EDUC 580 "Interpretive Inquiry" Summer 2010 (July 5-July 27)

Detailed Lesson Plans and Resources

(Interpretive Inquiry I)

The outline is a "living" one, continuous growing and changing to meet of students and instructor, though the overall framework [reading, assignments] will stay.

The course description can be found at this link, including assignment: [Description]

Textbook

Wolff-Michael Roth, Doing Teacher-Research: A Handbook for Perplexed Practitioners (Rotterdam, Sense Publishers, 2007).

 

Navigation Bar

Week1: [JUL05] [JUL06] [JUL07] [JUL08] [JUL09]
Week2: [JUL12] [JUL13] [JUL14] [JUL15] [JUL16]
Week3: [JUL19] [JUL20] [JUL21] [JUL22] [JUL23]
Week4: [JUL26] [JUL27]

Some Useful Resources

  1. UVic library to go to journals and download readings [here]. Thompson ISI Web of Science [click here]
  2. FQS: Forum Qualitative Sozialforschung/Forum Qualitative Social Research is a tri-lingual (English, German, Spanish) online journal for issues related to qualitative research.
  3. The Qualitative Report is an online journal dedicated to qualitative research and critical inquiry since 1990. It has lots of links to resources for qualitative research on the Internet.
  4. PRAAT is a program that allows you to prepare very detailed transcripts and do a variety of analyses, including that of prosody.
  5. A sample assignment that received an A+ can be found [here].

JUL05

Assignment

Lesson topics

  1. Introduction
    1. instructor & participants
    2. "Why are you here?" (goals, objectives)
  2. Outline of the course--(including presentation and analysis of student research)
  3. Presentation and discussion of course objectives:
    1. Students will gain better understanding of qualitative research process,
    2. Students will gain better understanding of how to design qualitative studies,
    3. Students will gain better understanding of how to read qualitative studies in a critical way,
    4. Students will gain better understanding of how to interpret data.
  4. Presentation and discussion of the assignment;
  5. Textbook, structure,
  6. Which method? Research questions (quantitative, qualitative, integrated)
    1. Method vs methodology
    2. Which method?
    3. Role of research questions
    4. Quantitative versus qualitative research: (1) 5-10 min writing (2) minilecture (statistics; mixed methods [example, Roth, 1996] )
  7. Analyzing some data (AST), demo of clips, mov, aif, transcript (A relevant paper can be found here)

After this lesson, students should begin their assignment by making some recording to be used as the data source. Transcripts are to be ready by July 14, at which time they constitute integral part of the lessons of July 14 and 15.

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JUL06

  1. Method vs methodology
  2. Which method?
  3. Role of research questions
  4. Quantitative versus qualitative research: (1) 5-10 min writing (2) minilecture (statistics; mixed methods [example, Roth, 1996] )

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JUL07

Assignment

  1. Reading: Introduction and Chapter 1 of textbook.
  2. List of written questions concerning difficult concepts

Resources

  1. Lynch, M., & Bogen, D. (1996). The spectacle of history: Speech, text, and memory at the Iran-contra hearings. Durham: Duke University Press.
  2. Gregory, S. W. Jr. (1999). Navigating the sound stream of human social interaction. In D. D. Franks & T. S. Smith (Eds), Mind, brain, and society: Toward a neurosociology of emotion (pp. 247–85). Stamford, CT: Jai Press. (((shows how during the production and reproduction of interviews—involving a variety of celebrities and CNN’s journalist Larry King—differences in the power and status of the interviewee are associated strongly with convergent features of their pitches (F0))))

Lesson topics

  1. Questions about Course and Course Format
    1. Questions about process, special needs, possible changes to be made;
      1. Organization of transcript analysis. Should we start on Monday JUL 12? (so you have ample time to complete assignment)))
      2. Please send me an email so that I know how to contact you.
    2. Course Assignment
      1. Anyone working together? Individuals, groups? for working on course assignment
      2. Questions about assignment? (e.g., record something related to your interests so that the assignment gives you a new angle on your field. If you are interested in policy, use some documents/documentary relating to educational policy; if it is )
  2. Discussion: Introduction and Chapter 1
    1. Each student gives a 5-minute report of key points, possible questions, applications to his/her own work.
    2. Key Concepts
      1. Getting Started: Topic (research question), ethics (see next point), curriculum/teaching vs research, anonymity/confidentiality, theory vs praxis,
      2. Doing a pilot
      3. Recording: audio, video
      4. Unit of analysis
      5. Tracer
      6. t-test
      7. Transcribing
      8. Analytic notes
      9. Questions
      10. Quality and audit: confirmability, prolonged engagement, persistent observation, progressive subjectivity, peer debriefing (disinterested peer)
      11. Ideology, common sense, radical doubt,
  3. Human research ethics--some basics and consent form [for sample form, click here] (For sample completed ethics application [click here])
  4. Analyzing some data (AST), demo of clips, mov, aif, transcript (A relevant paper can be found here)
  5. From the concept mapping project. [video] [photo] [transcript to go with video] [Reanalysis]

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JUL08

Assignment

  1. Reading: Chapter 2 of textbook, "Investigating Student Views on Collaborative Concept Mapping"
  2. List of written questions concerning difficult concepts
  3. How to download and save youtube videos: click here for info
  4. ANNOUNCEMENT: Final assignments are due AUG 02, 2010
  5. ANNOUNCEMENT: Transcript analyses by instructor will take place JUL12, 13, 14. Have your transcript ready for those days.

Lesson topics

  1. Classroom context:
    1. Questions about process, special needs, possible changes to be made;
    2. Assignment-related questions
  2. Analyzing some data (AST), demo of clips, mov, aif, [transcript1] [transcript2] [transcript3] (A relevant paper can be found here)
  3. Interviewing & Transcripts
    1. Preparing for the interview, generating questions, testing questions, doing an interview, transcribing, reflecting, reworking the questions
    2. Transcription, comparison [comparison of texts here]
    3. Themes, concepts, . . . [transcript, first markings]
  4. BREAK--------------
  5. Teacher-Researcher Project "Student Views on Collaborative Concept Mapping" [photo]
    1. Introduction to the teacher-researcher project
    2. Each student gives a 5-minute report of key points, possible questions, applications to his/her own work.
    3. Discussion of student questions pertaining to Chapter 2
  6. Mini-lecture
    1. Understanding research as process
      1. Activity systems [model here]
      2. Research/Inteview as activity system [model here]
      3. Reflexivity, ethnomethods (lay and professional analysts), fly on the wall
      4. Modes of participation, observer-participant vs. participant-observer, apprenticeship, coteaching
    2. Writing for specific audiences ( AUTHOR <--> TEXT <--> READER) or in dialectic form (AUTHOR | TEXT | READER)
  7. DISCUSSION & QUESTIONS: Ethics [for sample form, click here] (For sample completed ethics application (click here)

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JUL09

Assignment

  1. Reading: Chapter 3 of textbook, "Investigating how Students Learn in and through Open Inquiry"
  2. List of written questions concerning difficult concepts

Resources

  1. If reading is the result of social relations, then it should be able to study it using anthropological methods. This approach underlies the following references that you might find useful
    1. Livingston, E. (1995). An anthropology of reading. Bloomington and Indianapolis: Indiana University Press.
    2. Roth, W.-M. (2003). Toward an anthropology of graphing. Dordrecht: Kluwer Academic Publishers.
    3. Roth, W.-M. (in press). An anthropology of reading science texts in online media. Semiotica. Preprint can be found here.
  2. Some examples of assignments that received A+ can be found here [Example 1] [Example 2]. (Passwords are required to open them)

Lesson topics

  1. Questions about process, special needs, possible changes to be made;
  2. Chapter 3 of textbook, "Investigating how Students Learn in and through Open Inquiry"
    1. Introduction to the teacher-researcher project
    2. Each student gives a 5-minute report of key points, possible questions, applications to his/her own work.
    3. Discussion of student questions pertaining to Chapter 3
  3. How to Produce and Transcribe video/audio
    1. Video, videofiles (.mov); working with QuickTime, QuickTime Pro
    2. Producing audio from video (.aif); working with PRAAT (PRAAT)
  4. BREAK
  5. Analyzing texts
    1. Analyzing interviews1: [Most common format]
    2. Analyzing interviews2: [horizontal pull-out format]
  6. Discussion of student questions pertaining to Chapter 3
  7. IF TIME LEFT
    1. Minilecture
      1. Where to look, how to look for patterns; (ANALOGY: navigating a dark room, darkness|light)
      2. Figure|ground
      3. Zooming and scale
      4. Time scales, developmental patterns (culture, setting [class], group, individual). How do we get analytically at these different time scales?
      5. Going native, being native
      6. Making gesture diagrams ([Fig1a], [Fig1b], [Fig1c])

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JUL12

Assignment

  1. Have your transcript ready for analysis (you may record the "think-aloud" session pertaining to your transcript)

Lesson topics

  1. Questions about process, special needs, possible changes to be made;
  2. THINK ALOUD ANALYSIS : I will analyze a piece of transcript in real time to show how ideas for analyses can be generated in the very process of analyzing. It is hoped that this will help students decrease their fears of approaching unfamiliar text and analyze it. There will be about 35 min per transcript.
    1. Winona
    2. Jenn
    3. Miranda

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JUL13

Assignment

  1. Have your transcript ready for analysis (you may record the "think-aloud" session pertaining to your transcript)

Lesson topics

  1. Questions about process, special needs, possible changes to be made;
  2. THINK ALOUD ANALYSIS : I will analyze a piece of transcript in real time to show how ideas for analyses can be generated in the very process of analyzing. It is hoped that this will help students decrease their fears of approaching unfamiliar text and analyze it. There will be about 35 min per transcript.
    1. Gabriela
    2. Claire

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JUL14

Assignment

  1. Have your transcript ready for analysis (you may record the "think-aloud" session pertaining to your transcript)

Lesson topics

  1. Questions about process, special needs, possible changes to be made; Put your name into the file you are sending to me for feedback.
  2. THINK ALOUD ANALYSIS : I will analyze a piece of transcript in real time to show how ideas for analyses can be generated in the very process of analyzing. It is hoped that this will help students decrease their fears of approaching unfamiliar text and analyze it. There will be about 35 min per transcript.
    1. Shad
    2. Jeff
    3. Alena
    4. Susan

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JUL15

Assignment

  1. Reading: Chapter 4 of textbook, "Combining Quantitative and Qualitative Information"
  2. List of written questions concerning difficult concepts

Lesson topics

  1. Questions about process, special needs, possible changes to be made;
    1. A sample assignment that received an A+ can be found [Example 1], [Example 2], & [Example 3].
  2. Student analyses
    1. Alena's transcript
    2. Questions to any student analysis in process.
  3. Discussion of student questions pertaining to Chapter 4 (Each student gives a 5-minute report of key points, possible questions, applications to his/her own work.)
  4. Minilecture
    1. Keeping notes (memos, file names, name, date), audit trail, progressive subjectivity [Project Organization]
    2. Where to look, how to look for patterns; (ANALOGY: navigating a dark room, darkness|light)
    3. Figure|ground
    4. Zooming and scale; layering (slide)
    5. Time scales (slide), developmental patterns (culture, setting [class], group, individual). How do we get analytically at these different time scales?
    6. Going native, being native

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JUL16

Assignment

  1. Reading: Chapter 5 of textbook, "Doing Teacher-Research"
  2. List of written questions concerning difficult concepts

Lesson topics

  1. Organization: planning development of research ideas.
    1. Starting TUE JUL20, time is set aside so that each day 2 students can present/develop ideas for their MEd/MA/PhD projects. This is how it works: Submit (by email) the research question or a brief statement about what you want to inquire. During your session, you will have the time to talk about background and how you would find out whatever you want to find it. The purpose of the session is to clarify your ideas about the question/design of the study. As outcome, you should learn -- from your own as from the other cases discussed -- how to design qualitative research.
  2. Reading
    1. Distinguishing discourse analysis from conversation analysis
      1. the insider perspective; nature of the text; the different forms of discourse analysis
    2. Discussion of student questions pertaining to chapter 5 (Each student gives a 5-minute report of key points, possible questions, applications to his/her own work. )
    3. Social structure, as reified, as produced/reproduced [doing "designing a machine in a science lesson"] (doing a science lesson)
    4. Ethnomethodology -- Analyzing a videotape: What social situation is produced here? How do we recognize it? How do the people do it?
    5. Transcribing
    6. Voice analysis
    7. Minilecture TOPICS:Talk; situated action; preparing the transcription; recipient design; accountability; formulating; cultural membership; going native; taking turns; sequencing interactions; dispreferred action; repair; adjacency pair; gestures; body orientation; time; rhythm; tempo; prosody; analysis of emotion; solidarity; entrainment; pitch analysis; relation between macro-, meso-, microlevels of society; ethnomethodology; social order; transcription; transcription conventions; open, continuing, and closing a session

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JUL19

Assignment

  1. Reading: Chapter 6 of textbook, "Doing Teacher-Research"

Resources

  1. For an introduction to conversation analysis click [here]

Lesson topics

  1. Organization
    1. The remaining lessons are for discussing possible projects that the students envision conducting for their MEd, MA, or PhD thesis. There are about 40 min each
    2. Working out research problems: who goes when
    3. Structuring the assignment (look at sample assignment)
  2. Discussion of Chapter 6
    1. Context--reason for study; video
    2. Each student gives a 5-minute report of key points, possible questions, applications to his/her own work.
    3. Discourse Analysis vs Conversation Analysis; telephone conversations vs. face-to-face conversations
    4. Looking at a piece of transcript
    5. Unit of analysis ((p.239,247)) STUDENTS (mind <-> talk, actions) <--> COMPUTER (input, math) (slide)
    6. Layering ((p.240): background <-- talk . . . . --> society (slide) (Activity theory, interdependence of levels, ethnomethodology, structural analysis)
    7. Time scales (slide)
    8. The role of trouble in turning out the methods of the people (ethno) --> ethnomethods, ethnomethodology (method vs. methodology)
    9. The inside perspective--the dynamic of the situation rather than scientific rationality
    10. Being and Time (Heidegger), normal everday rationality, Heideggerian AI and cognitive science

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JUL20

Assignment

  1. Reading: Quality of qualitative research [read this text]
  2. Epilogue of textbook: quality of qualitative research

Lesson topics

  1. Organization
    1. Questions about process
  2. DIscussion of text quality of qualitative research
  3. Discussion of assignment, if relevant and if there are questions
  4. Presentation/discussion of ideas for a thesis
    1. Winona ("How do siblings teach each other about digital literacies?")

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JUL21

Lesson topics

  1. Organization
  2. Discussion of assignment, if relevant and if there are questions
  3. Presentation/discussion of ideas for a thesis
    1. Susan
    2. Alena

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JUL22

Resources

  1. Parker, I. and the Bolton Discourse Network (1999). Critical textwork: An introduction to varieties of discourse and analysis. Buckingham, UK: Open University Press.

Lesson topics

  1. Organization
  2. Discussion of assignment, if relevant and if there are questions
  3. Presentation/discussion of ideas for a thesis
    1. Gabriela
    2. Miranda

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JUL23

Lesson topics

  1. Organization
  2. Discussion of assignment, if relevant and if there are questions
  3. Presentation/discussion of ideas for a thesis
    1. Jeff
    2. Shad

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JUL26

Lesson topics

  1. Organization
  2. Discussion of assignment, if relevant and if there are questions
  3. Presentation/discussion of ideas for a thesis
    1. Claire
    2. Jenny

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JUL27

Lesson topics

  1. Organization
  2. Each student briefly presents from his/her analyses, findings, for discussion and feedback (send me any file to be projected, or use memory stick

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