Fall 2018 - EDUC 866 G031
Qualitative Methods in Educational Research (5)
Class Number: 8267
Delivery Method: In Person
Overview
Description
CALENDAR DESCRIPTION:
This course introduces students to qualitative research in education and examines topics such as identifying problems, using conceptual frameworks, coding, data analysis, drawing interpretations, and constructing arguments.
COURSE DETAILS:
Meeting Dates:
Sept. 14/15, 28/29
Oct. 12/13, 26/27
Nov. 16/17, 30
Dec. 1
Times:
Fridays: 4:30pm - 9:00pm
Saturdays: 8:30am - 4:30pm
Location: Malcolm Knapp Research Forest
Room: The Yurt
We are grateful to be living and learning with/in q̓ʷan̓ƛ̓ən̓ (Kwantlen) and q̓ic̓əy̓(Katzie) territories.
“As places animate the ideas and feelings of persons who attend to them, these same ideas and feelings animate the places on which attention has been bestowed, and the movements of this process—inward toward facets of the self, outward toward aspects of the external world, alternately both together—cannot be known in advance. When places are actively sensed, the physical landscape becomes wedded to the landscape of the mind, to the roving imagination, and where the mind may lead is anybody's guess.” - Keith Basso, Wisdom Sits in Places
COURSE RATIONALE & DESCRIPTION
This course provides an introduction to reflexive teacher inquiry in the context of the historical development of qualitative research methodologies in education. Specifically, we will be focusing on (eco)hermeneutic approaches to research, the advent of place-based methodologies, and the implications in terms of teaching philosophy and practice. The course is designed to integrate ongoing learning about nature-based pedagogies with the lived experience of teachers teaching in particular contexts and places. We will explore the theoretical perspectives and assumptions underpinning various qualitative traditions and how these methodologies might inform your inquiry projects. The course is designed to support “teachers-as-researchers” to develop the reflexive knowing required to situate their work theoretically and methodologically as well as professionally and personally. We will therefore explore the presuppositions and values that shape your teaching as well as locate your inquiry practice in relation to established communities of scholarship. The course will cover methodologies, ethics, literature reviews, writing strategies and forms, and participatory inquiry practices. The ultimate goal this semester is to develop a proposal for the inquiry project you will implement next semester.
COURSE EXPECTATIONS
We expect members of our cohort will:
· Attend All Classes*
· Listen Well (to Each Other & the World)
· Learn from Difference & Otherness
· Be Willing to Try New Things & Ideas**
· Be Here Now
· Respect Each Other & This Place (No Put-Downs of Self or Other)
· Practice Self-Care
*The Masters program is based on a community of learners model in which all members of the cohort contribute to the learning of the group. Additionally, we value the process of our learning as much as we value the products of our learning. Consequently, attendance and participation are highly valued in our program. Please contact me if you experience an unforeseen or professional conflict.
**Please note that there is a certain amount of uncertainty and discomfort that often accompanies meaningful learning, and some learning activities may not be familiar or comfortable for you. That said, if you have a pre-existing condition or dis/ability, that makes an activity difficult or risky for you, please let me know and I will work with you to devise an alterative activity.
PLACE-BASED ACTIVITIES & LEARNING IN THE FIELD
Please note that certain classes (or portions of classes) will be held off campus and/or outdoors, primarily in order to learn within and through the natural environment and may involve travelling to different locations. The level of risk associated with these activities will be similar to those encountered in our everyday lives, including the potential for uneven surfaces, sunburn, dehydration, bug bites, and animal encounters. Locations, expectations, start and end times for such outings will be discussed in advance, as will appropriate precautions and preparations. Students will be responsible for arranging their own transportation to off campus activities. The instructor welcomes conversations regarding any questions or concerns in this regard.
COURSE-LEVEL EDUCATIONAL GOALS:
· Deepen & Extend: a disposition of inquiry, ethical awareness, critical reflexivity and responsiveness to learners and communities both human and other-than-human.
· Cultivate & Theorize: inquiry practices through the exploration of multiple educational philosophies, paradigms, and methodologies. · Reflect & Articulate: a scholarly understanding of various worldviews in relation to one’s educational perspectives and orientation to the natural world.
· Participate & Share: in a “critical friend group” to provide/receive thoughtful feedback to/from peers
· Seek & Identify: a research question, design a proposal, and plan for a teacher inquiry project.
Grading
- Active Participation & Discussion 10%
- Inquiry Journal 40%
- Final Proposal of Inquiry ProjectDraft Proposal of Inquiry Project 0%
- Final Proposal of Inquiry Project 50%
NOTES:
ASSIGNMENTS
1. Active Participation & Discussion (10%)
Active participation entails being present for all classes, reading ALL course materials ahead of class, asking thought-provoking questions and making comments in class. Class discussions and student-generated inquiries are central to this course and to developing the reflexive knowing required to conduct inquiry projects.
2. Inquiry Journal: Reflexive Writing Exercises, Microsite Reflections & Field Notes (40%)
As reflexive teacher inquirers, your inquiry journal will be a key source of “data.” The ability to ask meaningful questions is central to graduate level study, and in many respects, knowing how to ask relevant, generative and thought-provoking questions is more important than knowing specific answers to problems. Given that fruitful discussions entail participants having at least some genuine interest in the questions pursued, the inquiry journal offers the opportunity to illustrate, challenge and make sense of course topics related to your lived experiences. Regularly document observations, experiences, thoughts, reflections, insights, and resources related to emerging inquiry projects as well as any key ideas or excerpts from the readings that you find significant, insightful or troubling. In general, the following format is suggested: (i) select one to a few pieces of text from the reading (or an image, word or metaphor), (ii) write one to three paragraphs relating the text to your own experiences, interests or concerns (i.e. a reflection on why this particular piece speaks to you), and (iii) consider framing your understanding (or lack thereof) in the form an open ended question for the whole group to consider. When you pose the question, remember that you play an integral role in the inquiry. Therefore, the question should not be a rhetorical question, nor should it be intended to “test” your peers about knowledge of a given topic. Rather, I would like you to pose a question that genuinely means something to you and that you really would like to pursue and explore in class. Journals can take any format within reason. Journals are a personal venue for reflection and will be self-assessed throughout the semester but students will be regularly invited to share entries with the whole cohort or in small groups and reflexive writing exercises will be posted on the Canvas site. We will work to develop and enhance the journaling process with reflexive writing exercises that will change weekly.
3. Draft Proposal of Inquiry Project (Required but Ungraded) Marked Complete/Incomplete
Describe your initial research interests including: possible topic(s), personal interest and rationale for the topic (tensions, problems, successes, wonderings), possible inquiry question(s), goals for the inquiry project, musings on theoretical framework(s) you might employ, your personal research context, and any methods or techniques you are considering along with a reference list of possible sources. 3 Pages Max. (1.5 spaced excluding references).
4. Final Proposal for Inquiry Project ( 50%)
The ultimate goal of the course is to produce a proposal for an inquiry that you will conduct next semester. Be sure to address what brings you to this inquiry (tensions, problems, successes, wonderings), inquiry question(s), goals for this inquiry project, theoretical framework (the ideas that guide/inform your inquiry), your plan of action in relation to your practice, research context including self as researcher, research methodology, research methods (including data sources, data collection, and data analysis), ethical considerations, and how you will enhance the credibility of your inquiry, along with title page, abstract, and reference list of cited sources. The proposal should be 10 pages max. and APA format. (1.5 spaced, excluding title page, abstract, references, footnotes, and appendices).
GRADING
Consistent with university policy, Education 866 is a graded course. Grades will be available through the go.sfu.ca system or by request. The description of grades below, which is typical for advanced learners in graduate programs, will be used to assess assignments.
| A+ A A- |
Meeting or Exceeding Expectations | 4.33 4.00 3.67 |
| B+ B |
Minimally Meeting Expectations | 3.33 3.00 |
| B- C+ C |
Not Meeting Expectations | 2.67 2.33 2.00 |
Materials
REQUIRED READING:
No required text.
All course readings should be available via the SFU library database and/or will be made available on the course Canvas page.
Graduate Studies Notes:
Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.
Registrar Notes:
SFU’s Academic Integrity web site http://students.sfu.ca/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS