This course examines qualitative methods used in educational research, focusing primarily on participant-observation, asking questions, writing field notes, and on the transformation of these primary field data into written ethnographic documents.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
The research problems addressed by the process of educational research often present a more complex problem than the use of traditional quantitative research approaches can satisfy. As a result of this complexity, there is the need for alternate ways to answer research questions. Qualitative research (as a paradigm of thought and as groups of methods and approaches) seeks to provide this alternate approach. Christian educational researchers must develop a diverse understanding of research methodologies and approaches to best apply the proper method in the practice of educational research.
Textbook Readings and Lecture Presentations
Course Requirements Checklist
As the first activity in this course, please read the syllabus and Student Expectations. After reading the syllabus and Student Expectations, the candidate will then complete the related checklist found in the Course Overview.
Discussions are collaborative learning experiences. Therefore, the candidate will complete discussions in two parts. First, the candidate should post a new thread of 200-250 words in response to the provided prompt. Then, the candidate should reply to 2 classmates. Each reply must be at least 100 words.
Reading Summary Assignment
In Module 1: Week 1, candidates will have the opportunity to practice their APA writing and formatting skills through composing clear and concise chapter summaries for their assigned reading that week. The summaries should follow the format provided in the course and should clearly reflect APA style and writing. (CLO: A, D, G)
Research Plan Overview Assignments (3)
Throughout the course, candidates will build a preliminary research plan that will be submitted in three different stages (Modules: Weeks 2, 4, & 6). (CLO: C, F, G, I)
Five Approaches Table Assignment
In Module 3: Week 3, candidates will complete a chart that will allow them to define, explain, and discuss five major qualitative research methods. (CLO: D, G, H).
Article Critique Assignments (2)
During Modules: Weeks 3 and 5, candidates will read and critique an article based on the information provided in Chapter 5 and the appendices of the textbook. The critique should be a double-spaced review of the study’s purpose, theory, methods, and major findings. Both critiques should also follow APA style and should match the formatting guidelines provided. (CLO: B, D, F, G, H)
Field Notes Interview Assignment
Candidates will practice collecting data in the field through conducting two interviews with individuals who have earned a doctorate degree in the field of nursing/education. Each interview should be kept at about a 1-hour time limit and should be audio recorded for official transcription, which will be submitted. An interview template is provided with a detailed list of questions. (CLO: C, E, G)
Acknowledgment of the PhD Handbook
Please review the PhD Handbook and attach a signed receipt of the PhD Handbook.
The PhD handbook is located in the PhD Program Center.