Teaching Qualitative Research

Strategies for Engaging Emerging Scholars
1. Auflage 2018
ISBN: 978-1-4625-3670-2
Verlag: Guilford Publications

Buch, Englisch, 216 Seiten, Format (B × H): 155 mm x 229 mm, Gewicht: 321 g

This timely resource provides a framework for teaching students how to think qualitatively and become more critical and reflexive researchers. Presented are a wealth of pedagogical tools that instructors across the disciplines can tailor to their own needs, including thought-provoking discussion questions, group work exercises, and field activities. The authors discuss issues and choices in course design, including approaches to assessment and grading, and share sample syllabi for both online and face-to-face course formats. Exploring the complexities and debates that surround teaching qualitative research, the book argues for a holistic model of preparing novice researchers. It demonstrates effective ways to engage students in the qualitative inquiry process from start to finish--from understanding positionality and crafting a research problem to writing up findings for different audiences.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Swaminathan, Raji

Mulvihill, Thalia M

Fachgebiete

• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein Empirische Sozialforschung, Statistik
• Sozialwissenschaften Psychologie Psychologie / Allgemeines & Theorie Psychologie: Allgemeines

Inhaltsverzeichnis

1. What Does It Mean to Teach Qualitative Research? - Why Is It Imperative That We Build a Pedagogical Culture Around Preparing the Next Generation of Qualitative Researchers? - What Does It Mean to Teach Qualitative Research? - Introduction to the Debates, Discourses, and Complexities Inherent in Teaching Research - Different Fields and the Issues in Common for Teaching Qualitative Research - Institutional Arrangements and Politics - Chapter Summary 2. So Youve Been Asked to Teach a Qualitative Research Course: Socialization and the Qualitative Researcher - Course Design Principles, Processes, and Taxonomies - Design Principles of Courses and Understanding the Learner - Approaches to Teaching Qualitative Research - Should Qualitative Research Be Taught within Single Disciplines or Should a Cross-Disciplinary Approach Be Advocated? - Why Teach Critically? What Other Approaches Are Possible? - General Course Design Principles - Knowing the Learner: Countering and Working with the Resistant Learner - Inviting Students into a Community of Learning - Reflection or Reflective Practices FACULTY REFLECTIVE JOURNAL EXERCISE 2.1. Prior to Teaching the Course FACULTY REFLECTIVE JOURNAL EXERCISE 2.2. Planning to Teach FACULTY REFLECTIVE JOURNAL EXERCISE 2.3. Thinking about Teaching - Chapter Summary Sample Syllabi Templates (Face-to-Face, Workshop and Studio Based, Online) EXAMPLE 1. Some elements included in a syllabus for a face to- face, theory-driven approach to an introduction to qualitative inquiry EXAMPLE 2. Some elements included in a syllabus using workshop and studio pedagogies for a face-to-face graduate seminar on ethnography and education EXAMPLE 3. Some elements included in a syllabus for an online introduction to a qualitative inquiry course 3. Its Never Too Early to Start Thinking Qualitatively - Using a Holistic Approach to Thinking Pedagogically about Teaching Qualitative Research - What Is a Holistic Pedagogy? And Why Is It Needed? - Key Characteristics of Holistic Pedagogy for Teaching Qualitative Research - What Does It Mean to Think Qualitatively? - Teaching Qualitative Thinking through Experiential Learning CLASSROOM EXERCISE 3.1. Grocery Store CLASSROOM EXERCISE 3.2. The Outsider - Teaching Qualitative Thinking through Dialogue CLASSROOM EXERCISE 3.3. 20 Questions - Facilitating Students to Ask Qualitative Questions - Example of Qualitative Thinking Leading to Research from Sidewalk - Example of Qualitative Thinking Leading to Research from Bad Boys - Reflexive Thinking for Qualitative Research Topics CLASSROOM EXERCISE 3.4. Brainstorming Qualitative Research Topics - How to Ask a Qualitative Research Question CLASSROOM EXERCISE 3.5. Research Topic and I (Eye) - Chapter Summary 4. What Do You Mean That Being Biased Isnt Wrong?: Reflexive Exercises to Promote Awareness and Discussion of Positionality in Qualitative Research - Discussing and Tackling the Questions of Bias - What Is Bias in Critical Qualitative Research? - What Is Positionality and How Does It Influence Qualitative Research Projects? - Hierarchical Positionings and the Other in Qualitative Research - The Role of the Qualitative Researcher - Ethical Considerations - Outsider, Insider, Friend, Peer, Companion CLASSROOM EXERCISE 4.1. Teaching Reflexivity - Identity and the Qualitative Researcher CLASSROOM EXERCISE 4.2. Understanding Your Positionality - Chapter Summary 5. Crafting a Research Problem: The So What? Question - The So What? Question - Students Responses to Research Methods Courses CLASSROOM EXERCISE 5.1. Opening a Conversation CLASSROOM EXERCISE 5.2. Examining Assumptions CLASSROOM EXERCISE 5.3. Examining Assumptions through Autobiographical Writing - What Is a Research Problem in Qualitative Research? - Distinguishing between Researchable Problems and Practical Problems - What Makes a Problem Researchable? CLASSROOM EXERCISE 5.4. Linking Qualitative Questions and Research Purpose - Advocacy Research - Identity Work and the Research Question CLASSROOM EXERCISE 5.5. Imagining Researcher Roles and Identity - Asking the So What? Question - Identifying the So What? Question, or the Gap in Published Studies CLASSROOM EXERCISE 5.6. Learning to Locate Researchable Problems - Chapter Summary 6. Teaching Students to Write a Review of Literature: A Roadmap, a Conversation, and Metaphorical Imaginations - What Are the Students Assumptions of Literature Reviews? - How to Build an Argument in a Review of Literature - An Advocate Approach - A Jury Approach - Types of Literature Reviews - Descriptions and Discussion: Thematic, Scoping, and Critical - Functions of a Literature Review - Students Experiences of Crafting Literature Reviews - Tools for Approaching a Literature Review - Using Tables in Literature Reviews - Methodological Transparency and Metaphorical Imaginations CLASSROOM EXERCISE 6.1. Analogies and Reviews of Literature - Prepare to Search - Pedagogical Devices for Teaching Novice Researchers about Literature Reviews - Critical Reading and Writing: Learning the Vocabulary of Research CLASSROOM EXERCISE 6.2. Analyzing Literature Reviews CLASSROOM EXERCISE 6.3. Library Excursion - Rubric for Reviews of Literature CLASSROOM EXERCISE 6.4. How or When to Use Citations and References - Chapter Summary 7. Participant Observations, Research Questions, and Interview Questions: The Art of Observing and Questioning Self and Others in the Research Process - The Art and Craft of Observation CLASSROOM EXERCISE 7.1. Role Play - Helping Students Think through the Focus of Observations - Teaching Ideas for Learning to Observe and to Write Field Notes - The Art and Craft of Interviewing - Starting the Conversation: What Are Good Interviews? - Research Questions and Their Links to Interview Questions - Preparing Interview Protocols: Things to Think About CLASSROOM EXERCISE 7.2. Learning to Formulate Interview Questions - Practicing Interviewing with Peers - Teaching Listening for Developing Interview Skills CLASSROOM EXERCISE 7.3. Brainstorming What It Means to Listen - Modes of Interviewing: Distance versus Proximity - Phone Interviews - Focus Group Discussions and Group Interviews - Narrative Interviews and Life History Interviews - Recruitment of Participants - The Emotional Work of Interviewing - Postinterview Reflections: Voice Memos as a Way to Reflect on Interviews - Reflecting on the Content of the Interview - Reflecting on the Process - Lessons Learned - Activities for Teaching Interviewing Skills CLASSROOM EXERCISE 7.4. The Art and Craft of Interviews CLASSROOM EXERCISE 7.5. Interview Modes - Chapter Summary 8. Teaching Emergent Methods of Data Collection - Teaching Emergent Methods of Data Collection - Why Emergent Methods? - What Are Multimodal Data? CLASSROOM EXERCISE 8.1. Brainstorming Interesting Phenomena for Qualitative Research Data Gathering - Teaching Visual Literacy CLASSROOM EXERCISE 8.2. Keeping a Visual Diary - Multiple Forms of Data Gathering - Visual Methods - Photographs and Visual Data for Empowerment - Photovoice Methods for I

Über Autor(innen)

Raji Swaminathan, PhD, is Associate Professor in the Department of Educational Policy and Community Studies in the School of Education at the University of Wisconsin–Milwaukee. She has served as Director of Doctoral Studies and Chair of the Department and is a recipient of the university’s Faculty Teaching Award. Dr. Swaminathan has authored or edited three previous books, two on qualitative research methods and one on the narratives of immigrant women. She is interested in and works in the areas of qualitative research, youth resilience, urban and alternative schools, creative pedagogies, and school leadership within qualitative research.

Thalia M. Mulvihill, PhD, is Professor of Higher Education and Social Foundations and Acting Assistant Provost at Ball State University. She has served as Director of two doctoral programs, as well as Director of the Certificate Program in Qualitative Research and Education and the Certificate Program in College and University Teaching. Dr. Mulvihill is coeditor of The Teacher Educator and author or editor of four previous books related to qualitative research and innovative pedagogies. A recipient of numerous teaching, research, and mentoring awards, she is engaged in the study of historical and sociological issues in the field of higher education, innovative pedagogies, educational leadership, and qualitative inquiry.