DR0001 How to conduct and publish excellent qualitative research

Faculty of Education
Autumn 2017
Extent and Intensity
0/0/0. 7 credit(s). Type of Completion: z (credit).
Teacher(s)
prof. Anthony Clarke (lecturer), Mgr. Petr Svojanovský, Ph.D. (deputy)
Guaranteed by
Mgr. Petr Svojanovský, Ph.D.
Department of Education – Faculty of Education
Supplier department: Department of Education – Faculty of Education
Prerequisites (in Czech)
TYP_STUDIA ( D )
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 15 student(s).
Current registration and enrolment status: enrolled: 3/15, only registered: 0/15, only registered with preference (fields directly associated with the programme): 0/15
fields of study / plans the course is directly associated with
there are 44 fields of study the course is directly associated with, display
Course objectives
The course is designed for graduate students in Education who are embarking or currently undertaking research. The course will help in: a) clarifying assumptions; b) designing a scholarly argument; c) undertaking research; and d) attempts to publish in high impact journals.
Syllabus
  • The program will be responsive to student needs. Topics are open to negotiation in response to student input:
  • 1) Making Explicit Our Assumptions – An essential element for Educational Research. Students should complete the TPI (available at teachingperspectives.com), printout the results, and bring their result sheet along to the first class. Students should read: “The TPI Summary of Five Teaching Perspectives” (Pratt & Collins, 2014).
  • 2) Introduction to Qualitative Research – Part I. Students should read: “A short essay on educational research (Clarke, 2016) and “Grounded Theory: A Thumbnail Sketch” (Dick, 2005).
  • 3) Introduction to the Fundamental Elements of a Research Project – Part I. Students should read: “The Vee heuristic for understanding knowledge and knowledge production” (Novak & Gowin, 1984).
  • 4) Introduction to the Fundamental Elements of a Research Project – Part II. Working with student examples based on the Vee Heuristic and Qualitative Data Collection and Analysis.
  • 5) The Art Of Publishing – Part I. Publishing in international impact journals – What to consider. Students should read: “How to get your first academic paper published” (O'Gorman, 2016).
  • 6) The Art Of Publishing – Part II. Publishing in international impact journals – How to succeed. Students should read: “My First Experience of Publishing Education Research” (Turner, 2016).
Literature
    required literature
  • Clarke. A. (2016). A Short Essay on Educational Research.
  • Novak, J. D., & Gowin, B. D. (1984). Learning How To Learn. New York: Cambridge University Press. (Chapter 3, pp. 55-70)
  • O'Gorman, K. (2016). How to get Your First Academic Paper Published.
  • Dick, B. (2005). Grounded Theory: A Thumbnail Sketch.
    recommended literature
  • Daniel D. Pratt and John B. Collins. (2014). TPI Summaries of the Five Teaching Perspectives.
  • Turner, K. (2016) My First Experience of Publishing Education Research.
Teaching methods
A seminar format has been chosen for this course to enable maximum interaction among students. As a group of scholars, we come from a variety of disciplinary, social, and cultural backgrounds. There is much that can be shared and explored together that will contribute to our individual and collective understandings of research. In sum, to borrow from Davis (1996): “the intelligence of the group is always greater than the intelligence of the individual.”
Assessment methods
Students will be expected to generate and share a Gowin’s Vee Heuristic that represents their proposed research/inquiry for the graduate program. The criteria against which the Vee will be judged is as follows: Is what you have presented: a) Cogent: Is it compelling and convincing? b) Clear: Is it easy to comprehend and unambiguous? c) Coherent: Is it logically consistent and orderly? d) Critical: Is it carefully considered and analytical? e) Concise: Is it succinct and to the point? These criteria will be weighted equally in determining the assessment of the assignment.
Language of instruction
English
Further comments (probably available only in Czech)
Study Materials
The course is taught only once.
The course is taught: in blocks.
Information on the extent and intensity of the course: 18.10.2017 od 13 do 18 hodin a 19.10.2017 od 9 do 18 hodin.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2017/DR0001