Graduate Course Proposal Form Submission Detail - EEX6307
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Submission Type: New
Course Change Information (for course changes only):
Comments: EEX 6346 apprvd 5/4/09 - with same title as 7911 -pending confirmation fr college. Response is should be EEX 7xxx - new course ; not EEX 7911 Course change request. Dept Confirmed EEX 6346 NEW. SCNS 11/2/10. Aprvd. Eff 1/1/11. Nmbr chgd 6307. Posted Bnr
- Department and Contact Information
Tracking Number Date & Time Submitted 2172 2009-09-24 Department College Budget Account Number Special Education ED 172800 Special Education Contact Person Phone Daphne Thomas 8139741383 firstname.lastname@example.org
- Course Information
Prefix Number Full Title EEX 6307 Qualitative Research in Special Education Is the course title variable? Y Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) Qual Rsch SPED Course Online? Percentage Online - 0
Graduate level standing; one graduate level course in research design or methods; or by permission of instructor
Graduate research seminar that introduces students to the philosophies, methods, epistemologies & ethical foundations of qualitative research for those interested in students with disabilities & their families; non restrictive;repeatable for credit.
A. Please briefly explain why it is necessary and/or desirable to add this course.
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
This course is now a formal part of the program of study for the PhD in Special Education.
Fits the requirement of two (2) courses in qualitative research as one of the two; elective for master's level students.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
- Other Course Information
"Students who successfully complete this course will be prepared to:
a. Identify and describe epistemological differences among qualitative research methods.
b. Understand the basic and defining concepts and issues in qualitative research.
c. Understand and be able to use common terms utilized in qualitative research.
d. Determine the appropriateness of qualitative methods to address research needs in special education.
e. Explore a topic of interest in special education and formulate research questions to consider.
f. Understand the various types of qualitative research methods.
g. Consider the ethical issues inherent in qualitative research especially as they relate to students with disabilities and their families
h. Reflect on the intersection of personal epistemology, issues in special education, and qualitative research approaches.
B. Learning Outcomes
"a. Students will engage in critical discourse about various qualitative methods.
b. Students will recognize philosophical, ethical, historical, and disciplinary foundations of qualitative research.
c. Students will critique qualitative research.
d. Students will complete a literature review appropriate for a chosen qualitative method about a particular area of interest in special education."
C. Major Topics
"Philosophical & Ethical Foundations of Qualitative Research
Historical & Disciplinary Foundations of Qualitative Research
Case Studies & Special Education Applications
Narrative Approaches & Special Education Applications
Phenomenology & Special Education Applications
Grounded Theory & Special Education Applications
Arts-Based & Humanities Epistemological & Representational Forms"
"Paul, J., Kleinhammer-Tramill, J., & Fowler, K. (2009). Qualitative Research Methods in Special Education. Denver, CO: Love Publishing.
E. Course Readings, Online Resources, and Other Purchases
"ProCopy Packet of additional readings and articles
Brantlinger, E. et al. (2001). Qualitative studies in special education. Exceptional Children, v 71, n 2, 195-207.
Creswell, J.W. (2007). Qualitative inquiry & research design: Choosing among five approaches. Thousand Oaks, CA: SAGE Publications.
Creswell, J.W. (2008). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: SAGE Publications.
Barone, T. (2001). Touching eternity: The enduring outcomes of teaching. New York: Teachers College Press.
Janesick, V.J. (1994). The dance of qualitative research design, in: Handbook of qualitative research, edited by N.K. Denzin & Y.S. Lincoln. Thousand Oaks: SAGE Publications, 209-219.
"Videotaped lectures of Qualitative Research conference available on Blackboard.
F. Student Expectations/Requirements and Grading Policy
• Class Participation – based on attendance and class discussion participation in the form of critical discourse. (Goals: a, b, c, f, g, h)
• Qualitative Methods Reviews & Critiques (8) – Write a 3- 4 page review of each of the qualitative methods presented in the Paul, et al. text on qualitative research methods in special education. These reviews will serve as the basis for class discussion. They should include a discussion of the perspective, philosophical, and disciplinary context, the method, challenges, and ethical issues. The primary references for the reviews are the videotaped lectures on Blackboard and the chapters on methods and exemplar studies in the Paul, et al. text. (Goals: a, b, c, f)
• Qualitative Research Studies Critiques (4) – Identify and write 3-4 page critiques of four (4) exemplars of qualitative studies in special education or related areas. The critiques should consider the philosophical justification, literature, method, challenges, and implication of the studies. (Goals: d, e, h)
• Conduct a Literature Review appropriate for a chosen qualitative research approach around an area of interest in special education. (Goals: c, d, e, h)
Grading Criteria Grading Scale*
Class Participation 15 – 25 points A = 90 - 100
Methods Reviews & Critiques 15 – 25 points B = 80 - 89
Research Critiques 15 – 25 points C = 70 - 79
Literature Review 15 – 25 points D = 60 - 69
F = Below 60
*Assignment of “+” and “-” grades may be implemented as per university guidelines.
G. Assignments, Exams and Tests
H. Attendance Policy
"Graduate students are expected to attend all classes and participate in class functions. When a need arises to miss a class, the problem should be discussed with the instructor. After missing a second class, the student must schedule an appointment with the professor to discuss the student’s status in the course. Absenteeism and/or infrequent or minimal class participation will result in reduction of course grade.
I. Policy on Make-up Work
Late assignments will be accepted only in cases of extreme emergencies—and upon notification of reasons for lateness provided by electronic message to the instructor. The decision to accept late work is solely at the discretion of the instructor. Assignments that are completed after the due date will be assessed a penalty in grade.
J. Program This Course Supports
PhD Special Education
- Course Concurrence Information