Course Identification

Qualitative research: Approaches and methodologies
20245023

Lecturers and Teaching Assistants

Dr. Keren Dalyot
N/A

Course Schedule and Location

2024
Full Year
Monday, 10:45 - 12:15, science teaching lab 2
11/12/2023
08/07/2024

Field of Study, Course Type and Credit Points

Science Teaching: Lecture; Obligatory; Regular; 2.00 points

Comments

Hybrid Format
The course will run for two semesters (sessions) every other week.
The course will take place at Lab 2 (Science Teaching), except the following dates:
11/12/23-FGS room 1
29/01/24-FGS room 1

06/05/24-Science Teaching Lab 1
17/06/24-Mausher Conference Room

Prerequisites

No

Restrictions

20

Language of Instruction

Hebrew

Attendance and participation

Required in at least 80% of the lectures

Grade Type

Numerical (out of 100)

Grade Breakdown (in %)

10%
10%
25%
10%
45%

Evaluation Type

Final assignment

Scheduled date 1

N/A
N/A
-
N/A

Estimated Weekly Independent Workload (in hours)

2

Syllabus

In this course we will explore and experience central characteristics, issues, and dilemmas associated with qualitative research.
Through readings, discussions, class exercises and assignments, this course covers the following points:

1.    The assumptions of a qualitative research approach and the relationship between methodology and research questions.

2.    Assessment of various studies in education and other fields that use qualitative methodology.

3.    The processes of preparation for conducting research.

4.    Collection and management of data.

5.    Procedures of data analysis.

6.    The researcher as an element in a study.

7.    Conducting research in a systematic and ethical fashion.

 

Course Requirements and Grading

  1. Attendance and active participation in class discussions, readings, and class exercises. 10% of the grade.
  2. Every week add to google slide presentation a favorite quote and why you chose it (from required reading) 10% of the grade.
  3. Group project: Data collection strategies  10% of the grade. Sign up provided in Moodle.
  4. Mid-year paper – Review of a qualitative research study: 25% of the grade. (About 4 double-spaced pages). (Due first-class on second semester)
  5. Final Paper: Research proposal. Outline will be provided.  Should include issues of problem selection, site and sample selection, research role, entry, ethics, and insights for analysis and should be replete with references (from class readings and beyond) to back up assertions about methodology. This constitutes (45%) of the grade (About 10-15 double-spaced pages).

Learning Outcomes

Upon successful completion of this course students should be able to:
  1. Apply appropriate methodologies to relevant research questions. 
  2. Develop a plan to guide a qualitative study.
  3. Critically analyze qualitative research reports and studies.
  4. Use beginner skills of qualitative researcher.

Reading List

Course main textbook: Marshall, C., and Rossman, G. (2014).  Designing qualitative research (6th Ed.), Thousand Oaks, CA: Sage Publications.

Additional Required readings:

דושניק, ל' (2011). ניתוח נתונים במחקר האיכותני: הצעה לארבעה עקרונות מנחים. בתוך: ע' גוברמן וג' ספקטור-מרזל

(עורכות). שבילי מחקר – שנתון מס' 11. הוצאת מכון מופ"ת. עמ' 137-14 

* הד- מצויינים, ע. ( 2016)  . הבניה משותפת של זהות "תלמידה מתקשה": שגרות שיח בין מורה לתלמידתה ותפקידם בהנצחת קשיי למידה במתמטיקה. כתב עת למחקר ולעיון בחינוך מתמטי, 4 , עמ' 124-147

צבר בן יהושע, נ. (2001) (עורכת) מסורות וזרמים במחקר האיכותני    http://www.mofet.macam.ac.il/mylibrary/books/Documents/3855.pdf

שקדי א' (2001) מלים המנסים לגעת - גישה דיגיטלית דרך אתר כותר

Agee  J. (2009). Developing qualitative research questions: a reflective
process, International Journal of Qualitative Studies in Education, 22:4, 431-447

Christodoulou, A., & Osborne, J. (2014). The science classroom as a site of epistemic talk: A case study of a teacher’s attempts to teach science based on argument. Journal of Research in Science Teaching, 51(10), 1275–1300. https://doi.org/10.1002/TEA.21166

Besley, J. C., Dudo, A. D., Yuan, S., & Ghannam, N. A. (2016). Qualitative Interviews With Science Communication Trainers About Communication Objectives and Goals. Science Communication, 38(3), 356–381. 

Braun, V., Clarke, V., Hayfield, N., & Terry, G. (2019). Thematic Analysis. In P. Liamputtong (Ed.), Handbook of Research Methods in Health Social Sciences (pp. 843–860). Springer Singapore. https://doi.org/10.1007/978-981-10-5251-4_103

Chowdhury, M. F. (2015). Coding, sorting and sifting of qualitative data analysis: Debates and discussion. Qual Quant, 49, 1135–1143.

Collins, C. S., & Stockton, C. M. (2018). The Central Role of Theory in Qualitative Research. International Journal of Qualitative Methods, 17(1), 1609406918797475. https://doi.org/10.1177/1609406918797475

Dwyer, S. C., & Buckle, J. L. (2009). The Space Between: On Being an Insider-Outsider in Qualitative Research. International Journal of Qualitative Methods, 8(1), 54–63. 

Erduran, S., El Masri, Y., Cullinane, A., & Ng, Y. P. D. (2020). Assessment of practical science in high stakes examinations: A qualitative analysis of high performing English-speaking countries. International Journal of Science Education, 42(9), 1544–1567. https://doi.org/10.1080/09500693.2020.1769876

Freeman, M., deMarrais, K., Preissle, J., Roulston, K., & St. Pierre, E. A. (2007). Standards of evidence in qualitative research: An incitement to discourse. Educational Researcher 36(1) 25-32 

* Johnson, R.B. & Onwuegbuzie, A.J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher 33(7), pp. 14-26. 

Hammer, D., & Berland, L. K. (2014). Confusing claims for data: A critique of common practices for presenting qualitative research on learning. Journal of the Learning Sciences, 23(1), 37-46.

Guetterman, T. C. (2015). Descriptions of Sampling Practices Within Five Approaches to Qualitative Research in Education and the Health Sciences [48 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 16(2), Art. 25, http://nbn-resolving.de/urn:nbn:de:0114-fqs1502256.

Marshall, C., Dalyot, K., & Galloway, S. (2014). Sexual harassment in higher education: Re-framing the puzzle of its persistence. Journal of Policy Practice, 13(4).

* Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage. Chapter 6: Field work strategies and observation methods. 

Roth, W-M & von Unger H. (2018). Current Perspectives on Research Ethics in Qualitative Research.  Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 19(3). Art. 33.  

Way, N. (2005) Striving for engagement: Reflections from a qualitative researcher. Journal of Adolescent Research.  20(5), pp. 531-537.

 

Website

N/A