EDUC 7020NA - Qualitative Approaches to Educational Research

Ngee Ann Academy - Quadmester 1 - 2014

This course provides students with an introduction to a range of qualitative research methods. In addition to considering the design of research tools, issues of data analysis and presentation are also touched upon. Additonally it provides a philosphical background whilst addressing issues such as validity, quality, sampling and ethics.

  • General Course Information
    Course Details
    Course Code EDUC 7020NA
    Course Qualitative Approaches to Educational Research
    Coordinating Unit School of Education
    Term Quadmester 1
    Level Postgraduate Coursework
    Location/s Ngee Ann Academy
    Units 3
    Restrictions M Ed students only - Singapore
    Course Description This course provides students with an introduction to a range of qualitative research methods. In addition to considering the design of research tools, issues of data analysis and presentation are also touched upon. Additonally it provides a philosphical background whilst addressing issues such as validity, quality, sampling and ethics.
    Course Staff

    Course Coordinator: Dr Andrew Hope

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    SEMINAR TOPICS

    TOPIC COMMENT
    What is qualitative research?Column cell Overview of the course
    The nature of qualitative research
    Qualitative research and commonsense knowledge.
    Objectivity / Subjectivity
    Key themes in social research (Validity, reliability, generalisability)
    Schools Of Thought’ in Qualitative Research Epistemology/ Ontology
    Realism / Idealism
    Positivism / Interpretivism
    Social Theory and Social Research The purpose of the literature review. Induction / Deduction, Falsification, Paradigms, Critical Theory.
    Types of Qualitative Interviews Semi-structured Interviews
    Unstructured Interviews
    Oral Histories
    Focus Groups
    Undertaking Qualitative Interviews Interview Schedules
    Asking Questions
    Piloting and probing
    Rapport and engagement
    Observational Techniques Different types of qualitative observation (Overt / covert, participant / non-participant).
    Spradley’s Dimensions of Descriptive data
    Ethnography and Ethics Ethnography, ethnographic authority
    Ethics and qualitative research, informed consent.
    Qualitative Content Analysis Analyzing words and images, Understanding cultural context.
    Discourse Analysis Discourse analysis, Personal Documents
    Data Analysis Techniques for Generating Meaning
    Data Presentation Using data. Voice and Authority: The Case of Autoethnography
    Evaluating Qualitative Research Framework for Evaluation

     

     

     

     

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  • Learning Outcomes
    Course Learning Outcomes
    Upon successful completion of this module, students will have:
     
    1) An understanding of the links between qualitative social research, philosophy, methodology and theory.

    2) Knowledge and understanding of qualitative research methods.

    3) Understanding of the process of qualitative social inquiry including issues such as validity, quality, sampling and ethics.

    4) Developed a critical understanding of qualitative research design together with an appreciation of the challenges facing those undertaking such social research.
    University Graduate Attributes

    No information currently available.

  • Learning Resources
    Recommended Resources
    Bogdan, R. & Bilken, S. (2003) Qualitative Research For Education, An Introduction to Theories and Methods. Boston/Sydney: Allyn & Bacon.

    Burns, R. (2000) Introduction to Research Methods. Melbourne: Longman.

    Bryman, A. (2012) Social Research Methods. Oxford: Oxford University Press.

    Cohen, L., Manion, L. and Morrison, K. (2011) Research Methods in Education. London: Routledge.

    Clifford, J. and Marcus, G. (1987) Writing Culture. Berkeley, University of California Press.

    Burke Johnson, R. and Christensen, L. (2011) Educational Research. Quantitative, Qualitative and Mixed Approaches. Boston: Pearson.

    Burton, D. (Ed.) Research training For Social Scientists. London: Sage.

    Cohen, L., Manion, L. and Morrison, K., (2011) Research Methods in Education. London: Routledge.

    Creswell, J. W., (2008) Research design: Qualitative, quantitative, and mixed method approaches. Thousand Oaks, CA: Sage Publications.

    Crotty, M., (1998) The Foundations of Social Research: Meaning and Perspective in the Research Process. London: SAGE Publications.

    Denzin N. & Lincoln Y. (Eds.) (2012) Handbook of Qualitative Research. London: Sage Publication Inc.

    Glesne, C., (2010) Becoming Qualitative Researchers: An Introduction. Boston: Pearson.

    Grbich, C. (2007) Qualitative Data Analysis. London: sage.

    Hammersley, M (1997) Reading Ethnographic Research. London: Longman.

    Hammersley, M and Atkinson, P. (2009) Ethnography: Principles and Practice. London: Routledge.

    Kvale, S. And Brinkmann, S. (2009) Interviews: Learning the craft of qualitative research interviewing. London: Sage.

    May, T. (2011) Social Research: Issues, Methods and Processes. Milton Keynes: Open University Press.

    Patton, M, (2002) Qualitative Research & Evaluation Methods. Thousand Oaks, CA: Sage.

    Payne, G and Payne, J. (2004) Key Concepts in Social Research. London: Sage.

    Rose, G. (2012) Visual Methodologies. London: Sage.

    Shank, G., (2005) Qualitative Research: A Personal Skills Approach. Pearson Merrill Prentice Hall: Upper Saddle River, NJ.

    Strauss, A. and Corbin, J. (1998) Basics of Qualitative Research. London: Sage.

    Weinberg, D. (ed) (2002) Qualitative Research Methods. Oxford: Blackwell.
     
    In addition there are various journals dedicated to qualitative research, which can be accessed via the university website. Most notably these include:

    Ethnography http://eth.sagepub.com/

    Qualitative Research http://qrj.sagepub.com/

    Qualitative Inquiry http://qix.sagepub.com/
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.

    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Two Weekends, each including of the following session times:

    Friday 7pm-10pm
    Saturday 1pm-8pm
    Sunday 9am-4pm

    The course is constructed as a graduate-level seminar program. That is, all members of the class are expected to make a substantial contribution to class discussion, and everyone is expected to prepare properly for class by undertaking appropriate reading, reflection, research etc. activity.

    In addition, all class members are strongly encouraged to utilise the collaborative facilities available through MyUni (such as discussion boards, wikis etc.) to assist each other in exploring this important and interesting subject.

    The collaborative and communication skills developed through regularly and actively participating in discussions are considered by the School to be most important, and are essential skills in educational research and professional practice.
    Learning Activities Summary

    No information currently available.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assignment 1 2000 word essay worth 40% of the total marks.
    Assignment 2 3500 reflexive piece worth 60% of the total marks.
    Assessment Detail
    ASSIGNMENT ONE

    Critically discuss the links between social theory and qualitative social research.

    Length: 2,000 words

    Weighting: 40%

    Graduate attributes: 1, 2

    ASSIGNMENT TWO

    You must formulate a working research question and discuss how you would go about conducting a piece of qualitative research on this topic if you had 12 weeks to do it in. You are not expected to do the actual fieldwork, but to discuss the key issues that you would have to consider if you were doing this work ie. theoretical underpinnings, ethics, access issues, pros and cons of the methods used, time management and planning as well as how you would record and analyse the data. 

    The topic you choose should be approved by the course coordinator and relate to some aspect of education or learning.

    Length: 3,500 words

    Weighting: 60%

    Graduate attributes: 1, 2, 3, 4, 5





    Submission

    No information currently available.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

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  • Policies & Guidelines
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