A Note to Instructors Regarding ... - SAGE Publications Inc



Lecture NotesContents TOC \o "1-3" \h \z \u A Note to Instructors Regarding the Syllabus PAGEREF _Toc429309382 \h 1Notes to the Accompany Syllabus PAGEREF _Toc429309383 \h 2Week One: An Opening Orientation to Qualitative Research PAGEREF _Toc429309384 \h 3Week Two: Key Horizontals, Approaches, and Possibilities of Qualitative Research PAGEREF _Toc429309385 \h 3Week Three: Using Conceptual Frameworks in Research PAGEREF _Toc429309386 \h 4Week Four: Qualitative Research Design PAGEREF _Toc429309387 \h 5Week Five: Design and Reflexivity in Data Collection PAGEREF _Toc429309388 \h 7Week Six: Methods of Data Collection PAGEREF _Toc429309389 \h 8Week Seven: Crafting Qualitative Research Proposals PAGEREF _Toc429309390 \h 10Week Eight: Validity: Processes, Strategies, and Considerations PAGEREF _Toc429309391 \h 11Week Nine: An Integrative Approach to Data analysis PAGEREF _Toc429309392 \h 12Week Ten: Methods and processes of data analysis PAGEREF _Toc429309393 \h 13Week Eleven: Writing and representing inquiry: The research report PAGEREF _Toc429309394 \h 15Week Twelve: Research ethics and the relational quality of research PAGEREF _Toc429309395 \h 16Week Thirteen: Revisiting Criticality, Reflexivity, Collaboration, and Rigor PAGEREF _Toc429309396 \h 17Week Fourteen: Processes and Products PAGEREF _Toc429309397 \h 18A Note to Instructors Regarding the SyllabusThe schedule of sessions below is designed for an introductory doctoral-level course for qualitative research methods. The schedule of topics is similar to the order of chapters in the book. Because of the time it tends to take to review the course syllabus, objectives, and goals, we have divided Chapter One into two sessions. In addition, the session about research proposals comes earlier than it does in the book because we believe that the content should be discussed before students write a proposal. The order of the schedule of topics, practices, and assignments can be revised as you see fit. In this syllabus, the final product is an abbreviated version of a final research report based on pilot study data. Thus, students will develop research questions, write a proposal, collect data (conducting at least 2 interviews), compose memos, engage in dialogic engagement processes, analyze data, and write a final pilot study report (abbreviated version). The goal is for students to gain an understanding of qualitative research through experience. We make it clear to students that this research is for a course only, and if students want to publish or present on this research at any point, they must obtain IRB approval. As we discuss throughout the course and text, regardless of whether IRB is obtained, ethical issues and questions must be considered. For example, students should still provide informed consent forms to participants that explain the study and its requirements, etc. We flag and discuss with students any possible ethical concerns especially during the proposal process. Students receive substantial written feedback on their memos, proposals, and final report. There are also multiple collaborative processes built into the syllabus. Each session has an overarching topic listed in the session heading and is followed by a description of key points that align with the text material. Specific assignments (recommended practices) and small group activities are also detailed in the sessions. We have noted upcoming assignments so that they can be reviewed in class. Each session also lists assignments that were previously assigned and are due on that date as well as reading that is required prior to the session. Recommended readings for the sessions are also listed. Many of the assignments are memos. While memos are great internal documents, if they will be graded, you should give students specific guidance about page length and content. In the book, we detail many ways to approach the creation of memos and provide numerous examples. Furthermore, because of the number of memos assigned, not all of them necessarily need to be formally graded. The goal is to help scaffold the processes of conducting qualitative research, and thus not every memo needs to be a “formal grade.” Of course, this will vary depending on the other assignments and the grading criteria that you design. This syllabus can be adapted based on a variety of factors, including the specific focus and level of the course. Aspects that may need to be adapted include the topics and assignments. For example, the final product can be an abbreviated version of a final research report based on pilot study data, a conceptual framework, a theoretical framework, or a detailed research proposal (e.g., for a dissertation proposal). The assignments leading up to the final product should help support what the final product will be. There are multiple recommended practices throughout the text that you can include as well as examples of these practices. PowerPoint slides for each chapter are also available to instructors on the companion website. These include a chapter overview, significant figures and quotations from the book, and the questions for reflection that are at the end of each chapter.Student resources at edge.ravitchandcarl include full-text SAGE journal articles selected for each chapter, chapter quizzes, vocabulary flashcards, and about 60 video links. These resources for students are meant to help ensure they understand the course material. You will see whole group and small group activities throughout the lecture notes. Additional resources and notes inform you of resources to refer to related to the content including noting related appendixes. We also provide information in red about assignments and class exercises. Notes to Accompany the SyllabusWeek One: An Opening Orientation to Qualitative ResearchLecture NotesCourse Overview: Structure, Content, Goals, and ExpectationsIntroductionsSyllabus ReviewDiscuss the goals, expectations, assignments, and requirements of the courseAn Overview of the Processes of Qualitative ResearchFigure 1.1: The Dynamic Elements of Qualitative ResearchSituating Qualitative ResearchDefining Qualitative Research Key Components of Qualitative ResearchTable 1.1: Components of qualitative researchThe Role of the Researcher in Qualitative ResearchAdditional Resources and Notes:Chapter One PowerPoint Slides (The PowerPoint for Chapter One can be used for part of this week and the next.)Week Two: Key Horizontals, Approaches, and Possibilities of Qualitative ResearchLecture NotesHorizontals in Qualitative ResearchCriticality ReflexivityCollaborationRigorApproaches to Qualitative Research: An OverviewAction research, case study research, ethnography and critical ethnography, evaluation research, grounded theory, narrative research, participatory action research, phenomenology, and practitioner research Table 1.2: Approaches to qualitative researchA Note on the Possibilities of Qualitative ResearchReview upcoming assignment due next week: Recommended Practice 3.1: Researcher Identity/Positionality Memo. Required Reading for Week TwoRavitch & Carl (2016) - Chapter OneRecommended Reading for Week TwoCannella, G. S. & Lincoln , Y. S. (2012). Deploying qualitative methods for critical social purposes. In S. R. Steinberg & G. S. Cannella (Eds.), Critical qualitative research reader (pp. 104-114). New York, NY: Peter Lang Publishing.Centre for Critical Qualitative Health Research (n.d.). What is critical qualitative research? Retrieved from , J.W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage. (focus on Chapters 1 and 2)Denzin, N. K. & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research. Thousand Oaks, CA: Sage.Additional Resources and Notes:Chapter One PowerPoint SlidesWe often begin this class with any questions from last week and/or about the syllabus, course, assignments, and so on. See the end of this guide for details regarding the Recommended Practice 3.1: Researcher Identity/Positionality Memo assignment. You can also refer students to the description in the book, Example 3.1, and Appendixes D and EWeek Three: Using Conceptual Frameworks in ResearchLecture NotesDefining and understanding conceptual frameworks and their role in researchWhat is a conceptual framework? Figure 2.1: The components of a conceptual frameworkWhat does a conceptual framework help you do? The roles and uses of a conceptual frameworkConstructing and developing a conceptual frameworkThe role of the researcher in conceptual frameworksThe role of tacit theories in a conceptual frameworkHow study goals influence and inform a conceptual frameworkTable 2.1: Questions for Considering the Goals of Your StudyConceptual frameworks and the role of setting and contextTable 2.2: Questions for considering the setting and context(s) of your studyBroader macro-sociopolitical contexts and conceptual frameworksTable 2.3: Questions to help you think through the macro-sociopolitical contexts that shape your researchThe role of formal theory in conceptual frameworksTable 2.4: Questions to consider when incorporating formal theory into your researchBuilding your own conceptual frameworkRecommended Practice 2.1: Conceptual framework memoRecommended Practice 2.2: Concept map of conceptual frameworkExample 2.1: Conceptual framework memo and accompanying concept mapReview upcoming assignment due next week: Recommended Practice 3.9: Memo on goals of each research question. Assignment Due for Week 3 Recommended Practice 3.1: Researcher Identity/Positionality MemoRequired Reading for Week 3 Ravitch & Carl (2016) - Chapter Two Recommended Reading for Week 3 Anfara, V. A., & Mertz, N. T. (2015). Theoretical frameworks in qualitative research (2nd ed.). Thousand Oaks, CA: Sage.Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.). Thousand Oaks, CA: Sage.Maxwell, J. A., & Mittapalli, K. (2008). Theory. In L. Given (Ed.), The SAGE encyclopedia of qualitative research methods (pp. 876–880). Thousand Oaks, CA: Sage.Ravitch, S. M., & Riggan, M. (2012). Reason & rigor: How conceptual frameworks guide research. Thousand Oaks, CA: Sage. [Especially Chapters 1-3 and 7]Tavallaei, M. & Abu Talib, M. (2010). A general perspective on role of theory in qualitative research. The Journal of International Social Research, 3(11), 570-577.Additional Resources and Notes:Chapter Two PowerPoint SlidesAppendix A: Example Conceptual Framework Memo and Accompanying Concept MapsAppendix B: Example Conceptual Framework Memo and Accompanying Concept MapAppendix C: Conceptual Framework Example From a DissertationNOTE: Alternate or additional assignment. You can assign also assign Recommended Practice 3.8 Memo on core constructs in research questions alternatively or in addition to Recommended Practice 3.9: Memo on goals of each research question. If you assign both memos, they can be answered in one document or a in a matrix format Week Four: Qualitative Research Design Lecture NotesResearch design in qualitative researchOverview of the qualitative research design processDeveloping study goals and rationaleTable 3.1: Questions to consider when developing a research studyMemos on study goals and rationaleRecommended practice 3.1: Researcher identity/positionality memoExample 3.1: Researcher identity/positionality memoExample 3.2: Researcher identity/positionality memoDialogic engagement practicesRecommended practice 3.2: Structured sets of conversationsRecommended practice 3.3: Paired question and reflection exerciseReflective journalingRecommended practice 3.4: Research journalFormulating (and iterating) research questionsRecommended practice 3.5: Mapping of goals, topic, and research questionsRecommended practice 3.6: Connecting research questions with methodsRecommended practice 3.7: Theoretical framework chartingMemos and dialogic engagement practices to support research question development and refinementRecommended practice 3.8: Memo on core constructs in research questionsRecommended practice 3.9: Memo on goals of each research questionRecommended practice 3.10: Dialogic engagement practices for research questionsConceptual framework in research designThe development of a theoretical frameworkTable 3.2: The roles of theoretical frameworks in qualitative researchTable 3.3: Questions that can guide the literature review processRecommended practice 3.11: Theoretical framework memoRecommended practice 3.12: Implicit theory memoResearch design, methods choices, and writingSite and Participant SelectionPilotingTable 3.4: Reasons for and values of conducting pilot studiesVetting instrumentsRehearsing instrumentsPiloting instrumentsTable 3.5: Steps for vetting, rehearsing, and piloting instrumentsWritingRecommended practice 3.13: Critical research design memoRecommended practice 3.14: The “two-pager” research design memoExample 3.4: Critical research design memoRecommended practice 3.15: Group inquiry processesValidity and trustworthiness in/through research designConceptualizing critical qualitative research designQuestions for reflectionResources for further readingReview upcoming assignment due next week: Recommended Practice 3.14: The “Two-Pager” Research Design MemoAssignment(s) Due for Week FourRecommended practice 3.9: Memo on goals of each research question Required Reading for Week FourRavitch & Carl (2016) - Chapter ThreeRecommended Reading for Week FourFink, A. (2013). Conducting research literature reviews: From the Internet to paper. (4th ed.). Thousand Oaks, CA: Sage.Marshall, C. & Rossman, G.B. (2015). Designing qualitative research. (6th ed.) Los Angeles, CA: Sage.Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.). Thousand Oaks, CA: Sage.Merriam, S.B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.Sampson H. (2004). Navigating the waves: the usefulness of a pilot in qualitative research. Qualitative Research. 4(3), 383-402.Additional Resources and Notes:Chapter Three PowerPoint SlidesAppendix D: Example Researcher Identity/Positionality MemoAppendix E: Example Researcher Identity/Positionality MemoAppendix F: Example Memo About Refining the Research QuestionDepending on course objectives and goals as well as your students, you may require students to keep a research journal (Recommended Practice 3.4) for the duration of the course. If so, we recommend assigning this in Week Three or Week Four.NOTE: Alternate assignments. Instead of Recommended Practice 3.14, you could assign Recommended Practice 3.13: Critical Research Design Memo, Recommended Practice 3.11: Theoretical framework memo, or Recommended Practice 3.12: Implicit theory memo. The decision should be based on the focus and level of the course as well as factors related to students’ progress and experience. Week Five: Design and Reflexivity in Data CollectionLecture NotesDefining qualitative data collection as iterativeFigure 4.1: The processes of qualitative researchData collection and research designTable 4.1: Questions to help achieve design complexityReflexivity and researcher-generated data sources Table 4.2: Reflexive data-generation questionsFieldwork and data collection memosRecommended practice 4.1: Fieldwork and data collection memosExample 4.1: Fieldwork/data collection memoFieldwork research journalContact summary formsResearcher interviewsSampling: Site and participant selectionSite selectionParticipant selectionTable 4.3: Sampling StrategiesRecommended practice 4.2: Site and participant selection memoExample 4.2 Site and participant selection memoSmall Group Exercise: Recommended Practice 3.2: Structured Sets of ConversationsReview upcoming assignment due next week: Recommended Practice 5.1: Observation and fieldnote exercise Assignment(s) Due for Week FiveRecommended Practice 3.14: The “Two-Pager” Research Design MemoRequired Reading for Week FiveRavitch & Carl (2016) - Chapter FourRecommended Reading for Week FiveEmerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes (2nd ed.). Chicago, IL: The University of Chicago Press. Flick, U. (2007). Designing qualitative research. The Sage Qualitative Research Kit. Los Angeles, CA: Sage.Guest, G., Namey, E.E., & Mitchell, M.L. (2013). Collecting qualitative data: A field manual for applied research. Los Angeles, CA: Sage.Patton, M.Q. (2015). Qualitative research and evaluation methods: Integrating theory and practice?(4th ed.). Thousand Oaks, CA: Sage. (focus on site and participant selection.)Additional Resources and Notes:Chapter Four PowerPoint SlidesAppendix G: Example Critical Incident Memo, by Laura ColketAppendix H: Example Researcher Memo, by Laura ColketAppendix I: Contact Summary Form Example (Miles, Huberman, & Salda?a, 2014)Appendix J: Contact Summary Form Example (Miles, Huberman, & Salda?a, 2014)Appendix K: Example Site and Participant Selection Memo, by Susan FeibelmanFor the small group exercise, you could have students participate in Recommended Practice 3.3: Paired Question and Reflection Exercise instead of Recommended Practice 3.2.Week Six: Methods of Data CollectionLecture NotesInterviewsKey characteristics and values of qualitative interviewsTable 5.1: Considerations for developing and conducting interviews Constructing qualitative interviewsDeveloping interviewing skillsTable 5.2: Advice for before, during, and after interviewsTable 5.3: Tips for developing interview instruments (protocols)Technology and interviewsInterview transcriptsTable 5.4 Considerations for transforming recorded data into transcriptsObservation and fieldnotesFieldnotesParticipant observationRecommended Practice 5.1: Observation and fieldnote exerciseRecommended practice 5.2: Observation and fieldnotes memoFocus groupsTable 5.5: Suggestions for focus groupsDocuments and archival dataA survey approach and questionnairesTable 5.6: Tips for effective questionnaire designParticipatory methods of data collectionPhotovoiceCommunity-based oral testimonySocial network, community, and institutional mappingTransect WalksRevisiting designTable 5.7: Considerations to ensure methods align with research questionsFigure 5.1: Considerations to ensure that methods align with research questions Whole Group Report-In about Recommended Practice 5.1: Observation and fieldnote exerciseReview upcoming assignment due next week: Interview Instrument. Students will create a draft interview instrument that will be vetted in class next week. Refer to Chapter Five for multiple suggestions for creating interview instruments. Students will review this instrument with their peers at the next session. Students can also refer to the section on vetting instruments in Chapter Three. Appendix L has an example Interview Protocol.Assignment(s) Due for Week SixGroup Report In - Recommended Practice 5.1: Observation and fieldnote exerciseRequired Reading for Week SixRavitch & Carl (2016) - Chapter FiveRecommended Reading for Week SixBrinkmann, S., & Kvale, S. (2015). Interviews: Learning the craft of qualitative research interviewing (3rd ed.). Los Angeles, CA: Sage.Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes (2nd ed.). Chicago, IL: The University of Chicago Press. Mathers, N., Fox, N., & Hunn, A. (2009). Surveys and questionnaires. The NIHR RDS for the East Midlands/Yorkshire & the Humber. Retrieved from , L. (2012). Focus groups. In G. M. Breakwell, J. A. Smith, & D. B. Wright (Eds.), Research methods in psychology (4th ed., pp. 411–437). London, UK: Sage.Tanggaard, L. (2009). The research interview as a dialogical context for the production of social life and personal narratives. Qualitative Inquiry, 15(9), 1498-1515.Additional Resources and Notes:Chapter Five PowerPoint SlidesAppendix L: Example of Interview Protocols Organized Around Research QuestionsWeek Seven: Crafting Qualitative Research Proposals Lecture NotesQualitative research proposalsComponents of research proposalsTable 10.1: Qualitative research proposal templateThe introductionThe conceptual frameworkMethodology and research designTable 10.2 Data analysis proposal considerationsAligning methods with research questionsTable 10.3 Matrix for detailing how methods align with research questions Ongoing considerationsWriting quality proposalsTable 10.4 Characteristics of strong research proposalsExample 10.1: Dissertation proposalAdapting research proposalsSmall Group Exercise: Instrument Peer Review Session – Refer to Chapter Three on processes for vetting instruments. Students can be in the same previous small groups or different ones. There are pros and cons to using the same group. It can be beneficial to have group members who are familiar with your research. However, there is also the benefit of different perspectives when students are in different groups. Remind students to divide the time evenly. Review upcoming assignment due next week: Adapted Research Proposal – Refer to Table 10.1: Qualitative research proposal template. Because of the short timeline, introductory nature of the course, and limited scope of the pilot study, you may want to adapt the research proposal assignment based on Table 10.1. We often recommend that students answer as much as they can. We give them detailed feedback to help guide their small pilot study, and we remind them that writing this proposal is a learning experience.Assignment(s) Due for Week SevenInterview Instrument – to be peer reviewed in classRequired Reading for Week SevenRavitch & Carl (2016) - Chapter TenRecommended Reading for Week SevenMaxwell, J.A. (2013).?Qualitative research design: An interactive approach. (3rd ed.). Los Angeles, CA: Sage.Ogden, T.E. & Goldberg, I.A. (2002). Research proposals: A guide to success (3rd ed.).Orlando, Florida: Elsevier Science.Punch, K.F. (2006). Developing effective research proposals (2nd ed.). Thousand Oaks, CA: Sage Toma, J. D. (2011). Approaching rigor in applied qualitative research.?In C. F. Conrad & R. C. Serlin (Eds.), The Sage handbook for research in education: Pursuing ideas as the keystone of exemplary inquiry (2nd ed., pp. 263-280). Thousand Oaks, CA: Sage. Additional Resources and Notes:Chapter Ten PowerPoint SlidesExample 10.1: Dissertation ProposalAppendix T: Example of a Conference ProposalAppendix U: Example Research Paper ProposalAppendix V: Example Project Statement for Grant ProposalAppendix W: Example Fellowship ProposalAppendix X: Example Preproposal Letter of InterestWeek Eight: Validity: Processes, Strategies, and ConsiderationsLecture NotesOverview of validity and trustworthiness in qualitative research Assessing validity and trustworthinessValidity criteria: Credibility, transferability, dependability, and confirmabilityTypes of validityTable 6.1: Reflexive validity questions Specific strategies and processes for achieving validity TriangulationParticipant validation strategies (also known as “member checks”)Strategic sequencing of methodsThick descriptionDialogic engagement (also known as peer debriefers, critical friends, and critical inquiry groups)Strengths and challenges of dialogic engagementMultiple Coding (also known as inter-rater reliability)Structured reflexivity processes in validityTable 6.2: Questions to consider related to research skillsRecommended Practice 6.1: Validity/Trustworthiness research design memoExample 6.1 Validity excerpt from a Dissertation ProposalMixed methods researchRigor and validity in qualitative researchSmall Group Exercise: Recommended practice 10.1: Proposal move-forward discussionReview upcoming assignment due next week: Recommended Practice 8.4: Peer data analysis review session. Assignment(s) Due for Week EightResearch Proposal – Refer to Table 10.1: Qualitative research proposal templateRequired Reading for Week EightRavitch & Carl (2016) - Chapter SixRecommended Reading for Week EightBarbour, R. S. (2001). Checklists for improving rigour in qualitative research: A case of the tail wagging the dog? British Medical Journal, 322, 1115–1117.Cho, J., & Trent, A. (2006). Validity in qualitative research revisited. Qualitative Research, 6(3), 319-340.Ellingson, L.L. (2009). Engaging crystallization in qualitative research: An introduction. Thousand Oaks, CA: Sage.Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597–607. Rolfe, G. (2006). Validity, trustworthiness and rigour: quality and the idea of qualitative research. Journal of Advanced Nursing, 53(3), 304–310.Additional Resources and Notes:Chapter Six PowerPoint SlidesExample 6.1: Validity Excerpt From a Dissertation ProposalFor Recommended Practice 8.4, students will need data to present in their small group, and this usually entails transciribing at least one interview by this point. As an optional or additional assignment, you could assign Recommended Practice 6.1: Validity/Trustworthiness research design memoWeek Nine: An Integrative Approach to Data analysisLecture NotesDefining and critically approaching qualitative data analysisTable 7.1: Considerations for critically approaching qualitative data analysisAnalysis and interpretationOverview of data analysis processesTable 7.2: Overview of qualitative approaches to data analysisAn integrative approach to qualitative data analysisQualitative data analysis is an iterative and recursive processQualitative data analysis is formative and summativeData and theory integration triangulation in qualitative data analysisImage 7.1Recognizing and addressing power asymmetries within qualitative data analysisTable 7.3: Considerations for trying to resist interpretive authoritySeeking out alternative perspectivesRecommended Practice 7.1: Structured sets of analytical conversationsRecommended Practice 7.2: Paired question and reflection analysis exerciseSmall Group Exercise: Recommended Practice 8.4: Peer data analysis review sessionReview upcoming assignment due next week: Recommended Practice 8.1: Pre-coding memoAssignment(s) Due for Week NineData necessary for Recommended Practice 8.4: Peer data analysis review sessionRequired Reading for Week NineRavitch & Carl (2016) - Chapter SevenRecommended Reading for Week NineBarbour, R. S. (2014). Quality of data analysis. In U. Flick (Ed.), The SAGE handbook of qualitative data analysis (pp. 496-509). London, UK: Sage. Kowal, S. & O’Connell, D. C. (2014). Transcription as a crucial step of data analysis. In U. Flick (Ed.), The SAGE handbook of qualitative data analysis (pp. 64-78). London, UK: Sage.Maxwell, J. A. & Chmiel, M. (2014). Notes toward a theory of qualitative data analysis. In U. Flick (Ed.), The SAGE handbook of qualitative data analysis (pp. 21-34). London, UK: Sage.Willig, C. (2014). Interpretation and analysis. In U. Flick (Ed.), The SAGE handbook of qualitative data analysis (pp. 136-149). London, UK: Sage.Additional Resources and Notes:Chapter Seven PowerPoint SlidesAppendix M: Example Dissertation Analysis PlanAppendix N: Example Dissertation Analysis PlanWeek Ten: Methods and processes of data analysisLecture NotesFigure 8.1: Three-pronged data analysis processData organization and managementData management planTable 8.1: Tips for organizing and managing your dataTranscriptsTable 8.2: Practical considerations regarding transcriptionPre-codingRecommended Practice 8.1: Pre-coding memoImmersive EngagementMultiple data readingsRecommended Practice 8.2: Formative data analysis memoData analysis strategies: coding, connecting, and dialogic engagementCodingApproaches to codingCoding processesTable 8.3: Concepts to look for when coding dataOther coding considerationsRecommended Practice 8.3: Coding memosExample 8.1: Coding MemoExample 8.2: Example code descriptions and definitionsFeature Box 8.1 Computer-Assisted Qualitative Data Analysis Software (CAQDAS)Connecting strategiesDialogic EngagementRecommended Practice 8.4: Peer data analysis review sessionGenerating, scrutinizing, and vetting themesTable 8.4: A sample process for developing themesAnalysis and validityTable 8.5: Validity strategies and data analysisData saturationWriting and RepresentationMemosRecommended Practice 8.5: Vignette memoOther writing considerationsReview upcoming assignment due next week: Recommended Practice 8.5: Vignette memo Assignment(s) Due for Week TenRecommended Practice 8.1: Pre-coding memoRequired Reading for Week TenRavitch & Carl (2016) - Chapter EightRecommended Reading for Week TenGibbs, G. R. (2014) Using software in qualitative analysis. In U. Flick (Ed.), The SAGE handbook of qualitative data analysis (pp. 136-149). London, UK: Sage Publications.Kelle, U. (2014). Theorization from data. In U. Flick (Ed.), The SAGE handbook of qualitative data analysis (pp. 554-568). London, UK: Sage Publications. Maxwell, J. A., & Miller, B. A. (2008). Categorizing and connecting strategies in qualitative data analysis. In S. N. Hesse-Biber, S. Nagy, & P. Levy (Eds.), Handbook of emergent methods (pp. 461-477). New York, NY: Guilford.Rapley, T. (2007). Doing conversation, discourse and document analysis: The Sage Qualitative Research Kit. Los Angeles, CA: Sage.Additional Resources and Notes:Chapter Eight PowerPoint SlidesNote: Alternate assignment. Instead of Recommended Practice 8.5: Vignette memo, you could assign Recommended Practice 8.3: Coding memos. You may also allow students to select which memo will be most beneficial to them.Week Eleven: Writing and representing inquiry: The research reportLecture NotesThe craft of writing: Outlining, drafting, and revisingRecommended practice 9.1: Mini presentationsWriting a final report: Building on, deepening, and codifying analysisGoals, audience(s), and purposesTable 9.1: Questions to consider related to the purpose(s) and audience(s) of your studyArticulating your study’s purposeRecommended practice 9.2: Speed Research ExchangeFormat and structure of a final research reportSample qualitative report structureExample 9.1: Sample final report templateTable 9.2: Questions to consider for determining how to structure a final reportIncorporating and representing dataUsing quotationsOther considerations for representing dataTable 9.3: Questions for considering how to include and represent dataFinding a balance between description and analysisVoice, language, and participant portrayalTable 9.4: Questions to consider related to participant voice and language choicesCritical writing considerationsTable 9.5: Considerations for writing and representing qualitative data Concluding thoughts: Ethics of research writingAssignment(s) Due for Week ElevenRecommended Practice 8.5: Vignette memo Required Reading for Week ElevenRavitch & Carl (2016) Chapter NineRecommended Reading for Week ElevenDenzin, N. K. (2014). Writing and/as analysis or performing the world. In U. Flick (Ed.), The SAGE handbook of qualitative data analysis (pp. 569-584). London, UK: Sage.Miles, M. B., Huberman, A. M., & Salda?a, J. (2014). Qualitative data analysis: A methods sourcebook. Thousand Oaks, CA: Sage.Wolcott, H.F. (2009). Writing up qualitative research. (3rd ed.). Thousand Oaks, CA: Sage.Additional Resources and Notes:Chapter Nine PowerPoint SlidesAppendix S: Example of a Pilot Study Report Week Twelve: Research ethics and the relational quality of researchLecture NotesRelational ethics: Taking a relational approach to researchDeepening the concept of research ethics: Beyond IRB and informed consentInstitutional Review Boards, ethics committees, and codes of ethicsGoing beyond “negotiating entrée” and “building rapport”Table 11.1: Considerations for establishing and maintaining healthy research relationshipsResearch boundariesExample 11.1: On the need for proactive thought on boundaries with participantsExample 11.2: On the need to set and manage expectations with site and participantsTable 11.2: Considerations related to establishing and maintaining relationships with participantsReciprocity: Not as simple as it may seemInformed Consent, with an emphasis on informedTable 11.3: Consent form overview and contentsAssentTransparency in goals, expectations, processes, and rolesTable 11.4: Transparency related questions to considerConfidentiality and anonymityData management and security in the Information AgeExample 11.3: Lost Phone Creates Breach in ConfidentialityTable 11.5: Considerations related to data management and securityThe ethical dimensions of the “researcher as instrument”Pushing against the “expert-learner binary”Ethical collaboration: “Reciprocal transformation and dialectics of mutual influence”Table 11.6: Considerations for collaborating with colleagues, peers, thought partners, advisors, and teachersTable 11.7: Considerations for collaborating with research participantsRecommended practice 11.1: Ethical collaboration memoBalance between design flexibility and rigor: Responsive research as ethical stanceReview upcoming assignment due next week: Recommended Practice 11.1: Ethical collaboration memo and Recommended Practice 9.2: Speed research exchange. Required Reading for Week TwelveRavitch & Carl (2016) Chapter ElevenRecommended Reading for Week TwelveArnett, R. C., Harden Fritz, J. M., & Bell, L. M. (2009). Dialogic ethics: Meeting differing grounds of the “good.” In Communication ethics literacy: Dialogue and difference (pp. 79-99). Thousand Oaks, CA: Sage. Austin, W. J. (2008). Relational ethics. In L. M. Given (Ed.). The SAGE encyclopedia of qualitative research methods (Vol 2, pp. 748-749). Thousand Oaks, CA: Sage. Christians, C. (2000). Ethics and politics in qualitative research. In N. Denzin and Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 133-155). Thousand Oaks, CA: Sage. Hammersley, M. and Traianou, A. (2012). Ethics in qualitative research: Controversies and contexts. Los Angeles, CA: Sage.Hewson, C., & Huchana, D. (Eds.). (2013). Ethical guidelines for conducting internet-mediated research. Leicester: British Psychological Society. Additional Resources and Notes:Chapter Eleven PowerPoint SlidesAppendix Y: Consent Form Template and ExamplesAppendix Y.1: Consent Form TemplateAppendix Y.2: Example Consent FormAppendix Y.3: Example Consent FormAppendix Y.4: Example Consent FormAppendix Y.5: Example Consent FormAppendix Z: Assent Form ExamplesAppendix Z.1: Example Assent FormAppendix Z.2: Example Assent FormWeek Thirteen: Revisiting Criticality, Reflexivity, Collaboration, and RigorLecture NotesRevisiting the horizontals in qualitative researchCriticalityFeature Box 12.1: Criticality in qualitative researchReflexivityFeature Box 12.2: Reflections on reflexivityCollaborationFeature Box 12.3: Thoughts on collaborationRigorFeature Box 12.4: Reflection on the role of rigor in qualitative researchThe power and potential of qualitative researchSmall Group Exercise: Recommended practice 9.2: Speed research exchange Review upcoming assignment due next week: Final Report (Example 9.1: Sample final report template) and Recommended practice 9.1: Mini presentationsAssignment(s) Due for Week ThirteenRecommended practice 11.1: Ethical collaboration memoRequired Reading for Week ThirteenRavitch & Carl (2016) EpilogueRecommended Reading for Week for Week ThirteenAlvesson, M., & Sk?ldberg, K. (2010). Reflexive methodology: New vistas for qualitative research. Los Angeles, CA: Sage.Denzin, N.K., Lincoln, Y.S., & Smith, L. T. (2008). Handbook of critical and indigenous methodologies. Thousand Oaks, CA: Sage.Gallagher, K. (2008). The methodological dilemma: Creative, critical and collaborative approaches to qualitative research. London, UK: Routledge.LeCompte, M. (1995). Some notes on power, agenda, and voice: A researcher’s personal evolution toward critical collaboration research. In P. McLaren & J. Giarelli (Eds.), Critical theory & educational research (pp. 91-112). Albany, NY: State University of New York Press. Steedman, P. H. (1991). On the relations between seeing, interpreting and knowing. In F. Steier (Ed.), Research and reflexivity (pp. 53–62). London, UK: Sage.Additional Resources and Notes:Epilogue PowerPoint SlidesFor an example final pilot study report, refer students to the Appendix.Week Fourteen: Processes and ProductsLecture NotesCourse reflectionsLingering questionsConcluding thoughtsWhole Group Exercise: Recommended practice 9.1: Mini presentations. Assignment(s) Due for Week Fourteen Final Report – Refer to Example 9.1: Sample final report templateRecommended practice 9.1: Mini presentationsAdditional Resources and Notes:Recommended practice 9.1: Mini presentations can be done as written or adapted to have students share out to the whole group for X minutes (depending on the time allotted). Make sure to divide the time evenly. Students often report how much they enjoy hearing about the work other students have done this semester. ................
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