EDPS 681/A1 RESEARCH FRAMEWORKS Fall 2003
	Mondays: 14:00 - 16:50 Location: Education North 7-140

• to understand the epistemological and ontological assumptions underlying the various research philosophies;
• to place the research orientations within current philosophical debates, and
• to identify the defining characteristics of and to know how to undertake the methods of analysis associated with various methodologies.

Materials

Pre-course Reading

If you do not have a recent background in qualitative research you might like to borrow Gleshne, Ely, Berg, Creswell, Denzin, or another introductory text that suits your reading style from the library. 

Overview

I have divided the course into two parts. The first section on Epistemologies will be the main focus until Thanksgiving. First papers will be due on October 13th. In this section we will explore six main orientations to knowledge that influence research: Post-positivism, Interpretivism, Critical Inquiry, Feminism, Indigeneous Knowledge, and Post-structuralism.  Our goal is to be able to define and discuss these in terms of their epistemologies and the variety of orientations that nest within them, how they relate to each other, and where they overlap.

Section 2 begins on October 20. The focus is on various methodological approaches in relation to the six orientations. We will examine their underlying assumptions, and how these are evidenced in the practice of doing research. Potential topics include Ethnography, Action research, Discourse analysis, Case studies, Feminist analyses, Grounded theory, Phenomenology, Cultural Studies, and Narrative inquiry. Final papers are due December 8.

Course Expectations

Read, think, challenge, explore, risk, ponder, ideas from assigned and personal reading.
Develop a personal mindmap of the research literature and be able to describe and defend it.
Participate in discussions thoughtfully and in ways that support the work of your colleagues.
Complete the assignments on time and as specified.
Follow APA guidelines including the use of gender inclusive language.
Recognize that the journey is essential to the realisation.

University Policies

You are required to follow the University guidelines concerning
Copyright (www.library.ualberta.ca/copyright/index.gfm)
Inclusive language (www.education.ualberta.ca/ed/L35/EQRSintro)
Plagarism and Cheating (www.ualberta.ca/~unisecr/appeals.htm )

Grades

The University of Alberta has adopted letter grades (in line with most other universities). Below are the grade and the recommended distribution for graduate courses.

The median grade is between B and B+

A+ and A recognize publishable written work; evidence of wide reading and depth of understanding of ideas; and cooperative, insightful participation.

A- and B+ recognize accomplished written work and solid participation with evidence of insights from readings.

B and B- indicate good quality written work; adequate participation; and evidence of having completed assigned readings.

C+ indicates beginning graduate level written work; and/or lack of consistent application to readings and assignments.

Graded Assignments

All expectations are included in your final grade. Specifically:
The article abstracts (~8 reviews) (Due as assigned) 40%
The major paper (15-20 pp.) 60% (Due: Dec 8).

Assignments

1. Article abstracts—each one page maximum; include at least one question this paper raises for you. The paper is the basis for your leadership of the learning group discussion.

2. Major paper. Choose a topic from the course and explore the issue in depth. This is not to be a methodology paper. Drafts of this paper will be circulated among your learning group (Topic and direction October 20, Major draft ~8pp. November 17) and I will meet with you to provide feedback. Final paper drafts will be shared on December 1 and submitted December 8.

The focus should further some aspect of your learning from this course. You are encouraged to explore ideas. This could be an exploration of topics such as subject/object; meaning and interpretation; truth/power; identity and self/ves; structure /agency; discourses of power or relate to specific theorists or orientation.

The criteria are:

1.    depth of understanding
2.    clarity of presentation
3.    quality of argument
4.    understanding of references
5.    use of appropriate format, grammar, writing style, etc.

Background Readings

Burke, P. (1993). History and social theory. Ithaca, NY: Cornell.

Crotty, M. (1998). The foundations of social research. Thousand Oaks, CA: Sage.

Greene, M. (1994). Epistemology and educational research: The influence of recent approaches to knowledge. In Review of Research in Education 20, (pp. 423-464). Washington, DC: AERA

Greenfield, T.  (1993).  Organizations as talk, chance, action & experience (Ch. 3, pp. 53-73) and Reforming and reevaluating educational administration. When and whence cometh the phoenix? (Ch. 9, pp. 169-196). In Greenfield, T. & Ribbins, P. (Eds.), Greenfield on educational administration.  Towards a humane science.  New York, NY: Routledge.

Leonard, V. (1994). A Heideggerian phenomenological perspective on the concept of person. In Benner, P. (Ed.), Interpretive phenomenology  (pp. 43-63). Thousand Oaks, CA: Sage.

Rule, J. B. (1997). Theory and progress in social science. Cambridge: Cambridge University Press.

Steier, F. (1991). Introduction: Research as a self-reflexivity, Self-reflexivity as social process. In F. Steier (Ed.), Research and Reflexivity, (pp. 1-11).  London, UK: Sage.

Usher, R. (1996) A critique of the neglected epistemological assumptions of educational research (pp. 9-32). In Scott, D. & R. Usher (1996). Understanding educational research.  New York & London: Routledge.

Usher, R. (1996) Textuality and reflexivity in educational research (pp. 33-51). In Scott, D. & R. Usher (1996). Understanding educational research.  New York & London: Routledge.

Agger, B. (1991).  Critical theory, poststructuralism, and postmodernism: Their sociological relevance.  Annual Review of Sociology, 17, 105-131.

Burrell, G. (1994).  Modernism, postmodernism and organization 4: The contribution of Jurgen Habermas. Organization Studies 15 (1), 1-20.

Poster, M. (1989). Critical theory and poststructuralism. In search of a context. Ithaca, NY: Cornell.

Lather, P. (1986).  Research as praxis.  Harvard Educational Review 56 (3), 257-277.

Reinharz, S. (1992). Conclusions (Chapter 13).  In Feminist methods in social research. (pp. 240-269). Oxford, UK: Oxford University Press.

Ribbens, J. & Edwards, R. (1998). Feminist dilemmas in qualitative research. Public knowledge and private lives. Thousand Oaks, CA: Sage.

Agger, B. (1991).  Critical theory, poststructuralism, and postmodernism: Their sociological relevance.  Annual Review of Sociology, 17, 105-131.

Burrell, G. (1988).  Modernism, postmodernism and organization 2: The contribution of Michel Foucault.  Organization Studies 9 (2), 221-235.

Fox, N. J. (1994). Postmodernism, sociology and health. Toronto: U. Toronto Press.

Stronach, I. & MacLure, M. (1997). Educational research undone. The postmodern embrace. Buckingham, UK:Open University Press.

Usher, R. & Edwards, R. (1994). Postmodernism, postmodernity and the postmodern moment. In Postmodernism and education  (pp. 6-32). London, UK: Routledge.

Lincoln, Y. & Guba, E. (1990). Judging the quality of case study reports. Qualitative studies in education, 3, 1, 53-59.

Merriam, S. (1988).  The case study approach to research problems (Ch. 1, pp. 5-21). Case study research in education. A qualitative approach. San Francisco, CA: Jossey-Bass.

Stake, R. (1995).  Triangulation (Ch. 7, pp. 107-119).  The art of case study research. Thousand Oaks, CA: Sage.

Denzin, N.K. (1997).  Visual truth and the ethnographic project (Ch. 2, pp. 31-45). Interpretive ethnography Ethnographic practices for the 21st century. Thousand Oaks, CA: Sage.

Strauss, A. L. & Corbin, J. (1990 ).  Criteria for judging a grounded theory study. In Basics of qualitative research. Grounded theory procedures and techniques  (pp. 249-258). Newbury Park, CA: Sage.

Weber, S.J. (1986).  The nature of interviewing.  Phenomenology + Pedagogy, 4(2), 65-73.

Denzin, N.K. (1997). Ethnographic poetics and narratives of the self (Ch. 7, pp. 199-230) and Reading narratives (ch. 8,pp. 231-249).  Interpretive ethnography Ethnographic practices for the 21st century. Thousand Oaks, CA: Sage.

Plager, K.A. (1994). Hermaneutic phenomenology: A methodology for family health and health promotion study in nursing.  In Benner, P. (Ed.), Interpretive phenomenology  (pp. 65-83). Thousand Oaks, CA: Sage.

van Manen, M. (1984).  Practicing phenomenological writing.  Phenomenology + Pedagogy, 2(1), 36-69.

Carson, T. (1989). Collaboratively inquiring into action research. In T. Carson & D. Sumara (Eds.), Exploring collaborative action research (pp. I- xi). Proceedings of the Ninth Invitational Conference of the Canadian Association for Curriculum Studies, Jasper, AB, May 5-7, 1989.
 

Agger, B. (1992).  Cultural studies as critical theory. Washington, DC: Falmer.

Alexander, J. C. & Seidman, S. (1990).  Culture and society.  Contemporary debates. New York, NY: Cambridge.

Anderson, G. (1990).  Fundamentals of educational research.  New York, NY: Falmer.

Berg, B. L.  (1995).  Qualitative research methods for the social sciences (2nd. ed.).  Needham Heights, Mass.: Allyn & Bacon.

Berger, P. L. & Luckmann, T. (1966). The social construction of reality. Garden City, NY: Doubleday. (BD 175 B49)

Bernstein, R. J. (1976). The restructuring of social and political theory. Philadelphia: University of Pennsylvania Press. (H 61 B53)

Bogdan, R. C., & Biklen, S. K. (1982). Qualitative research for education: Introduction to theory and methods. Boston: Allyn and Bacon. (LB 1028 B67)

Boyan, N.J. (1988). Handbook of research in educational administration. New York: Longman. (LB 2805 H236)

Bredo, E., & Feinberg, W. (1982). Knowledge and values in social and educational research. Philadelpia: Temple University Press. (HM 24 K73)

Burgess, R. G. (Ed.). (1985). Strategies of educational research: Qualitative methods.  Lewes, England: The Falmer Press. (LB 1028 S89)

Burrell, G., & Morgan, G. (1979). Sociological paradigms and organisational analysis. London: Heinemann. (HM 131 B98)

Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. Lewes, England: The Falmer Press. (LB 1025.2 C32)

Delamont, S. (1992).  Fieldwork in educational settings.  New York, NY: Falmer.

Denzin, N. & Lincoln, Y (2000).  The handbook of qualitative research (2nd Edition). Thousand Oaks, CA: Sage.

Eisner, E. W. & Peshkin, A. (1990).  Qualitative inquiry in education. The continuing debate.  New York, NY: Teachers College Press.

Evers, C. W., & Lakomski, G. (1991). Knowing educational administration: Contemporary methodological controversies in educational administration research. Oxford: Pergamon Press.

Gleshne, C. & Peshkin, A. (1992). Becoming qualitative researchers. An introduction. White Plains, NY: Longman.

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Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage. (B 282.2 L73)

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Miles, M. B. & Huberman, A. M. (1984). Qualitative data analysis: A sourcebook of new methods. Beverly Hills, CA: Sage. 

Morgan, G. (Ed.). (1983). Beyond method: Strategies for social research. Beverly Hills, CA: Sage. (H 62 B575)

Popper, K. R. (1959). The logic of scientific inquiry. London: Hutchinson. (Q 175 P83)

Popper, K. R. (1963). Conjectures and refutations. London: Routledge and Kegan Paul. (B 791 P83)

Reason, P. & Rowan, J. (1981).  Human Inquiry.  A sourcebook of new paradigm research.  Toronto, ON: Wiley.

Scott, D. & R. Usher (1996). Understanding educational research.  New York & London: Routledge.

Schratz, M. (Ed.). (1993).  Qualitative voices in educational research.  New York, NY: Falmer.

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Smart, B. (1993).  Postmodernity.  New York, NY: Routledge.

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van Maanen, J. (Ed.). (1983). Qualitative methodology. Beverly Hills, CA: Sage. (H 62 Q14)

van Manen, M. (1990).  Researching lived experience. London, Ontario: The Althouse Press. (LB 1028 M274)

Wexler, P. (Ed.). (1991).  Critical theory now.  New York, NY: Falmer.

Wittrock, M. C. (Ed.). (1986). Handbook of research on teaching (3rd ed.). New York: Macmillan. (LB 1028 A49)