Description of Individual Course Units
Course Unit CodeCourse Unit TitleType of Course UnitYear of StudySemesterNumber of ECTS Credits
9202045362015Qualitative ResearchElective124
Level of Course Unit
Second Cycle
Objectives of the Course
At the end of this course learners will be able to comprehend process of a qualitative research designing, carrying it out, concluding and reporting.
Name of Lecturer(s)
Doç. Dr. Bünyamin YURDAKUL
Learning Outcomes
1Participants will be able to recognize basic assumptions of positivism and post-positivism paradigm.
2Participants will be able to know the basic terms of qualitative research methods.
3Participants will be able to compare the methods of qualitative and quantitative research according to some criterions.
4Participants will be able to recognize properties and main phases of qualitative research approach.
5Participants will be able to explain the role of researcher in the process of qualitative research.
6Participants will be able to recognize scientific ethics principles in qualitative research.
7Participants will be able to compare process of qualitative research designs according to some criterions.
8Participants will be able to comprehend properties of qualitative research techniques.
9Participants will be able to comprehend the process of qualitative data analysis.
10Participants will be able to order the possible precautions to provide reliability and validity in qualitative research.
11Participants will be able to prepare a qualitative research proposal in case of problematic situation
12Participants will be able to have the willingness of carrying out the master’s thesis using qualitative research methods.
13Participants will be able to appreciate the importance of qualitative research in education.
Mode of Delivery
Face to Face
Prerequisites and co-requisities
Being taken ‘Scientific Research Methods’ lesson is suggested.
Recommended Optional Programme Components
None
Course Contents
Introduction to the Course, Assumptions of Positivism and Post-Positivism Paradigm, Differences Between the Qualitative and Quantitative Research Methods, Qualitative Research Approach: Properties and Main Phases, Validity and Reliability in Qualitative Research, Ethics in Qualitative Research and Researchers Behaviors, Qualitative Research Designs, Properties, Types and Principles of Qualitative Research Methods (Interview, Observation, Document Analysis), Data Analysis in Qualitative Research, How to prepare proposals for qualitative research?, The Implementation of Qualitative Research in Education
Weekly Detailed Course Contents
WeekTheoreticalPracticeLaboratory
1Introduction to the Course: Content, Justifications, Importance, Rules and Needs Meeting and sharing learning duty.
2Positivism and Post-Positivism Paradigm Reading – [Wallerstein and the others, 2003; Yıldırım and Şimşek, 2005 (Part 1)] Source Review Preparing Crucial Questions / Discussion
3Differences Between the Qualitative and Quantitative Research MethodsReading – [Bogdan and Biklen, 1992 (Part I, p.:1-29); Yıldırım and Şimşek, 2005 (Part II )] Source Review Preparing Crucial Questions / Discussion Learning Duty: Preparing a matrix including the differences between the qualitative and quantitative research methods according to some criteria.
4Qualitative Research Approach: Properties and Main PhasesReading - [Bogdan and Biklen, 1992 (Part I, p.:29-56); Maxwell, 1996 (Parts I., II, III. VI.); Patton, 1987 (Part III); Yıldırım and Şimşek, 2005 (Parts IV and V, p.: 83-114] Source Review Preparing Crucial Questions / Discussion
5Validity and Reliability in Qualitative Research Reading- [Yıldırım and Şimşek, 2005 (Part XII, p.: 255-273) LeCompte and Goetz 1982: 31- 60)]. Learning Duty: Preparing a poster regarding to the precautions of reliability and validity in qualitative research.
6Ethics in Qualitative Research and Researchers Behaviors Learning Duty: Preparing a paper, taking advantage of the proposed sources including the qualitative researchers' roles and responsibilities. Learning Duty: Preparing a declaration including the qualitative researchers must follow ethical principles.
7Qualitative Research Designs Learning Duty: Making a report including qualitative research designs’ main properties.
8Qualitative Research Designs Learning Duty: Preparing an original matrix including the contrast qualitative research designs according to certain criteria.
9Interview: Features, Types and PrinciplesReading - Patton, 1987 ( Parts V, VI); Rossman and Rallis, 1998 (Parts V, VII); Maxwell, 1996 (Part V); Bogdan and Biklen, 1992 (Part V, VI); Yıldırım and Şimşek, 2005 (Parts VI, VII)] Source Review Learning Duty: Preparing the samples according to the types of questions. Preparing Crucial Questions / Discussion
10Observation: Features, Types and Principles Reading - [Patton, 1987 (Parts IV, VI); Rossman and Rallis, 1998; (p.: 136-142 and Part VI); Bogdan and Biklen, 1992 (Parts V and VI); Yıldırım and Şimşek, 2005 (Part VIII] Source Review Learning Duty: Investigate sample observation records Preparing Crucial Questions / Discussion
11Document Analysis: Features and Principles Reading - [ Yıldırım and Şimşek, 2005 (Part IX)] Source Review Preparing Crucial Questions / Discussion
12Data Analysis Reading - Source Review Preparing Crucial Questions / Discussion
13Data Analysis Preparing Crucial Questions / Discussion Learning Duty: Doing analysis exercises on sample data sets
14Writing the Qualitative Findings Reading - Source Review Preparing Crucial Questions / Discussion Learning Duty: Doing exercises reporting of qualitative findings.
15How to prepare proposals for qualitative research? Reading – Investigation [Maxwell, 1996 (Part VII and Appendix-A)] Learning Duty: Preparing the qualitative research proposal
16The Implementation of Qualitative Research in EducationReading - [Zumwalt, 1982 (Part IX, p.: 215-248) Yıldırım and Şimşek, 2005 (Part XV)] Preparing Crucial Questions / Discussion Learning Duty: A national and an international article will be reviewed with all aspects of the qualitative research process.
Recommended or Required Reading
Barzun, J. and Graff, H. F. (2001). Modern Araştırmacı. Ankara: TÜBİTAK Bogdan, R.C. and Biklen, S.K. (1998). Qualitative Research for Education: An Introduction to Theory and Methods. Boston: Allyn and Bacon Bordens, K. S. and Abbott, B. B. (2002). Research Design and Methods. USA: McGraw Hill. Bryman, A. (2001). Social Research Methods (First Published). New York: Oxford University Press Inc. Coffey, A. and Atkinson, P (1996). Making Sense of Qualitative Data: Complementary Research Strategies. Thousand Oaks, CA: Sage Publications. Crabtree, B. F. (1992) Doing Qualitative Research. Newbury Park, CA: Sage Publications. Creswell, J. W. (2003). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. USA: Sage Publications. Day, R. A. (1996). Bilimsel Bir Makale Nasıl Yazılır ve Yayımlanır? Ankara: TÜBİTAK. Denzin, N. K. and Lincoln, Y. S. (Eds) (1994). Handbookof Qualitative Research. Thousand Oaks, CA: Sage Publications. Esterberg, K. G. (2002). Qualitative Methods for Social Research. USA: McGraw Hill. Fraenkel, J. R. and Wallen, N. E. (1996). How to Design, and Evaluate Research in Education. USA: Mc Graw Hill, Inc. Goetz, J. P. and LeCompte, M. (1984). Etnography and Qualitative Design in Educational Research. Orlando: Academic Pres. Gökçe, B. (1999). Toplumsal Bilimlerde Araştırma. Ankara: Savaş Yayınevi. Hall, G. M. (1998). Bilimsel Makale Yazımı (Çev: Hasan Doğruyol). Ankara: Nobel Yayıncılık. Heshuisus, L. (1996). From Positivism to Interpretivism and Beyond. New York: Teachers College Press. Judd, C. M., Smith, E. R. and Kidder, L. H.. (1991). Research Methods in Social Relations (Sixth Edition). USA: Harcourt Brace Jovanovich Inc. Kirk, J. and Miller, M. (1986). Reliability and Validity in Qualitative Research. Beverly Hills, CA: Sage Publications. Kuş, E. (2003). Nitel – Nicel Araştırma Yöntemleri. Ankara: Anı Yayıncılık Lecompte, M. D. and Goetz, J. P. (1982). Problems of reliability and validity in etnographic research. Review of Educational Research, 52, 31-60. Marshall, C. and Rossman, G.. (1995). Designing Qualitative Research. USA: Sage Publications. Maxwell, J. A. (1996). Qualitative Research Design: An interpretive approach. Thousand Oaks, California: Sage Publications. McQueen, R. and Knussen, C. (2002). Research Methods for Social Science. UK: Prentice Hall Publications Miles B. M. and Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourceook. (2nd Ed.). Thousand Oaks, California: Sage Publications. Patton, M. Q. (1990). Qualitative Evaluation and Research Methods. (2nd ed.). Newbury Park, California: Sage Publications. Patton, M. Q. (1987). How to Use Qualitative Methods in Evaluations. Newbury Park, California: Sage Publications. Rossman, B. G. and Rallıs, F. S. (1998). Learning in the Field: An Introduction to Qualitative Reseach. Thousand Oaks, California: Sage Publications. Strauss, A. and Corbin, J. (1998). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, CA: Sage Publications. Tavşancıl, E. ve Aslan, E. A. (2001). Sözel, Yazılı ve Diğer Materyaller İçin İçerik Analizi ve Uygulama Örnekleri. İstanbul: Epsilon Yayınevi. Wallerstein ve Diğerleri (2003). Gulbenkian Komisyonu Raporu Sosyal Bilimleri Açın: Sosyal Bilimlerin Yeniden Yapılanması Üzerine Rapor (Çev.: Ş. Tekeli). İstanbul: Metis Yayınları. Yıldırım, Ali ve Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayınevi. Zechmeister, E. B. and Shaughnessy, J. J. (1992). A Practical Introduction to Research Methods in Psychology. Mc Graw Hill, Inc. Yin, R. K. (2003). Case Study Research: Design and Methods. Applied Social research Methods Series. Thousand Oaks, California: Sage Publications.
Planned Learning Activities and Teaching Methods
Activities are given in detail in the section of "Assessment Methods and Criteria" and "Workload Calculation"
Assessment Methods and Criteria
Term (or Year) Learning ActivitiesQuantityWeight
SUM0
End Of Term (or Year) Learning ActivitiesQuantityWeight
SUM0
SUM0
Language of Instruction
Turkish
Work Placement(s)
None
Workload Calculation
ActivitiesNumberTime (hours)Total Work Load (hours)
Discussion11111
Report Preparation31030
Report Presentation11010
Criticising Paper21020
Self Study6530
Reading12224
TOTAL WORKLOAD (hours)125
Contribution of Learning Outcomes to Programme Outcomes
PO
1
PO
2
PO
3
PO
4
PO
5
PO
6
PO
7
PO
8
LO1 3545   
LO2 3545   
LO3 3545   
LO4 3545   
LO5 3545   
LO6 3545 5 
LO7 3545   
LO8 3545   
LO9 3545 5 
LO10 3545 5 
LO11 3545   
LO12 3545   
LO13 3545   
* Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High
 
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