DPLS 723su06 - Qualitative Research

SUBSCRIBE QUALRS-L
 

American Psychological Association. (2001) Publication ManualFifth 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 AND I WILL DONATE MY ROALITY FROM THE SELL OF THE BOOK TO THE EMERGENCY FUND FOR STUDENTS IN THE DOCTORAL PROGRAM IN LEADERSHIP STUDIES

Creswell, John. (1998) Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage Publications.

Marshall, Catherine & Rossman, Gretchen (2006) Designing qualitative research (4th ed.) Thousands Oaks, CA: Sage.

Rossman, Gretchen B & Rallis, Sharon F.. (2003) Learning in the field: An introduction to qualitative research (2nd ed.). Thousands Oaks, CA: Sage

Salzman, Philip Carl (2001) Understanding culture: An introduction to anthropological theory. Prospect Heights, IL: Waveland Press

Wolcott, Harry. F. (2001) Writing up qualitative research (2nd ed.). Newbury Park, CA: Sage.

OPTIONAL TEXTS/REFERENCES

Becker, Howard S. (1986) Writing for social scientists: How to start and finish your thesis, book, or article. Chicago: University of Chicago Press

Miles, Matthew and A. Michael Huberman (1994) Qualitative data analysis: an expanded source book (2nd ed.). Thousands Oaks, CA: Sage.

Student membership in the Society for Applied Anthropology: 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 - 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

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 until the assignments are done. 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) that involve other students (assignments that are supposed to be posted to the Discussion Board can reduce your grade by a half letter (for example A to A-). It is important to keep up. Taking longer than three months to complete all assignments will reduce your grade to B. Written assignments involving a review of other work will not be "graded" or commented upon by the instructor. They are designed to facilitate mastery of the material covered in the course. Assignments where you can expect written comments from the instructor are noted.

Advanced Assignment
Reading assignment
Rossman and Rallis (2002, pp. 1-59)
Creswell (1998, pp. 1-26)
Marshall and Rossman (2006, pp. 1-22)

Written assignment
a. Identify at least one important point from EACH chapter of Rossman and Rallis (2002), Marshall and Rossman (2006) and Creswell (1998) that you would not want your classmates to miss. You may either quote or do a summary of the points and should identify the pages where the material is found. Identify differences between Rossman and Rallis , Marshall and Rossman, and Creawell. Follow this with one to three sentences of a subjective response (do you like these readings, do they seem relevant, are they a waste of your time, etc.).
b. For all of the interview materials (session 1) write one or two sentences that you feel are the most critical issues concerning the use of interviews for qualitative research.

Post (a) and (b) on the Discussion Board by 5:00pm the day before the class.
If you are not able to post to the Discussion Board, bring a hard copy to class and a computer disk with your assignment saved as a .rtf file and we will help you post your assignment or drop by my office after 5:00pm.

Sessions and Assignments

Session 1: June 22, Overview of course and developing interviewing skills.

IF POSSIBLE, BRING A TAPE RECORDER and a BLANK TAPE TO CLASS

Reading Assignment
Prior to class, Beebe (2001, pp. 41-43)

Class activities:
Overview of class and expectations.

Introduction to "Emic and Etic."

Etic perspective: the external researcher's interpretation of the same customs/beliefs. What things mean from an analytical, anthropological perspective.

K. L. Pike on Etic vs. Emic: A Review and Interview by Karl J. Franklin
[http://www.sil.org/klp/karlintv.htm]

EMICS AND ETICS: The Insider/Outsider Debate Edited by Thomas N. Headland, Kenneth L. Pike, and Marvin Harris (1990) [http://www.sil.org/~headlandt/eticemic.htm]

Discussion of materials in Creswell (1998).

Discussion of materials in Marshall and Rossman (2006)

Practice interviewing. Work in groups with a VCR for each group. Each person will (a) conduct an 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. 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!!

Review of the videos of the interviews and identification of lessons that can be learned.

Session 2: June 29, Qualitative data, logs, and Rapid Assessment Process.

Reading assignment
What makes it qualitative power point presentation.

Beebe (2001) Rapid Assessment Process: An Introduction (pp. xv-155, 165-166), give special attention to Appendix C, pp. 165-166.

Rapid Assessment (RAP06) power point presentation.

Rossman and Rallis (2002, pp. 247-266, 111-206)

Marshall and Rossman (2006, pp. 97-150)

United States Holocaust Memorial Museum. Oral History Interview Guidelines. Washington, D.C.: The Museum, 1998.[http://www.ushmm.org/archives/oralhist.pdf]

Lance Gravlee Summer A, 2000 May 31, 2000 Interviewing [http://lance.qualquant.net/methods/000531.pdf]

RESEARCH METHODS RESOURCES ON THE WWW, Research Methods in Libraries & Archives. University of British Columbia [ http://www.slais.ubc.ca/resources/research_methods/interviews.htm]

Written assignment
a. Prepare a log based on your field notes (transcript of the interview and your notes and observations) of the interview you conducted. POST TO THE Discussion Board by 5:00pm the day before the class. Ensure the person you have interviewed with a pseudonym. Bring one copy of your assignment to class. Hard copy of your log should be double spaced, with VERY wide margins on both sides. Optional line numbers.
b. Identify the one or two main points for each chapter of my RAP book and follow with one to three sentences of a subjective response. Post to the Discussion Board by 5:00pm the day before the class.
c. Identify one or two main points fromRossman 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.

Class activities
What is qualitative research (Power point presentation)

Discussion of lessons about interviewing. What have we learned?

Working in small groups, comment on and correct the log where you were interviewed.

Discussion on observation and combining techniques.

Discussion on the relationship of field notes to the log. (Focus on keeping things straight.)

Discussion of RAP as an approach. 

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 and log can be completed before Monday, July 8.

Identification of volunteers to lead discussions at next class sessions on different qualitative approaches. Volunteers are encouraged to supplement Creswell. Discussion should focus on what makes the different traditions unique and where they might be most appropriate.

Session 3: July 6, Different approaches to qualitative research, Biographical Life History and Phenomenology, Analysis Overview

VIDEO
Prior to class, watch the 1950 Japanese movie Rashomon directed by Akira Kurosawa.DVDis 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 interestingis [http://www.allwatchers.com/Topics/Info_10188.asp?BSID=0].

Reading assignment
Becker, Howard S. (1993) Theory: The Necessary Evil [http://home.earthlink.net/~hsbecker/theory.html]
Tyson, Katherine (nd) About Paradigms, from web site on the Heuristic Paradigm [http://www.heuristicparadigm.com/paradigm.htm] As of June 30, this link is down.

Marshall and Rossman (2006, p. 151-177)

Salzman, Philip Carl (2001) (pp. 1-112) Understanding culture: An introduction to anthropological theory.

Creswell, John (1998, pp. 26-72, 139-165) Biographical and Phenomenology (See pages identified in the Analytic Table of Contents by Tradition, p. xi, following the regular Table of Contents)
Rossman (2003, pp. ? - ?)

OPTIONAL Miles and Huberman (1994),(pp50-89) 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)

Written assignment

a. Two or three sentences that identify possible implications of Rashomon for qualitative research.
b. A sentence or two that identifies important points from Becker and Tyson and another one or two sentences with your subjective response.
c. A short paragraph on Salzman identifying two or three main points and your subjective response.
d. A short paragraph that describe the difference between Biographical and Phenomenology approaches.
Post a, b, c, and d 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.

Team should be working on their transcripts and logs of the rapid assessment process interviews. Logs, while based on the transcripts also include notes, observations, and any other material that have been collected.

Class activities
Discussion on why the approach you use makes a difference.

Discussion of Different Genres (Power point presentation)

Discussion of the implications of Rashomon for Qualitative research.

Discussion of the research as instrument and the researcher's role (Power point presentation)

Comparison of Biographical and Phenomenology approaches led by students who volunteered.

Reading assignment
Creswell (1998) Ethnography and Case Study(See pages identified in the Analytic Table of Contents by Tradition)
Rossman and Rallis (2002, pp. 267-308)

Written assignment
a. Identify several important points from the assigned Rossman and Rallis reading You may either quote or do a summary of the points and should identify the pages where the material is found. Follow this with one to three sentences of a subjective response. Post to the Discussion Board by 5:00pm two days before the class. .
b.Each group should assign codes and prepare MEMOS for at least the first interview prior to class
c. Bring to class two or three sentences that describe Ethnography and Case Study how they differs from each other.

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 

Examples of articles using qualitative research. Qualitative Research Journals http://www.nova.edu/ssss/QR/calls.html

Periodicals Friendly to Qualitative Research.

Discussion of coding and analysis based on Rossman and Rallis and Beebe

Small group work on codes of the interview

Presentation by groups on their progress.

Session 5: FRIDAY July 14, Making Sense. Evaluating qualitative research. Trustworthiness. Truth Value. Credibility. Different approaches to qualitative research, Grounded Theory.

Reading assignment

Guidelines for Review Article, based on JAPA Guidelines.  To be used for your review.  Available as a Blackboard Course Document
Tips for evaluating qualitative research, adapted from Cobb & Hagemaster, 1987[ http://www.mc.uky.edu/uknursing/assets/tipsforevaluatingqualitativeresearch.doc]
Criteria for evaluating qualitative studiesDeveloped by the Qualitative Research and Health Working Group [http://www.liv.ac.uk/lstm/download/guidelines.pdf]
Marshall and Rossman (1999, pp. 191-203)
Creswell, John (1998, pp. 193-218) Qualitative Inquiry and Research Design.
Creswell (1998) Grounded Theory (See pages identified in the Analytic Table of Contents by Tradition)
Grounded Theory [http://www.groundedtheory.com/] Introduction to Grounded Theory by Steve Borgatti
[http://www.analytictech.com/mb870/introtoGT.htm]
OPTIONAL 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]
OPTIONAL Miles and Huberman (1994),( pp245-top 277) Qualitative Data Analysis: An Expanded Source book. Available Blackboard Course Document July 7, 2006

Written assignment
a. Continue with the coding and analysis of the the transcript. Use as many of the tactics for generating meaning identified in Beebe 2001 or Miles and Huberman as you can.
b. Identify two or three point from Creswell describing Grounded Theory and compare to the Grounded Theory web site. Post to the Discussion Board by 5:00 pm the day before the class.
c. Review of the Landmark and Wahl artile. Should use the Guidelines for Review Article, based on JAPA Guidelines, but should not exceed 500 words. Both the artile 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.

Class activities

Discussion of Grounded Theory led by volunteer. 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. Discussion on evaluating the research of others.

Session 6: July 20, Writing up results. Ethics and informed consent. Different approaches to qualitative research, Heuristic, Post-Modern, and Feminist.

Reading assignment.

Wolcott (2001, pp. 3-169) Writing Up Qualitative Research, 2nd Edition.
Creswell (1998, pp. 167-191) Qualitative Inquiry and Research Design.

Salzman (2001, pp. 113-125)
OPTIONAL Miles and Huberman (1994, pp. 288-297).
How Anthropology Should Respond to an Ethical Crisis By CAROLYN FLUEHR-LOBBAN
[http://chronicle.com/free/v47/i06/06b02401.htm]
The Codes of Ethics of the American Anthropological Association and the Society for Applied Anthropology
American Anthropological Association Code of Ethics
[http://www.aaanet.org/committees/ethics/ethcode.htm]
Society for Applied Anthropology Statement of Professional and Ethical Responsibilities [http://www.sfaa.net/sfaaethic.html]
OPTIONAL ETHICAL AND LEGAL ASPECTS OF HUMAN SUBJECTS RESEARCH IN CYBERSPACE
[http://www.aaas.org/spp/dspp/sfrl/projects/intres/main.htm]

Human Participant Protections Education for Research Teams
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.
http://cme.cancer.gov/clinicaltrials/learning/humanparticipant-protections.asp

Katherine B. Tyson (1992, pp. 541-566, Social Work 37 (6)) Blackboard Course Documents
Post-modernism (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 review 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]

Learn about Gonzaga University's IRB policies. Go to Doctoral Web page, Link Current Student, Link IRB

Written assignment

a. 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 two copies of the assignment. Post to Blackboard as an attachment. Post by 5:00pm two days before class.
b. One paragraph comparing the Heuristic paradigm, post-modernism, and feminist approaches, Post to the Discussion Board by 5:00pm two days before class.
c. One paragraph on what you see as a possible ethical issue in your own research or in research you know about. Do NOT post.

Class Activities
Discussion on ethics and informed consent.

Review of different informed consent forms.

Discussion on Post-Modern and Feminist approaches led by volunteers. Comparison with other approaches. Discussion on where focus group and RAP fit the different approaches.

Working in pairs, carefully review each other's first pages, edit for readability, examine for assumptions, and make suggestions for improving.

Working in pairs, edit each other's papers.

Class presentations by groups or individuals on status of RAP results.

Session 7: July 27, Designing Qualitative Research.

Reading Assignment

Review Marshal and Rossman (2006, pp. 23-96).

Written Assignment
a. Revised draft of your 5 - 10 page paper on the RAP activity. Bring to class two copies of the assignment.
b. Research design. Between3 -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.

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 and Wall. Go south on Monroe to 14th (light), turn left, go one block to Wall, turn left. House is on the right, metal gates, hedge, gray with cream trim. If you need transportation, please contact the instructor.

Class presentations by groups or individuals on RAP reports.

Individual presentation on proposed research design.

Class discussion on the relevance, or lack thereof, of the assigned materials and activities.