EDUC 221CC: INTRODUCTION TO QUALITATIVE OBSERVATIONS
Fall 2016
TUESDAYS, 4:00 p.m. – 6:50 p.m.
ED 1215
Instructor:
Office Hours:
Sarah Roberts, Ph.D.
By appointment
[email protected]
ED 3127
*The instructor reserves the right to amend the syllabus throughout the semester.
Introduction and Overall Purpose
Qualitative observations methods explores theory used during observations, the kinds of field notes used
during observations, how to organize field notes to create scenes, and how to complete analysis of your
observations through memos, coding, moving between theory and data.
This course is part of the ED 221 series and builds on the work that students completed in 221A. This is
a course on “doing” qualitative research focused on data collection, analysis, writing up research, and
publishing. Students should understand that there is some overlap in the ED 221 courses, which will
allow students to conduct data collection and analysis effectively.
Educational Objectives
This course is designed to introduce you the process of conducting qualitative observations. Throughout
the course, you will:
•
•
•
•
•
Develop a basic understanding of qualitative observations in education.
Understand the kinds of questions that have been and can be addressed fruitfully through conducting
qualitative observations.
Learn about and begin to practice qualitative observation methods.
Learn about and begin to practice qualitative data analysis (preliminary only) on your observations.
Develop a mini-proposal for a small-scale observation research study you could conduct
Course Expectations
All students will be expected to participate actively in class. Please prepare for class by reading the
assignments carefully and by reflecting upon issues of importance to you. Take the time to do the
assigned readings and engage with them. You should be prepared to draw on the readings for personalreaction writings, small-group activities, and/or whole-class discussions. Much of the success of this
course depends on the level of interaction and participation. Your contributions in the way of regular
attendance, completion of readings, completion of in-class writings, willingness to discuss, and group
participation are essential not only for this course, but also for your development as a scholar.
Contacting Dr. Roberts
While the best way to get in touch with Dr. Roberts is via email ([email protected]), please
know that it may take 24-48 hours to respond on weekdays. Emails received after 5pm on Fridays will
receive responses the following Monday.
Course Requirements
Reading assignments have been made for most class periods (see tentative schedule below). Some of our
reading will be from books; book readings will be supplemented with electronic resources (journal
articles, book chapters, videos, etc.) available on the Gauchospace website for this course.
Please read the assignments and develop questions to discuss with your classmates before the class.
Class sessions will include short lectures, small-group activities, and whole-class discussions based on
the readings, your research projects, and other activities. Classes are designed for active participants.
In order to adjust readings to emerging needs as the quarter progresses, some readings may be added,
deleted, or re-arranged. When readings are assigned, please come to class prepared to discuss them.
Because this is a relatively small doctoral course, I expect everyone to be an active class participant.
Required Texts: This book is available at the bookstore on campus or from online vendors. Please
obtain it as soon as possible.
(1) Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes (2nd ed.).
Chicago: University of Chicago Press.
(2) Rose, M. (1995). Possible lives. NY: Penguin Books.
Assignments
Assignments are due at the beginning of class unless otherwise noted. All assignments handed in should
be carefully proofread and should contain no spelling or grammatical errors; multiple errors will
adversely impact your grade for that assignment. Unless otherwise noted, all you will turn in all
assignments via hardcopy and should use 12 pt. Times with 1” margins.
Grading Policy
Course grades will be based on the following assignments (be weighted as follows):
Assignment
Due
Percentage
ORahs Training
Week 2
Attendance and Participation
Ongoing
10%
Book Club Reflection
Week 6
20%
Fieldwork Observations
Week 4, Week 7
20%
Lead Class Discussion
Ongoing, beginning Week 2
20%
Analytic Memo
Week 9
25%
Final Self-Assessment
Finals Week
5%
Final grades will be assigned in the following manner, in accordance with the proportions of credit for
each assignment shown in the table above: 94-100%=A; 90-93%=A-; 88-89%=B+; 83-87%=B; 8082%=B-; 78-79%=C+; 73-76%=C; 70-72=%C-; <70%=F
Assignments
I.
Preparing to conduct Qualitative Research (Should have been completed in ED 200 or ED
221A – but if you have not completed this, you need to before you conduct any
observations)
a. ORahs training. You must complete this training to engage in any kind of human research.
You can access the training materials and exam online at
http://www.research.ucsb.edu/compliance/human-subjects/ The login for ORahs is:
https://orahs.research.ucsb.edu and you will use my faculty key code: EDUC-RO-SA-009.
Please give me a copy of your human subjects certificate once you have completed the
training.
II.
Leading Class Discussion
a. You will be responsible, as part of a small group, for planning and leading a 40- minute
discussion on the readings for a particular date that will emphasize exploration of the given
week’s topic and will facilitate active class participation. Discussion questions should
promote greater understanding of the ideas presented by authors in the readings – please plan
something that is designed to fit within the 40 minute time period and connects directly to the
texts so that your classmates will have a chance to fully engage in the readings. Team
members will assume equal responsibility for planning and completing this assignment.
Students should promote thoughtful exchanges in class based on the readings assigned for
that class. This is an opportunity to take an active lead in an intellectual discussion at the
graduate level.
III.
Book club
a. You will choose one of two texts to read to understand what qualitative observations look
like (to get a feel for what Geertz (1973) calls “thick description.” You and your group
members will read your text, discuss the text in class, and make connections to your own
observations (and future observational work).
Text: Rose, M. (1995). Possible lives. NY: Penguin Books.
b. You will then write a 2-3 page double-spaced reflection on what you have learned about the
observation process and what it will mean for your future research.
IV.
Conducting Field Work Observations and Analysis
A key component of this course will be to get your feet wet with conducting qualitative
observations. You will not be completing an entire study; you will be gaining experiences
around doing qualitative observations and analysis. This is just a starting point (and an
opportunity to figure out how much more practice you will need). But, it will help you with
starting to ask questions and think about what kind of qualitative work you can do to answer
those questions.
Your site will be the courses in our Teacher Education Program (TEP). The purpose of this
site is to provide you with the opportunity to observe teacher education, with which you may
be involved as your career continues. Additionally, this is an opportunity to observe a
classroom without having to get the permissions you would need for K-12 classrooms and
other sites.
Each student will select a class (in the table below) and will then complete their observations
and interview within that setting. Please remember that you are a guest in these classes and
the instructors have graciously opened their classrooms to us. Remember to act and dress
professionally both during the data collection and afterwards in any conversations you have
about your work.
Prior to your first visit, you will confirm with the instructor that you would like to come to
visit and whether that would still work for them (during our first week of class). Make sure
you are early for your observations and interview (to set-up for the observation and to be as
unobtrusive as possible).
Course
Instructor
Instructor
Email
Location
Day/
Time
ED M 321 –
Secondary
Math
Methods
Ograin
ograin@uc
sb.edu
4205
Fridays, 9-11:50 am (9/30, 10/7,
10/14, 10/21, 10/28)
ED S 321 –
Secondary
Science
Methods
ED E 321 -Secondary
English
Methods and
Professional
Methods
ED 361F
ELD/SDAIE
Johnson
sjohnson
@educatio
n.ucsb.edu
4219
Fridays, 9-11:50 am (9/30, 10/7,
10/14, 10/21, 10/28, 11/4, 11/18)
– email to check class location
Dewer
dewar@ed
ucation.uc
sb.edu
3209
Wednesdays and Fridays, 1-
Scalzo
ED 221A Students
Collecting Data
(Maximum 3 per)
3:50 pm
(Wednesdays: 9/28, 10/19, 10/26,
11/9, 11/30
Fridays: 10/7, 10/14, 10/21, 10/28,
11/4)
1217
Thursdays, 4-6:50 pm (9/29,
10/13, 10/27)
a. Fieldwork
i. You will complete two observations by mid-quarter.
ii. Decide on a focus for your first observation. The focus of the observation should be
consistent with your main research questions.
iii. Write 1-3 observation guidelines to focus your attention during your first observation.
iv. When you go to your site, you will document what is happening at the site, note
specific phrases people use, and create a map of the site. Note these in your “field
journal” (typically a bounded notebook), which you will carry around with you at
your site. The field journal notes will serve as the raw material for your more polished
and complete field notes.
v. Field notes need to be typed and will extend what you jotted down in your field
journal. These will be used in class for discussion. Typing these notes should occur
quickly after the observations.
vi. Attach a 1-page reflection to each set of field notes that addresses what you learned
from the experience, what you might do differently next time, and how you view your
positionality in the field during this activity.
V.
Analytic Memo.
a. For this assignment, you will develop a preliminary analysis of your observations and
interview.
b. You will review the data you have collected over the course of the semester and write about
themes you’ve identified, tensions or contradictions that you’ve noticed in relation to your
interests, and questions about which you are still curious. Class readings and exercises on
interpreting and analyzing data should be helpful as you try to make sense of your data.
c. For those of you planning to use a qualitative approach for your first year project, the
purpose of this memo is for you to figure out what research questions and issues you want to
explore in your first year research project.
d. The memo should be 5 pages, double-spaced, in length (maximum).
VI.
Final Self-Assessment
a. What did you learn? What are you thinking now? You will address these and related
questions in a brief (250-300 word) final reflection.
Additional Information for Students
(1) Disabled Students Program: accommodations for exams
Students with disabilities may request academic accommodations for exams online through the
UCSB Disabled Students Program at http://dsp.sa.ucsb.edu/. Please make your requests for exam
accommodations through the online system as early in the quarter as possible to
ensure proper arrangement.
(2) Managing stress / Supporting Distressed Students
Personal concerns such as stress, anxiety, relationships, depression, cultural differences, can interfere
with the ability of students to succeed and thrive. For helpful resources, please contact
UCSB Counseling & Psychological Services (CAPS) at 805-893-4411 or
visit http://counseling.sa.ucsb.edu/ .
If you encounter a student in distress, please contact 805-893-3030 immediately and/or consult
the Responding to Distressed Student Protocol at http://www.sa.ucsb.edu/distressedstudentsguide or
phone 893-3030.
(3) Responsible scholarship
Honesty and integrity in all academic work is essential for a valuable educational experience. The
Office of Judicial Affairs has policies, tips, and resources for proper citation use, recognizing actions
considered to be cheating or other forms of academic theft, and students’ responsibilities, available on
their website at: http://judicialaffairs.sa.ucsb.edu. Students are responsible for educating themselves on
the policies and to abide by them.
(4) Academic support
Furthermore, for general academic support, students are encouraged to visit Campus Learning
Assistance Services (CLAS) early and often. CLAS offers instructional groups, drop-in tutoring,
writing and ESL services, skills workshops and one-on-one consultations. CLAS is located on the third
floor of the Student Resource Building, or visit http://clas.sa.ucsb.edu
Week #
1
9/27
2
10/4
Topic/Questions
Overview – Why
observation? What is
observation?
Participant Observation
ED 221C Calendar
Reading(s) Due
Pellegrini, Hoch, & Symons
(2012), Chapter 1
Angrosino & Rosenberg
(2011)
Rose (1995): 1-96
Emerson et al., Chapter 1
Glesne, Chapter 3
Assignment(s) Due
Sign-up (in class) for
data collection site,
snacks, and
discussion leaders.
Contact course
instructor and plan for
observations
Complete ORahs
training
(https://orahs.research
.ucsb.edu/)
Visit your field site to
get acquainted with
participants and the
setting, i.e.,“hang out
on site” to get a feel
for the actors, setting,
and regular activities.
3
10/11
Locating a site
4
10/18
Conducting observation,
Part I (Types of
observation)
5
10/25
Conducting observation,
Part II (Fieldnotes)
6
11/1
Conducting observations,
Part III (Types of
Observations, Part II)
Describing what you see
7
11/8
8
11/15
9
11/29
Emerson et al., Chapter 2
Toma (2000)
Patton, pp.279-298
Rose (1995): 97-192, 434436
Emerson et al., Chapter 3
Spradley 53-62
Emerson et al., Chapter 4
Sanjek (1990)
Patton, pp. 302-332
Patton, pp. 273-279
Spradley 73-84
Geertz (1973)
Peshkin (2001)
Conducting analysis, Part I
Emerson et al., Chapter 6
Corbin & Strauss, Chapter 6
(Memos & Diagrams)
Thanksgiving Week – No Class
Conducting analysis, Part II Emerson et al., Chapter 7
Field Notes #1
(preliminary
observations & writeup of field notes)
Book Club Reflection
Field Notes #2
Analytic Memo
Final SelfAssessment
References
Angrosino, M. & Rosenberg, J. (2011). Observations on observation: Continuities and challenges. In
N.K. Denzin & Y.S. Lincoln (Eds.), The SAGE handbook of qualitative research (4th ed.) (pp.
467-478). Thousand Oaks, CA: Sage Publications, Inc.
Corbin, J.M. & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for
developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.
Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes (2nd ed.). Chicago:
University of Chicago Press.
Geertz, C. (1973). Thick description. In The interpretation of cultures (pp. 3-30). New York: Sage.
Glesne, C. (2016). Becoming qualitative researchers: An introduction (5th ed.). Boston: Pearson.
Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage
Publications, Inc.
Pellegrini, A. D., Hoch, J., & Symons, F. J. (2012). Observing Children in Their Natural Worlds: A
Methodological Primer. (3rd Ed.). New York: Psychology Press.
Peshkin, A. (2001). Angles of vision: Enhancing perception in qualitative research. Qualitative Inquiry,
7(2), 238-253.
Rose, M. (1995). Possible lives. NY: Penguin Books.
Sanjek, R. (1990). A vocabulary for fieldnotes. In R. Sanjek (Ed.), Fieldnotes: The makings of
anthropology (pp. 92-121). Ithaca: Cornell University Press.
Spradley, J.P. (1980). Participant Observation. Fort Worth, TX: Harcourt Brace College Publishers.
Toma, J.D. (2000). How getting close to your subjects makes qualitative data better. Theory Into
Practice, 39(3), 177-184.