EDUC 7780 QUALITATIVE METHODS II. UTAH STATE UNIVERSITY Spring, Syllabus. Purpose/Overview

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1 EDUC 7780 QUALITATIVE METHODS II UTAH STATE UNIVERSITY Spring, 2014 Syllabus Instructor: Sherry Marx, PhD Phone: Class Time: Wednesdays 4:30-7:00 Office: EEJ Education 341 Meeting Place: EDUC Office Hours: Wednesdays 3:30-4:20 & by appointment Purpose/Overview Welcome to Qualitative Research Methods II. This course is a hands on examination of and apprenticeship in qualitative research in the social sciences. Throughout the course, we will examine qualitative research that is theoretically, epistemologically, and methodologically complex, as well as strong in personal, reflective voice. Over the course of the semester, you will craft a well-designed qualitative study that can be conducted, analyzed, and thoughtfully written up during the semester. We will spend a lot of time this semester working on our own narrative voices. You will have many opportunities to share your research challenges and experiences with your classmates in this workshop setting. Required Readings Texts Glesne, C. (2011). Becoming Qualitative Researchers (4 th Edition). Pearson. o If this is your first class with Dr. Marx, please read chapters 1, 2 & 6 of this book on your own. Ellis, C. (2004). The ethnographic I: A methodological novel about autoethnography. Walnut Creek, CA: Alta Mira Press. Marx, S. (2006). Revealing the invisible: Confronting passive racism in teacher education. New York: Routledge. Blum, D. (2011). Cuban youth and revolutionary values: Educating the new socialist citizen. Austin: University of Texas Press. Articles/Chapters Coffey, A. & Atkinson, P. (1996). Chapter 2 Concepts and Coding. In Making sense of qualitative data, SAGE Publications. Ellis, C. (1993). There are survivors : Telling a story of sudden death. The Sociological Quarterly, 34(4), Ellis, C. (2010) Chapter 4 Reliving Final Negotiations. In Revision: Autoethnographic reflection on life and work. Left Coast Press, Milner, H. R. (2011). Disrupting deficit notions of difference: Counter-narratives of teachers and community in urban education. Teaching and Teacher Education, 24, Mosselson, J. (2010): Subjectivity and reflexivity: Locating the self in research on dislocation, International Journal of Qualitative Studies in Education, 23:4,

2 IRB All students must have completed CITI training in research ethics. Projects in class must all be approved by the USU IRB in order to be conducted. Canvas We will use Canvas as our electronic class support. All assignment will be turned in through Canvas and we will communicate on that site outside of class time. Technology Policy Personal technology (e-readers, i-phones, i-pads, etc.) may be used in our class solely for class purposes (viewing documents, searching for pertinent information, etc.). Checking , surfing, or attending to other matters are distractions for all class members (especially your instructor!). Please recognize the use of your personal technology as a privilege in our class that comes with these responsibilities. Schedule Readings/Assignments Due this Day Jan. 8 Introduction Expectations Jan Ethnographic I intro through page Ellis, C. (1993). There are survivors : Telling a story of sudden death. The Sociological Quarterly, 34(4), Ellis, C. (2010) Chapter 4 Reliving Final Negotiations. In Revision: Autoethnographic reflection on life and work. Left Coast Press, Note card due IRB Application must be started on Protis Jan Ethnographic I page 112 through page Mosselson, J. (2010): Subjectivity and reflexivity: Locating the self in research on dislocation, International Journal of Qualitative Studies in Education, 23:4, Due: 5 abstracts on your subject area in Canvas Note card due Jan Ethnographic I page 218 through 370 Due: Draft autoethnographic story to share in class Note card due Feb. 5 Glesne (2011) Chapters 3, 4, 5 (please read all first 6 chapters if you haven t already) Milner, H. R. (2011). Disrupting deficit notions of difference: Counter-narratives of teachers and community in urban education. Teaching and Teacher Education, 24, In class, we will carefully analyze how this article is constructed, section by section and data point by data point. Due: Revised draft of autoethnographic story to instructor in Canvas Note card due

3 Feb Revealing the Invisible Introduction through Chapter 3 Note card due Due: 5 abstracts on your theoretical/epistemological framework in Canvas Feb Revealing the Invisible Chapter 4 through End Due: Students will bring in an example of a well done literature review in your area and a careful outline you ve made of it. Make a copy available to your classmates. Be able to lead a talk through this outline (must be carefully prepared). You may use the materials you have used for your abstracts. Upload outline to Canvas. Note card due Feb Cuban youth and revolutionary values: Educating the new socialist citizen Introduction through Chapter 4 & Appendices Due: Students will bring in an example of a well done theoretical discussion in your area and a careful outline you ve made of it. Make a copy available to your classmates. Be able to lead a talk through this outline (must be carefully prepared). You may use the materials you have used for your abstracts. Upload outline to Canvas. Note card due Mar Cuban youth and revolutionary values: Educating the new socialist citizen Chapter 5 through Conclusion Note card due Due: First half of papers (Intro Methods) in Canvas Mar. 12 No Class Spring Break Mar. 19 Mar Glesne, C. (2011). Chapter 7 Finding your story: Data analysis. Becoming Qualitative Researchers (4 th Edition), Pearson. 2. Coffey, A. & Atkinson, P. (1996). Chapter 2 Concepts and Coding. In Making sense of qualitative data, SAGE Publications. Note card due Due: All your data should be collected by about this date (interviews, observations, etc.) You need the rest of the semester to work on analysis & writing (use this deadline to manage your time; nothing needs to be turned in today) 1. Glesne, C. (2011). Chapter 8 Crafting your story: Writing up qualitative data. Becoming Qualitative Researchers (4 th Edition), Pearson. 2. Glesne, C. (2011). Chapter 9 Improvising a song of the world: Language and representation. Becoming Qualitative Researchers (4 th Edition), Pearson. Workshop Day Share what is going on in your study at this point. What have you found? What have been the challenges? What are you plans now? Continued below

4 Note card due Due: Bring in a sample coding schema you have worked out for your project to share focus on findings of data analysis and then theoretical significance. Apr. 2 Apr. 9 Apr. 16 Apr. 23 Day off to continue polishing your analysis. Workshop Day Share what is going on in your study at this point. What have you found? What have been the challenges? What are your plans now? Schedule time to meet with instructor about your work. Student Presentations on Completed Studies Final Papers Due Research Journals Due Cautionary Tale It is imperative that students not fall behind on readings and/or assignments during the semester. Everything we do in class is building up to the final project. Many tasks are laid out over the semester piece by piece. By getting behind in any of them, you risk not being able to finish your research project. Please manage your time wisely this semester and realize that qualitative research can take a tremendous amount of time from scheduling meetings with participants, typing up transcripts, keeping research journals, analyzing data, and writing it up, not to mention the weekly readings. This is a good semester to go lightly with your other classes and responsibilities if possible. Methodology Materials If you d like to dig deeper into qualitative research, the following materials may be beneficial to you: International Journal of Qualitative Studies in Education (QSE) SAGE Handbook of Qualitative Research (all editions) Qualitative methods books, chapters, and articles by Harry Wolcott, Corrine Glesne, Michael Patton, Linda Tuhiwai Smith, Amanda Coffey and Paul Atkinson, John Van Mann, Carolyn Ellis, James Scheurich, William Tierney, Yvonna Lincoln, Norman Denzin, Laurel Richardson, Egon Guba, Patti Lather, Elizabeth St. Pierre, John Creswell, Margaret Kovach, etc., etc., etc. These authors represent a wide variety of perspectives on qualitative and all can be helpful in different ways. Assignments All written assignments must be typed in 12-point font with 1 margins. The research paper must use double spacing and adhere to APA formatting. Please adhere to length requirements. Late assignments will not be accepted unless in case of documented emergency. Participation Participation is a critical component of a doctoral class. Without quality discussion, the class cannot succeed. Therefore, your verbal participation is crucial in whole class and group discussions. Make sure that you verbally contribute to the class with questions, comments, and insights each time we meet. Please also make sure that you do not dominate discussion and, therefore, silence others. Attendance is a key component of participation. You are expected to attend all class periods. If this is not possible due to conference presentations, etc., please contact your instructor ahead of time. At the end of the semester, you are asked to assign your own grade for class participation based on this description of participation. 4%

5 Note Cards Reading the materials carefully and contributing to class discussion from your note cards is a key dimension of class preparedness and participation. Research Journal You are asked to begin your journey as a researcher by keeping a research journal where you regularly note ideas, insights, questions, concerns, etc. about the nature of research as we discuss it, as well as your own research project. You are asked to turn this notebook in (hard or electronic copies are acceptable) at the end of the semester. 4% 5 Subject-Area Abstracts This assignment is directly related to your research question(s). Read the recent peer-reviewed empirical journal articles on your subject focusing on the last 10 years. You are encouraged to add these 5 articles to any literature review you may have already done. These articles should be very closely related to your topic. Each abstract should be about half a page in length. Include an APA-style bibliographical reference for each article. You must write the abstracts yourself in order to process the information. This is not a cut-and-paste assignment but a reflective, analytical one. Cut and paste (i.e., plagiarized) abstracts will be given no credit. You are expected to read peer-reviewed journal articles. If your field is a newly emerging one, talk to your instructor and make sure she approves your review of dissertations, books, or something else considered appropriate. Internet articles that are not peer-reviewed and government-produced newsletters or fact sheets are not considered appropriate. When in doubt, ask your instructor. Autoethnographic Story This assignment is practice is capturing your voice and writing your own, personal story in an evocative way. Think of a story that really happened to you at any time in your life and write it up in a way that is compelling and evocative for readers. 2-3 pages. You will share a draft with classmates the first week, then revise to turn in a more polished version to your instructor the next week. Follow Ellis s recommendations on pp when writing. When reading your classmate s work, follow her advice on pp The goals of this assignment are to help you write in a compelling style and breathe life into the story of your research no matter what you study. 5 Theoretical Abstracts This assignment focuses specifically on the theoretical frame you are developing for your project. Materials may be book chapters, books, and/or journal articles of people describing and/or using theory/ies you believe are applicable to your work. The goal is to learn more about particular theory/ies and how others use them in their work. 10% Each abstract should be about half a page in length. Include an APA-style bibliographical reference for each article. As above, this is not a cut and paste assignment. First half of paper This is a polished project that must include the following: Introduction Literature & Theoretical Review Purpose of Study & Research Question(s) Methodology 10% When in doubt, stick to this format (in this order) and use these titles (more or less) as your subheadings.

6 You are welcome to deviate from this pattern if you have already mastered this style and would like to be more creative. But, let your instructor know what you are doing. If you have created a research proposal in a previous class and you are still developing the same project, you are welcome to build on that (including more development of literature and theory, refinement of methods, etc.). Please use APA style in your work. Leading Class Discussion on Readings With a partner, you will lead class discussion on a book or set of articles. This is a challenging assignment that encourages you to put yourself into the role of guide. You are not to lecture but to guide students through probing questions, discussion topics, and activities if appropriate. In a small class, thoughtprovoking discussion may be best. Through your leadership, students should engage in discussion of various aspects of the day s readings (theory, voice, methods, analysis, etc.). Talk to your instructor if you are concerned about your approach. All partners must participate equally. Plan for at least one hour of discussion leadership. Literature Review Outline When you are reading articles for your abstracts, analyze how the literature reviews are put together. Find an article that exemplifies a great lit reviews that is well-organized, easy to follow, and nicely situates the article. Outline this section to better see how it is put together. Share a copy of the paper and your outline with your classmates. During class, each student will present their example to others, discuss why they are so helpful and share the outline for all to see how the sections are structured. Students, please bring a copy of these materials with you to class (hard or electronic copy). Plan for 5-10 minutes of presentation time. Theoretical Outline When you are reading articles for your abstracts, analyze how the theory sections are put together. Find an article that exemplifies a great theoretical discussion that is well-organized, easy to follow, and nicely situates the article. Outline this section to better see how it is put together. Share a copy of the paper and your outline with your classmates. During class, each student will present their example to others, discuss why they are so helpful and share the outline for all to see how the sections are structured. Students, please bring a copy of these materials with you to class (hard or electronic copy). Plan for 5-10 minutes of presentation time. Coding Schema We will discuss this in class. A simple list of codes and an outline of their preliminary organization is all that is needed. Final Paper Your paper must be well written with proper APA style and include the following: Introduction Literature & Theory Review Purpose of Study & Research Question(s) Methodology (the above must be revised to show that the study is now finished make sure the tense, scope, etc. are accurate) Description of Findings this is where you write about the themes that emerged in your study. You ll probably need a more descriptive subtitle than this. This is the meat of your paper. Significance of Findings this is where you write about the importance of your findings theoretically, beyond the small group of folks studied. Conclusion here is where you wrap up the purpose of your paper. Be sure to write strongly here! 4% 4% 3 Remember to situate yourself in the paper throughout, beginning wherever seems most appropriate. Make sure your positionality, your sensitivity, and your voice come through throughout your paper. Everyone

7 must write in the I voice. (Please do not use a royal we your instructor will take off 5 points for that problematic approach.) If you have mastered the standard format outlined above, you may deviate from it. But, be sure you know what you are doing before you do this and give your instructor a head s up. Your paper should be no longer than 30 pages. This is not a hard and fast rule, but this page length is generally best for publication. Also, longer papers tend to be verbose and not as clear in their focus as more streamlined, efficient papers. (I know that seems hard to believe, but, really, it s true.) Your final paper is the best assessment the instructor has of your ability to conduct and write up qualitative research. Make sure that it reflects your skills. This project is the most significant determiner of your grade. You are required to meet with your instructor about this paper before it is due in person, by Skype, or by phone to receive critically important feedback on the paper s development. Not meeting with the instructor will take 10 points off the top of your paper. Final Presentation Presentation should be conference quality. Must be shown on PowerPoint or similar presentation software. Time allotments will be decided in class (based on student #s). Presentations should use following format: 1. Introduction with just enough literature to situate your study for your audience (please limit this section to 3 minutes to preserve important time for findings) 2. Research Question 3. Study Methods 4. Description of Study Themes, etc. (include some key data [quotes, etc]) 5. Theoretical Significance of Findings 6. Conclusions Please adhere to the time constraints. Make your presentation streamlined. Grades The following final grades will be given: A A- B+ B B- C+ C C- D+ D F <59 Class Expectations In an advanced doctoral class such as ours, students are expected to: Come to class having carefully read the assigned readings and completed assigned homework. All students should have a thoughtful discussion note card prepared when readings are discussed. Verbally and intellectually contribute to the class by sharing insights, opinions, and other thoughts about the topics we will be discussing in a respectful manner. At the same time, please make sure you don t dominate discussion so others can t contribute as well. Be mentally present in class. Come to every class on time and stay the whole class period. Please talk with instructor ahead of time if you expect to be absent.

8 Have high standards for yourself in the areas of presenting and writing. All your assignments are expected to be polished and carefully edited. Your instructor will not edit your work, but grade it down for formatting, grammar, spelling, etc. issues. Think of all your assignments as articles aiming for publication. Talk to your instructor as soon as possible if you find yourself falling behind, having trouble with the work, etc. This class has a heavy course load. Please carefully manage your time, organize your work, and meet with the instructor quickly about problems to ensure you successfully finish the class. Turn all assignments in on time. Assignments turned in later than one week will receive 0 credit. Think of class projects as exploratory or pilot studies. They are great practice and preparation for future work; but, they are not dissertations or dissertation proposals. Realize your more focused future work can emerge out of what you ve done here. With more polishing, your paper may eventually be publishable! Think of that goal as you continue to revise and improve your manuscript. Utah State University Selected Policies and Procedures Academic Freedom and Professional Responsibilities Academic freedom is the right to teach, study, discuss, investigate, discover, create, and publish freely. Academic freedom protects the rights of faculty members in teaching and of students in learning. Freedom in research is fundamental to the advancement of truth. Faculty members are entitled to full freedom in teaching, research, and creative activities, subject to the limitations imposed by professional responsibility. Faculty Code Policy #403 further defines academic freedom and professional responsibilities: Academic Integrity "The Honor System" Each student has the right and duty to pursue his or her academic experience free of dishonesty. The Honor System is designed to establish the higher level of conduct expected and required of all Utah State University students. The Honor Pledge: To enhance the learning environment at Utah State University and to develop student academic integrity, each student agrees to the following Honor Pledge: "I pledge, on my honor, to conduct myself with the foremost level of academic integrity." A student who lives by the Honor Pledge is a student who does more than not cheat, falsify, or plagiarize. A student who lives by the Honor Pledge: Espouses academic integrity as an underlying and essential principle of the Utah State University community; Understands that each act of academic dishonesty devalues every degree that is awarded by this institution; and Is a welcomed and valued member of Utah State University. Plagiarism Plagiarism includes knowingly "representing, by paraphrase or direct quotation, the published or unpublished work of another person as one's own in any academic exercise or activity without full and clear acknowledgment. It also includes the unacknowledged used of materials prepared by another person or agency engaged in the selling of term papers or other academic materials." The penalties for plagiarism are severe. They include warning or reprimand, grade adjustment, probation, suspension, expulsion, withholding of transcripts, denial or revocation of degrees, and referral to psychological counseling. Grievance Process (Student Code) Students who feel they have been unfairly treated [in matters other than (i) discipline or (ii) admission, residency, employment, traffic, and parking - which are addressed by procedures separate and independent from the Student Code] may file a grievance through the channels and procedures described in the Student Code: (Article VII. Grievances, pages 25-30). Sexual Harassment Sexual harassment is defined by the Affirmative Action/Equal Employment Opportunity Commission as any "unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature." If you feel you are a

9 victim of sexual harassment, you may talk to or file a complaint with the Affirmative Action/Equal Employment Opportunity Office located in Old Main, Room 161, or call the AA/EEO Office at Students with Disabilities The Americans with Disabilities Act states: "Reasonable accommodation will be provided for all persons with disabilities in order to ensure equal participation within the program. If a student has a disability that will likely require some accommodation by the instructor, the student must contact the instructor and document the disability through the Disability Resource Center ( ), preferably during the first week of the course. Any request for special consideration relating to attendance, pedagogy, taking of examinations, etc., must be discussed with and approved by the instructor. In cooperation with the Disability Resource Center, course materials can be provided in alternative format, large print, audio, diskette, or Braille." Withdrawal Policy and "I" Grade Policy Students are required to complete all courses for which they are registered by the end of the semester. In some cases, a student may be unable to complete all of the coursework because of extenuating circumstances, but not due to poor performance or to retain financial aid. The term 'extenuating' circumstances includes: (1) incapacitating illness which prevents a student from attending classes for a minimum period of two weeks, (2) a death in the immediate family, (3) financial responsibilities requiring a student to alter a work schedule to secure employment, (4) change in work schedule as required by an employer, or (5) other emergencies deemed appropriate by the instructor. Course Fees Courses that utilize course fees are required to identify the amount of the course fee and explain the purpose of the course fee on the syllabus given to students. Course fee information not included on the syllabus will result in the course fee automatically being deleted. Course Grading Faculty are responsible for the course grading system and grading scale used in each class. However, grading systems and grading scales must be fair and reasonable. An example of one possible grading scale is below: A % B 86-83% C 76-73% D 66-60% A % B % C % F 59% and below B % C % D %

10 Student Leadership Schedule Topic Jan 22 Ethnographic I & Subjectivity and Reflexivity Leaders Jan 29 Ethnographic I Feb 12 Revealing the Invisible Feb 19 Revealing the Invisible Feb 26 Cuban Youth March 5 Cuban Youth