Department of Teacher Education and Administration s2

DEPARTMENT OF TEACHER EDUCATION AND ADMINISTRATION

SYLLABUS

SPRING 2017

I. COURSE NUMBER/SECTION: EDCI 6280

TITLE: Qualitative Research in Education

II. INSTRUCTOR: Dr. Ricardo González-Carriedo

OFFICE: Matthews Hall, 218 T

E-MAIL: [email protected]

OFFICE HOURS: Monday through Thursday from 9 am to 12 pm

(Also available by appointment)

III. CLASS MEETINGS: Tuesday 5:30 – 8:20, WH 111

IV. REQUIRED TEXTS:

 Hesse-Biber, S., N. & (2017). The practice of qualitative research (3rd Ed.). Thousand Oakes, CA: SAGE.

In addition to a weekly reading from the main text, other readings will be assigned each week. These readings will be available through Blackboard or the Willis Library.

V. COURSE DESCRIPTION

This course focuses on the knowledge and skills necessary for naturalistic research; observation, interviewing and other qualitative data generation techniques, as well as data analysis and interpretation. 1 VI. COURSE OBJECTIVES:

This course provides the doctoral student with the opportunity to develop a knowledge base and basic skills in naturalistic research. In-class exercises and assignments are designed to introduce the novice researcher to qualitative data collection methods such as observation, participant observation, and interviewing. Additionally, students will have the opportunity to concentrate their reading in the literature of a particular approach to qualitative investigation such as narrative inquiry (life history, oral history, biography, etc.), case study, phenomenology (ethnomethodology), rapid assessment procedures (RAP), participatory action research, feminist ethnography, postmodernist ethnography, or critical ethnography.

VII. COURSE ASSIGNMENTS

Attendance - Ongoing

It is expected that you attend the totality of the class sessions in the semester. Attendance is a component of your grade. Ten points will be assigned to students having either 0 or 1 unexcused absences; five points will be assigned to students with 2 unexcused absences; finally, no points will be assigned to students with three or more absences. Additionally, students with four or more absences may be withdrawn from the class and/or referred to the ARR committee.

Absences due to religious observations, military duty, and participation in UNT-sponsored activities will be excused. Other circumstances such as illnesses, accidents, inclement weather, death in the family, or epidemics will be dealt with on a case by case basis.

Tardiness: Excessive tardiness (more than 10 minutes) will be considered an absence. Likewise, leaving class 10 or more minutes before the end of the class session will be counted as an absence. If you need to arrive late or leave early, make arrangements with the instructor in advance. An attendance sheet will be circulated in class and this will be proof of your attendance.

IRB Training (5 points) – Due February 13

Successful completion of either the NIH or CITI Course in Protection of Human Research Subjects. Please print your completion certificate when you complete the exam. Submit a copy to Blackboard. Use the following link to access the training: https://research.unt.edu/faculty-resources/integrity-compliance/irb

Article Critique - Due

Students will select two articles related to their area of interest and conduct an article review. The articles will describe studies conducted from a qualitative research approach and will focus on elements such as: Theoretical framework of the study, research design, methods of data collection and procedures for data analysis, interpretation of the findings, and implications. The following rubric will be used.

Criteria Good (3) Fair (2) Poor (1) Points

Appropriate research Satisfactory There are doubts The article article selected article selected. about the selected is clearly 2 appropriateness not appropriate (qualitative primary of the article for for the purpose of source) the purpose of the the assignment. assignment.

Summary of article key points

• Research topic Satisfactory summary of the The summary is research topic, • Literature review The summary lacking. It is literature review, includes some difficult to have • Design/methodology design/methodolo key elements but an idea about the gy, results, leaves out others. essence of the • Results discussion, and article. recommendations • Discussion . • Recommendations for future research

Critique of the article The critique • Research topic There is some addresses critique but some potential The critique is • Literature review elements which problems with the clearly could have been • Design/methodology study or the insufficient. critiqued are left description of the out. • Results study. • Discussion

Clinical/educational implications of The evaluation of The evaluation of Satisfactory findings? the implication of the implications evaluation of the the findings could of the findings is Critique of implication of the have been taken a clearly importance/relevance findings. step farther. insufficient. (The “So what?”)

Personal Reflection Satisfactory Somewhat Missing or very reflection about superficial How has this article shallow reflection. changed your views? the article. reflection.

3 Paper follows APA style APA style Some errors exist. Multiple errors. throughout.

Paper has been thoroughly edited Some errors exist The number of and is absent of but they do not errors is such that Language any mechanical distract from the it distracts from errors, including content of the the content of the grammar, syntax paper. paper. and spelling.

Note: The criterion Language will be scored on a 2 (good), 1 (fair), 0 (poor) scale. Total points for the assignment is 20 per critique paper.

Instructions will be provided in class to complete the article critique papers.

Research proposal (20 points) – Due

Students will develop a research proposal for a qualitative research project. This proposal will be between 10 and 12 double-spaced pages (excluding cover page and references) and will include the following elements: a. Abstract (150-200 words) and key words (3-5) b. Introduction: What is the issue/area to be investigated? What is the purpose of the study? What is the problem statement? What are the key questions or issues of the investigation? What aspects of the problem or issue do you intent to focus on? What research questions do you have? How will this study add to your understanding of the topic or issue? What are the necessary limitations of the study?

3. Brief review of the literature: Briefly identify pertinent work related to your topic. What do we already know about this area? What conclusion can be drawn from the existing literature? Are there any gaps in the academic literature?

4. Methods: How do you intend to proceed in your investigation? What information or data will you need? How will you collect data? What research methods and design will you use?

5. References

6. Appendices (e.g., interview questions, focus group themes)

The proposal will be 5-6 pages in length (double-spaced), not counting cover page. It will need to follow APA style. The following rubric will be used:

Elements Good (3) Fair (2) Poor (1) Points

4 Abstract that includes the Abstract is well problem, the written and clear method of data The abstract does to the layperson. collection, the not provide a Abstract However, some findings and the clear account of of the basic significance of the the study. elements are findings. It needs missing. to be between 150-200 words.

The introduction contains: (1) a problem statement that is concise, includes The introduction descriptor lacks some The introduction variables and fundamental is limited in informs the reader elements, such as scope and does Introduction of the exact the statement of not provide a purpose of the the problem, the clear picture of study; (b) purpose of the the background operational study, or the of the study. definitions and significance. basic assumptions; (c) significance of the study.

The review of The review of the literature is literature is appropriate, The review of the clearly provides literature is insufficient, background limited in scope. providing little Literature information and a It covers some of background review critique of the salient studies information and previous research but other studies doing little to that points out and/or areas of connect the weaknesses, study are left out. present study to conflicts and areas previous of needed study. research.

Methods The Method Some of the The methods are specifies who the elements of the clearly lacking in subjects will be, methods section description of the how they will be are left out, participants, 5 chosen, how many will participate and any special characteristics of making the setting, data importance; a replicability collection or data description of how difficult. analysis. the subject’s rights will be protected is included.

Reference list is relevant, complete Reference list is Reference list is and broad enough absent, clearly limited in scope References to support the incomplete, or is but is in correct proposal and is in not in APA APA format. correct APA format. format.

Paper follows Some errors APA style APA style Multiple errors. exist. throughout.

Note: The criterion Language will be scored in a 2 (good), 1 (fair), 0 (poor) scale. Total points for the assignment is 20.

Research Paper (20 points) - Due

This will be a qualitative research project or pilot study based on your proposal. The paper should include an abstract, expanded literature review, and application of the qualitative methods and analysis strategies covered in class.

The paper should be between 15 and 20 pages in length (double-spaced, not including title page, bibliography or appendices. Again, APA style must be followed.

Rubric:

6 Elements Good (2) Fair (1) Poor (0) Points

Abstract that includes the Abstract is well problem, the written and clear method of data The abstract does to the layperson. collection, the not provide a Abstract However, some findings and the clear account of of the basic significance of the the study. elements are findings. It needs missing. to be between 150-200 words.

The introduction contains: (1) a problem statement that is concise, includes The introduction descriptor lacks some The introduction variables and fundamental is limited in informs the reader elements, such as scope and does Introduction of the exact the statement of not provide a purpose of the the problem, the clear picture of study; (b) purpose of the the background operational study, or the of the study. definitions and significance. basic assumptions; (c) significance of the study.

The review of The review of the literature is literature is appropriate, The review of the clearly provides literature is insufficient, background limited in scope. providing little Literature information and a It covers some of background review critique of the salient studies information and previous research but other studies doing little to that points out and/or areas of connect the weaknesses, study are left out. present study to conflicts and areas previous of needed study. research.

7 The Method specifies who the subjects will be, how they will be Some of the The methods are chosen, how many elements of the clearly lacking in will participate methods section description of the and any special Methods are left out, participants, characteristics of making the setting, data importance; a replicability collection or data description of how difficult. analysis. the subject’s rights will be protected is included.

Findings are presented clearly. There is some There is sufficient descriptive The findings are descriptive information but not presented information to there are gaps in clearly or are not Results interpret the the findings in related to the results and the relation to the research results are research questions. presented in questions. relation to the research question.

The discussion is The discussion based on the covers most of research question the questions and the results. raised by the The interpretation research problem The discussion is of the results is but is somewhat not connected to adequate and superficial. There the results or the Discussion and these results are may be problems conclusions are Conclusions connected to connecting the not reasonable previous research. discussion to the based on the The conclusions findings and the findings. are clearly stated conclusion is not and are based on supported by the the results and interpretation of discussion. the findings.

References Reference list is Reference list is Reference list is relevant, complete limited in scope absent, clearly and broad enough but is in correct incomplete, or is

8 to support the proposal and is in not in APA APA format. correct APA format. format.

Paper follows Some errors APA style APA style Multiple errors. exist. throughout.

Note: The criteria Results and Discussion and Conclusions will be scored on a 3 (good), 1 (fair), 0 (scale). Total possible points for the assignment is 20.

Assignment Points

Attendance - Ongoing 10

NIH or CITI Training Completion – Due February 14 10

Research Proposal – Due March 7 20

First Article Review Critique – Due March 21 20

Second Article Review Critique – Due April 18 20

Research Paper – Due May 2 20

VIII. Grading

90-100 points A

80-89 points B

70-79 points C 9 60-79 points D

<60 points F

IX. Course Schedule

Note: Please note that these readings are subject to change. Also, additional readings may be assigned. In case of changes to the reading list, sufficient time will be provided to thoroughly read the texts. Reading the assigned texts before class is fundamental for your success in this course.

Week 1– January 17

Preliminaries

Why and how do we conduct research? What is the nature of our personal research interests? What preconceived notions or biases do we have?

To do between January 17 and 23:

 Read chapter 1 of Hesse-Biber.

 Read article by Denzin and Lincoln.

 Due January 23: Title and short abstract for research proposal (100-150 words).

Week 3 – January 24

Introduction to Qualitative Research

What is qualitative research? Why do researchers do qualitative research? What basic assumptions do researchers make when engaging in qualitative research?

Readings:

 Chapter 1 - Hesse-Biber

 Denzin, N. & Lincoln, Y. (2005). Introduction: The discipline and practice of qualitative research. In N. Denzin & Y. Lincoln (Eds.), The SAGE handbook of qualitative research (3rd Ed.). Thousand Oaks, CA: Sage Publications (1-32).

To do between January 24 and 30:

Week 3 – January 31

Paradigmatic Approaches. How do researchers approach knowledge building?

Readings:

10  Lincoln, Y. & Guba, E. (1985). Postpositivism and the naturalist paradigm. In Y. Lincoln & E. Guba, Naturalistic inquiry. Newbury Park, CA: SAGE Publications (14-46).

To do between January 31 and February 6:

 Read chapter by Auerbach and Silverstein.

Week 4 – February 7

Research Design in Qualitative Studies

What are we trying to find out? How can we formulate research questions that specific and clear? How do we plan to collect data? How do we plan to analyze it and write up the study?

Readings:

 Auerbach, C. & Silverstein, L. (2003). Qualitative and quantitative research as complementary strategies. In C. Auerbach & L. Silverstein, Qualitative data. An introduction to coding and analysis. New York: New York University Press (22-28).

To do between February 1 and 6:

 Complete IRB training and obtain certificate. Due February 14.

Week 5 – February 14 (IRB Certification Due)

Ethical issues while conducting qualitative research.

What is the IRB? Why and how do we obtain IRB approval to conduct research?

Reading:

 IRB Considerations linked to Qualitative Research

 Read chapter 5 of Hesse-Biber

 Read chapters by Seidman

11 Chapter 5 - Hesse-Biber

Interviews

What are interviews for? How do we design and conduct interviews? What types of interviews are there? How do we analyze and interpret interviews?

Readings:

 Chapter 5 – Hesse-Biber

 Seidman, I. (2006). Interviewing as qualitative research. A guide for researchers in the social sciences. New York: Teachers College Press. [Read chapters 1, 2, and 8]

 Read chapter 6 by Hesse-Biber

 Read chapters by Krueger and Casey

 Consult website

Focus Groups

What is a focus group for? How do we design a focus group? How do we analyze data collected from a focus group?

Readings:

 http://managementhelp.org/businessresearch/focus-groups.htm

 Krueger, R. A., & Casey, M. A. (2015). Focus groups: A practical guide for applied research. Thousand Oaks, Calif: Sage Publications. [specific chapters TBA]

To do between February 28 and March 6:

 Read article by Canagarajah

 Finalize research proposal

Week 8 – March 7 (Research Proposal Due)

Ethnographies

What is an ethnography? Why do researchers do ethnographic studies? How are they done?

12 Readings:

 Canagarajah, S. (2006). Ethnographic methods in language policy. In T. Ricento, An introduction to language policy. Theory and method. Malden, MA: Blackwell Publishing (153- 169).

To do between March 7 and 20:

 Research software packages/applications for qualitative research? What programs are available? What is the cost (student and professional licenses)? What appear to be the major strengths of the programs? Please, create a table and upload to Blackboard.

 Prepare article critique

Week 9 – March 21 (Article Critique # 1 Due)

Computer Assisted Qualitative Data Analysis (CAQDAS).

Why would we use a computer to analyze qualitative data? How is it done?

NVivo Webinar. Title: Using NVivo as a Research Tool. Register here to participate: https://attendee.gotowebinar.com/register/1006923233079606275

To do between March 21 and March 27:

 Read article by González-Carriedo and Babino

Week 10 –March 28

Case Studies

What is a case study? What do we do case studies? What types of case studies are there?

Readings:

 González-Carriedo, R., & Babino, A. (in press). Bilingual and biliterate skills as cross-cultural competence success. In G. Conchas & M. Gottfried (Eds.), Policy goes to school: Case studies on the possibilities of educational innovations.

To do between March 28 and April 3:

 Reach chapter 9 by Hesse-Biber

 Read article by González-Carriedo

13 Week 11 – April 4

Mass Media and Qualitative Research

Why would we want to look at the mass media for research? How would we collect data?

Readings:

 González-Carriedo, R. (2016). Immigration reform: The contrasting views of the press. Hispanic Journal of Behavioral Sciences, 38(3), 307-323. DOI: 10.1177/0739986316651941.

To do between April 4 and 10:

 Read article by Bryman

Week 12 – April 11

Mixed Methods Research

Why would we use qualitative and quantitative methods in the same research project? How is that done?

Readings:

 Bryman, A. (2006). Integrating quantitative and qualitative research: How is it done? Qualitative research, 6(1), 97-113.

 Read article by Castro

 Prepare article critique

Week 13 – April 18 (Article Critique # 2 Due)

Analysis and Interpretation of Qualitative Data

How do we code data? How do we interpret the analysis of the data? How do we connect the analysis to the discussion of the findings and the conclusion?

Readings:

14  Chapter 11 - Hesse-Biber

 Castro, A. J. (2014). Visionaries, reformers, saviors, and opportunists: Visions and metaphors for teaching in the urban schools. Education and Urban Society 46(1), 135-160.

Read chapter 12 by Hesse-Biber

Week 14 – April 25

Writing Research Papers

How do we put all the pieces together? How do we write good titles and abstracts? What formatting do we give to the piece? How do we ensure that all the elements fit together? Why do we need to let somebody else read our paper?

Readings:

 Additional text TBA

To do between April 25 and May 1:

 Finalize research paper and prepare your presentation

Week 15– May 2 (Research Paper Due)

Presentations

FINAL ACTIVITY – MAY 9

Individual Feedback (by appointment between 5:30 and 8:20)

X. POLICY STATEMENTS

The Educator as Agent of Engaged Learning

Improving the quality of education in Texas schools and elsewhere is the goal of programs for the education of educators at the University of North Texas. To achieve this goal, programs leading to teacher certification and advanced programs for educators at the University of North Texas 1) emphasize content, curricular, and pedagogical knowledge acquired through research and informed practice of the academic disciplines, 2) incorporate the Texas Teacher Proficiencies for learner centered education, 3) feature collaboration across the university and with schools and other agencies in the design and delivery of programs, and 4) respond to the rapid demographic, social, and technological change in the United States and the world.

15 The educator as agent of engaged learning summarizes the conceptual framework for UNT's basic and advanced programs. This phrase reflects the directed action that arises from simultaneous commitment to academic knowledge bases and to learner centered practice. "Engaged learning" signifies the deep interaction with worthwhile and appropriate content that occurs for each student in the classrooms of caring and competent educators. "Engaged learning" features the on-going interchange between teacher and student about knowledge and between school and community about what is worth knowing. This conceptual framework recognizes the relationship between UNT and the larger community in promoting the commitment of a diverse citizenry to life-long learning. In our work of developing educators as agents of engaged learning, we value the contributions of professional development schools and other partners and seek collaborations which advance active, meaningful, and continuous learning.

Seeing the engaged learner at the heart of a community that includes educators in various roles, we have chosen to describe each program of educator preparation at UNT with reference to the following key concepts, which are briefly defined below.

1. Content and curricular knowledge refer to the grounding of the educator in content knowledge and knowledge construction and in making meaningful to learners the content of the PreK-16 curriculum.

2. Knowledge of teaching and assessment refers to the ability of the educator to plan, implement, and assess instruction in ways that consistently engage learners or, in advanced programs, to provide leadership for development of programs that promote engagement of learners.

3. Promotion of equity for all learners refers to the skills and attitudes that enable the educator to advocate for all students within the framework of the school program.

4. Encouragement of diversity refers to the ability of the educator to appreciate and affirm formally and informally the various cultural heritages, unique endowments, learning styles, interests, and needs of learners.

5. Professional communication refers to effective interpersonal and professional oral and written communication that includes appropriate applications of information technology.

6. Engaged professional learning refers to the educator's commitment to ethical practice and to continued learning and professional development.

Through the experiences required in each UNT program of study, we expect that basic and advanced students will acquire the knowledge, skills, and dispositions appropriate to the educational role for which they are preparing or in which they are developing expertise.

A broad community stands behind and accepts responsibility for every engaged learner. UNT supports the work of PreK-16 communities through basic and advanced programs for professional educators and by promoting public understanding of issues in education.

Ethical Behavior and Code of Ethics: The Teacher Education & Administration Department expects that its students will abide by the Code of Ethics and Standard Practices for Texas Educators (Chapter 247 of the Texas Administrative Code www.sbec.state.tx.us) and as outlined in Domain IV: Fulfilling Professional Roles and Responsibilities of the Pedagogy and Professional Responsibilities (PPR) Texas Examination of Educator Standards (TExES); and as also addressed in codes of ethics adopted

16 by professionals in the education field such as the National Education Association (NEA) and the American Federation of Teachers (AFT).

Submitting Work: All assignments will be submitted via Blackboard Learn. Assignments posted after the deadline will be considered late and points will be deducted from the final grade.

Grading and Grade Reporting: Grading rubrics for all assignments can be found on the course Blackboard Learn website with the assignment. Students are encouraged to review the grading rubrics to guide them in successfully completing all assignments.

Writing Policy: Teachers are judged on the accuracy of everything they write, whether it is a letter to parents or an email to a principal or a worksheet for students. Your written products – including, but not limited to, papers, lesson plans, and emails – should include appropriate and accurate spelling, grammar, punctuation, syntax, format, and English usage. You should expect that all assignments will be evaluated on these writing skills, in addition to any other expectations of a particular assignment. The UNT Writing Lab (Auditorium Building, 105) offers one-on-one consultation to assist students with their writing assignments. To use this resource, call (940) 565-2563 or visit https://ltc.unt.edu/labs/unt-writing-lab-home.

Teacher Education & Administration

Departmental Policy Statements

Disabilities Accommodation: “The University of North Texas complies with Section 504 of the 1973 Rehabilitation Act and with the Americans with Disabilities Act of 1990. The University of North Texas provides academic adjustments and auxiliary aids to individuals with disabilities, as defined under the law. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring accommodation, please see the instructor and/or contact the Office of Disability Accommodation at 940-565-4323 during the first week of class.”

Observation of Religious Holidays: If you plan to observe a religious holyday that coincides with a class day, please notify your instructor as soon as possible.

Academic Integrity: Students are encouraged to become familiar with UNT’s policy on Student Standards of Academic Integrity: http://policy.unt.edu/sites/default/files/untpolicy/pdf/7- Student_Affairs-Academic_Integrity.pdf. Academic dishonesty, in the form of plagiarism, cheating, or fabrication, will not be tolerated in this class. Any act of academic dishonesty will be reported, and a penalty determined, which may be probation, suspension, or expulsion from the university.

Acceptable Student Behavior: Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Dean of Students to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at https://deanofstudents.unt.edu/conduct.

17 Attendance: See the instructor’s attendance policy.

Eagle Connect: All official correspondence between UNT and students is conducted via Eagle Connect and it is the student's responsibility to read their Eagle Connect Email regularly.

Cell Phones and Laptop: Students should turn off cell phones when they are in class unless the phones are being used for learning activities associated with the course.

SPOT: A brief online survey will be made available to you at the end of the semester, providing you a chance to comment on how this class is taught. I am very interested in the feedback I get from students, as I work to continually improve my teaching. I consider the SPOT to be an important part of your participation in this class.

Collection of Student Work: In order to monitor students' achievement, improve instructional programs, and publish research findings, the Department of Teacher Education and Administration collects anonymous student work samples, student demographic information, test scores, and GPAs to be analyzed by internal and external reviewers.

TK20: Some undergraduate and graduate education courses require assignments that must be uploaded and assessed in the UNT TK20 Assessment System. This requires a one-time purchase of TK20, and student subscriptions are effective for seven years from the date of purchase. Please go to the following link for directions on how to purchase TK20: http://www.coe.unt.edu/tk20-campus-tools. Announcements regarding TK20 will also be posted on this website.

Technology Integration Policy. The Elementary, Secondary, and Curriculum & Instruction program areas support technology integration to assist preservice and inservice teachers to design and implement curricular and instruction activities which infuse technology throughout the K-12 curriculum.

Six Student Success Messages. The Department of Teacher Education & Administration supports the six student success messages on how to succeed at UNT: (1) Show up; (2) Find support; (3) Get advised; (4) Be prepared; (5) Get involved; and (6) Stay focused. Students are encouraged to access the following website: https://success.unt.edu. The site contains multiple student resource links and short videos with student messages.

NOTE: THIS COURSE SYLLABUS/SCHEDULE IS INTENDED TO BE A GUIDE AND MAY BE MODIFIED AT ANY TIME AT THE INSTRUCTOR’S DISCRETION.