1. Understand and be able to evaluate the basic assumptions of various approaches to qualitative research

2. Know and be able to employ the research designs and methodological techniques of qualitative research

3. Be able to write up qualitative findings

4. Be able to analyze and evaluate the theories and methods of
qualitative research studies

5. Understand and be able to evaluate the assumptions of different approaches to qualitative research

The course has several components: assigned readings, a whole- class seminar, a class listserv, an individual research project, and small research support groups. The research support groups provide students with an opportunity to give and get help on their individual projects. At the end of the semester students will present the findings of their studies.

Required Texts

Glesne, C., & Peshkin, A. (1992). Becoming qualitative researchers: An introduction. White Plains, NY: Longman.

Weiss, R. S. (1994). Learning from strangers: The art and method
of qualitative interview studies. New York: The Free Press.

Other Required Readings (Readings Packet in Copy Shop, Johnson Center 117.

Abi-Nader, J. (1990). "A house for my mother": Motivating Hispanic high school students. Anthropology & Education Quarterly, 21, 41-58.

Corsaro, W. (1981). Entering the child's world--Research strategies for field entry and data collection in a preschool setting. In J. L. Green and C. Wallat (Eds.). Ethnography and language in educational settings (pp. 117-146). Norwood, NJ: Ablex Publishing Co.

Jacob, E. (1987). Qualitative research traditions: A review. Review of educational research, 57, 1-50.

Peshkin, A. (1993). The goodness of qualitative research. Educational Researcher, 22(2), 23-29.

Phelan, P., Davidson, A. L., & Yu, H. C. (1998). Adolescents' worlds: Negotiating family, peers, and school (pp. 96-117). New York: Teaches College Press.

Phelan, P., Yu, H. C., Davidson, A L. (1994). Navigating the psychosocial pressures of adolescence: The voices and experiences of high school youth. American Educational Research Association, 31(2): 415-447.

Note: There is also a Handout Packet in the Copy Shop.

Supplementary Readings (On reserve in Johnson Center Library)

Becker, H. (1986). Writing for social scientists: How to start and finish your thesis, book, or article. Chicago: University of Chicago Press. [Also in the GMU bookstore]

Bogdan, Robert, & Biklen, Sari Knopp. (1992). Qualitative research for education: An introduction to theory and method. Boston: Allyn and Bacon.

Maxwell, J. (1996). Qualitative research design: An interactive approach. Thousand Oaks, CA: Sage. [Also in the GMU bookstore]

Wolcott, H. (1990). Writing up qualitative research. Newbury Park, CA: Sage. [Also in the GMU bookstore]

1. CLASS PARTICIPATION (20%)

Class participation includes active involvement in whole class discussions, the class listerv, and small research support groups.

Whole Class Discussions. Students are expected to read assignments before each class and to actively participate in class discussions. Participation will be grad on a regular basis throughout the semester. The criteria for participation are evidence of careful reading of the assignments and analytical consideration of the material.

Listserv Discussions. There is a listserv for this course. Students are expected to read postings at least weekly, and to actively participate in discussions of them. The criteria for participation are evidence of careful reading of the postings and analytical consideration of the material.

The Internet (e.g., the Web, listservs, and online databases) offers many resources for conducting qualitative research and access to international communities of qualitative researchers. I have compiled some Web sites that are particularly useful. You can access through my home page: http://mason.gmu.edu/~ejacob/
The major listserv for qualitative research is QUALRS-L; see Handout Packet for information on subscribing.

Research Support Groups. Students will work in small groups (developed on the basis of common interests related to their mini studies) throughout the class. Groups will provide support for mini studies and may also be given specific assignments. Criteria for participation are quality and manner of feedback given to peers and demonstration of ability to use feedback from others in a constructive manner.

3. MINI STUDY (80% total)

Students will conduct a qualitative mini study. This assignment is cumulative and involves four parts. (Planning memo = 10%; Data collection = 10%; Categories and analysis = 10%; Final report = 50%.)

Details are in the Handout Packet and will be discussed in class.

8/31 (1) Introduction to the course. Characteristics, strengths, and uses of qualitative research. Mini-study requirements. HSRB requirements.

Handouts
QUALRS-L User Guide
Guidelines for Mini study
Supplementary Bibliography
Examples of Students' Final Reports from EDRS 812

9/7 Labor Day Holiday

Observation assignment

9/14 (2) Positivism and interpretivism. Preparing for a study: Selecting a focus. Identifying your purposes. Identifying your assumptions and conceptual context. Roles of theory.

Required Reading

Glesne & Peshkin, Introduction, Chapter 1, & pp. 13-21
Abi-Nader (1990) (focus on purpose, assumptions, and orienting framework)
Phelan, Yu & Davidson (1994) (focus on purpose, assumptions, and orienting framework)

Peshkin (1993)

Handout
Orienting Frameworks

Supplementary Reading
Bogdan & Biklen, pp. 29-33, 42-52
Maxwell, Preface-Chapter 3

9/21 (3) Generating questions. Research "designs." Framework for research designs and studies. Prestructuring a qualitative study. Selecting a site (or sites) and samples within site(s).

Required Reading

Glesne & Peshkin, pp. 21-31
Weiss, Ch. 2
Reread Abi-Nader (1990) and Phelan, Yu & Davidson (1994)(focusing on research design, site, and sample)

Handouts
Framework for Research Designs and Studies
Instance Selection in Cases Studies

*Mini study: Planning Memo due

Supplementary Reading

Bogdan & Biklen, Chapter 2
Maxwell, Chapter 4 and pp. 63-77

9/28 (4) Access and rapport. Participant observation and
varieties of observation. Artifacts.

Required Reading

Glesne & Peshkin, pp. 31-37, Chapters 3 & 5
Corsaro (1981)
Reread Abi-Nader (1990), especially pp. 42-43 (focus on data collection)

Supplementary Reading
Bogdan & Biklen, pp. 79-96, 101-105, 106-128, 137-152
Maxwell, pp. 66-69

10/5 (5) Interviewing and other self-report data.

Required Reading

Glesne & Peshkin, Chapter 4
Weiss, Ch. 1, 3, & 4
Reread Phelan, Yu & Davidson (1994), especially pp. 419- 420 (focus on interviews)

Handout
Interviewing Example

*Mini study: Revisions of Planning Memo due

Supplementary Reading

Bogdan & Biklen, pp. 96-101, 128-137

10/12 Columbus Day Holiday (Class meets Wed. instead of Mon.)

10/14 (6) Issues in Qualitative Data Collection. Ethics.

Required Reading

Glesne & Peshkin, pp. 109-125
Weiss, pp. 121-147

Supplementary Reading

Bogdan & Biklen, pp. 49-55

10/19 (7) Overview of analysis process: Preliminary analysis (researcher comments and memos in the field) and analysis after data collection.

Required Reading

Glesne & Peshkin, pp. 127-141, pp. 145-146, 148-149
Weiss, chapter 6
Reread Corsaro (1981), especially pp. 134-144 (focus on data analysis)
Reread Abi-Nader (1990) (identify preliminary and analytic categories she used)

Handouts

Overview of Qualitative Data Analysis
Relationships Between Observer's Comments and Theme Development
Quantitative Analysis of Qualitative Data

Supplementary Reading

Bogdan & Biklen, pp. 153-183
Maxwell, pp. 78-84

*Mini study: Data collection assignment due

10/26 (8) Analysis, cont'd. Computers and qualitative analysis.
Quantitative analysis of qualitative data.

Required Reading

Reread Phelan, Yu & Davidson (1994)
Phelan, Davidson & Yu (1998)
Glesne & Peshkin, pp. 141-145
Weiss, Appendix E

Additional Resources:

Article on analyzing qualitative data with Word Perfect: http://www.nova.edu/ssss/QR/QR3-1/carney.html

My links to qualitative software sites: http://mason.gmu.edu/~ejacob/SOFTWARE.HTM

Qual Page's links to software sites:
http://www.ualberta.ca/~jrnorris/qda.html

11/2 (9) Trustworthiness and warrant (validity and reliability). Generalizability.

Required Reading

Glesne & Peshkin, pp. 146-147
Weiss, pp. 147-150, Appendix C

Handouts
Standards for Judging Qualitative Research
Criteria for a Good Ethnography of Schooling

*Mini study: Categories and Data Analysis assignment due

Supplementary Reading
Maxwell, Chapter 6

11/9 (10) Writing qualitative reports.

Required Reading

Glesne & Peshkin, Chs. 8-9
Weiss, Ch. 7
Reread Abi-Nader and Phelan, Davidson & Yu (1998) (focus on writing)

Supplementary Reading

Bogdan & Biklen, Chapter 6

11/16 (11) Traditions of qualitative research.

Required Reading

Jacob, 1987, "Qualitative research traditions," especially pp. 1-3, 10-22, and 32-41
Reread Abi-Nader (199) and Corsaro (1981) (compare their assumptions and approaches to qualitative research)

Handouts
Framework for Research Designs and Studies
Graphic Overview of Qualitative Research Types
Qualitative Strategies in Educational Reseach

Supplementary Reading

Bogdan & Biklen, pp. 10-29, 33-42

11/23 (12) Develop criteria for peer feedback.

Sample student paper to be assigned

*Mini study: Draft final reports due for peer feedback

11/30 (13) Peer feedback on draft final reports.

12/7 (14) Students report on their mini studies. Course review.
Course evaluation.

*Mini study: Final report due

My office is in A333 Robinson Hall; my phone number is 703-993- 3138, and my email address is ejacob@gmu.edu. My office hours are Mondays and Wednesdays 2:45-3:45 pm; other times by appointment.