ED 151 – Introduction to Qualitative Research Methods 9/25/2003
Make appointment rather than office hours to meet.
Come to class prepared with questions/comments on the reading material.
You are expected to complete ALL the readings.
Expected to contribute to all class activities and to participate in field activities.
Field activity: Mini mini research project with group – One observation, two interviews, meet with research group.
Grading: 25 % Qualitative Product/Process Paper
20% Observation Process
20% Interview Memo
20% Qualitative Research Critique
15 % Class contribution
Observe based on specific research question
Interviews: Someone at site needs to agree to 2 one-hour interviews
Transcribe both interviews.
Group writeup and then individual writeup
Human subjects – need to go through them if the information you’re collecting will be used for anything outside this class.
In qualitative research the researcher is the tool – you have to examine your own subjectivity
Ethnography is a subset of qualitative research, a kind of qualitative research – the two are not synonymous.
Spindler was the grandfather of school ethnography, and he writes about what makes good qualitative research – as you read on in the class see if his observations apply.
Don’t’ read Geertz this week. Read Pheland & Cao “Speaking Up” instead and apply Spindler’s criteria – read not for content so much as for HOW they did the qualitative research.
Exercise: drawing without looking
Qualitative research product called “portraiture” – Sarah Lightfoot The Good High School – description & qualitative as an art form
Exercise: Qualitative Research, class definition
What is it?
When do you use it?
What is your experience with it?
No rules, abstract
Values, needs, behaviors, why not, how much
Capturing the essence of something or someone
Telling the story
Human interaction, shares experiences
Questions of generalizability & smaller sample sizes
Perspective – “it seems,it appears”
Degrees or kinds of something