The purpose of this course is to provide you with an overview of the various components of field based research. Topics covered in the course will include the conceptual underpinnings of action research as a mode of inquiry, issues relating to gaining access and approval for using human subjects in university based research, and various strategies for data collection and data analysis. These topics will be examined within an overall course framework that is designed to move you towards the completion of an M.Ed. project proposal. Wherever possible the course will be run in a workshop format with student participation and presentation as central to the learning process.
A course pack has been prepared with readings of two types. First, there are readings in which the authors write about methods and concerns related to qualitative research. Second, there are about five research articles which I have written as a high school teacher about the research in my own classrooms and that of my fellow teachers. The projects described and the methods used therefore a workable in the everyday context of a teacher and may become models for what you want to do.
Students will read (at home) and discuss these readings (in class or via internet). Some research data (video, transcripts) are analyzed by students working in groups (both personally and in internet mode) to gain some experience in dealing with the kind of data that field-based research generates. Students will discuss their emerging major projects.
Students react to each reading in a paragraph of 100 to 200 words, stating questions they have while they are reading, answering peers' questions, etc.
One of the products of this course will be a page on the world wide web which highlights the activities and proposed research of the members of the group. A smaller assignment is to submit a piece for publication in the class web page. This assignment should come directly from your work on the major assignment and will not take much additional work other than drafting the actual text.
A working version of your M.Ed. project proposal. Criteria for these project proposals will be discussed at length as the course progresses. As an aid to planning this document, it is recommended that at the midpoint of the course, students submit an outline of their proposal to the instructor for commentary and feedback. Subsequently, continuing feedback on each growing proposal from peers and instructor will be available from there on.
A pilot study in which you conduct and write up a mini-investigation of the type you may want to conduct for your M.Ed. research project. By conducting a mini study, you can get your feet wet in the methods of inquiry and in conducting an actual research project.
Should the course be conducted with students and professor physically meeting in Duncan, the following is expected: Students will present their working proposal to the class for discussion and critical feedback. The time allotted for each presentation, including questions and answers, will be approximately 30 minutes.
Contact: Wolff-Michael Roth, Lansdowne Chair, Faculty of Education, University of Victoria, Victoria, BC, V8W 3N4. Tel: (250) 721-7885; FAX: (250) 472-4616; Email: mroth@uvic.ca. internet: http://www.educ.uvic.ca/faculty/mroth/