edf 7479 qualitative data analysis

EDF 7479

Qualitative Data Analysis

3 hours Graduate Credit

Fall 2019

Kakali Bhattacharya, Ph.D.

Professor

Research, Evaluation, and Measurement

College of Education

2-265L Norman Hall

Phone: 352-273-4322

Website: http://kakali.org

E-mail: [email protected] (preferred mode of communication)

mailto:[email protected]

Bhattacharya, Qualitative Data Analysis 2

Table of Contents

Instructor Contact Information ........................................................................................... 4

Course Description.............................................................................................................. 4

Course Objectives and Outcomes ....................................................................................... 4

Class Instructional Strategies .............................................................................................. 4

This class will be driven by in class discussions, interactive games, group work, projects,

shared deliverables, and lectures......................................................................................... 4

Intentions for Students’ Learning ....................................................................................... 4

Required Textbooks ............................................................................................................ 5

Recommended Textbooks ................................................................................................... 5

Course Assignments............................................................................................................ 6

Data inventory, project description, and timeline (developmental) ................................ 6

First methodological paper (15-20 pages double-spaced, developmental) ..................... 6

Second methodological paper (10-15 pages, developmental) ........................................ 7

Draft of chapter three ...................................................................................................... 7

Final draft of cleaned up paper ....................................................................................... 9

Community engagement ................................................................................................. 9

Course Policies.................................................................................................................. 11

Overall Philosophy........................................................................................................ 11

Copyright Notification .................................................................................................. 11

Readings and Feedback................................................................................................. 11

Academic Honesty – Honor Pledge .............................................................................. 12

Diversity of Perspectives .............................................................................................. 12

Grading Policy .............................................................................................................. 12

Preparation and Extra Credit Assignments ................................................................... 13

Attendance and Participation ........................................................................................ 14

Tardiness and Courtesy to Peers ................................................................................... 14

Pagers, cell phones and other noise makers .................................................................. 14

End of Semester Negotiations ....................................................................................... 14

Students with Disabilities ............................................................................................. 14

Course Evaluations ....................................................................................................... 14

Campus Resources ............................................................................................................ 15

Health and Wellness ..................................................................................................... 15

Academic Resources ..................................................................................................... 15

Course Schedule................................................................................................................ 16

Bibliography ..................................................................................................................... 20

General introductions to data analysis .......................................................................... 20

Grounded theory ........................................................................................................... 20

Conversation Analysis and Ethnomethodology ............................................................ 20

Narrative analysis.......................................................................................................... 21


Ethnographic analysis ................................................................................................... 21

Phenomenology............................................................................................................. 22

Alternative approaches to representation ...................................................................... 22

CAQDAS ...................................................................................................................... 23

Theorizing and data analysis ......................................................................................... 23


EDF 7479: Qualitative Data Analysis

3 hours Graduate Credit

Fall 2019

Instructor Contact Information

Kakali Bhattacharya, Ph.D.

Research, Evaluation, and Measurement

College of Education

2-265L Norman Hall

Phone: 352-273-4322

Website: http://kakali.org

E-mail: [email protected] (preferred mode of communication)

Office hours: Wednesdays 2:00-3:00 pm and by appointments

Class meeting time: Wednesdays 3:00-6:00 pm NRN 121

Website: http://kakali.org/

Course Description

Qualitative inquiry relies on developing an in-depth data analysis and understanding of the topic

being investigated. Such in-depth understanding emerge from triangulation of various data

sources as well as using multiple approaches to data analysis to crystallize understanding.

Students would need to have a qualitative research methods course completed in order to take

this class. Students will learn to use various qualitative data analysis methods using multiple data

sources. Further, this course will also help students produce a conference proposal for

International Congress of Qualitative Inquiry and develop skills for documenting their findings,

data analysis processes, and representing final outcomes of their studies.

Course Objectives and Outcomes

After completing this course, the learner will be able to:

• Identify the processes involved in qualitative data collection (interview, observations,

document analysis)

• Implement the process of data collection in your own work

• Identify various forms of inductive analysis

• Implement a form of inductive analysis in his/her own work

• Conduct arts-based analysis on data collected

• Discuss and define the limits and possibilities of academic rigor and ethical issues that

emerged

• Maintain a research journal during the entire class reflecting on the process, and the kinds

of knowledge produced, including their potentials and possibilities

• Produce a publishable paper at the end of the course

• Produce a draft of a methodology chapter for a tentative dissertation proposal

• Engage in community building exercises

Class Instructional Strategies

This class will be driven by in class discussions, interactive games, group work, projects,

shared deliverables, and lectures.

Intentions for Students’ Learning

May my students be able to draw connections between the fragmented parts of themselves to

reflect upon contextually based human experiences and discursive relations. May they be able to


http://kakali.org/


analyze the details in the micro level of one breath and the macro level of shared breaths,

humanity, differences, and dialogues.

May my students become gifted storytellers and change agents, create work that can be used both

within and beyond academia. May they work from a place of ethical integrity, without fear, with

conviction, willing to play with their own light and shadow, practice radical self-excavation to

bring to bear knowledge that is raw, honest, vulnerable, and change inducing.

Required Textbooks

Keating, A. (Ed.) (2015). Light in the dark/Luz en lo oscuro:Rewriting identity, spirituality,

reality. Durham, North Carolina: Duke University Press. (AK)

Kim, J.-H. (2015). Understanding narrative inquiry: The crafting and analysis of stories as

research. Thousand Oaks, CA: Sage. (JK)

Saldana, J. (2016). The coding manual for qualitative researchers. Thousand Oaks, California:

Sage. (JS)

Recommended Textbooks

Bhattacharya, K. (2017). Fundamentals of qualitative research: A practical guide. New York,

NY: Routledge. (Strongly recommended)

Bhattacharya, K., & Gillen, N. K. (2016). Power race and higher education: A cross cultural

parallel narrative. Rotterdam, Netherlands: Sense Publisher.

Boylorn, R. M., & Orbe, M. P. (Eds.). (2013). Critical autoethnography: Intersecting cultural

identities in everyday life. Walnut Creek, CA: Left Coast Press.

Cahnmann-Taylor, M., & Siegesmund, R. (2008). Arts-based research in education:Foundations

for practice. New York, NY: Routledge.

Charmaz, K. (2006). Constructing Grounded theory: A practical guide through qualitative

analysis. Thousand Oaks, California: Sage.

Gee, J. P. (2011). How to do discourse analysis: A toolkit. New York, NY: Routledge.

Pink, S. (Ed.). (2012). Advances in visual methodology. London, UK: Sage Publishing.

Riessman, C. K. (2007). Narrative methods for the human sciences. Thousand Oaks, CA: Sage

Publications, Inc.

Rolling, J. H. (2013). Arts-based research primer. New York, NY: Peter Lang.

Vagle, M. D. (2014). Crafting phenomenological research. Walnut Creek, CA: Left Coast Press.

Spradley, J. P. (1979). The ethnographic interview. Belmont, CA: Wadsworth Group.

Spradley, J. P. (1980). Participant observation. Belmont, CA: Wadsworth Group.


Wertz, F. J., Charmaz, K., McMullen, L. M., Josselson, R., Anderson, R., & McSpadden, E.

(2011). Five ways of doing qualitative analysis. New York, NY: Guilford Publishing.

Wolcott, H. F. (2001). Writing up qualitative research. Thousand Oaks: Sage Publications.

Course Assignments

Data inventory, project description and timeline Developmental

First Methodological Paper Developmental

Second Methodological Paper Developmental

Draft of chapter three 20 points

Final draft of cleaned up paper 20 points

Community Engagement 10 points

Discussion and class participation 10 points

Total 100 points

90% or more C’s in Developmental Assignments = 40 points

70% - 89% C’s in Developmental Assignments = 30 points

60%-69% C’s in Developmental Assignments = 20 points



1- 39% C’s in Developmental Assignments = 5 points

Submit all assignments via Canvas

Data inventory, project description, and timeline (developmental)

You will collect at least three types of data on a topic of your interest. At least two of those types

have to be an hour interview, and an hour of observation. The third type of data can be any form

of archival data including pictures, documents, films, tapes, music, etc. Students will need to

frame a project description outlining how much data they will collect and a brief description of

their goals for data analysis in this course. You will list tentatively a page count of all raw data

sources. You will also design a timeline for your project including data collection, analysis, and

write-up. Additionally, you will be expected to provide a short description of your project to

situate your work contextually. Please refer to the associated rubric for this assignment.


First methodological paper (15-20 pages double-spaced, developmental)

This data analysis project is designed to assist students in exploring ways to make meaning of

data. In this project, you will conduct data analysis by using data sources of your choice. For this

paper you will:

- Provide an introduction to your topic, with brief background and context (1-2 pages). You

can be creative and enter a subjectivity statement too if you like to introduce your topic.

However, once done speaking from a personal position, you would be expected to provide

some academic background and context to your study.


- State your research purpose and questions (operational definitions not needed).

- State your methodological framework. This is where you discuss the research surrounding

your methodology. If you’re doing a phenomenological study, then you need to discuss what

phenomenology is, and how that informs qualitative research, and how people have used

phenomenology in their studies.

- List your data collection methods. First you will discuss individual data collection methods

with academic citation. Then you will discuss what this process of data collection looked for

you. Provide examples in your narrative.

- Provide a narrative about your data analysis process. You will offer what methodological

literature you leaned on to inform your data analysis process. Provide step-by-step details of

your data analysis with examples from your study for every step. Offer visuals if that is

relevant.

- Represent your findings through a format that best fits your research. If representing using a

thematic narrative, then use each theme as a heading and underneath each theme, you will

elaborate the theme, explain what you found as salient patterns in your data embedded with

evidence from your data (interview excerpts, pictures, documents, etc.). If you are using an

arts-based genre, then ensure that your representation is consistent with your analysis. Don’t

forget to align your work theoretically and methodologically.

- Reflect on the process and the product and what you were able to learn about the topic,

methodology, and yourself as a qualitative researcher.


Second methodological paper (10-15 pages, developmental)

In this paper, you will either continue to build upon the analysis used in your first

methodological paper, or if you would like to explore a different form of analysis, use an analytic

approach that is different from your previous work. In this paper you are expected to identify the

analytic approach you will be using, demonstrate your process with examples, provide some data

representation, and a reflection on your learning experiences as you engaged with this analytic

process.


Draft of chapter three (20 points – finish your thought, don’t worry about page limit)

This will be a tentative draft of a chapter three of a dissertation proposal. This does not mean that

this is your actual dissertation proposal or that it would be ready to be submitted for a proposal

when you’re done. However, this will allow you to learn what is involved in preparing a

methodological chapter for a proposal incorporating qualitative methods, even if you choose

another topic for your dissertation.

This paper will be written in future tense as this will be a proposal of a study you are yet to

complete.

In this draft of chapter three, you will take sections from your first inductive analysis paper and

craft a methodological blueprint for a potential dissertation study. Essentially, it will repeat the

work of the first paper, but polished in future tense with the removal of raw data excerpts. You


can also include the content in the second arts-based reflection paper too if you found it to be

relevant for your study.

This document should be formatted as follows with the following section headings:

- Reiterate your research purpose and questions as you start the chapter (repeat from

prior work).

- Subjectivity Statement: This can be inserted anywhere in the document. Just make sure

that there is relevant flow.

- Rationale for Qualitative Study: What is the purpose of qualitative research? Why is

this relevant to your study? What is the epistemology of qualitative inquiry?

- Methodological Framework: State your methodological framework. This is where you

discuss the research surrounding your methodology. If you’re doing a phenomenological

study, then you need to discuss what phenomenology is, and how that informs qualitative

research, and how people have used phenomenology in their studies (repeat from prior

work).

- Research Design: In this section you will discuss the details of the research design aligned

with your methodological framework. Subsections within this section will include:

▪ Participant selection - How will you be selecting your participant? How will

you gain access to them? What methodological literature are you leaning on to

select your participants?

▪ Research site – What will be the site where you will collect the most overt forms

of data? How will you gain access to this site or these sites? Will there be other

sites where you might be collecting data that might not be so overt? What would

that look like? Is there any methodological literature that informs your decision?

▪ Membership role - What will be your membership role in this study? Are you an

insider, outsider, or both, or shuttle between both of these roles? What would be

the implications? What kind of participant observer will you be (peripheral,

integrated, etc.)? Refer to appropriate methodological literature.

- Data Collection: In this section you will discuss the details of the kinds of data you will

collect. First you will discuss the methodological literature associated with this type of

data collection. Then you will discuss how exactly will your process look like. Offer

sample interview questions, observation protocol, document analysis protocol in

appropriate data collection subsections. Include your data inventory table here as you

introduce this section.

- Data Management and Data Analysis: Data management is the process of managing

the volumes of data you will collect and the process through which you will chunk the

data into manageable units. Data analysis is the analytical framework you will use to look

deeper into the various chunks of the data, write around the ways in which the chunks are

speaking to you, and compare your understanding with other chunks of data in the study.

Therefore, it is better to divide this section into two parts. In the first part discuss the

process of how you will manage the volumes of data and have access to various parts of

the data and connect with other parts of the data. In the second part discuss with

methodological citation what analytic processes you will use to make meaning of the data

and analyze the data. If there are steps involved, detail those steps with appropriate

citation. The purpose of this section is to outline how you intend to move from point A to

point B in your data analysis process. It is understood that your actual analysis might look


different when you actually conduct the analysis. This is just a proposal at this moment.

- Reciprocity and Ethics: In this section you will discuss how you will “pay back” the

participant for being a part of your study. This does not always have to be a monetary

incentive. However, since your academic success is contingent on this person’s story, you

have to be thoughtful in terms of demonstrating that you are willing to offer a gesture of

gratitude towards the participant. Additionally, you need to anticipate any ethical

dilemma that might arise as a result of doing this study and detail the anticipated risks

that might be there for you, the participant, the research site, or the field as appropriate.

However, make sure to also address how you would mitigate these risks if you anticipate

them in advance. For example, if you anticipate difficult topics might come up, one way

to mitigate that issue is to offer the participants a resource list with information about

relevant professional help that they could use.

- Data Representation: How do you anticipate your data to look when your data analysis

is completed? Now remember you cannot truly predict what your data would look like in

advance. However, at this point, having conducted a pilot study, do you have an idea or a

preference about a form of data representation over another? For example, do you see

yourself drawn to thematic descriptions, narratives, arts-based representation, etc? Cite as

relevant.

- Trustworthiness and Rigor: What are the different ways in which you will maintain

trustworthiness and rigor in this study? Can you actually really ever ensure that in a

subjective inquiry such as qualitative research? What methodological literature are you

leaning on to inform your work. Think member checks, subjectivity statement, researcher

journal, bracketing, prolonged stay in the field, multiple data sources, peer-debriefing,

triangulation, falsification, etc. Offer definitions of each approach with citation and state

how you will use these strategies to establish rigor and trustworthiness in this study.


Final draft of cleaned up paper (20 points – 20-30 pages)

In this paper, you will polish up either your first paper, or combine your first and second paper

(if it makes sense) present it as a publishable paper. Example of what a publishable paper could

look like is here. http://thenjournal.org/feature/307/

Or, you might choose to clean up your previous work for this assignment. More details will be

provided in class.

Community engagement (10 points)

I believe in community building while conducting qualitative research. To that end, you will

work together with your classmates to create a Graduate Student Tips for Success guide for

future students enrolled in this course. As you complete each assignment, take notes on your

thoughts, feelings, possible stressors, tips for success, and overall learning outcomes to add to the

success guide. At the end of the course, we will work together as a class to combine these tips

together to create the guide for future students. This guide will be shared with future students and

I will host it either on my website kakali.org or on my weebly (drkakali.weebly.org).

Discussion and class participation (10 points)

http://thenjournal.org/feature/307/


This class will be heavily dependent on participation. You will be expected to participate in

discussions in class and online when appropriate. In class you will be prompted to reflect on

readings, answer specific questions, react to your peers, or lead discussions. Your active

participation is critical for earning your grade.

You will also be expected to participate in class activities. This means you have to come to class

prepared with the readings, contribute meaningfully to class discussions, listen to your peers, and

assist the class in advancing our thoughts on the topics of the day. Monopolizing class

discussions do not automatically imply participation and being silent do not automatically imply

active listening either. It will be up to you to strike a balance between speaking and staying

silent, staying on task, discussing directly from the readings in order to earn your grade for class

participation. You will be expected to maintain a researcher journal and at times I might give you

prompts for your researcher journal, but at other times it would be expected that you are

documenting your thoughts reflexively. I have attached below a guideline for participation. If

you are shy and do not usually speak in class, come see me and we will work out alternate forms

of participation for you.

Engagement Engagement Description

Type 5 – 5 points The Interested Concern Citizen

• You leave class wondering (pondering, uncertain, surprised,

speculating, questioning, struck, stuck, amazed, caught up

etc.).

• You challenge the group (small and large) respectfully.

• You ask insightful questions

• Your contributions extend the class readings.

• In discussion, you refer to text and experience.

• You participate regularly with the group and feel a sense of

belonging (inclusion with it, responsibility for it).

• You share the collective space. (You neither dominate the

discussion, nor intimidate nor remain in the shadows).

• You have prepared and thought before class.

Type 4 – 4-5 points The Responsible Student

• You ask questions. Usually these are of clarification rather

than instigation.

• Your thought/questions are related to the readings.

• In discussion, you refer to text and to experience.

• You participate regularly.

• You share the collective space. (You neither dominate the

discussion, nor intimidate nor remain in the shadows).


Type 3 – 3-4 points Caught Up in the Moment

• You leave class wondering (pondering, uncertain, surprised,

speculating, questioning, struck, stuck, amazed, caught up

etc.) from the contributions of others.


• You contribute your perspective to discussions based upon

your experience; however, this perspective is not necessarily

informed by readings. It is more “in the moment.”

• You sometimes participate, sometimes not.

• You sometimes prepare, sometimes not.

Type 2 – 2-3 points The Anonymous Spectator

• You may or may not leave class wondering (pondering,

uncertain, surprised, speculating, questioning, struck, stuck,

amazed, caught up etc.).

• You ask yourself insightful or probing questions. You engage

yourself in thought.

• You attend and listen attentively to others’ contributions and

may find these interesting.

• You do not regularly contribute to the group; you may not be

very well known to the group/class as a whole.


Type 1 – 1 point Non-Participation/ The Outsider

• You sometimes come to class, sometimes not.

• You arrive late.

• You leave early

• You attend class and leave class.

• You feel disengaged (for a variety of reasons), not included

and/or not responsible.

Course Policies

Overall Philosophy

I am not here to ‘teach’ you anything. I am here to hold a space for your being and becoming. A

space that involves trust, safety, and unconditional positive regard for wherever you are at in

your learning process. I am here to open doors and windows for you, show you paths you could

possibly travel. But the journey is yours, the learning is yours, and in bearing witness to your

learning, I learn, I grow, and become your biggest cheerleader, while supporting and challenging

you as needed. If anything, your journey inspires me, because bearing witness to you achieving

one of the biggest milestones in your life is nothing but a privilege and an honor. Thank you for

sharing your journey with me. Now let's get to work.

Copyright Notification

Copyright, 2019, Kakali Bhattacharya, Ph.D., Professor. As to this syllabus, handouts, handbook,

and all lectures, students are prohibited from selling (or being paid for taking) notes during this

course to or by any person or commercial firm without the express written permission of the

professor teaching the course.

Readings and Feedback

I have assigned readings in this class not to seek your agreement with the readings, nor to make

you like the readings. These readings are to provoke your critical thinking and engagement,

perhaps move you out of your comfort zone and invite you to explore ideas that may or may not


be familiar to you. To that end, I expect you to critically engage with the readings, make

scholarly arguments, and develop your academic voice and become aware of your positionality.

Given that our time is limited, I prefer to provide direct feedback to you guiding you on the right

path if you veer off. Please know that I have your best interest in mind and while sometimes such

direct feedback can come across a bit blunt or too detailed, it is done so because I am deeply

invested in your learning. Often sugar-coated feedback remains unclear to the student in terms of

what needs to be modified/revised and in what manner. This confusion in turn causes the student

to miss the mark repeatedly, creating frustration and self-doubt. If I have given you detailed or

direct feedback, it is because I want your time to be used efficiently as you make revisions, while

having a sense of clarity in how you are expected to perform.

Academic Honesty – Honor Pledge

UF students are bound by The Honor Pledge which states, “We, the members of the University

of Florida community, pledge to hold ourselves and our peers to the highest standards of honor

and integrity by abiding by the Honor Code.” On all work submitted for credit by students at

the University of Florida, the following pledge is either required or implied: “On my honor, I

have neither given nor received unauthorized aid in doing this assignment.”

The UF Student Honor Code and Student Conduct Code

(http://www.dso.ufl.edu/sccr/process/student-conduct-honor-code/) specifies a number of

behaviors that are in violation of this code and the possible sanctions. Furthermore, you are

obligated to report any condition that facilitates academic misconduct to appropriate personnel.

If you have any questions or concerns, please consult with the instructor.

Diversity of Perspectives

We are in a multicultural learning environment. Please remain aware of and sensitive to

educational and social science research issues emerging from multiple perspectives and integrate

into your own as you construct your arguments in class and in your assignments. As researchers

and/or researchers-in-training, we will discuss anticipated challenges while conducting

qualitative studies, how to talk to scholars and practitioners across paradigms, and how to

navigate the academic terrain. Please note that these discussions are critical in order for you to

remain well informed about the academic journey that lies ahead of you.

Grading Policy

As evidenced earlier, this course is developmental in nature. However, at the end of the term, I

have to assign a letter grade to everyone. I will work with you closely to ensure you earn the

grade the best reflects your performance, with chances to correct errors. The following is my

breakdown of grades you can earn.

90-100 = A, 80-89.9 = B, 70-79.9 = C, 60-69.9 = D, 59.9 and below = F (fail)

Information on current UF grading policies for assigning grade points. This may be achieved by

including a link to the web page:

https://catalog.ufl.edu/ugrad/current/regulations/info/grades.aspx

http://www.dso.ufl.edu/sccr/process/student-conduct-honor-code/)

https://catalog.ufl.edu/ugrad/current/regulations/info/grades.aspx


http://gradcatalog.ufl.edu/content.php?catoid=12&navoid=2750#grades

Preparation and Extra Credit Assignments

As a graduate student, in this class you are expected to come to class prepared, having done the

readings, prepared to participate in discussions referring to the readings much more than to

anecdotes. You are welcome to relate your personal experiences to the readings, but you are

expected to develop a way to engage with the course material for an immersive learning

experience. You will also have to complete all assignments in this class and there will be no

extra credit assignments that will be considered at the end of the semester. This class requires a

lot of time, preparation, and understanding and application of critical concepts in educational

research. You will need to stay on top of things in order to perform well in this class. If you find

that you are unable to keep up with the work in this class due to your other obligations, then

please reflect on whether this is the right semester for you to take this class.

Basic Performance Competencies

There are some basic competencies that I expect you will have in order to perform well in this

class. These are:

• Ability to proof read your assignments before submitting

• Ability to cite references when making general and/or specific statements that are not entirely

your own

• Ability to communicate effectively when you do not understand the instruction or

expectations about assignments

• Ability to connect to the Internet, download required materials, and post required materials as

needed. Do not leave things for the last minute and perform inadequately due to

technology issues. So plan ahead and have back up plans in place should something go

wrong.

• Should you miss a class or come in late, it is your responsibility to catch up on what has been

covered during your absence. It will be difficult to repeat instruction for students

individually.

• All written work submitted must be the student’s original work and conform to the guidelines

of the American Psychological Association (APA) available online and via their publications.

This means that any substantive ideas, phrases, sentences, and/or any published ideas must be

properly referenced to avoid even the appearance of plagiarism. Plagiarism includes, but is

not limited to, the use, by paraphrase or direct quotation, of the published or unpublished

work of another person without full or clear acknowledgment. It also includes the

unacknowledged use of materials prepared by another person or agency in the selling of term

papers of other academic materials.

• All assignments are mandatory and must be typed, double spaced, written in Times New

Roman 12-point font with 1-inch margins.

• Assignments should be submitted on the due date before class begins. If you must miss a

deadline, you must let me know before the due date of the assignment. Late work will be

subjected to a 2 percent points penalty from the final grade. No late work will be accepted

after one class meeting from when the assignment was due.

• If I do not have your assignment and you have not contacted me about late submission, you

will receive a zero on that assignment. If you fail to notify me of any problems associated

with your work (grading error, missing graded assignment) within one class meeting after I

http://gradcatalog.ufl.edu/content.php?catoid=12&navoid=2750#grades


have returned graded materials, then I will not be able to negotiate an alternate arrangement

with you. Therefore, stay on top of things, monitor your work, and make sure that you talk to

me immediately if there are problems.

Attendance and Participation

You are expected to attend and participate in all classes. Because this class will cover a lot of

material in a short period of time, all in-class meetings are mandatory. If you anticipate missing

more than one class, then I strongly urge you to reflect on whether this semester is the right

semester for you. Any absence in excess of a total of one class from in-class meetings will result

in a decrease of 2 percent points per absence from your final grade. Any discussion of

explanation for your absences should be done privately so as to not use our limited class time

with individual scheduling concerns and also to allow us the privacy needed to address your

issues meaningfully with both of our full attention and focus.

Tardiness and Courtesy to Peers

I see us as professional scholars and therefore we should treat our learning environment with

professional respect. Class will begin and end on time. Please do not be any more than five

minutes late to class. If you are more than five minutes late and repeatedly leave the class early,

you will be marked tardy. Two tardies will equal an absence. This does not mean that there

cannot be any exceptional situations. Please come and talk to me if such situations occur by the

following class period. However, I cannot negotiate your attendance or tardies at the end of the

semester if you have not addressed critical issues with me as they emerged for you. I want to be

sensitive to your extenuating circumstances should they arise, but for that you need to

communicate with me as and when they arise instead of waiting till the end of the semester when

I might not be able to help you in any significant way.

Pagers, cell phones and other noise makers

These must be turned off during class.

End of Semester Negotiations

I am unable to participate in any end of semester negotiations about grades. However, I will

support you in every way possible during the semester to ensure that you perform well in the

class if you communicate any difficulties or concerns with the material with me. Therefore, I

recommend that you take full advantage of a supportive learning environment designed to ensure

your success. Your grade in the course is a direct reflection of your engagement in your own

learning process.

Students with Disabilities

Students with disabilities requesting accommodations should first register with the Disability

Resource Center (352-392-8565, www.dso.ufl.edu/drc/) by providing appropriate

documentation. Once registered, students will receive an accommodation letter which must be

presented to the instructor when requesting accommodation. Students with disabilities should

follow this procedure as early as possible in the semester.”

Course Evaluations

Students are expected to provide professional and respectful feedback on the quality of

instruction in this course by completing course evaluations online via GatorEvals. Guidance on

http://www.dso.ufl.edu/drc/)


how to give feedback in a professional and respectful manner is available at

https://gatorevals.aa.ufl.edu/students/. Students will be notified when the evaluation period

opens, and can complete evaluations through the email they receive from GatorEvals, in their

Canvas course menu under GatorEvals, or via https://ufl.bluera.com/ufl/. Summaries of course

evaluation results are available to students at https://gatorevals.aa.ufl.edu/public-results/.”

Please understand that, despite the expectations outlined above, I do care about you as

individuals and am always willing to listen and be flexible in order to help you have a successful

semester if you are faced with unusually difficult circumstances. Please be in touch with me if

you want a conference to explain your circumstances. I believe that most professors share this

attitude, but often, we do not know enough about our students to be of help to them. Although it

may seem difficult to reach out, it is up to you to seek support when you need it. Do not wait

until you have accumulated absences, fallen behind, and failed to do the required work to discuss

any personal difficulties that are affecting your performance.

Campus Resources

Health and Wellness

U Matter, We Care: If you or a friend is in distress, please contact [email protected] or 352-

392-1575 so that a team member can reach out to the student.

Counseling and Wellness Center: https://counseling.ufl.edu/ , 392-1575

Sexual Assault Recovery Services (SARS): Student Health Care Center, 392-1161.

University Police Department: 392-1111 (or 9-1-1 for emergencies).

http://www.police.ufl.edu/

Academic Resources

E-learning technical support, 352-392-4357 (select option 2) or e-mail to Learning-

[email protected]. https://lss.at.ufl.edu/help.shtml

Career Connections Center, Reitz Union, 392-1601. Career assistance and counseling.

https://career.ufl.edu/

Library Support, http://cms.uflib.ufl.edu/ask Various ways to receive assistance with

respect to using the libraries or finding resources.

Teaching Center, Broward Hall, 392-2010 or 392-6420. General study skills and

tutoring. http://teachingcenter.ufl.edu/

Writing Studio, 302 Tigert Hall, 846-1138. Help brainstorming, formatting, and writing

papers. http://writing.ufl.edu/writing-studio/

https://gatorevals.aa.ufl.edu/students/

https://ufl.bluera.com/ufl/

https://gatorevals.aa.ufl.edu/public-results/


https://counseling.ufl.edu/

http://www.police.ufl.edu/


https://lss.at.ufl.edu/help.shtml

https://career.ufl.edu/

http://cms.uflib.ufl.edu/ask

http://teachingcenter.ufl.edu/

http://writing.ufl.edu/writing-studio/


Student Complaints On-Campus: https://sccr.dso.ufl.edu/policies/student-honor-

code-student-conduct-code/

On-Line Students Complaints: https://distance.ufl.edu/student-complaint-process/

Course Schedule

I. We need to engage in radical acts of self excavation through creativity, courage,

honesty, and vulnerability in order to become ethical storytellers.

Module 1 – Traditional Analysis: Self Excavacation, Courage, Creativity, Storytelling and

Pragmatic Possibilities

August 20 Introduction and Syllabus. Write about your research

interest and present a basic draft of data inventory and timeline.

Discussion of data inventory project

Discussion of community engagement

Discussion of dissertation presentations

August 27 Saldana, J. (2003). Dramatizing data: A primer. Qualitative Inquiry, 9(2),

218-236. (scanned on website)

Saldana, J. (2011). An introduction to Ethnotheater and Ethnodrama

Ethnotheater: Research from page to stage (pp. 11-46). Walnut Creek,

California: Left Coast Press. (scanned on website)

AK – Preface (pp. 1-8) (scanned on website)

Sep 4 Data Inventory, Project Description, Timeline Due (Submit in

Canvas).

JS – pp. 1- 42

http://kakali.org/chapter-3s.html

http://scholarcommons.usf.edu/etd/1869/

http://kakali.org/sample-dissertations.html#.UkmhLxbhFUQ

http://kakali.org/sample-dissertation-proposals.html

Identifying structures of dissertation. Identifying structures of chapter 3’s.

How was data analysis done? Class presentation by students. Come

prepared to discuss the following:

▪ What did you notice about how a dissertation/proposal is organized?

▪ What stood out to you methodologically about a qualitative

dissertation/proposal?

▪ What strategies of academic voice were incorporated in the dissertations

and proposal?

▪ How was data analysis conducted and reported?

▪ How were findings reported?

▪ How did issues of trustworthiness and rigor reported?

▪ Based on your experience reviewing these documents, what would you

https://sccr.dso.ufl.edu/policies/student-honor-%20code-student-conduct-code/

https://sccr.dso.ufl.edu/policies/student-honor-%20code-student-conduct-code/

https://distance.ufl.edu/student-complaint-process/

http://kakali.org/chapter-3s.html

http://scholarcommons.usf.edu/etd/1869/

http://kakali.org/sample-dissertations.html#.UkmhLxbhFUQ

http://kakali.org/sample-dissertation-proposals.html


like to improve on and incorporate in your own work?

II. There is a performativity to the ways in which we act, the ways in which we understand

such acts, and the ways in which we write/share about these acts.

Module 2 – Creative Analysis: Bridging Performativity with Research, Poetic Inquiry,

Critical Autoethnography, and authentic inquiry

Sep 11 AK- Chapter 2: Flights of the Imagination

Bhattacharya, K. (2013). Voices, silences, and telling secrets: The role of

qualitative methods in arts-based research. International Review of

Qualitative Research, 6(4), 604-627. (scanned on website)

Cahnmann, M. (2003). The craft, practice, and possibility of poetry

ineducational research. Educational Researcher, 32(3), 29-36. (scanned on

website)

Faulkner, S. (2009). Introduction: Why Poetry Poetry as Method (pp. 15-

44). Walnut Creek, California: Left Coast Press. (scanned on website)

Class activity – Poetry workshop – Bring transcripts to class

Make sure you have conducted and transcribed at least one interview

by now and started some preliminary data analysis using any method

of your choice. If you’re doing observations then read Spradley Step 4,

2 from the website.

Sep 18 AK – Chapter 3 – Border Arte

AK – Geographies of Selves – Reimagining Identity

JS – pp. 43-210

You should have collected your second source of data by now.

Write at least 10 minutes a day. Read everyday. Read Spradley’s step

2 and 4 from the website if conducting observations

Sep 25 (Choose three readings from the following)

Alexander, B. K., Moreira, C., & kumar, h. s. (2012). Resisting

(resistance) stories: A tri-autoethnographic exploration of father narratives

across shades of difference. Qualitative Inquiry, 18(2), 121-133. (scanned

on website)

Berry, K. (2012). Reconciling the relational echoes of addiction: Holding

on. Qualitative Inquiry, 18(2), 134-143.

Chawla, D. (2015). Tracing home's habits: Affective Rhythms. In D.

Chawla & S. H. Jones (Eds.), Stories of home: Place, identity, exile (pp. 1-

16). Lanham, Maryland: Lexington Books. (distributed in class and

scanned on the website)

Rambo, C. (2008). An unloaded Gun: Negotiating the boundaries of

identity, incest, and student/teacher relationships. Unpublished. (will send

via email)


Should have third data source by now. Bring transcripts to class.

Read and write everyday.

Bring all data to class

III. How do we understand the narratives in the lives of the participants? What lenses do

we use? How do we make sense of things? How do we make peace with interpretive

understandings?

Module 3 – Critical Analysis: Narrative Inquiry, Phenomenology, Visual Approaches to

Qualitative Research, and Discourse Analysis

Oct 2

JK – Chapter 1: Locating Narrative Inquiry in Interdisciplinary Context

JK – Chapter 5: Narrative Data Collection: Excavacating Stories

Michael Watson Dissertation


Oct 9 FIRST METHODOLOGICAL PAPER DUE

JK – Chapter 6: Narrative Data Analysis and Interpretation: Flirting with

Data

JS – pp. 211-232

NVivo Demonstration

Download trial version of NVivo before coming to class next week.

Have digital copies of your data ready to play.

Oct 16 Phenomenological Approaches to Qualitative Research

http://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1486&context=tqr

http://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1555&context=tqr -

https://www.ualberta.ca/~iiqm/backissues/3_1/pdf/groenewald.pdf

Glynn Bogard’s Dissertation


Oct 23 Visual and Sensory Approaches to Qualitative Research

Mitchell, C., & Weber, S. (1998/2006). Picture this! Class line-ups,

vernacular portraits, and lasting impressions of school. In J. Prosser (Ed.),

Image-based research: A sourcebook for qualitativer researchers (pp.

197-213). New York, NY: Routledge. (scanned on website)

Pink, S. (2015). Rethinking ethnography through the senses Doing sensory

ethnography (pp. 1-51). London, UK: Sage. (scanned on website)

Wetton, N. M., & McWhirter, J. (1998/2006). Images and Curriculum

Development in Health Education. In J. Prosser (Ed.), Image-based

research: A sourcebook for qualitative rseearcher (pp. 263-284). New

York, NY: Routledge. (scanned on website)

Individual work for next week discussed in class.



https://www.ualberta.ca/~iiqm/backissues/3_1/pdf/groenewald.pdf



Oct 30 NO CLASS - Work on Your Own – AESA Conference

Discourse Analysis

Rose, G. (2007). discourse analysis I: text, intertextuality, context Visual

methodologies: An introduction to the interpretation of visual materials

(pp. 141-171). London, UK: Sage.

Trisha Gott – Dissertation

Amy Mathews Perez – Grounded Practical Discourse Analysis

Dissertation

IV. In what ways could we consider creative possibilities while conducting inquiry and

writing up findings in qualitative research?

Module 4 – Representation: Writing, Representation, Due Diligence, Trustworthiness and

Rigor in Qualitative Research

Nov 6 JS – pp. 233-290

JK – Chapter 7: Narrative Coda, Theorizing Narrative Meaning

AK – Chapter 7: Now let us shift.

Individual work for next week discussed in class.

Nov 13 NO CLASS - Work on Your Own – ASHE Conference

SECOND METHODOLOGICAL PAPER DUE VIA CANVAS

AK – Chapter 5: Putting Coyolxauhqui Together

Nov 20 Barone, T., & Eisner, E. (2011). What are some criteria for assessing arts

based research? Arts Based Research (pp. 145-155). Thousand Oaks, CA:

Sage.

Tracy, S. (2010). Qualitative quality: Eight “Big-Tent” criteria for

excellent qualitative research. Qualitative Inquiry, 16(10), 837-851.

AERA. (2009). Standards for reporting on humanities-oriented research in

AERA publications. Educational Researcher, 38(6), 481-486.

Nov 27 Work on final products, receive feedback. Discussion of draft of chapter

three.

Dec 4 Community Engagement Reflections Shared in Class

Feedback on final products as needed.Wrap up

Dec 9 All final products due via Canvas

Any part of the syllabus can be changed based on class needs and instructor discretion. All

changes will be notified to the students in writing. I reserve the option to widen the point range

for letter grades.


Bibliography

General introductions to data analysis

Bauer, M. W., & Gaskell, G. (Eds.). (2000). Qualitative researching with text, image and

sound: A practical handbook. London: Sage.

Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data: Complementary

research strategies. Thousand Oaks: Sage.

Hollway, W., & Jefferson, T. (2000). Doing qualitative research differently: Free

association, narrative and the interview method. London: Sage.

Merriam, S. B., & Associates (Eds.). (2002). Qualitative research in practice: Examples

for discussion and analysis. San Francisco: Jossey-Bass.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded

sourcebook (2nd. ed.). Thousand Oaks: Sage.

Grounded theory

Charmaz, K. (2000). Grounded theory: Objectivist and constructivist methods. In Denzin,

N. K. & Lincoln, Y.S. (Eds.). Handbook of qualitative research (2nd Ed.) pp. 509-

535. Thousand Oaks, CA: Sage.

Charmaz, K. (1983). The grounded theory method: An explication and interpretation. In

R. M. Emerson (Ed.), Contemporary field research (pp. 109-126). Boston: Little

Brown.

Dey, I. (1999). Grounding grounded theory: Guidelines for qualitative inquiry. San

Diego: Academic Press.

Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for

qualitative research. New York: Aldine de Gruyter.

Hutchinson, S. A. (1990). Education and grounded theory. In R. R. Sherman & R. B.

Webb (Eds.), Qualitative research in education: Focus and methods (pp. 123-

140). London: Falmer.

Strauss, A. L., & Corbin, J. (Eds.). (1997). Grounded theory in practice. Thousand Oaks,

CA: Sage.

Conversation Analysis and Ethnomethodology

Baker, C. D. (2000). Locating culture in action: Membership categorisation in texts and

talk. In A. Lee & C. Poynton (Eds.), Cuture and text: Discourse and methodology

in social research and cultural studies (pp. 99-113). St Leonards: Allen & Unwin.

Hutchby, I., & Wooffitt, R. (1998). Conversation analysis: Principles, practices and

applications. Cambridge, UK: Polity Press.


Myers, G. (2000). Analysis of conversation and talk. In M. W. Bauer & G. Gaskell

(Eds.), Qualitative researching with text, image and sound: A practical handbook

(pp. 191-206). London: Sage.

Psathas, G. (1995). Conversation analysis: The study of talk-in-interaction. Thousand

Oaks, CA: Sage.

Narrative analysis

Bell-Scott, P. (ed). Life notes: Personal writings by contemporary Black women. New

York: W. W. Norton & Co.

Bell-Scott, P. (ed.). with Johnson-Bailey, J. (1998). Flatfooted truths: Telling Black

women’s lives. New York: Henry Holt & Co.

Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in

qualitative research. San Francisco: Jossey-Bass.

Cortazzi, M. (2001). Narrative analysis in ethnography. In P. Atkinson & A. Coffey & S.

Delamont & J. Lofland & L. Lofland (Eds.), Handbook of ethnography (pp. 384-

394). London: Sage.

Cortazzi, M. (1993). Narrative analysis. London: Falmer.

Daiute, C., & Lightfoot, C. (Eds.). (2004). Narrative analysis: Studying the development

of individuals in society. Thousand Oaks: Sage.

Horsford, S. D., & McKenzie, K. B. (2008). Sometimes I feel like the problems started with

desegregation: Exploring Black superintendent perspectives on desegregation policy.

International Journal of Qualitative Studies in Education (QSE), 21(5), 443-455.

Kaufmann, J. (2007). Transfiguration: a narrative analysis of male‚Äêto‚Äêfemale transsexual.


Mishler, E. G. (1995). Models of narrative analysis: A typology. Journal of Narrative

and Life History, 5(2), 87-123.

Ochs, E., & Capps, L. (2001). Living narrative: Creating lives in everyday storytelling.

Cambridge, MA: Harvard University Press.

Ethnographic analysis

Goetz, J. P. (1976). Behavioral configurations in the classroom. Journal of Research and

Development in Education, 9(4), 36-49.

Lofland, J., & Lofland, L. (1995). Analyzing social settings: A guide to qualitative


observation and analysis. (3RD edn.). Belmont, CA: Wadsworth Publishing

Company.

Spradley, J. P. (1980). Participant observation. New York: Holt, Rinehart & Winston.

Phenomenology

Bottorff, J. (1991). The lived experience of being comforted by a nurse. Phenomenology

and Pedagogy, 9, 237-252.

Pollio, H. R., Henley, T. B., & Thompson, C. J. (1997). The phenomenology of everyday

life. New York: Cambridge University Press.

van Manen, M. (1990). Research lived experience: Human science for an action sensitive

pedagogy. London, Ontario: State University of New York Press.

Alternative approaches to representation

Barone, T. & Eisner, E. (1997). Arts-based educational research. In R. Jaeger (Ed.).

Complementary methods for research in education (2nd ed). pp. 73-99. Washington, DC:

American Educational Research Association.

Brady, I. (2003). The time at Darwin's Reef. Walnut Creek, CA: AltaMira Press.

Clair, R. P. (Ed.). (2003). Expressions of ethnography. Albany, NY: State University of

New York Press.

de Carteret, P. (2008). Storytelling as research praxis, and conversations that enabled it to

emerge. International Journal of Qualitative Studies in Education (QSE), 21(3), 235-249.

Denzin, N. (2003). Performance ethnography: Critical pedagogy and the politics of

culture. Thousand Oaks: Sage.

Denzin, N. (1997). Interpretive ethnography: Ethnographic practices for the 21st

century. Thousand Oaks: Sage.

Glesne, C. (1999) Improvising a song of the world: Language and representation. In

Becoming qualitative researchers: An introduction. (2nd ed). pp. 175-192. New

York: Longman.

Honan, E. (2007). Writing a rhizome: an (im)plausible methodology. International Journal of

Qualitative Studies in Education (QSE), 20(5), 531-546.

Josephs, C. (2008). The way of the s/word: storytelling as emerging liminal. International

Journal of Qualitative Studies in Education (QSE), 21(3), 251-267.

Mienczakowski, J. (2001). Ethnodrama: Performed research: Limitations and potential.

In P. Atkinson & A. Coffey & S. Delamont & J. Lofland & L. Lofland (Eds.),


Handbook of Ethnography (pp. 468-476). London: Sage.

Miller, D. M. (2008). Shades of gray: An autoethnographic study of race in the academy.


Pelias, R. J. (2004). A methodology of the heart: Evoking academic and daily live.

Walnut Creek, CA: AltaMira Press.

Richardson, L. (2002). Poetic representation of interviews. In J. Gubrium & J. A.

Holstein (Eds.), Handbook of interview research: Context and method (pp. 877-

892). Thousand Oaks: Sage.

Richardson, L. (1999). Feathers in our CAP. Journal of Contemporary Ethnography,

28(6), 660-668

CAQDAS

Weitzman, E. A. (2000). Software and qualitative research. In Denzin, N. K. & Lincoln,

Y.S. (Eds.). Handbook of qualitative research, 2nd Edition. Thousand Oaks, CA:

Sage, pp. 803-820.

QSR’s bibliography of texts:

http://www.qsr.com.au/resources/literature/booksonnvivo/Bibliography.pdf

Theorizing and data analysis

Becker, H. S. (1998). Tricks of the trade: How to think about your research while you're

doing it. Chicago: The University of Chicago Press.

Feldman, M. S. (1995). Strategies for interpreting qualitative data. Thousand Oaks:

Sage.

Mithaug, D. E. (2000). Learning to theorize: A four-step strategy. Thousand Oaks: Sage.

edf 7479 qualitative data analysis

Documents