Qualitative Research
This course intends to build deep understanding in conducting qualitative research, such as interview, analysis, reflection, and writing, through variant case studies and practices. Meanwhile, more importantly, the skills and competence how to do a qualitative research will be acquired through developing a mini qualitative project. It is expected that learners can apply these skills in the future for their thesis or dissertation.
Course Objectives:
Students in this course will be able to
1.Understand the nature and limitation of qualitative research
2.Know the variants of qualitative research
3.Learn to design a qualitative research project and practice
4.Provide opportunities of practice how to analyze qualitative data and have appropriate interpretation
5.Realize and follow research ethics
Course Schedule:
1.Introduction of qualitative research
The first three weeks we will have online class at Google Meet. Please click the following link.
meet.google.com/xxn-wjpo-dgb
An additional class will be held on September 27 at 9am for two hours because Teacher Ge had asked for a leave on the first Thursday. The link above has been updated.
My email is [email protected]
Line ID: celiage
*We will have a field trip to visit an indigenous village at Haulien when every classmate has ended quarantine. Keep your schedule open.
2.Education as social and cultural practice
3.Variety of qualitative studies (1): phenomenological approaches
4.Variety of qualitative studies (2): ethnographic approaches
5.Variety of qualitative studies (3): sociolinguistic approaches
6.Variety of qualitative studies (4): case studies
7.Variety of qualitative studies (5): grounded theory approaches
8.Invited guest lecture-Dr. Thu Ngo from Australian Catholic University, Australia
9.Trustworthiness and ethics
10.Invited guest lecture -Dr. Timo Tapani Ojanen from Thammasat University, Thailand
11.Building the conceptual framework
12.Building the research design – Part I
13.Building the research design – Part II
14.Designing qualitative studies (1): Observation & interview
15.Designing qualitative studies (2): Sampling & Field strategies
16.Data collection, data analysis, and interpretation
17.Enhancing quality and credibility of qualitative analysis
18.Project report
Course Policies:
1.Lectures
2.Individual learning tasks: reflection and review
3.Small/whole group tasks and discussion
4.Peer review and discussion
5.Demonstration and practice
6.Field analysis
7.Presentation of individual projects
Grading:
1. Class Attendance and Participation
2. In-Class Discussion
3. Midterm Project: Methodology Chapter
4. Final Project: Research Proposal
Required Textbooks:
*Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education: an introduction to theory and methods (5th ed.). Pearson: Boston.
*Freebody, P. (2003). Qualitative research in education: Interaction and practice. Sage.
Gray, D. E. (2013). Doing research in the real world. Sage.
Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. Sage.
Lichtman, M. (2006). Qualitative research in education: A user’s guide. London: Sage Publications.
*Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research: From theory to practice (Vol. 28). John Wiley & Sons.
*Marshall, C. & Rossman, G. B. (2016). Designing qualitative research. Sage publications.
*O'donoghue, T. (2006). Planning your qualitative research project: An introduction to interpretivist research in education. Routledge.
Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed). SAGE.
Spradley, J. (1979). Participant observation. Chp. 1 & 3. (pp.3-12 and pp. 28-35). New York: Holt, Rinehart & Winston.
Spradley, J. (1979). The ethnographic interview (Interviewing an informant. Pp. 55-76). New York: Holt, Rinehart & Winston.
Tobin, K., & McRobbie, C. J. (1996). Cultural myths as constraints to the enacted science curriculum. Science education, 80(2), 223-241.
This course intends to build deep understanding in conducting qualitative research, such as interview, analysis, reflection, and writing, through variant case studies and practices. Meanwhile, more importantly, the skills and competence how to do a qualitative research will be acquired through developing a mini qualitative project. It is expected that learners can apply these skills in the future for their thesis or dissertation.
Course Objectives:
Students in this course will be able to
1.Understand the nature and limitation of qualitative research
2.Know the variants of qualitative research
3.Learn to design a qualitative research project and practice
4.Provide opportunities of practice how to analyze qualitative data and have appropriate interpretation
5.Realize and follow research ethics
Course Schedule:
1.Introduction of qualitative research
The first three weeks we will have online class at Google Meet. Please click the following link.
meet.google.com/xxn-wjpo-dgb
An additional class will be held on September 27 at 9am for two hours because Teacher Ge had asked for a leave on the first Thursday. The link above has been updated.
My email is [email protected]
Line ID: celiage
*We will have a field trip to visit an indigenous village at Haulien when every classmate has ended quarantine. Keep your schedule open.
2.Education as social and cultural practice
3.Variety of qualitative studies (1): phenomenological approaches
4.Variety of qualitative studies (2): ethnographic approaches
5.Variety of qualitative studies (3): sociolinguistic approaches
6.Variety of qualitative studies (4): case studies
7.Variety of qualitative studies (5): grounded theory approaches
8.Invited guest lecture-Dr. Thu Ngo from Australian Catholic University, Australia
9.Trustworthiness and ethics
10.Invited guest lecture -Dr. Timo Tapani Ojanen from Thammasat University, Thailand
11.Building the conceptual framework
12.Building the research design – Part I
13.Building the research design – Part II
14.Designing qualitative studies (1): Observation & interview
15.Designing qualitative studies (2): Sampling & Field strategies
16.Data collection, data analysis, and interpretation
17.Enhancing quality and credibility of qualitative analysis
18.Project report
Course Policies:
1.Lectures
2.Individual learning tasks: reflection and review
3.Small/whole group tasks and discussion
4.Peer review and discussion
5.Demonstration and practice
6.Field analysis
7.Presentation of individual projects
Grading:
1. Class Attendance and Participation
2. In-Class Discussion
3. Midterm Project: Methodology Chapter
4. Final Project: Research Proposal
Required Textbooks:
*Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education: an introduction to theory and methods (5th ed.). Pearson: Boston.
*Freebody, P. (2003). Qualitative research in education: Interaction and practice. Sage.
Gray, D. E. (2013). Doing research in the real world. Sage.
Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. Sage.
Lichtman, M. (2006). Qualitative research in education: A user’s guide. London: Sage Publications.
*Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research: From theory to practice (Vol. 28). John Wiley & Sons.
*Marshall, C. & Rossman, G. B. (2016). Designing qualitative research. Sage publications.
*O'donoghue, T. (2006). Planning your qualitative research project: An introduction to interpretivist research in education. Routledge.
Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed). SAGE.
Spradley, J. (1979). Participant observation. Chp. 1 & 3. (pp.3-12 and pp. 28-35). New York: Holt, Rinehart & Winston.
Spradley, J. (1979). The ethnographic interview (Interviewing an informant. Pp. 55-76). New York: Holt, Rinehart & Winston.
Tobin, K., & McRobbie, C. J. (1996). Cultural myths as constraints to the enacted science curriculum. Science education, 80(2), 223-241.
