DOC PREVIEW
EVERGREEN MIT 2010 - QUALITATIVE AND QUANTITATIVE RESEARCH METHODS SYLLABUS

This preview shows page 1-2 out of 5 pages.

Save
View full document
View full document
Premium Document
Do you want full access? Go Premium and unlock all 5 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 5 pages.
Access to all documents
Download any document
Ad free experience
Premium Document
Do you want full access? Go Premium and unlock all 5 pages.
Access to all documents
Download any document
Ad free experience

Unformatted text preview:

Q u a l i t a t i v e a n d Q u a n t i t a t i v e R e s e a r c h M e t h o d sMIT -- WINTER 2008LEARNING OBJECTIVES What you’ll learn: - History and rationale behind your research question- to read and draw informed conclusions about educational research - to distinguish and make sense of qualitative and quantitative research- to read and make sense of some of the data and statistics researchers use to draw conclusions.- to critique these two kinds of study based on an examination of the methodology, the generalizability/transferability, the reliability/dependability, and the objectivity/confirmability of the findingsYou will develop these skills through (the learning opportunity): - Individual research on the history and rationale using research articles, relevant texts & program readings.- Workshops on statistics that examine the strength of relationships and differences.- Workshops and readings in which you will learn to identify, analyze and critique different aspects of the methodology, the generalizability/transferability, the reliability/dependability, and the objectivity/confirmability of the findings- Writing research annotations - Peer review of each other’s research annotationsYou will demonstrate your skill by (assessment): - Draft of introduction- List of relevant information for history chapter.- Revisions of at least 10 qualitative and quantitative research annotations which each include (i) succinct and clear description of design, methods and findings of the study; (ii) a critique highlighting the strengths and weaknesses of each study based on an examination of themethodology, the generalizability/transferability, the reliability/dependability and objectivity/confirmability of the findings; and (iii) a statement about what you can/cannot conclude from the study that is relevant to your masters paper question.The syllabus on the next page reflects the current plan for our work together. Of course, all good plans are not set instone, but use assessment and observation to be responsive to the ongoing needs of the learners. I will keep you abreast of any changes.ACTIVITIES - Individual Research- Workshops- Peer review in research groups- Peer review of introduction week 6 (draft due in week 10)- List of relevant information to include in history chapter (due week 10); Draft (due week 3 spring quarter)R ESOURCES Each week I will put links onto the handouts page of the web that help to explain the concepts we are working with.. ASSESSMENT & FEEDBACK STRATEGY: Formative assessment (i.e. how I”ll learn about your understandings) and Ways in which you’ll receive push back on your thinking: - You will conduct weekly peer reviews either in/out of class of a research annotation. As part of the peer review (i) you will critique the annotation using the lenses of the concepts we’ve discussed in prior weeks; and (ii) you will brainstorm how you’d critique the article using concepts discussed in the current week.- We will collect your work each week to help us notice themes in your developing conceptions and questions. We will provide individual feedback to your annotations. I’ll often provide group feedback in class and I’ll build what I learn from you into the learning opportunities for the following weeks. Asa result the focus/content for each week may change.Summative assessment (i.e. ways in which both you and I will be able to see what you have internalized and been able to apply from the content of the learning objectives). Here, I’m reiterating the 3rd part of the objectives on page 1. - Draft of introduction- List of relevant information for history chapter that will help you (i) explain the historical bases for the question; (ii) Examine the social/political contexts related to the question; and (iii) trace evolution in the literature of people’s thinking about your question. - Revisions of at least 10 qualitative and quantitative research annotations which each include (iv) succinct and clear description of design, methods and findings of the study; (v) a critique highlighting the strengths and weaknesses of each study based on an examination of themethodology, the generalizability/transferability, the reliability/dependability and objectivity/confirmability of the findings; and (vi) a statement about what you can/cannot conclude from the study that is relevant to your masters paper question.S C H E D U L E Questions you’ll address when reading the research to determine (i) whether youcan trust the results and (ii) what kinds of conclusions you can draw if any about your MP question.The workshop focusWhat you’ll do to apply and assess your understanding inclassWeek 1- What is the research question?- What are the conclusions reached?Introduction to the Masters paper - What is a review - Clarify masters paper task and time line - Develop research groupsKnowledge claims Types of research questions- Sort through and identify different kinds of research questions. Week 2 How to read a research article - Identify the aspects of the article that you need to understand to be able to critique it- Distinguish qualitative and quantitative researchHow to write an annotationOther- Overview of syllabus - Strategy for keeping track of and sorting through notes.Due today (Hand in at end of class.)Read 2 articles. Using four different color highlighters (one for each bullet below): - Identify the knowledge claim, research question and conclusion drawn from the research. - Identify language and aspects of study that you need to understand better in order to critique it.- Identify ideas that are relevant to the history portion of your paper.- Identify ideas that are relevant to introduction of your paper.Week 3: External Validity- Generalizability (qn): Can the results of the investigation be generalized to other settings?- Transferability (ql): To whatother contextually similar settings can these findings be applied?The sample & the setting. - How do qual and quant studies distinguish the role of the sample relative to the population?- strategies for sampling (what’s the difference between a convenience and a random sample?)- how /when can a sample be used to draw inferences about a population?- How are the generalizations made in a qual vs quant study distinct?. Due today (Hand in at end of class.)Read 2 more articles and write annotations. Bring articles and annotations with you In class Peer


View Full Document

EVERGREEN MIT 2010 - QUALITATIVE AND QUANTITATIVE RESEARCH METHODS SYLLABUS

Documents in this Course
RUBRIC

RUBRIC

3 pages

Load more
Download QUALITATIVE AND QUANTITATIVE RESEARCH METHODS SYLLABUS
Our administrator received your request to download this document. We will send you the file to your email shortly.
Loading Unlocking...
Login

Join to view QUALITATIVE AND QUANTITATIVE RESEARCH METHODS SYLLABUS and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view QUALITATIVE AND QUANTITATIVE RESEARCH METHODS SYLLABUS 2 2 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?