DPLS 723--Qualitative Research: Theory and Design--3 credits
Summer 2001
| Professor: James Beebe
Office: RC 256 Office Phone: (509) 323-3484 Home phone: 456-2571 |
Room RC 218 6/25, 7/2, 7/6, 7/9, 7/16, 7/23 7/30 6:00-10:00 |
| Office hours: Call for appointment | email: beebe@gonzaga.edu |
| Course
Description Course Objectives Learning Activities Web Based Syllabus Assessment and Grading Required Texts |
BLACKBOARD LINK
Blackboard Information  and Login Instructions |
Sessions and Assignments Advanced Session 1: June 25 Session 2: July 2 Session 3: July 6 |
Session 4: July 9 Session 5: July 16 Session 6: July 23 Session 7: July 30 |
Reading assignment
Morgan (1997, pp. 1-74) Focus Groups as Qualitative Research
FINE Foundation. Conceptual and Analysis Criteria: A Process for Identifying
Quality Education Research.
http://www.iptv.org/FINELINK/publications/coutline.html
What Makes a Publishable Qualitative Report? James W. Drisko and Deborah K.
Padgett [http://sophia.smith.edu/~jdrisko/SSWR%202001.htm]
07/07/01
Research Proposal Evaluation Form (Qualitative Methodology) from UTexas
http://www.gslis.utexas.edu/~marylynn/qreval.html
Creswell (1998) Grounded Theory (See pages identified in the Analytic Table
of Contents by Tradition)
Grounded Theory [http://www.groundedtheory.com/]
Optional reading assignment
Raymond R. Burke's Focus Groups
http://universe.indiana.edu/clp/rf/focusg.htm
How to Get Beneath the Surface in Focus Groups
http://www.mnav.com/bensurf.htm
Catterall, M. and Maclaran, P. (1997) 'Focus Group Data and Qualitative
Analysis Programs: Coding the Moving Picture as Well as the Snapshots'
Sociological Research Online, vol. 2, no. 1,
http://www.socresonline.org.uk/socresonline/2/1/6.html
Resources for writing a review:
Important Elements to Consider when Writing a Critique by Bobbi A. Kerlin
[http://kerlins.net/bobbi/education/writing/critiques.html]
06-27-01
Writing a Review of a Nonfiction Book or Article by Daniel Kies
http://papyr.com/hypertextbooks/engl_101/review.htm6/24/00
Writing a Review article for Psychological Bulletin by Daryl J. Bem
http://comp9.psych.cornell.edu/dbem/psych_bull.html
Optional reading assignment
Example 1: Report of Business Focus Group Discussions in Five Eastern
Oregon Counties
http://www.eosc.osshe.edu/~robinson/report.html
Example 2: Information Consumers Want in Electricity Choice: Summary of
Focus Group Research
http://www.rapmaine.org/focsum.html
Written assignment
(a) One or two paragraphs (not more than one page, typed, double spaced) on
the role of the moderator. Post to the Discussion Board by 9:00 pm July 15.
(b) Continue with the coding and analysis of the the transcript. Use as
many of the tactics for generating meaning identified in Beebe 2001 and Miles
and Huberman as you can. Bring one copy to class.
(c) Identify two or three point from Creswell describing Grounded Theory.
Post to the Discussion Board by 9:00pm July 15.
(e) Prepare the first two pages of what will be a 5 to 10 page report on the
RAP interview. See sample pages for reports in the APA Manual (pp. 258-272)
This report should be academic without sounding scholarly. Go back and reread
Becker!! Bring two copies of these two pages to class. Optional Experiment.
Deposit the file (in .rtf format) in the Blackboard, Student Tools, Drop Box.
Class activities
Working in pairs, carefully review each other's first pages, edit for readability,
examine for assumptions, and make suggestions for improving.
Discussion of Grounded Theory led by volunteer. Special attention to
what might be difficulties of doing a Grounded Theory study. Attention to what
makes Grounded Theory different from the other approached identified by Creswell.
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contact docinfo@gonzaga.edu or write to Doctoral Program in Leadership Studies Gonzaga University Spokane, WA USA 99258 (509) 323-3490 |
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Page maintained by beebe@gonzaga.edu revised 07/07/01/2001 |