Course Explanation:

Reasoning:

The research problems addressed by the process of educational research often present a more complex problem than the use of traditional quantitative research approaches can satisfy. As a result of this complexity, there is a need for alternate ways to answer research questions. Qualitative research (as a paradigm of thought and as groups of methods and approaches) seeks to provide this alternate approach. Christian educational researchers must develop a diverse understanding of research methodologies and approaches to best apply the proper method in the practice of educational research.

Measurable Learning Conclusions:

Upon successful completion of this course, the candidate will be able to:

1. Define qualitative research and distinguish between it and quantitative research.
2. Critique articles that use qualitative methods.
3. Describe ways qualitative inquirers gather data.
4. Delineate five major qualitative inquiry approaches.
5. Write field notes based on participant interviews.
6. Describe the general procedures followed in the analysis of qualitative data.
7. Successfully implement APA writing guidelines.
8. Identify criteria to use in evaluating a qualitative study.

Course Assignment Explanation:

Textbook Readings and Lecture Presentations

Course Requirements Checklist

As the first activity in this course, please read the syllabus and Student Expectations. After reading the syllabus and Student Expectations, the candidate will then complete the related checklist found in the Course Overview.

Total No. of Discussions Sessions (7)

Discussions are collaborative learning experiences. Therefore, the candidate will complete the discussions in two parts. First, the candidate should post a new thread of 200-250 words in response to the provided prompt. Then, the candidate should reply to 2 classmates. Each reply must be at least 100 words.

Reading Summary Assignment

In Module 1: Week 1, candidates will have the opportunity to practice their APA writing and formatting skills by composing clear and concise chapter summaries for their assigned reading that week. The summaries should follow the format provided in the course and should clearly reflect APA style and writing. (MLO: A, D, G)

Research Plan Overview Assignments (3)

Throughout the course, candidates will build a preliminary research plan that will be submitted in three different stages (Modules: Weeks 2, 4, & 6). (MLO: C, F, G, I)

Five Approaches Table Assignment

In Module 3: Week 3, candidates will complete a chart that will allow them to define, explain, and discuss five major qualitative research methods. (MLO: D, G, H).

Article Critique Assignments (2)

During Modules: Weeks 3 and 5, candidates will read and critique an article based on the information provided in Chapter 5 and the appendices of the textbook. The critique should be a double-spaced review of the study’s purpose, theory, methods, and major findings. Both critiques should also follow APA style and should match the formatting guidelines provided. (MLO: B, D, F, G, H)

Field Notes Interview Assignment

Candidates will practice collecting data in the field by conducting two interviews with individuals who have earned a doctorate degree in the field of nursing/education. Each interview should be kept at about a 1-hour time limit and should be audio recorded for official transcription, which will be submitted. An interview template is provided with a detailed list of questions. (MLO: C, E, G)

Acknowledgment of the Ph.D. Handbook

Please review the Ph.D. Handbook and attach a signed receipt of the Ph.D. Handbook.

The Ph.D. handbook is located in the Ph.D. Program Center.