Overview

Description

CALENDAR DESCRIPTION:

Supports learners in engaging in ethical inquiry practices within their specific professional contexts.

COURSE DETAILS:

‘I enjoy that part of the research process that involves poring over the data, annotating, describing, linking, bringing theory to bear, recalling what others have written, and seeing things from different angles. I like to do it “manually” too, with paper and pen, scribbling a dense texture of notes in margins and spilling over onto separate pages.’ (MacLure p. 174)

MacLure, M. (2008). Classification or wonder? Coding as an analytic practice in qualitative research. In R. Coleman & J. Ringrose (Eds.), Deleuze and research methodologies (pp. 164-183). Edinburgh, UK: Edinburgh University Press.

Overview Description & Objectives

Data analysis and interpretation has been described as the ‘black hole’ of qualitative research (Lather, 1991).  It varies in style and form (Saldana, 2011) and ranges from analytic (Miles & Huberman,1994) to arts based and interpretive (Springgay, Irwin & Kind, 2005). As such it is important to know ourselves and to take into consideration our research questions, purpose and epistemological framework. This must be done to align our beliefs and wonder to the modes and methods that guide our journey and knowledge creating practices. If we stay true to ourselves this so called ‘black hole’ of qualitative practice can be a place of beauty, continued exploration and meaning making. By embracing this stage of our research practice in all of its messiness and uncertainty we are conquering the unknown and arriving in a new place of understanding.

This course builds on the philosophical and methodological foundations of teacher inquiry in EDUC 718 by taking a critical look at our research questions and related data collection methods, analysis and interpretation and the intimate connection between them. Together we will seek to better understand methods of collecting, refining, defining, connecting and organizing ‘data’ in meaningful ways that lead to interpretation and empowerment. Your research stance will be deepened as you work through recursive cycles of action and reflection and diffraction (both individually and in partners or small groups).

Making sense of ourselves/our practice will be approached through our research questions and dialogue, analytic techniques (coding, memos, cognitive mapping), holistic ways through narrative writing (analysis) as well as creative and forms of (re) representation (performative, narrative, poetic and other artistic creations). This latter approach allows us to see our data in different ways and helps shake up our assumptions and values in ways that move us toward new understandings. Here the familiar becomes strange and the strange begins to resonate in unexpected ways. Overall these approaches allow you (and others) to see your inquiry in new and interesting light(s) and allows deep examination of your practice and yourself. Our goal is to be informed and reach new levels of sophistication in our understandings. This will be done to examine and disrupt our assumptions and habitual patterns (rather than to ‘prove’ what we already know) and to complexify our understandings. The course is designed to assist us in developing the tools and the disposition(s) to live inquiry—to critically and creatively investigate, reflect upon, and (re) consider our professional lives.

COURSE REQUIREMENTS

Evaluation:

This course includes the following assignments:

1) Data Collection (Ungraded but required) ongoing data collection related to the methods identified in your proposal and your inquiry question(s). All data must be carefully stored and organized and (see below) reflected upon in your Inquiry Journal

2) An Inquiry Journal (Ungraded but required)

will be used to document thoughts, experiences, values, emotions, and actions related to your data collection and theory and provide a ‘meta’ view of your data and the process of data collection. This too will become a source of data as you examine, deepen and disrupt your understandings

3) Reflective Commentaries on Readings, Class Discussions, Experiences (40%)

This assignment invites you to further your thinking through reflective commentaries on the readings, class discussions and your experiences and to respond to the commentaries of others. You are required to initiate 10 posts (200-250 words on the Canvas site) related to the readings as well as 10 weekly responses to one other person’s post. At the end of the semester thematically summarize your reflective commentaries and responses to demonstrate how the reading or another person’s post has disrupted, or supported your theoretic framework and/or epistemological, ontological understandings (4 pages)

4) Method of Analysis and Learning Statements (60%)

Create an organizational Structure related to your research questions to demonstrate your method of analysis and interpretation (Ask yourself what method (or alternate method) has lead to your understandings). To do this draw on your ‘best practices’ for extracting meaning during your inquiry cycles of action and reflection.   (It is recommended that this assignment be broken down into meaningful sections related to your research question and sub-questions or organized in a way that is meaningful to your inquiry). Link your Learning Statements to your analysis and interpretation. Be sure to include an overview/introduction that outlines your process (in general terms) and a rationale for your selection of that mode or method of analysis (1 to 2 pages). This will be important in making your analysis transparent to the reader and to articulate how and why you arrived at your current understandings. Using concrete examples supported by data examples create Learning Statements i.e. connection or disconnection to theory; new questions; new understandings; implications for practice; next steps (4 to 6 pages).

5) Presentation of your inquiry and findings to date (Ungraded but required)

The last two classes will used for each student to present a narrative (15 minutes) of findings to date. This should include your theoretical framework, research questions, methods of analysis and meaning making practices followed by your current learning related to your research questions. Any presentation format is welcome.

Assignment due dates: All graded assignments to be handed in beginning November 22^nd but no later than December 6^th

Grading Criteria will be based on American Psychological Association writing standards

Please refer to our graduate grading regulations below:

http://www.sfu.ca/students/calendar/2019/spring/fees-and-regulations/grading-policy/grad-grading-policy.html

Academic Honesty and Student Conduct:

Students in all Faculty of Education courses are responsible for knowing policies pertaining to academic integrity available on the website:  https://www.sfu.ca/students/academicintegrity.html  and http://www.sfu.ca/policies/gazette/student/s10-01.html

Materials

REQUIRED READING NOTES: