RESEARCH METHODS II: QUALITATIVE METHODS. DEPARTMENT OF SOCIOLOGY Wilfrid Laurier University. Jeffrey P. Aguinaldo, MA, PHD

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1 RESEARCH METHODS II: QUALITATIVE METHODS DEPARTMENT OF SOCIOLOGY Wilfrid Laurier University Jeffrey P. Aguinaldo, MA, PHD Class Time: Tuesday and Thursday 1:00-2:20pm Room: 2C15 Office Address: DAWB Office Hours: Thursday 3:00 4:00 pm Telephone: (519) ex (Please anticipate replies by the next business day for s sent 9:00am-5:00pm, Monday to Friday.) After class call 886-FOOT for a walk or drive home - No Walk is Too Short or Too Long!!! Course Description This course offers an introduction to qualitative research methods, with an emphasis on analysis of qualitative data. The course is divided into three sections. In the first, students will learn the theories of qualitative research design and the assumptions that underpin them. In the second, students will be introduced to the data collection of four common types of qualitative data naturally occurring talk, interview data, focus group data, and internet data and the range of methodological tools used to analyse these data. Particular attention will be given to the distinction between essentialist vs. social constructionist approaches to analysis and what each can offer to social science research. In the final section, students will learn how to write-up and ultimately assess qualitative analyses. Course Objectives By the end of this course, students should be able to: grasp the theory and assumptions of qualitative research methodology select appropriate methods for a research project do qualitative analysis from a range of epistemological approaches write up findings and assess analyses of qualitative data Student Awareness of the Accessible Learning Centre Students with disabilities or special needs are advised to contact Laurier s Accessible Learning Centre for information regarding its services and resources. Students are encouraged to review the Calendar for information regarding all services available on campus. Guidelines regarding the consideration of such students can be obtained by contacting the Accessible Learning Centre, ext. 3086, Required Texts Silverman, D. (2006). Interpreting qualitative data: Methods for analyzing talk, text and interaction. London: Sage Publications. Course package available in the WLU bookstore 1

2 Course Requirements and Evaluation Students are expected to complete the required weekly readings and participate in class discussions and exercises. It is the student s responsibility to keep an extra copy of all assignments they submit. This course is a research-intensive seminar. By this, I mean to emphasise how your work and learning move beyond the standard format of reading course material. You will be learning in other ways, notably you will gather, transcribe, and analyse your own data. Manage your time accordingly. Course evaluations place emphasis on doing qualitative research rather than simply reading about qualitative research. Course evaluations and due dates are as follows (more details will be given in class): Assignment Weight Due date Critical review 10% September 30 th Transcription Exercise 5% October 14 th Data collection Exercise 15% October 28 th Analysis Exercise 10% November 4 th In-class Test 25% November 11 th Final Research Project 35% November 27 th Critical review: For the review, you will be required to critically review two qualitative studies from social science academic journals. These studies should pertain to the topic you will eventually explore for your final research project. Your review should be 4 pages*. Describe the process through which the researchers analysed the data. For example, what were the analytic assumptions (e.g., implicit and explicit)? Did the analysis succeed in answering their research question or substantiate their argument? Transcription Exercise: I will assign to you a brief audio or video excerpt, which you are to transcribe using the transcription conventions developed by Gail Jefferson (see Schegloff and DARG s transcription modules and pages in course text). Assessment of your transcription is based on its accuracy and attention to detail. Data Collection Exercise: For this exercise, you are required to conduct an interview or (small) focus group. The data gathered for this exercise could be used as the basis for your final research project. You will produce (and submit) an interview protocol and an orthographic transcription of your interview. You will also need to submit a brief 2 page reflection paper* on your interview process (e.g., how was your interview successful, how did your schedule fail, what was unexpected). You must seek approval from the Department s Ethics Review Committee before you conduct your interview or focus group. Analysis Exercise: The analysis exercise will require you to make observations about the data from the transcription exercise. You are to identify particular discourse practices and to surmise what functions those discourse practices may serve. Use this exercise as practice for the analysis required in your final research project. In a two page paper*, you should present a specific data extract and present a detailed analysis of that extract. Assessment is based on sufficient grounding of analytic claims to the data. In-class Test: The test will assess your knowledge not only of the course material (both readings and lectures) leading up to the exam (i.e. readings assigned after the exam will not be included), but its application in the analysis of data. Final Research Project: In the final research project, you are to write-up your research and may use the data you collected in the Data Collection Exercise. You can, of course, collect different data if you so choose (but you must obtain Ethical approval from the Department s Ethics Committee). The final report 2

3 must be 10 pages* and should include your interview transcript (but are not included in the paper s page count). *All papers must be typed in Times New Roman and double-spaced with 1-inch margins. It is required that you submit your paper to turnitin.com. Papers not submitted to turnitin.com will incur late penalties until there is a submission to turnitin. Late Policies Handing in assignments late is unfair to other students who hand them in on time and the instructor who must submit grades on time. If you will have trouble meeting a particular deadline or have deadline conflicts with other courses or examinations, speak to me at least a two weeks in advance to work out a new deadline. Work submitted after the final date, without prior discussion and approval of the instructor, will be deducted 5% for each day the paper is overdue (including weekends). Late submissions due to medical or other emergencies must be accompanied by proper documentation as laid out in the WLU calendar. I will not accept assignments that are ed, slid under the door of my office, or left in my mailbox (without prior approval). Academic and Research Misconduct Academic misconduct is an act by a student, or by students working on a team project, which may result in a false evaluation of the students(s), or which represents a deliberate attempt to unfairly gain an academic advantage. Academic misconduct includes: please refer to web site: Wilfrid Laurier University uses software that can check for plagiarism. Students may be required to submit their written work in electronic form and have it checked for plagiarism. Examination Deferrals The academic date section of the 2008/2009 calendar, (web site: cy clearly states the examination date period for each semester. Students must note that they are required to reserve this time in their personal calendars for the examinations. Students who are considering registering to write MCAT, LSAT or GMAT or a similar examination, should select a time for those examinations that occurs outside the University examination period. For additional information that describes the special circumstances for examination deferment, consult web site: of the 2008/2009 University on-line calendar. The World Wide Web < version is the up-to-date, official Academic Calendar. 3

4 WEEKLY SCHEDULE Introduction to course September 9: No readings September 11: Guide to essay writing (in course package) Writing Seminar by Stephanie Bell, PhD Candidate Theory of Qualitative Research September 16: Silverman, D. (2006). Interpreting qualitative data: Methods for analyzing talk, text and interaction. London: Sage Publications. Chapter 1, Beginning research September 18: Silverman, D. (2006). Interpreting qualitative data: Methods for analyzing talk, text and interaction. London: Sage Publications. Chapter 2, What is qualitative research? Ethics and Politics September 23: Silverman, D. (2006). Interpreting qualitative data: Methods for analyzing talk, text and interaction. London: Sage Publications. Chapter 9, Research Ethics September 25: Potts, K., & Brown, L. (2005). Becoming an anti-oppressive researcher. In L. Brown & S. Strega (Eds.), Research as resistance: Critical, indigenous, & anti-oppressive approaches (pp ). Toronto: Canadian Scholars' Press. (available in course package) Transcription and Voice September 30: Antaki, C. An introductory tutorial in Conversation Analysis at, Schegloff, M. Transcription module at, Critical Review due October 2: Kitzinger, C. (2004). Feminist approaches. In C. Seal, G. Gobo, J. F. Gubrium & D. Silverman (Eds.), Qualitative research practice (pp ). London: Sage Publications. (available in course package) Naturally Occurring Talk and Conversation Analysis October 7: Silverman, D. (2006). Interpreting qualitative data: Methods for analyzing talk, text and interaction. London: Sage Publications. Chapter 6, Naturally occurring talk October 9: Wooffitt, R. (2001). Researching psychic practitioners: Conversation analysis. In M. Wetherell, S. Taylor & S. J. Yates (Eds.), Discourse as data: A guide for analysis (pp ). 4

5 Interviews and Discourse Analysis October 14: Silverman, D. (2006). Interpreting qualitative data: Methods for analyzing talk, text and interaction. London: Sage Publications. Chapter 4, Interviews Transcription Exercise Due October 16: Potter, J. (1996). Representing reality: Discourse, rhetoric and social construction. Thousand Oaks: Sage Publications. Chapter 4, Discourse and construction (available in course package) Focus Groups and Focus Group Analysis October 21: October 23: Macnaghten, P., & Myers, G. (2004). Focus groups. In C. Seal, G. Gobo, J. F. Gubrium & D. Silverman (Eds.), Qualitative research practice (pp ). London: Sage Publications. (available in course package) Wilkinson, S. (2006). Analysing interaction in focus groups. In P. Drew, G. Raymond & D. Weinberg (Eds.), Talk and interaction in social research methods (pp ). Textual analysis and Membership Categorisation October 28: Silverman, D. (2006). Interpreting qualitative data: Methods for analyzing talk, text and Data collection Exercise Due October 30: Baker, C. (2004). Membership categorization and interview accounts. In D. Silverman (Ed.), Qualitative research: Theory, method and practice (2nd ed., pp ). Internet Content November 4: Markham, A. N. (2004). Internet communication as a tool for qualitative research. In D. Silverman (Ed.), Qualitative research: Theory, method and practice (pp ). Analysis Exercise due November 6: Markham, A. N. (2004). The internet as research context. In C. Seal, G. Gobo, J. F. Gubrium & D. Silverman (Eds.), Qualitative research practice (pp ). Evaluating Qualitative Analysis November 11: No readings In-class test November 13: Silverman, D. (2006). Interpreting qualitative data: Methods for analyzing talk, text and interaction. London: Sage Publications. Chapter 8, Credible qualitative research 5

6 November 18 November 18: Silverman, D. (2006). Interpreting qualitative data: Methods for analyzing talk, text and interaction. London: Sage Publications. Chapter 10, Writing your report November 20: Silverman, D. (2006). Interpreting qualitative data: Methods for analyzing talk, text and interaction. London: Sage Publications. Chapter 11, The relevance of qualitative research Conclusion November 25: Silverman, D. (2006). Interpreting qualitative data: Methods for analyzing talk, text and interaction. London: Sage Publications. Chapter 12, The potential of qualitative research: Eight reminders November 27: No readings Final Research Project due 6

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