This doctoral course explores advanced methods in qualitative data collection and analysis. Its purpose is to provide students with more in-depth knowledge of qualitative techniques to enhance the quality of their dissertations and future empirical studies. Understanding that qualitative research encompasses a wide range of methodologies (ethnography, case studies, content analysis, narrative studies, etc.), this course focuses on rigorous approaches common to most, if not all, qualitative inquiry. In doing so, this course addresses more complex issues in data collection, such as trustworthiness, reflexivity, and ethics and emphasizes hands-on experience with data analysis, including managing and coding data, identifying themes, wrestling with theory, and writing up qualitative findings. Students should be prepared to conduct a miniresearch project to apply their knowledge. No prior qualitative coursework is required.
Qualatattive Research Study
Visualizing a space for educational use is a dreamer’s delight. Imagining a space where collaboration meets ideas and access to resources that is limitless is an ideal not often directed towards education. Typically, classrooms consist of static environments, void of specific locations for collaboration or technology use. There are rows, bulletin boards and a designated teaching area. With a clear shift in educational mindsets towards Science, Technology, Engineering and Mathematics (STEM), the inundation of maker spaces or designed classrooms are trickling into classrooms (National Academies of Sciences, Engineering, and Medicine, 2017). Analyzing large scale implementations and measuring the effectiveness of space in relation to student and teacher educational gains is problematic at best. This study aims to identify clear implementations that are influencing learning in a designed library and present further considerations into an actual classroom.
To help guide protocols for all areas of data sources the following research questions were explored:
- What space redesign implementations influence learning in a classroom redesign?
- What are the educational gains evident from a student perspective?
- What are the educational gains evident from a teacher perspective?
To read the paper in its entirety:
To view the research presentation