coding the Mini-RAP interviews
E. Discussion and comparison of narrative and phenomenology (student led). Special attention to conditions where each would be appropriate.
Written assignment
Mini-RAP Each RAP team should have completed the first Mini-RAP interview and have a completed transcript.
a. Identify 6 or 7 key points from Miles and Huberman on data analysis and provide a sentence or two subjective response.
b. In what ways is Creswell's approach different from Miles and Huberman?
c. In what ways is Marshall and Rossman's approach different from Miles and Huberman?
d. Given your own interests, what approach might you use?
e. A short paragraph that describe the difference between Narrative and Phenomenology approaches.
Responses to a, b, c, d, and e should not exceed 100 words each and should be posted to Blackboard by 5:00 PM two days before the class. REPLY to the posting of one of your classmates indicating how the posting influenced or expanded your understanding of one of the topics by 5:00 on the day of the class
a. Compare and contrast ways of dividing up qualitative research such as approaches, frameworks, traditions, positions, etc. found in Creswell chapters 1 and 2 and Carol Grbich Chapter 2. Not to exceed 400 words. Post to Blackboard by 5:00pm two days before the class.
Session 4: Writing Up Results, Evaluating Qualitative Research (Trustworthiness. Truth Value. Credibility)and Ethnography and Grounded Theory Approaches.
Reading Assignment
Creswell (2007, pp. 177-199, 201-221, 223-232)(Analytic Table of Contents by Approach, pp. xi-xiv, all pages dealing with Ethnography and Grounded Theory)
Beebe (2001, reread pp. middle 10-middle 14, 99-113)
Wolcott (2001, pp. 3-169)
Rossman and Rallis (2003, pp. 329-350)
Tips for evaluating qualitative research, adapted from Cobb and Hagemaster, 1987
http://www.gslis.utexas.edu/~marylynn/qreval.html Corrected Oct 19, 2008
Yvonna Lincoln (2002, pp. 327-345) Emerging Criteria for Quality in Qualitative and Interpretive Research, Blackboard Course Document
Optional Reading and Resources for Presenters
OPTIONAL BUT STRONGLY RECOMMENDED Becker (1986)
Grounded Theory as Scientific Method by Brian D. Haig [http://www.ed.uiuc.edu/EPS/PES-Yearbook/95_docs/haig.html]
Grounded Theory as Scientific Method: Haig-Inspired Reflections on Educational Research Methodology by Barbara M. Kinach [http://www.ed.uiuc.edu/EPS/PES-yearbook/95_docs/kinach.html]
Class Activities
A. Evaluating Qualitative Research
But is it Valid? Power Point Presentation. Blackboard Course Document
Discussion of evaluation of qualitative research.
Guidelines for Review Article, based on JAPA Guidelines; To be used for your review. Blackboard Course Document
Qualitative study for review for Session 5, Landmark and Wahl (2002). Living with newly diagnosed breast cancer: A qualitative study of 10 women with newly diagnosed breast cancer. Blackboard Course Document
B. Questions of validity
Discussion on the difference between validity and reliability
C. Writing up results
Writing it Up. Power Point Presentation. Blackboard Course Document.
Discussion of Wolcott and Crewsell, with attention to differences in writing based on approaches.
Use of long and short quotes from participants.
D. Discussion of Ethnography and Grounded Theory (student led). Special attention to what might be difficulties of doing a Grounded Theory study. Attention to what makes Grounded Theory different from the other approached identified by Creswell. Special attention to conditions where each would be appropriate.
E. Presentation on Gugo ethnographic research by James Beebe
Written assignment
Mini-RAP RAP teams should have completed both interviews and transcripts and have most of the coding finished. Include memo with your thinking while making sure your thoughts are clearly identified.
a. Identify one or two main points for each chapter of Wolcott and follow with one or two sentences of a subjective response for the book.
b. Identify 4 to 6 main points of Creswell concerning writing and follow with one or two sentences of a subjective response.
c. What does Creswell mean by "turning a story" and what might be an example from your Mini-RAP?
d. Based on the different reading how would you define validity and how would you evaluate whether what you are reading has validity? Follow this with one to three sentences of a subjective response.
e. A short paragraph that describe the difference between Ethnography and Grounded Theory approaches.
Responses to a, b, c, d, and e should not exceed 100 words each and should be posted to Blackboard by 5:00 PM two days before the class. REPLY to the posting of one of your classmates indicating how the posting influenced or expanded your understanding of one of the topics by 5:00 on the day of the class.
Session 5: Designing Qualitative Research, Case Study approach, Paradigms and Interpretive Frameworks, Social Constructivism, Postpositivism, and Advocacy/Participation
Reading assignment
Creswell (2007, pp. 35-52, 15-22)(Analytic Table of Contents by Approach, pp. xi-xiv, all pages dealing with Case Study)
Marshall and Rossman (2006, pp. 3-10, 23-96)
Rossman and Rallis (2003, pp. 111-144)
Anfara and Mertz (2006, Introduction, pp.xii-xxx) Blackboard Course Document
Bettis, Pamela J. and Gregson, James A. (n.d. pp. 1-17) The Why of Research: Paradigmatic and Pragmatic Consideration .doc document [http://www.csulb.edu/colleges/chhs/departments/professional-studies/documents/Chapter_1.doc ]
Optional Reading and Resources for Presenters
Rapid Assessment Process (RAP) and Participatory Action Research (PAR): Complementary Approaches with Similar Methodologies but Different Implications for Leadership. [http://www.rapidassessment.net/RAP-PAR09110206.doc]
The following three reading are something you are likely to use as you progress toward your dissertation. If you know there is a strong likelihood that your dissertation is going to be qualitative, you might want to get them.
Locke, L. F., Waneen Wyrick Spirduso, W. W. & Silverman, S. J. (2007) Proposals That Work: A Guide for Planning Dissertations and Grant Proposals (5th ed.). Sage
Doctoral Program in Leadership Studies (2006). But I'five never written a dissertation before: A user-friendly guide for the preparation of the dissertation proposal and dissertation. Spokane, WA: Doctoral Program in Leadership Studies, Gonzaga University. (The Blue Book)
Doctoral Program in Leadership Studies (2006). Guide to Style and Mechanics. Spokane, WA: Doctoral Program in Leadership Studies, Gonzaga University. (The Red Book)
Meloy, J. (1994). Writing the Qualitative Dissertation: Understanding by Doing. Sage
Class activities
A. Discussion of Design
Identification of key components based on the reading.
B. Discussion of conceptual frameworks for qualitative research.
Discussion based on Marshall and Rossman and Anfara and Mertz.
Small Group activity, considering a conceptual framework for the Mini-RAP
C. Working in groups RAP teams edit only the results section of another RAP team
D. Discussion of Case Study (student led). Differences between af single case and a multiple case study. Special attention to the types of data used in a case study and the difference between Case Study and Phenomenology. Special attention to conditions where each would be appropriate.
E. Discussion of paradigms and interpretative frameworks.
Discussion based on Creswell, and Bettis and Gregson
F. Discussion of Social Constructivism, postpositivism, and Advocacy/Participation (student led).
G. Small Group activity, considering a paradigm or interpretative framework for the Mini-RAP.
Written assignment
Mini-RAP Continue with the analysis. Use as many of the tactics for generating meaning identified in Beebe 2001 or Miles and Huberman as you can. Complete at least 3 but not more than 5 pages of the results section of the RAP report. Make use of short and long quotes as appropriate. Post to Blackboard by 5 PM two days before the class and bring a hard copy to class. REPLY to at least one posting by 5:00 the day of the class.
Evaluation Review of the Landmark and Wahl article. Should use the Guidelines for Review Article, based on JAPA Guidelines, but should not exceed 500 words. Both the article and the guidelines can be found in Blackboard Course Documents. Post to the Discussion Board by 5:00pm two days before class. Bring to class one copy of the assignment. Should be included in the text of your message. A formatted copy can also be attached to your message.
a. Based on the different reading, what do you think are the most important parts of the design for a qualitative study. Remember to identify sources and use page numbers for the different part you think are important.
b. What is a conceptual framework for a qualitative study? Either what might have been the conceptual framework for the Landmark and Wahl article or what might be the conceptual framework for the study you will use in your Design assignment?
c. Identify two or three point from Creswell describing Case Study. Speculate on why many students in the Doctoral Program use Case Study or Multiple Case Study approaches.
d. Define using two to three sentences for each: Social Constructivism, Postpositivism, and Advocacy/Participation. Which, if any, are you especially interested in and why?
Responses to a, b, c, and should not exceed 100 words each and should be posted to Blackboard by 5:00 PM two days before the class. REPLY to the posting of one of your classmates indicating how the posting influenced or expanded your understanding of one of the topics by 5:00 on the day of the class.
Session 6: Ethics, Informed Consent, Pragmatism, Heuristic, Post Modern, Feminist, and Critical Theory.
Reading assignment.
Creswell (2007, pp. 22-31)
Beebe (2001, pp. 129-144)(note SfAA Statement of Professional and Ethical Responsibilities, p. 143)
Miles and Huberman (1994, pp. 288-297). Blackboard Course Document
Carolyn Fluehr-Lobban (DATE) How Anthropology Should Respond to an Ethical Crisis
[http://chronicle.com/free/v47/i06/06b02401.htm]
The Codes of Ethics of the American Anthropological Association [http://www.aaanet.org/committees/ethics/ethcode.htm]
Kvale Steinar (2002, pp. 299-325) The Social Construction of Validity backboard Course Document
Optional Reading and Resources for Presenters
Ethical and Legal Aspects of Human Subjects Research in Cyberspace [http://www.aaas.org/spp/dspp/sfrl/projects/intres/main.htm]
Heuristic Paradigm. Katherine B. Tyson (1992, pp. 541-566, Social Work 37 (6)) Blackboard Course Documents
Postmodernism (from a review of by P. M. Rosenau)
[http://pup.princeton.edu/titles/4943.html]
We Have Always Been Postmodern
[ http://www.sscnet.ucla.edu/geog/gessler/cv-pubs/97postmo.htm]
Feminist Anthropology essay by Angela Bratton
[http://www.indiana.edu/~wanthro/fem.htm]
Other feminist resources [http://yana.sscl.berkeley.edu/~afaweb/] [http://yana.sscl.berkeley.edu/~afaweb/links.html]
Feminist Anthropology Bibliography [http://www2.h-net.msu.edu/~women/bibs/bibl-femanthro.html]
Class Activities
A. Reports on Evaluation Reviews of the Landmark and Wahl article.
B. Ethics
Discussion of ethics in qualitative research.
Consideration of ethical issues raised by students in the class.
B. Informed Consent
Human Participant Protections Education for Research Teams from NIH Office of Extramural Research, revised as of March 1, 2008.
This free, web-based course presents information about the rights and welfare of human participants in research. The two-hour tutorial is designed for those involved in conducting research involving human participants. It satisfies the NIH human subjects training requirement for obtaining Federal Funds. You will have the option of printing a certificate of completion from your computer upon completing the course.
fhttp://phrp.nihtraining.com/users/login.php A copy of your certificate of completion is required to enroll in Proposal Seminar. You may want to ask Marnie to place a copy of the certificate in your file.Learn about Gonzaga University's IRB policies. Go to Doctoral Web page, link Information for Current Student, IRB
C. Working in groups RAP teams edit the work of another RAP team.
D. Discussion of Pragmatism, Heuristic, Post Modern, Feminist, and Critical Theory (student led).
E. Consideration of the implications of Post Modernism for Validity based on Steinar.
Written assignment
Mini-RAP Prepare at least the first four pages of what will be a 5 to 10 page report on the RAP interview. This report should be academic without sounding scholarly. Bring two copies of these four pages to class. Bring to class four copies of the assignment. Post to Blackboard as an attachment. Post by 5:00pm two days before class.
Possible Ethical Issues One paragraph on what you see as a possible ethical issue in your own research or in research you know about. Do NOT post. Bring sufficient hard copies for everyone in the class.
a. In your opinion what are the two most important ethical issues you are likely to face in your own research and why?
b. Define using two to three sentences for each: Pragmatism, Heuristic, Post Modern, Feminist, and Critical Theory. Which, if any, are you especially interested in and why? Responses to a and b should not exceed 150 words each and should be posted to Blackboard by 5:00 PM two days before the class. REPLY to the posting of one of your classmates indicating how the posting influenced or expanded your understanding of one of the topics by 5:00 on the day of the class.
Session 7: Mini-RAP and Design Reports
Class Activities
Class will be at my house. We will combine class with a potluck meal. Address 1249 S. Wall St., Cliff-Park section of Spokane. House is at the corner of 13th Ave. and Wall St. Go south on Monroe to 14th Ave. (light), turn left, go one block to Wall St., turn left. House is on the right, metal gates, hedge, gray with cream trim. If you need transportation, please contact the instructor.
Equipment for Power Point Presentations will be available.
A. Class presentations by groups or individuals on RAP reports.
B. Individual presentation on proposed research design.
C. Class discussion on the relevance, or lack thereof, of the assigned materials and activities.
Written Assignment
Mini-RAP Draft final Mini-RAP report, include a RAP sheet. 5-10 pages.
a. Revised draft of your 5 - 10 page paper on the RAP activity. Bring to class two copies of the assignment.
b. Research design. Between 3 -5 pages based on the Table 2.1 Marshal and Rossman p. 25. (For Literature review identify the types of literature you might use. It is not required to address data analysis procedures and trustworthiness). Rationale for the use of qualitative research for the topic and specific attention to the choice of one or more approaches. Post to Blackboard as an attachment by 5:00 PM the day before the class.
