Teaching Qualitative Research

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 You've 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. It's 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" Isn't 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 Interviewing WORKSHOP: PHENOMENOLOGICAL ETHNOGRAPHY. Using Photos and Other Artifacts to Explore a Cultural Phenomenon - Performance- and Arts-Based Data - Issues, Ethics, and Best Practices for Image-Based Research - Data Gathering Online CLASSROOM EXERCISE 8.3. Data Gathering Online - Chapter Summary 9. Teaching Creative Analytic Practices - Teaching Creative Analytic Practices - Data Analysis - Teaching Organization: Dealing with Piles and Files - Data Management Plans: Developing Systems to Manage the Data - Data Expansion - Data Reduction - Goals -Practical Tips for Handling Data for Coding - Teaching Students Where Codes and Themes Come From - Teaching Analysis as a Collective Classroom Activity CLASSROOM EXERCISE 9.1. Trying Out Data Analysis in a Large Group - Questions as a Way to Teach Data Analysis - Who, What, Where, When, Why, and How? - Reflective Questions That Interrogate Data - Questions for Peer Review CLASSROOM EXERCISE 9.2. Peer Feedback in Data Analysis - Qualitative Analysis Strategies - Teaching Analysis through Visual Displays CLASSROOM EXERCISE 9.3. Creating Visual Displays and Visual Memos - Teaching Interpretation - Use of Metaphor to Teach Qualitative Analysis CLASSROOM EXERCISE 9.4. Looking for Metaphors and Analogies - Using Theory as a Building Block for Analysis - Chapter Summary 10. Writing Qualitative Research Reports and Articles - Writing Doctoral Dissertations, Master's Theses, and Refereed Journal Articles - Teaching about the Different Sections through Examples - Low-Stakes Writing-or Practice Writing as a Pedagogical Strategy - "Workshopping" as a Method to Teach Writing Qualitative Research - Creating Peer Circles for Workshopping Writing - Writing Findings in Qualitative Research - Making Claims from Data - Making Meaning from Data - Telling the Lesser Stories through Summaries - Using Pseudonyms or Composites for People and Places in Qualitative Research Findings - Writing the Discussion Chapter - Acknowledge Limitations and Delimitations - Writing Articles during and after the Dissertation - Writing for Journals and Conferences - What Is Quality in Qualitative Research? CLASSROOM EXERCISE 10.1. A Dialogue on Quality CLASSROOM EXERCISE 10.2. Presenting the Study in a Conference Format - Chapter Summary - Conclusion: Final Thoughts References Index About the Authors