A Note to Instructors Regarding the Syllabus and Carl... · Web viewThe Sage handbook of qualitative research. Thousand Oaks, CA: Sage. Additional Resources and Notes: Chapter One

Ravitch and CarlQualitative Research

SAGE Publications, 2016.

Lecture NotesContentsA Note to Instructors Regarding the Syllabus...............................................................................................1

Notes to the Accompany Syllabus...................................................................................................................... 2

Week One: An Opening Orientation to Qualitative Research............................................................3

Week Two: Key Horizontals, Approaches, and Possibilities of Qualitative Research............3

Week Three: Using Conceptual Frameworks in Research..................................................................4

Week Four: Qualitative Research Design...................................................................................................5

Week Five: Design and Reflexivity in Data Collection..........................................................................7

Week Six: Methods of Data Collection.........................................................................................................8

Week Seven: Crafting Qualitative Research Proposals.....................................................................10

Week Eight: Validity: Processes, Strategies, and Considerations.................................................11

Week Nine: An Integrative Approach to Data analysis.....................................................................12

Week Ten: Methods and processes of data analysis...........................................................................13

Week Eleven: Writing and representing inquiry: The research report.....................................15

Week Twelve: Research ethics and the relational quality of research.......................................16

Week Thirteen: Revisiting Criticality, Reflexivity, Collaboration, and Rigor...........................17

Week Fourteen: Processes and Products................................................................................................18

A Note to Instructors Regarding the Syllabus

The 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

Ravitch, S. M. & Carl, N. M. (2016). Qualitative Research: Bridging the Conceptual, Theoretical, and Methodological. Thousand Oaks, CA: Sage.

1



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.sagepub.com/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 Syllabus


2



Week One: An Opening Orientation to Qualitative Research

Lecture Notes Course Overview: Structure, Content, Goals, and Expectations Introductions Syllabus Review

o Discuss the goals, expectations, assignments, and requirements of the course An Overview of the Processes of Qualitative Research

o Figure 1.1: The Dynamic Elements of Qualitative Research Situating Qualitative Research Defining Qualitative Research Key Components of Qualitative Research

o Table 1.1: Components of qualitative research The Role of the Researcher in Qualitative Research

Additional 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 Research

Lecture Notes Horizontals in Qualitative Research

o Criticality o Reflexivityo Collaborationo Rigor

Approaches to Qualitative Research: An Overviewo Action 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 research A Note on the Possibilities of Qualitative Research Review upcoming assignment due next week: Recommended Practice 3.1: Researcher

Identity/Positionality Memo.

Required Reading for Week TwoRavitch & Carl (2016) - Chapter One

Recommended Reading for Week TwoCannella, G. S. & Lincoln , Y. S. (2012). Deploying qualitative methods for critical social


3



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 http://www.ccqhr.utoronto.ca/what-is-critical-qualitative-researchCreswell, 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 Slides We 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 E

Week Three: Using Conceptual Frameworks in Research

Lecture Notes Defining and understanding conceptual frameworks and their role in research

o What is a conceptual framework? Figure 2.1: The components of a conceptual framework

o What does a conceptual framework help you do? o The roles and uses of a conceptual framework

Constructing and developing a conceptual frameworko The role of the researcher in conceptual frameworkso The role of tacit theories in a conceptual frameworko How study goals influence and inform a conceptual framework

Table 2.1: Questions for Considering the Goals of Your Studyo Conceptual frameworks and the role of setting and context

Table 2.2: Questions for considering the setting and context(s) of your study

o Broader macro-sociopolitical contexts and conceptual frameworks Table 2.3: Questions to help you think through the macro-sociopolitical

contexts that shape your researcho The role of formal theory in conceptual frameworks

Table 2.4: Questions to consider when incorporating formal theory into your research

Building your own conceptual frameworko Recommended Practice 2.1: Conceptual framework memoo Recommended Practice 2.2: Concept map of conceptual frameworko Example 2.1: Conceptual framework memo and accompanying concept map


4

http://www.ccqhr.utoronto.ca/what-is-critical-qualitative-research



Review 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 Memo

Required 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 Slides Appendix A: Example Conceptual Framework Memo and Accompanying Concept Maps Appendix B: Example Conceptual Framework Memo and Accompanying Concept Map Appendix C: Conceptual Framework Example From a Dissertation NOTE: 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 Notes Research design in qualitative research Overview of the qualitative research design process

o Developing study goals and rationale Table 3.1: Questions to consider when developing a research study Memos on study goals and rationale

Recommended practice 3.1: Researcher identity/positionality memo Example 3.1: Researcher identity/positionality memo Example 3.2: Researcher identity/positionality memo

Dialogic engagement practices


5



Recommended practice 3.2: Structured sets of conversations Recommended practice 3.3: Paired question and reflection exercise

Reflective journaling Recommended practice 3.4: Research journal

o Formulating (and iterating) research questions Recommended practice 3.5: Mapping of goals, topic, and research

questions Recommended practice 3.6: Connecting research questions with methods Recommended practice 3.7: Theoretical framework charting Memos and dialogic engagement practices to support research question

development and refinement Recommended practice 3.8: Memo on core constructs in research

questions Recommended practice 3.9: Memo on goals of each research

question Recommended practice 3.10: Dialogic engagement practices for

research questionso Conceptual framework in research designo The development of a theoretical framework

Table 3.2: The roles of theoretical frameworks in qualitative research Table 3.3: Questions that can guide the literature review process Recommended practice 3.11: Theoretical framework memo Recommended practice 3.12: Implicit theory memo

o Research design, methods choices, and writing Site and Participant Selection Piloting

Table 3.4: Reasons for and values of conducting pilot studies Vetting instruments Rehearsing instruments Piloting instruments

Table 3.5: Steps for vetting, rehearsing, and piloting instruments Writing

Recommended practice 3.13: Critical research design memo Recommended practice 3.14: The “two-pager” research design

memo Example 3.4: Critical research design memo

Recommended practice 3.15: Group inquiry processeso Validity and trustworthiness in/through research design

Conceptualizing critical qualitative research design Questions for reflection Resources for further reading Review upcoming assignment due next week: Recommended Practice 3.14: The “Two-

Pager” Research Design Memo

Assignment(s) Due for Week FourRecommended practice 3.9: Memo on goals of each research question


6



Required Reading for Week FourRavitch & Carl (2016) - Chapter Three

Recommended 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 Slides Appendix D: Example Researcher Identity/Positionality Memo Appendix E: Example Researcher Identity/Positionality Memo Appendix F: Example Memo About Refining the Research Question Depending 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 Collection

Lecture Notes Defining qualitative data collection as iterative

o Figure 4.1: The processes of qualitative research Data collection and research design

o Table 4.1: Questions to help achieve design complexity Reflexivity and researcher-generated data sources

o Table 4.2: Reflexive data-generation questionso Fieldwork and data collection memos

Recommended practice 4.1: Fieldwork and data collection memos Example 4.1: Fieldwork/data collection memo

o Fieldwork research journalo Contact summary forms


7



o Researcher interviews Sampling: Site and participant selection

o Site selectiono Participant selectiono Table 4.3: Sampling Strategieso Recommended practice 4.2: Site and participant selection memoo Example 4.2 Site and participant selection memo

Small Group Exercise: Recommended Practice 3.2: Structured Sets of Conversations Review 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 Memo

Required Reading for Week FiveRavitch & Carl (2016) - Chapter Four

Recommended 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 Slides Appendix G: Example Critical Incident Memo, by Laura Colket Appendix H: Example Researcher Memo, by Laura Colket Appendix I: Contact Summary Form Example (Miles, Huberman, & Saldaña, 2014) Appendix J: Contact Summary Form Example (Miles, Huberman, & Saldaña, 2014) Appendix K: Example Site and Participant Selection Memo, by Susan Feibelman For 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 Collection

Lecture Notes Interviews

o Key characteristics and values of qualitative interviews


8



Table 5.1: Considerations for developing and conducting interviews Constructing qualitative interviews Developing interviewing skills

Table 5.2: Advice for before, during, and after interviews Table 5.3: Tips for developing interview instruments (protocols)

Technology and interviews Interview transcripts

Table 5.4 Considerations for transforming recorded data into transcripts

Observation and fieldnoteso Fieldnoteso Participant observationo Recommended Practice 5.1: Observation and fieldnote exerciseo Recommended practice 5.2: Observation and fieldnotes memo

Focus groupso Table 5.5: Suggestions for focus groups

Documents and archival data A survey approach and questionnaires

o Table 5.6: Tips for effective questionnaire design Participatory methods of data collection

o Photovoiceo Community-based oral testimonyo Social network, community, and institutional mappingo Transect Walks

Revisiting designo Table 5.7: Considerations to ensure methods align with research questionso Figure 5.1: Considerations to ensure that methods align with research questions

Whole Group Report-In about Recommended Practice 5.1: Observation and fieldnote exercise

Review 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 exercise

Required Reading for Week SixRavitch & Carl (2016) - Chapter Five

Recommended Reading for Week SixBrinkmann, S., & Kvale, S. (2015). Interviews: Learning the craft of qualitative research

interviewing (3rd ed.). Los Angeles, CA: Sage.


9



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 http://www.rds-yh.nihr.ac.uk/wp-content/uploads/2013/05/12_Surveys_and_Questionnaires_Revision_2009.pdf

Millward, 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 Slides Appendix L: Example of Interview Protocols Organized Around Research Questions

Week Seven: Crafting Qualitative Research Proposals

Lecture Notes Qualitative research proposals

o Components of research proposalso Table 10.1: Qualitative research proposal template

The introduction The conceptual framework Methodology and research design

Table 10.2 Data analysis proposal considerationso Aligning methods with research questions

Table 10.3 Matrix for detailing how methods align with research questions o Ongoing considerations

Writing quality proposalso Table 10.4 Characteristics of strong research proposalso Example 10.1: Dissertation proposal

Adapting research proposals Small 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.


10



Assignment(s) Due for Week SevenInterview Instrument – to be peer reviewed in class

Required Reading for Week SevenRavitch & Carl (2016) - Chapter Ten

Recommended 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 Slides Example 10.1: Dissertation Proposal Appendix T: Example of a Conference Proposal Appendix U: Example Research Paper Proposal Appendix V: Example Project Statement for Grant Proposal Appendix W: Example Fellowship Proposal Appendix X: Example Preproposal Letter of Interest

Week Eight: Validity: Processes, Strategies, and Considerations

Lecture Notes Overview of validity and trustworthiness in qualitative research Assessing validity and trustworthiness

o Validity criteria: Credibility, transferability, dependability, and confirmabilityo Types of validity

Table 6.1: Reflexive validity questions Specific strategies and processes for achieving validity

o Triangulationo Participant validation strategies (also known as “member checks”)o Strategic sequencing of methodso Thick descriptiono Dialogic engagement (also known as peer debriefers, critical friends, and critical

inquiry groups) Strengths and challenges of dialogic engagement


11



o Multiple Coding (also known as inter-rater reliability)o Structured reflexivity processes in validity

Table 6.2: Questions to consider related to research skills Recommended Practice 6.1: Validity/Trustworthiness research design

memo Example 6.1 Validity excerpt from a Dissertation Proposal

o Mixed methods research Rigor and validity in qualitative research Small Group Exercise: Recommended practice 10.1: Proposal move-forward discussion Review 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 template

Required Reading for Week EightRavitch & Carl (2016) - Chapter Six

Recommended 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 Slides Example 6.1: Validity Excerpt From a Dissertation Proposal For 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 memo

Week Nine: An Integrative Approach to Data analysis

Lecture Notes Defining and critically approaching qualitative data analysis

o Table 7.1: Considerations for critically approaching qualitative data analysis Analysis and interpretation


12



Overview of data analysis processeso Table 7.2: Overview of qualitative approaches to data analysis

An integrative approach to qualitative data analysiso Qualitative data analysis is an iterative and recursive processo Qualitative data analysis is formative and summativeo Data and theory integration triangulation in qualitative data analysis

Image 7.1 Recognizing and addressing power asymmetries within qualitative data

analysis Table 7.3: Considerations for trying to resist interpretive authority

o Seeking out alternative perspectives Recommended Practice 7.1: Structured sets of analytical conversations Recommended Practice 7.2: Paired question and reflection analysis

exerciseo Small Group Exercise: Recommended Practice 8.4: Peer data analysis review

sessiono Review upcoming assignment due next week: Recommended Practice 8.1: Pre-

coding memo

Assignment(s) Due for Week NineData necessary for Recommended Practice 8.4: Peer data analysis review session

Required Reading for Week NineRavitch & Carl (2016) - Chapter Seven

Recommended 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 Slides Appendix M: Example Dissertation Analysis Plan Appendix N: Example Dissertation Analysis Plan

Week Ten: Methods and processes of data analysis


13



Lecture Notes Figure 8.1: Three-pronged data analysis process Data organization and management

o Data management plan Table 8.1: Tips for organizing and managing your data Transcripts

Table 8.2: Practical considerations regarding transcription Pre-coding

Recommended Practice 8.1: Pre-coding memo Immersive Engagement

o Multiple data readings Recommended Practice 8.2: Formative data analysis memo

o Data analysis strategies: coding, connecting, and dialogic engagement Coding

Approaches to coding Coding processes

o Table 8.3: Concepts to look for when coding data Other coding considerations Recommended Practice 8.3: Coding memos Example 8.1: Coding Memo Example 8.2: Example code descriptions and definitions

Feature Box 8.1 Computer-Assisted Qualitative Data Analysis Software (CAQDAS)

Connecting strategies Dialogic Engagement

Recommended Practice 8.4: Peer data analysis review session Generating, scrutinizing, and vetting themes

Table 8.4: A sample process for developing themes Analysis and validity

o Table 8.5: Validity strategies and data analysis Data saturation

Writing and Representationo Memos

Recommended Practice 8.5: Vignette memoo Other writing considerations

Review upcoming assignment due next week: Recommended Practice 8.5: Vignette memo

Assignment(s) Due for Week TenRecommended Practice 8.1: Pre-coding memo

Required Reading for Week TenRavitch & Carl (2016) - Chapter Eight

Recommended 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.


14



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 Slides Note: 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 report

Lecture Notes The craft of writing: Outlining, drafting, and revising

o Recommended practice 9.1: Mini presentations Writing a final report: Building on, deepening, and codifying analysis

o Goals, audience(s), and purposeso Table 9.1: Questions to consider related to the purpose(s) and audience(s) of your

study Articulating your study’s purpose Recommended practice 9.2: Speed Research Exchange

o Format and structure of a final research reporto Sample qualitative report structure

Example 9.1: Sample final report template Table 9.2: Questions to consider for determining how to structure a final

reporto Incorporating and representing data

Using quotations Other considerations for representing data Table 9.3: Questions for considering how to include and represent data

o Finding a balance between description and analysiso Voice, language, and participant portrayal

Table 9.4: Questions to consider related to participant voice and language choices

Critical writing considerationso Table 9.5: Considerations for writing and representing qualitative data

Concluding thoughts: Ethics of research writing

Assignment(s) Due for Week ElevenRecommended Practice 8.5: Vignette memo


15



Required Reading for Week ElevenRavitch & Carl (2016) Chapter Nine

Recommended 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., & Saldaña, 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 Slides Appendix S: Example of a Pilot Study Report

Week Twelve: Research ethics and the relational quality of research

Lecture Notes Relational ethics: Taking a relational approach to research Deepening the concept of research ethics: Beyond IRB and informed consent

o Institutional Review Boards, ethics committees, and codes of ethics Going beyond “negotiating entrée” and “building rapport”

o Table 11.1: Considerations for establishing and maintaining healthy research relationships

Research boundarieso Example 11.1: On the need for proactive thought on boundaries with participantso Example 11.2: On the need to set and manage expectations with site and

participantso Table 11.2: Considerations related to establishing and maintaining relationships

with participantso Reciprocity: Not as simple as it may seem

Informed Consent, with an emphasis on informedo Table 11.3: Consent form overview and contentso Assent

Transparency in goals, expectations, processes, and roleso Table 11.4: Transparency related questions to consider

Confidentiality and anonymityo Data management and security in the Information Age

Example 11.3: Lost Phone Creates Breach in Confidentiality Table 11.5: Considerations related to data management and security

The ethical dimensions of the “researcher as instrument” Pushing against the “expert-learner binary” Ethical collaboration: “Reciprocal transformation and dialectics of mutual influence”


16



o Table 11.6: Considerations for collaborating with colleagues, peers, thought partners, advisors, and teachers

o Table 11.7: Considerations for collaborating with research participantso Recommended practice 11.1: Ethical collaboration memo

Balance between design flexibility and rigor: Responsive research as ethical stance Review 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 Eleven

Recommended 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 Slides Appendix Y: Consent Form Template and Examples

o Appendix Y.1: Consent Form Templateo Appendix Y.2: Example Consent Formo Appendix Y.3: Example Consent Formo Appendix Y.4: Example Consent Formo Appendix Y.5: Example Consent Form

Appendix Z: Assent Form Exampleso Appendix Z.1: Example Assent Formo Appendix Z.2: Example Assent Form

Week Thirteen: Revisiting Criticality, Reflexivity, Collaboration, and Rigor

Lecture Notes Revisiting the horizontals in qualitative research

o Criticality Feature Box 12.1: Criticality in qualitative research

o Reflexivity


17



Feature Box 12.2: Reflections on reflexivityo Collaboration

Feature Box 12.3: Thoughts on collaborationo Rigor

Feature Box 12.4: Reflection on the role of rigor in qualitative research The power and potential of qualitative research Small 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 presentations

Assignment(s) Due for Week ThirteenRecommended practice 11.1: Ethical collaboration memo

Required Reading for Week ThirteenRavitch & Carl (2016) Epilogue

Recommended Reading for Week for Week ThirteenAlvesson, M., & Sköldberg, 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 Slides For an example final pilot study report, refer students to the Appendix.

Week Fourteen: Processes and Products

Lecture 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 template


18



Recommended practice 9.1: Mini presentations

Additional 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.


19