Introduction to Field Research Methods in Schools and Communities

Introduction to Field Research Methods in Schools and Communities

EDUC 684, Fall 2000

Thursdays 4:30 pm-7:00, UMBC ACIV, Room 121

Dr. Wallace

ACIV A Wing, Room 407

410-455-6570 [w]/410-426-6999 [h]

kendraw@umbc.edu

Office hours Monday-Thursday by appointment

Required Texts

Fetterman, David M. (1989). Ethnography Step by Step. Newbury Park, CA: Sage Publications.

Spindler, George and Spindler, Louise. (1987). Interpretive Ethnography of Education at Home and Abroad. New Jersey: LEA, Inc.

Course Outline

This course provides an introduction to the art and ethics of conducting fieldwork in educational and community settings. The combined seminar and field experience format of the course provides an opportunity for the participant to apply theory through hands-on experiences. In general, this course is suited for students in the initial stages of identifying an area for advanced, independent research. While some students will be in the process of refining their research agenda, it can be useful for those who are in more exploratory stages of the process.

Course participants will develop a research proposal, collect and analyze qualitative data, as well as write-up and present their research findings. This structure is intended to prepare you to conceptualize a research project with clarity of purpose, enhance your organization and data management skills, and expand your critical analysis and reflective writing skills. There are many routes available for conducting fieldwork this semester. Participants may self-design their own research project, or they may opt to work on a distance learning project sponsored by the Learning Resources Center at UMBC.

While not a prerequisite for dissertation writing, the course can be a key step in the process of developing, analyzing, and revising an ethnographic project of dissertation caliber. For students who are actively engaged in dissertation or thesis development, this course will provide an important theoretical and methodological frame, as well as a forum for collegial support during what is often an isolating process.

Prerequisites

Students must enter this seminar with the following:

· access to and familiarity with a computer capable of e-mail, world-wide-web searches, and word processing;

· an established advisor-advisee relationship with at least one faculty member;

· a willingness and commitment to attend all classes and participate collaboratively and constructively.

Objectives

As a result of this course, students will be able to:

· define the parameters of ethnography, its constraints and its contributions;

· design a small-scale, ethnographic research project;

· reflect critically on their experiences, observations and data collection process through fieldnotes, class discussions, and research project reports;

· appreciate the challenges inherent to conducting thorough, ethical fieldwork in educational and community settings;

· critically assess the structure and content of ethnographic accounts;

· articulate an initial familiarity with some of the available technological tools for data management and analysis;

· appreciate the ways in which they and others use metaphors, symbols, and other linguistic devises used to express experience and thought.

· appreciate the ways in which they and others develop, define, and convey a sense of place in daily life through writing.

· use technological tools (computer, multi-media) and information resources to locate, synthesize, and communicate information effectively.

Requirements for 684

Attendance and Participation

Regular and timely attendance is expected and essential for your professional growth in this course. If you have any conflicts that may hinder your timely arrival to class during the semester, you must alert me before class via e-mail or phone (office or home numbers are listed on the first page of the syllabus). If you miss a class, you are responsible for picking up any materials I handed out in class; these will be made available in the Curriculum Resource Lab. I am also in regular contact with my secretary, Pat Gist, should you need to leave a message with her. Pat may be reached through the Department’s main phone number (410-455-2465).

The seminar format of this course, as well as the subject matter, demand your active and thoughtful participation. Seminars provide advanced students with an opportunity to meet as colleagues and work collaboratively to fulfill mutual goals and explore related interests. I expect you to utilize our time together to explore, question, and reflect on the issues that emerge throughout the course of the semester.

In the case of inclement weather, please call UMBC at 410-455-3100 to determine if classes will be held. If classes are cancelled, we will reconvene at the next scheduled time. If an assignment is due in class but classes are cancelled, it will be due in my mailbox by 4 p.m. the next business day that the campus is open. Presentations will be rescheduled.

Seminar Co-Direction

Each seminar participant will be responsible for leading, with a partner, the rest of the class in a discussion and activity related to a given set of readings. Since I anticipate a small group, it is probably safe to assume that each person will lead two classes discussions during the semester. On these evenings, please be prepared to engage your colleagues in a critical review of the assigned readings through a format of your choice. It may prove useful to develop a set of questions or problems for the group to address as you work through the readings. Be prepared to speak to all of the assigned readings and to engage each of your classmates in meaningful dialogue. You will have approximately 60 minutes and must prepare visual aids (e.g., handouts, overhead transparencies, or multi-media presentations).

Written Assignments

All written assignments must be typewritten and double-spaced unless otherwise specified. Your fieldnotes should be a minimum of two typewritten, single-spaced pages. We will discuss the format of fieldnotes early in the semester.

Observations and Interviews.

The syllabus is designed to reflect six weeks of observation at a research site.

You should schedule 1-2 hours of observation per week, and these weeks should be consecutive. You should complete your interviews by the week of the Thanksgiving break so you have adequate time to review the tapes and code the data.

Research Paper and Presentation

Your fieldwork will culminate with a scholarly-quality research paper of 15-20 pages in length. You are expected to develop and cite 7-10 external pieces of research related to your topic of study. On the final evening of class, you will present your work to the class. Your presentation must feature the use of multi-media in your presentation (e.g., PowerPoint). Details on the paper and presentation will be handed out in class.

Self-Evaluation

Your self-evaluation should be two pages in length and should assess your performance in the following areas: reading, discussion leadership, attendance, class participation and collegiality, assignments, and knowledge and skills acquired in course.

Grading

As stated above, your attendance and active participation in each seminar will be expected. Participants will be evaluated on the following:

· quality and timeliness of written assignments and fieldnotes;

· accuracy, thoroughness, clarity, and organization of research report and presentation;

· quality of reflection provided by the self-evaluation.

Assignments	Value	Due Date s
Self-Evaluation	10%	12/14/00
Seminar Co-Direction	10%	Varies
Written Assignments	30%	Vary
Final Paper & Presentation	50%	12/14/00

Late Submissions

I expect all assignments to be submitted in a timely fashion. Late entries will be docked one full grading level every day after the due date.

Incompletes

Incompletes will only be considered for students who are maintaining B level engagement within the course. In order to receive an incomplete, students must request an incomplete in writing in order and commit to specific terms on a contract signed by both the student and me.

Ethics

Participants are expected to adhere to the Code of Student Conduct at UMBC. Plagiarism and inappropriate interactions with course members will not be tolerated.

Please note the readings are subject to change during the course of the semester.

Seminar/Date Topic & Assignments

Seminar 1 Introduction to Course and Participants

8/31/00

Welcome; overview of course.

Seminar 2 Ethnographic Concepts and Methods

9/7/00 What is ethnography and what are ethnographic methods?

In Fetterman:

Chapter 1 "The first step: An overview."

Chapter 2 "Walking in rhythm: Anthropological concepts."

In Spindler and Spindler:

General Introduction

Editorial Introduction to Part I "Issues and applications in ethnographic methods."

Chapter 1 "The method of natural history and educational research."

Chapter 3 "On ethnographic intent."

Handouts:

Geertz, Clifford. (1973). "Thick description: Toward an interpretive theory of culture." In Clifford Geertz The Interpretation of Cultures. Basic Books. Pp. 3-30.

Seminar 3 Political and Ethical Issues in Qualitative Research.

9/14/00 What are some of the problems inherent to ethnographic work?

In Fetterman:

Chapter 7 "Walking softly through the wilderness: Ethics."

Handouts:

Clifford, James. (1986). "Introduction: Partial truths." In James Clifford and George Marcus Writing Culture: The Poetics and Politics of Ethnography. Berkeley: University of California Press. Pp. 1-25.

Fine, Michelle. (1998). "Working the hyphens: Reinventing self and other in qualitative research." In N. K. Denzin and Y. S. Lincoln The Landscape of Qualitative Research: Theories and Issues. Thousand Oaks, CA: Sage Publications. Pp. 130-155.

Messerschmidt, Donald. (1981). "On anthropology 'at home.'" In Anthropologists at Home in North America: Methods and Issues in the Study of One's Own Society. Pp. 3-14.

Punch, Maurice. (1998). "Politics and Ethics in qualitative research." In N. K. Denzin and Y. S. Lincoln The Landscape of Qualitative Research: Theories and Issues. Thousand Oaks, CA: Sage Publications. Pp. 156-184.

Seminar 4 Designing a Qualitative Research Project

9/21/00 Where to begin and why?

Handouts:

Janesick, Valerie J. (1998). "The dance of qualitative research design: Metaphor, Methodolatry, and Meaning." In N. K. Denzin and Y. S. Lincoln Strategies of Qualitative Research. Thousand Oaks, CA: Sage Publications. Pp. 35-55.

LeCompte, Margaret D. and Schensul, Jean J. (1998). "An overview of research design." In Designing and Conducting Ethnographic Research. Thousand Oaks, CA: AltaMira Press. Pp. 61-96.

LeCompte, Margaret D. and Schensul, Jean J. (1998). "Choosing and designing and ethnographic research project." In Designing and Conducting Ethnographic Research. Thousand Oaks, CA: AltaMira Press. Pp. 97-126.

Seminar 5 Initial Stages of Fieldwork

9/28/00 On Access, Roles and Relationships

Assignment Due: Draft a short letter requesting entry at your research site.

In Fetterman:

Chapter 4 "Gearing up: Ethnographic equipment." Pp. 107-109.

Handouts:

Agar, Michael. (1996). "Beginning fieldwork." In The Professional Stranger: An Informal Introduction to Ethnography. New York: Academic Press. Pp. 83-115.

Muddy Waters Group. (1997). "Intimacy in research." In Qualitative Studies in Education (QSE), 10(2). Pp. 165-173.

Warren, Rachelle B. and Warren, Donald I. (1977). "How to diagnose a neighborhood." In The Neighborhood Organizer's Handbook. Indiana: University of Notre Dame Press. Pp. 167-195.

Seminar 6 Gathering and Interpreting Data

10/5/00 Participant Observation in Theory and Practice

In Fetterman:

Chapter 3 "A wilderness guide: Methods and techniques."

Handouts:

Adler, Patricia A. and Adler, Peter. (1998). "Observational Techniques." In N. K. Denzin and Y. S. Lincoln Collecting and Interpreting Qualitative Materials. Thousand Oaks, CA: Sage Publications. Pp. 79-109.

Bourgois, Phillipe. (1996). "Violating apartheid in the United States." In In Search of Respect: Selling Crack in El Barrio. Cambridge University Press. Pp. 19-47.

Glesne, Corrine. (1999). "Being there: Developing understanding through participant observation." In Becoming Qualitative Researchers: An Introduction. Pp. 43-66.

Seminar 7 Gathering and Interpreting Data

10/12/00 On Interviews and the Social Organization of the School, Part I

Observations begin.

In Spindler and Spindler:

Chapter 4 "Figure and section: Ethnography and education in the multicultural state."

Part III- At Home in the U.S.A.- Group A: Multiculturalism, Immigrants, and Minorities.

Chapter 11 "Variability in minority responses to schooling: Nonimmigrants vs. immigrants."

Handouts:

Glesne, Corrine. (1999). "Making words fly: Developing understanding through interviewing." In Becoming Qualitative Researchers: An Introduction. Pp. 67-92.

Seminar 8 Gathering and Interpreting Data

10/19/00 On Personal Experience Methods and the Social Organization

of the School, Part II

Assignment Due: Fieldnotes.

In Spindler and Spindler:

Chapter 14 "Traditions and transitions in the learning process of Mexican Children: An ethnographic view."

Chapter 16 "A comparative analysis of American suburban middle class, middle school, and high school teenage cliques."

Handouts:

Clandinin, D. Jean and Connelly, F. Michael. (1998). "Personal experience methods." In N. K. Denzin and Y. S. Lincoln Collecting and Interpreting Qualitative Materials. Thousand Oaks, CA: Sage Publications. Pp. 150-178.

Seminar 9 Organization and Analysis of Data

10/26/00 The Ins and Outs of Data Analysis

Assignment Due: Fieldnotes.

In Fetterman:

Chapter 5 "Finding your way through the forest: Analysis."

Handouts:

Denzin, Norman K. "The art and politics of interpretation." In N. K. Denzin and Y. S. Lincoln Collecting and Interpreting Qualitative Materials. Thousand Oaks, CA: Sage Publications. Pp. 313-344.

Seminar 10 Organization and Analysis of Data

11/2/00 On the Use of Space and Non-Verbal Data

Assignment Due: Fieldnotes.

Handouts:

Frake, Charles O. (1980). "How to enter a Yakan House." In Charles O. Frake Language and Cultural Description. Stanford, California: Stanford University Press.

LeCompte, Margaret D. and Schensul, Jean J. (1998). "Using archival and secondary data." In Essential Ethnographic Methods. Thousand Oaks, CA: AltaMira Press. Pp. 201-230.

Seminar 11 Organization and Analysis of Data

11/9/00 On Coding and Organizing Data

Assignment Due: Project up-date.

In Fetterman:

Review pp. 47-63.

Handouts:

LeCompte, Margaret D. and Schensul, Jean J. (1998). "Analysis from the top down." In Analyzing and Interpreting Ethnographic Data. Thousand Oaks, CA: AltaMira Press. Pp. 45-66.

LeCompte, Margaret D. and Schensul, Jean J. (1998). "Analysis from the bottom up: The item level of analysis." In Analyzing and Interpreting Ethnographic Data. Thousand Oaks, CA: AltaMira Press. Pp. 67-81.

Seminar 12 Organization and Analysis of Data

11/16/00 The Joy of Coding

Assignment Due: Coded fieldnotes.

Begin last two weeks of fieldwork.

In Spindler and Spindler:

Chapter 15 "The hidden curriculum of Papago teachers: American Indian strategies for mitigating cultural discontinuity in early schooling."

Handouts:

LeCompte, Margaret D. and Schensul, Jean J. (1998). "Creating a codebook." In Analyzing and Interpreting Ethnographic Data. Thousand Oaks, CA: AltaMira Press. Pp. 85-93.

LeCompte, Margaret D. and Schensul, Jean J. (1998). "Preliminary results: Identifying patterns and structures." In Analyzing and Interpreting Ethnographic Data. Thousand Oaks, CA: AltaMira Press. Pp. 95-112.

Seminar 13 Organization and Analysis of Data

11/30/00 Toward the Generation of Initial Interpretations

Assignment Due: Final coded fieldnotes.

Fieldwork concludes.

Nu*Dist/N*VIVO Demonstration.

Handouts:

Hammersley, Martyn. (1992). "What's wrong with ethnography?: The myth of theoretical description." In What's Wrong with Ethnography?: Methodological Explorations. Pp. 11-31.

LeCompte, Margaret D. and Schensul, Jean J. (1998) "Fine tuning results: Assembling components, structures, constituents." In Analyzing and Interpreting Ethnographic Data. Thousand Oaks, CA: AltaMira Press.

Richards, Thomas J. and Richards, Lyn. (1998). "Using computers in qualitative research." In N. K. Denzin and Y. S. Lincoln Collecting and Interpreting Qualitative Materials. Thousand Oaks, CA: Sage Publications. Pp. 211-245. *read lightly.

Seminar 14 Organization and Presentation of Data

12/7/00 The Pitfalls and Pleasures of Writing-Up

In Fetterman:

Chapter 6 "Recording the miracle: Writing."

Handouts:

Glesne, Corrine. (1999). "Writing your story: What your data say." In Becoming Qualitative Researchers: An Introduction. Longman. Pp. 155-173.

Glesne, Corrine. (1999). "Improvising a song of the world: Language and representation." In Becoming Qualitative Researchers: An Introduction. Longman. Pp. 175-190.

Seminar 15 Closure

12/14/00

Assignments due:

Presentation of research projects [10-20 minutes], research papers and self-evaluations.