EDUC 7020NA - Qualitative Approaches to Educational Research
Ngee Ann Academy - Quadmester 3 - 2014
-
General Course Information
Course Details
Course Code EDUC 7020NA Course Qualitative Approaches to Educational Research Coordinating Unit School of Education Term Quadmester 3 Level Postgraduate Coursework Location/s Ngee Ann Academy Units 3 Restrictions M Ed students only - Singapore Assessment essay (40%), reflective piece (60%) Course Staff
Course Coordinator: Dr Andrew Hope
Course Timetable
The full timetable of all activities for this course can be accessed from .
SEMINAR TOPICS
TOPIC COMMENT What is qualitative research?Column cell Overview of the course
The nature of qualitative research
Qualitative research and commonsense knowledge.
Objectivity / Subjectivity
Key themes in social research (Validity, reliability, generalisability)Schools Of Thought’ in Qualitative Research Epistemology/ Ontology
Realism / Idealism
Positivism / InterpretivismSocial Theory and Social Research The purpose of the literature review. Induction / Deduction, Falsification, Paradigms, Critical Theory. Types of Qualitative Interviews Semi-structured Interviews
Unstructured Interviews
Oral Histories
Focus GroupsUndertaking Qualitative Interviews Interview Schedules
Asking Questions
Piloting and probing
Rapport and engagementObservational Techniques Different types of qualitative observation (Overt / covert, participant / non-participant).
Spradley’s Dimensions of Descriptive dataEthnography and Ethics Ethnography, ethnographic authority
Ethics and qualitative research, informed consent.Qualitative Content Analysis Analyzing words and images, Understanding cultural context. Discourse Analysis Discourse analysis, Personal Documents Data Analysis Techniques for Generating Meaning Data Presentation Using data. Voice and Authority: The Case of Autoethnography Evaluating Qualitative Research Framework for Evaluation -
Learning Outcomes
Course Learning Outcomes
Upon successful completion of this module, students will have:
1) An understanding of the links between qualitative social research, philosophy, methodology and theory.
2) Knowledge and understanding of qualitative research methods.
3) Understanding of the process of qualitative social inquiry including issues such as validity, quality, sampling and ethics.
4) Developed a critical understanding of qualitative research design together with an appreciation of the challenges facing those undertaking such social research.最新糖心Vlog Graduate Attributes
No information currently available.
-
Learning Resources
Recommended Resources
Bogdan, R. & Bilken, S. (2003) Qualitative Research For Education, An Introduction to Theories and Methods. Boston/Sydney: Allyn & Bacon.
Burns, R. (2000) Introduction to Research Methods. Melbourne: Longman.
Bryman, A. (2012) Social Research Methods. Oxford: Oxford 最新糖心Vlog Press.
Cohen, L., Manion, L. and Morrison, K. (2011) Research Methods in Education. London: Routledge.
Clifford, J. and Marcus, G. (1987) Writing Culture. Berkeley, 最新糖心Vlog of California Press.
Burke Johnson, R. and Christensen, L. (2011) Educational Research. Quantitative, Qualitative and Mixed Approaches. Boston: Pearson.
Burton, D. (Ed.) Research training For Social Scientists. London: Sage.
Cohen, L., Manion, L. and Morrison, K., (2011) Research Methods in Education. London: Routledge.
Creswell, J. W., (2008) Research design: Qualitative, quantitative, and mixed method approaches. Thousand Oaks, CA: Sage Publications.
Crotty, M., (1998) The Foundations of Social Research: Meaning and Perspective in the Research Process. London: SAGE Publications.
Denzin N. & Lincoln Y. (Eds.) (2012) Handbook of Qualitative Research. London: Sage Publication Inc.
Glesne, C., (2010) Becoming Qualitative Researchers: An Introduction. Boston: Pearson.
Grbich, C. (2007) Qualitative Data Analysis. London: sage.
Hammersley, M (1997) Reading Ethnographic Research. London: Longman.
Hammersley, M and Atkinson, P. (2009) Ethnography: Principles and Practice. London: Routledge.
Kvale, S. And Brinkmann, S. (2009) Interviews: Learning the craft of qualitative research interviewing. London: Sage.
May, T. (2011) Social Research: Issues, Methods and Processes. Milton Keynes: Open 最新糖心Vlog Press.
Patton, M, (2002) Qualitative Research & Evaluation Methods. Thousand Oaks, CA: Sage.
Payne, G and Payne, J. (2004) Key Concepts in Social Research. London: Sage.
Rose, G. (2012) Visual Methodologies. London: Sage.
Shank, G., (2005) Qualitative Research: A Personal Skills Approach. Pearson Merrill Prentice Hall: Upper Saddle River, NJ.
Strauss, A. and Corbin, J. (1998) Basics of Qualitative Research. London: Sage.
Weinberg, D. (ed) (2002) Qualitative Research Methods. Oxford: Blackwell.
In addition there are various journals dedicated to qualitative research, which can be accessed via the university website. Most notably these include:
Ethnography http://eth.sagepub.com/
Qualitative Research http://qrj.sagepub.com/
Qualitative Inquiry http://qix.sagepub.com/ -
Learning & Teaching Activities
Learning & Teaching Modes
No information currently available.
Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Two Weekends, each including of the following session times:
Friday 7pm-10pm
Saturday 1pm-8pm
Sunday 9am-4pm
The course is constructed as a graduate-level seminar program. That is, all members of the class are expected to make a substantial contribution to class discussion, and everyone is expected to prepare properly for class by undertaking appropriate reading, reflection, research etc. activity.
In addition, all class members are strongly encouraged to utilise the collaborative facilities available through MyUni (such as discussion boards, wikis etc.) to assist each other in exploring this important and interesting subject. The collaborative and communication skills developed through regularly and actively participating in discussions are considered by the School to be most important, and are essential skills in educational research and professional practice.Learning Activities Summary
No information currently available.
-
Assessment
The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assignment 1 2000 word essay worth 40% of the total marks.
Assignment 2 3500 reflexive piece worth 60% of the total marks.Assessment Detail
ASSIGNMENT ONE
Critically discuss the links between social theory and qualitative social research.
Length: 2,000 words
Weighting: 40%
Graduate attributes: 1, 2
ASSIGNMENT TWO
You must formulate a working research question and discuss how you would go about conducting a piece of qualitative research on this topic if you had 12 weeks to do it in. You are not expected to do the actual fieldwork, but to discuss the key issues that you would have to consider if you were doing this work ie. theoretical underpinnings, ethics, access issues, pros and cons of the methods used, time management and planning as well as how you would record and analyse the data.
The topic you choose should be approved by the course coordinator and relate to some aspect of education or learning.
Length: 3,500 words
Weighting: 60%
Graduate attributes: 1, 2, 3, 4, 5Submission
No information currently available.
Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
-
Student Feedback
The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
-
Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
-
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
-
Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.
The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.
