University of Houston Clear Lake
EDUC 7130 Qualitative Research

Instructor:
Dr. Denise McDonald
Office: Student Services Building, 3rd floor - 3.203.10
2700 Bay Area Boulevard, Houston, Texas 77058-1098
Office phone: (281) 283-3544 Fax: (281) 283-3563
E-mail: mcdonald@uhcl.edu
Office hours: TBA
Secretary:
Dana Eifert - phone: (281) 283-3554 & email: eifert@uhcl.edu
Course Bldg/Room Assignment: TBA
Course Days and Time: TBA

Required Texts:

Berg, B. (2004). Qualitative Research Methods, 5th Edition, Allyn and Bacon.
(ISBN - 0-205-37905-2)
APA (2001). Publication Manual of the American Psychological Association,
5th Edition, Washington, DC: APA. (ISBN - 1-55798-790-4)

Recommended Texts (to support individual research):

Carspecken, P. (1996). Critical Ethnography in Educational Research: A
Theoretical and Practical Guide, Routledge. (ISBN - 0-415-90493-5)

Clandinin, D. J., & Connelly, F. M. (2004). Narrative Inquiry: Experience &
Story in Qualitative Research, Wiley, John & Sons, Inc. (ISBN - 0787972762)

Creswell, J. (2002). Research Design: Qualitative, Quantitative and Mixed
Methods Approaches, 2nd Edition, Sage. (ISBN - 0762924426)

McEwan, E. K., & McEwan, P. J. (2003). Making Sense of Research: What's
Good, What's Not, and How to Tell the Difference, Corwin Press.
(ISBN - 0-7619-7708-2)

Merriam, S. (1997). Qualitative Research and Case Studies Application in
Education, Wiley, John & Sons, Inc. (ISBN - 0787910090)

Stringer, E. (2003). Action Research in Education, Prentice Hall. (ISBN -
0130974250)

COURSE CATALOG DESCRIPTION

Prerequisite: EDUC 7030. Focuses on qualitative techniques of inquiry that pertain to educational research and policy analysis. Using an integrated approach, the students would study many of the same topics discussed in EDUC7030, but from a qualitative perspective. Instructional material would include readings; case studies and reports from educational, governmental, and service organizations; and field research projects.

PURPOSE OF THE COURSE

This course will provide knowledge and skills in qualitative research methods and design for conducting research in educational settings. Specifically, the course will cover the following qualitative research methods: Interview, Focus Group Interview, Ethnography, Action Research, Historiography, Case Study and Narrative Inquiry.

COURSE METHODOLOGY

This course will utilize individual, small group and whole class activities, discussions, readings and critiques. Existing research studies (as data sources) will be used to practice analysis skills. Candidate presentations will be implemented to capitalize on developing professional identities as educational researchers.

COURSE OBJECTIVES

Upon successful completion of this course, the candidate should be able to:

• Articulate practical understanding of qualitative research methods, skills and design
• Plan and design/create a qualitative research study
• Identify philosophical and ideological influences of qualitative research designs
• Critique, analyze and/or evaluate existing qualitative research studies
• Demonstrate awareness and knowledge of qualitative research issues and trends

ATTENDANCE AND PARTICIPATION

Attendance, promptness and participation will be a factor in your final grade. It is expected that candidates will come to class prepared and willing to participate. Attendance is important in this class because many of the learning experiences depend upon active participation, discussion and interaction with peers. You will need to be prepared for class in order to fully participate. Roll will be taken at the beginning of class. In the event of an emergency, please notify the instructor or the suite secretary as soon as possible. If you know beforehand that you will not be in attendance, it is advised that you turn in any assignments due - EARLY. One absence places no effect on your final grade. Two absences will result in your final grade point average being lowered by 3 points. Three absences will result in your final grade point average being lowered by 8 points. Four absences will result in receiving an "F" as your final grade. Late arrivals will be considered partial absences (which may accumulate into points lost on your final grade).

READING CHECKS & ISSUE DISCUSSIONS (35%)

Based on the text, article readings, peer readings and feedback, or case studies/vignettes, presented throughout the semester, you will either provide individual or group written responses or participate in discussions on the issues identified. These will be assigned as the course develops and you will often be given one week to prepare for each discussion and/or activity. You will be given materials/articles in class or will be able to download all documents for completing these assignments on the course web shell (WebCT). This will include assessment rubrics when applicable. Full credit is based on completion of written responses and/or participation in course discussions.

RESEARCH PRESENTATION (15%)

You will present the research project you have designed to your peers. You are to select the medium and style for presenting this research. After your presentation, you will operate as a facilitator for discussion. Your peers will provide feedback and input on both your research project and on the presentation of your research. You will write a reflection on what you learned as part of the presentation experience based on peer feedback.

RESEARCH PROJECT (50%)

You will identify a research issue or question and develop a qualitative research study that could be used to collect data, which explores that issue or question. It is very important that you select a research issue that you are personally interested in investigating and could feasibly conduct in the field (especially helpful to work on prospective dissertation work). The research project will include three chapters and follow the guidelines provided for completing the project. The research project guidelines will be posted on the web shell (WebCT) as a word document and will include grading criteria and rubric. You are required to follow APA manual format.

GRADE DETERMINATION

The final grade will be based upon the Reading Checks and Issue Discussions (35%), the Research Presentation (15%) and the Research Project (50% total). Attendance & participation also impact your grade.

Reading Checks and Issue Discussions (35%)
Reading Check and Issue Discussion # 1 - (5 points)
Reading Check and Issue Discussion # 2 - (5 points)
Reading Check and Issue Discussion # 3 - (5 points)
Reading Check and Issue Discussion # 4 - (5 points)
Reading Check and Issue Discussion # 5 - (5 points)
Reading Check and Issue Discussion # 6 - (5 points)
Reading Check and Issue Discussion # 7 - (5 points)

Research Presentation (15%)
Presentation - (10 points)
Reflection based upon Peer Feedback - (5 points)

Research Project (50%)
Chapter 1 - (10 points)
Chapter 2 - (15 points)
Chapter 3 - (25 points)

***IMPORTANT- Computer glitches are NOT acceptable excuses for late submissions. All paper assignment submissions must be WORD DOCUMENTS only and only accepted if readable (downloadable, not garbled, not blank). Last resort efforts may be fax submissions of assignments, but those submissions are only acceptable if you have contacted/informed the instructor and the submissions are readable and received by the date due. If you have any question about receipt of your assignment, you are responsible for following up email and/or fax submissions of assignments with a phone call or phone message to the instructor to verify receipt and time of receipt of your valid and readable assignment. You are also expected to check and double check that you have ATTACHED your document(s) to messages and correspondences.

GRADING SCALE
A 93 - 100      B 83 - 86        C 73 - 76         D 63 - 66
A- 90 - 92       B- 80 - 82      C- 70 - 72       D- 60 - 62
B+ 87 - 89      C+ 77 - 79      D+ 67 - 69      F < 69

ACADEMIC HONESTY

The Academic Honesty Policy at UHCL (found on pages 76-78 of the 2005-2006 catalog) states:

"Academic honesty is the cornerstone of the academic integrity of the university. It is the foundation upon which the student builds personal integrity and establishes a standard of personal behavior."

The Honesty Code of UHCL states:

"I will be honest in all my academic activities and will not tolerate dishonesty."

Because honesty and integrity are such important factors, you should be aware that failure to perform within the bounds of these ethical standards is sufficient grounds to receive a grade of "F" in this course and be recommended for suspension from UHCL.

DISABILITY SERVICES

Any individual with a disability who requires a special accommodation should inform the professor and contact the Disability Services office, room 1402, or call (281) 283-2627. (Please inform me of any required academic accommodations). It is suggested that you refer to the 2005-2006 University of Houston - Clear Lake catalog for additional information.

STUDENT LIFE POLICIES

The Student Life Policies can be found at:
http://b3308-adm.uhcl.edu/PolicyProcedures/Policy.html

SEMESTER CALENDAR OF IMPORTANT DATES

This is posted on the course web shell (WebCT) as a separate document and will be sent to you electronically for your reference.

UHCL STANDARDS FOR ADVANCED PROGRAMS

The class activities, course assignments and key assessments are also aligned with the School of Education Standards for Advanced Programs listed below:

Standard One - Candidate Knowledge
An educational leader uses the content and pedagogical knowledge base of the field and promotes the integration of curriculum, resources, and teaching strategies to promote the success of all students and provide learning experiences to support lifelong learning.

Standard Two - Professional Roles and Ethics
An educational leader is a professional who assumes leadership roles ethically and responsibly and actively participates in professional organizations and professional development activities.

Standard Three - Research and Assessment
An educational leader understands and uses appropriate research and assessment tools to improve student learning and school programs.

Standard Four - Environment
An educational leader facilitates the success of all students by promoting a safe climate in the school. The educational leader collaborates with families, community members, and colleagues to respond to diverse interests and needs.

Standard Five - Management
An educational leader promotes the success of all students by creating and managing exemplary programs. The educational leader effectively communicates with students, school personnel, families, and the community.

Statement on Professional Dispositions

Each student in the School of Education is required to read and abide by the Statement on Professional Dispositions. You may read the statement by going to http://www.uhcl.edu/soe, clicking on the Site Map tab at the top of the page, scrolling down the list on the right to Policies and Procedures and then clicking on Statement on Professional Dispositions. As the statement indicates, "As an NCATE accredited institution, we will recommend for certification only those persons who have demonstrated the necessary strong, positive dispositions associated with the professional educator" so it is imperative that you abide by the dispositions described in the document.

At the end of the course and at other appropriate times your instructor will assess your compliance with these standards. These assessments will be invaluable to you, and the program faculty, as you continue to develop professionally.

COURSE SCHEDULE (tentative)

Noted Below - All course activities have been aligned with the University of Houston Clear Lake Standards for Advanced Programs (UHCL SAP)