EDU 7900 –Qualititative Research Method and Analysis                                                                            Spring 2005

Professor Korynne Taylor-Dunlop, Ed.D




Practical Research : Planning and Design (8th Edition)         Qualitative Research for Education: An Introduction to Theories and Methods (4th Edition)


*       Practical Research: Planning and Design (8th Edition) by Paul D. Leedy and Jeanne Ellis Ormrod (Paperback - Feb 26, 2004)


*       Qualitative Research for Education: An Introduction to Theories and Methods (4th Edition) by Robert C. Bogdan and Sari Knopp Biklen (Paperback - Sep 10, 2002)

Course Description per Graduate Bulletin, St. John’s University, 2004 – 2006

This course focuses on a variety of qualitative approaches to discipline and inquiry that can be brought to bear on the problems in education and also examines underlying theoretical frameworks of these approaches. The course provides opportunities for students to develop knowledge and skills in the various qualitative techniques and methods.




Article Critique “The Department is Very Male, Very White, Very Old, and Very       Conservative in Graduate Sociology Departments”   by Eric Margolis and Mary Romero


 Article Critique “Qualitative Research in the Foreseeable Future: No Study Left Behind


ERIC Research


Class notes:

Popkewitz - Technical, Illusory, and Constructivist Cultures

Qualitative Research - notes

How to do a dissertation - notes

Problem Statement


*       Five Chapters of a Dissertation:

Chapter 1 – Introduction (contains the problem statement)

Chapter 2 – Literature Review (focus on problem statement)

Chapter 3 – Methodology (setting, subjects, instrumentation, data collection process/analysis)

Chapter 4 – Findings (The subjects, the findings, etc.)

Chapter 5 – Conclusions and Recommendations

Class reflections:

This class dealt with qualitative research and tackling the problem of the “problem statement.”  We chose a possible individual problem statement and then explored the possibility of researching that problem.  The class was practical and valuable relative to doing qualitative research.  The exercises helped to support a qualitative perspective in doing research.  I particularly enjoyed the exercise we did in observing something.  I did mine on describing the actions of my cat.  It was fun and Dr. Dunlop turned it into a very practical exercise.   The chapters of the dissertation were outlined and discussed.  The course opened up a whole new avenue to do research.