EDEM 690: Schedule and
Readings
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course info]
Week
by Week Overview
Week
1: Getting Started
Before class:
- Read: Three
short articles about reading:
- Kyle M Shannon on
Medium: Guide
to Reading Academic Papers
- How
to Read (and Understand) a Social Science Journal Article
- Elisabeth Pain on
Science: How
to (seriously) read a scientific paper
- Watch:
the
YouTube videos on this playlist for week 1 (~20 mins)
- Start with the
ones after the "week 1" video and continue until you get to
the "week 2" video
- Selectively Read:
Guba, E. G., & Lincoln, Y. S. (1994). Competing
paradigms in qualitative research. Handbook of
qualitative research, 2(163-194), 105.
- As you might guess
from the triad of readings on how to read, I don't expect
you to deeply read this from start to end!
- I want you to focus
on Table 6.1
- Read what parts of
the text you feel are helpful for you to get a handle on
what is going on in Table 6.1
- Set up: Slack
and set
your notifications
- Fill in: The
Get-to-Know-You
questionnaire (it's pinned in the #homework channel of
the Slack)
In class:
- Lecture:
- Welcome to the
class, course policies, introductions
- How to read an
academic paper depending on your goals
- What is research?
- Different
research paradigms: positivist, postpositivist, critical
theoretic/activist, constructivist/interpretivist
- Slides
- Activity:
- Worksheet
1: discussing the readings, reinforcing epistemology
vs ontology, method vs methodology
- Worksheet
2: In small groups, you'll be given a pile of papers
to read quickly and categorize the paper by paradigm
Week
2: Theoretical Orientations
Note: last class
before add/drop
Before class:
- Watch: these
YouTube videos to articulate the difference between
sociological thinking and liberal thinking:
- Thoroughly Read:
Willis, Karen, Jeanne Daly, Michelle Kealy, Rhonda Small,
Glenda Koutroulis, Julie Green, Lisa Gibbs, and Samantha
Thomas. "The
essential role of social theory in qualitative public health
research." Australian and New Zealand Journal of Public
Health 31, no. 5 (2007): 438-443.
- Your goal is
justify why social theory is needed in research, and to be
able to compare & contrast the major kinds of social
theory
- Selectively Read:
Marquardt, M., & Waddill, D. (2004). The
power of learning in action learning: a conceptual analysis
of how the five schools of adult learning theories are
incorporated within the practice of action learning.
Action learning: Research and practice, 1(2), 185-202.
- Your goal is to
identify & differentiate the five schools of learning
theories
- Selectively Read
as supplements to Marquart & Waddill:
- Look at Table 1
of: Ashworth, Francis; Brennan, Gabriel; Egan, Kathy;
Hamilton, Ron; and Sáenz, Olalla (2004) "Learning
Theories and Higher Education," Level 3: Vol. 2: Iss.
1, Article 4. doi:10.21427/D7S43V
- Look at Table 1
and Figure 1 of: Kafai, Y., Proctor, C., & Lui, D.
(2019, July). From
Theory Bias to Theory Dialogue: Embracing Cognitive,
Situated, and Critical Framings of Computational Thinking
in K-12 CS Education. In Proceedings of the 2019 ACM
Conference on International Computing Education Research
(pp. 101-109). ACM.
In class this week:
- Lecture:
- Slides
- Important
categories of research in education
- Paradigms
(review): positivist, postpositivist, activist,
interpretivist
- Social:
liberal, functionalist, conflict theoretic,
interactionist, postmodern
- Psychological:
behavioural, cognitivist, situated/social, humanistic,
critical
- Group activities:
- Worksheet
1: discussing the first two readings, categorizing
papers with them
- Worksheet
2: discussing the second two readings, categorizing
papers with them
Week
3: Interviewing
Before class:
- Properly Read:
- Leech, B. L.
(2002). Asking
questions: Techniques for semistructured interviews.
PS: Political Science & Politics, 35(4), 665-668.
- Mini-reference: The
Ethnographic Interview
- Spear on Medium: Note-taking
for beginners: a brief guide on taking notes in user
interviews
- Watch: videos
about interviewing, finding literature, and using a
reference manager
- Set up: If
you don't already use a reference manager (e.g. Zotero,
Mendeley, BibTeX): Install
Zotero (or another reference manager of your choice)
- Draft: a one
page "reference sheet" of the material we've covered in the
first two weeks, to help reinforce the concepts we've seen so
far. It can be a concept map, a visual diagram of how
different paradigms/theories relate, point-form, etc ---
whatever is most useful to you. Be prepared to share it with
your classmates.
In class:
Week
4: Thematic & Content Analysis
Before class:
In class:
Week
5: Discourse Analysis
Last class before the
withdrawal deadline
Before class:
- Watch: YouTube
videos about reflexivity
- Read: Chapters
1-3 of Gee, J. P. (2004). An
introduction to discourse analysis: Theory and method.
Routledge.
- Read: "Sample
of Discourse Analysis 1" from Gee. (Ch 10 of 3rd edition, Ch 9
of 2nd edition)
- Goal in reading:
get a feel for what CDA looks like in practice
- Optionally Read:
Smith "Texts and Repression"
- Find: five
papers related to your research proposal topic.
- Create a
bibliography of those five papers and write a few bullet
points on what your topic is & why you chose those papers
- Print off a
copy of this annotated bibliography (1 page!). In class you'll
get peer feedback on your literature review. You'll be handing
it in to Elizabeth at the end of class.
In class
Week
6: Descriptive Stats & Questionnaire Design
Due: structured critique I
In class:
Week
7: Comparing Groups
Due:
structured critique II
In class:
Week
8: Correlation & Bias
Due: optional
resubmission of structured critique II
In class:
Reading week
Week
10: Regression
Due: research memo II
- Watch: Week
9 YouTube videos
- Thoroughly Read:
Chapter 6 of Gould's "The
Mismeasure of Man": The Real Error of Cyril Burt
- Goal: explain what
factor analysis is
- Goal: explain what
the real error of Cyril Burt was in his analysis
- For critiquing in
class: The
importance of deliberation in valuing ecosystem services in
developing countries—Evidence from the Solomon Islands
- Goal: be ready to
critique this paper using the structured critique rubric
- For critiquing in
class: Hazari, Z., Potvin, G., Lock, R. M., Lung, F.,
Sonnert, G., & Sadler, P. M. (2013). Factors
that affect the physical science career interest of female
students: Testing five common hypotheses. Physical
Review Special Topics-Physics Education Research, 9(2),
020115.
- Goal: be ready to
critique this paper using the structured critique rubric
In class:
Week
11: Canceled Due to Covid-19
Week
12: Canceled
Due to Covid-19
Week
13: Autoethnography
Due: structured critique III
(extension: hand in by end of day) - DM a pdf to me on
Slack
- Read for background:
Wall, S. (2006). An
autoethnography on learning about autoethnography.
International journal of qualitative methods, 5(2), 146-160.
- Goals: identify
different types and aspects of autoethnographic methods
- Read selectively for
background: Fincher, S., Tenenberg, J., & Robins,
A. (2011, August). Research
design: necessary bricolage. In Proceedings of the
seventh international workshop on Computing education
research (pp. 27-32).
- Goals: exposure to
methods for stimulated recall; exposure to the notion of
"bricolage"
- For critiquing in
class: Park, J. C., &
Wilmes, S. E. (2019). A
critical co/autoethnographic exploration of self:
Becoming science education researchers in diverse
cultural and linguistic landscapes. In Critical
Voices in Science Education Research (pp. 141-155).
Springer, Cham.
- Optional reading (added late):
Levitan, J.,
Carr-Chellman, D., & Carr-Chellman, A. (2017). Accidental
ethnography: A method for practitioner-based education
research. Action Research, 1476750317709078.
Due to the Covid-19
pandemic the rest of term will be conducted online. You'll be
assigned groups for you to arrange videoconferencing with at a
time of your convenience with worksheets to discuss, including
debriefing SC3.
Videos for this week are
posted on Slack, there are four of them:
- Review (sorry for
the poor audio quality!!!)
- Relating the news on
Covid to topics from this course
- A little
introduction to STS
- Autoethnography,
ethnography, and discussing Wall & Fincher et al
You are to watch the
videos (can be on your own or with your group), then submit a
worksheet by 5:30pm Thursday:
Once all students have
handed in SC3 I'll post a video debriefing SC3. I'll also post a
video debriefing the Park & Wilmes paper once your worksheets
have been submitted.
Week
14: Action Research And Other Things
Optionally due: make-up
for structured critique I
- Read for practicality: A
history of FLICC: the 5 techniques of science
denialism
- Whether it's HIV/AIDS, climate change, or
the Covid pandemic, science denialism tends to follow
a consistent playbook
- Watch for background: week
13 videos
- Read selectively for background: Chapter
8 and Chapter
9 of Tuhiwai Smith's Decolonizing Methodologies
- Goal: skim 25 approaches to Indigenous
research, to give a sense of just how much is out
there that you'd learn about in a course on Indigenous
methodology
- Goal: exposure to Indigenous critiques of
positivism
- Goal: a refresher on what post-positivism
is
- Useful: page 286 set of questions
for questioning research
- Optional reading: Introduction
of Epstein's Impure Science: AIDS, Activism, and the
Politics of Knowledge
- This is a book about how LGBT AIDS
activists in the 80s educated themselves about AIDS
science and engaged with the scientific community, and
I think will be of interest to many of you
- Read for critique: Massey,
P. D., Miller, A., Saggers, S., Durrheim, D. N., Speare, R.,
Taylor, K., ... & Kelly, J. (2011). Australian
Aboriginal and Torres Strait Islander communities and the
development of pandemic influenza containment strategies:
community voices and community control. Health Policy,
103(2-3), 184-190.
- Optional
reading: Allen, Barbara L. 2018. “Strongly
Participatory Science and Knowledge Justice in an
Environmentally Contested Region.” Science, Technology,
& Human Values 43 (6): 947–71
Like last week, I'll
be posting videos on Slack for you to watch (on your own
or with your group). You'll have a worksheet to do with
your group (same as last week), due 5:30pm Thursday.
Videos:
- Review of last
week part 1, includes discussion of the Zingaro paper
- Review of last week
part 2, includes discussion of the Park & Wilmes paper
- Talking about the
final project
- Closing notes
Links:
Readings I considered but then removed
Optional: LaTeX
for the humanities
Reference
Manager Software: What Is It and What Can It Do?
How
to Capture and Cite Sources with Zotero
Altmann: Observational Study
of Behaviour: Sampling Methods
Some more background on action research:
https://academic.oup.com/her/article/18/3/363/592295