EDUC 7020NA - Qualitative Approaches to Educational Research
Ngee Ann-Adelaide Education Centre - Quadmester 1 - 2014
General Course Information
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-Adelaide Education Centre 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 Coordinator: Dr Andrew Hope
The full timetable of all activities for this course can be accessed from Course Planner.
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
Undertaking Qualitative Interviews Interview Schedules
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
Course Learning OutcomesUpon 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.
Recommended ResourcesBogdan, 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:
Qualitative Research http://qrj.sagepub.com/
Qualitative Inquiry http://qix.sagepub.com/
Learning & Teaching Activities
Learning & Teaching Modes
No information currently available.
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:
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.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment SummaryAssignment 1 2000 word essay worth 40% of the total marks.
Assignment 2 3500 reflexive piece worth 60% of the total marks.
Assessment DetailASSIGNMENT ONE
Critically discuss the links between social theory and qualitative social research.
Length: 2,000 words
Graduate attributes: 1, 2
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
Graduate attributes: 1, 2, 3, 4, 5
No information currently available.
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.
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