Doctor of Ministry Program - Centre for Critical Qualitative Health ...

Faculty of Social Work
University of Toronto
SWK 6307 QUALITATIVE RESEARCH METHODS
Fall 2009
Thursdays
Lecture & discussion: 9am – 12pm at Room 218
Instructor: Izumi Sakamoto, Ph.D., MSW, MS, MA
izumi.sakamoto@utoronto.ca, (416)946-8224
Lab: 1:30-3:30pm at Room 218 or OISE Education Commons Lab
Lab Instructor: Billie Allan, MSW
billie.allan@utoronto.ca
Rationale and Significance
This course is an introduction to qualitative research, and is mandatory for first year
Ph.D. students in Social Work. The course will introduce some core issues in conducting
qualitative research, with a focus on grounded theory approaches. Elements of
community-based, participatory action research (CBR/CBPR), arts-based research, and
indigenous research approaches will also be interwoven into the curriculum. Pros and
cons of each methodology are considered, and basic techniques of data collection and
analysis introduced, including interviews, observation, and coding. Selected other topics
may include epistemological issues, researcher positionality, ethics, trustworthiness, use
of computer programs (NVivo), and working with community members/advisory boards.
The course is constructed to ensure a cohesive progression across theoretical and
methodological approaches. Throughout the class, close attention will be paid to our own
social identities and their impact on our analysis and interventions.
This course builds on and supports the social work Ph.D. level epistemology (SWK
6302), quantitative methods (SWK 6308) and theory (SWK 6005) courses. Thus, nonsocial
work students may wish to read additional materials to familiarize themselves with
social work in consultation with the instructors.
Educational Philosophy
Students are encouraged to think critically, and apply theoretical knowledge to their own
prior and current group experiences. As every member of the class brings in different
perspectives and experiences, the students and the instructors are all understood as colearners.
We expect students to take responsibility to be active participants in this
learning process, and encourage them to voice questions and concerns to instructors both

in and outside of class discussion. Students will have the opportunity to lead discussions
on the course readings, on a rotating basis throughout the term.
The course has two required components; the morning session mainly has lectures,
discussions, and activities, and the afternoon session has hands-on experiential exercises
including computer sessions. The in-class and lab sessions generally complement but do
not duplicate reading assignments.
Goals
• To address the basic principles and practices of qualitative research
• To recognize different ways of knowing
• To learn how to define a research focus and the kinds of questions that can be
developed from such a perspective
• To gain an understanding of how meanings can become sources of ‘data’, and how to
elicit and interpret such data
• To gain basic skills and knowledge needed to conduct grounded theory
• To learn about the research process (identification of relevant theoretical frameworks,
formulation of research question, data collection and analysis), and how to shape an
interpretive and constructivist study, including concrete tasks and relational
considerations (ethics and power)
• To describe how individuals’ social locations from various social identities (e.g., race,
ethnicity, gender, gender identity, Aboriginal identity, social class, north-south status,
sexual orientation, age, ability) affect personal and collective privilege, oppression,
and resource access, and understand that one’s worldviews are inevitably affected by
these social locations.
Positive Learning Environment
We have a social responsibility, as social work professionals, to treat one another with
respect. We must demonstrate respect for others’ views even if we do not agree with their
viewpoint. It must be recognized that having core values challenged, even respectfully,
may be an unsettling experience, but it is an inevitable aspect of learning. Therefore, we
must challenge the ideas people present, rather than attack the individuals presenting the
ideas. Mutual respect and consideration for each other and our ideas form the basis for
fostering a positive learning environment in the classroom. However, we must ensure,
not assume, that respect for one another exists within the Faculty of Social Work.
Absence Due to Illness – H1N1 Procedures
The usual procedures for absence due to illness apply in this course. (see
http://www.socialwork.utoronto.ca/students/reg/illness.htm).
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If you are absent due to flu, you are responsible for contacting your classroom and field
instructors to notify them of your first day of absence. Students are expected to stay at
home until they are free of symptoms and instructors will make accommodations for
missed classes or delayed assignments on a case-by-case basis. Due to the anticipated
exceptional circumstances of this flu season, medical documentation will not be required
for an absence under 7 days.
In order to receive academic accommodation, students will need to record all flu-related
absences through the Student Web Service of ROSI (www.rosi.utoronto.ca). The
University will rely on this absence record to monitor the numbers and locations of
student absences for academic planning, so if at all possible, students should record their
absence as soon as it begins. They should also remember to record the last day of their
absence as soon as they are able to return to classes. The absence declaration may be
completed online while the student is absent up till and including the day that the student
returns to class. The ROSI-generated absence record should be provided to instructors as
documentation of illness on the day of return.
Course Evaluation
Students are encouraged to give feedback throughout the term on their assessment of
teaching effectiveness, course content, and their own learning experiences in general. An
informal mid-term evaluation will occur. In addition, an anonymous formal Faculty
evaluation will be distributed to each student at the end of term.
Evaluation of Students
Grades will be determined on the basis of performance. Students are encouraged to refer
to FSW website (www.socialwork.utoronto.ca) on assignments and standards. Grading is
based on three types of activities:
Assignments
The first assignment is a hands-on experience on conducting and analyzing a research
interview, and the final paper is to develop a methodologically and ethically sound
qualitative proposal. Assignments may reflect a grounded theory, CBR/CBPR, arts-based
or indigenous approach. Class participation and attendance is also an integral part of the
learning experience.
1. Hands-on qualitative interview project (40%)
Due Date: November 5, 2009
Any extensions need to be requested formally, with reasons, in writing to the instructor one
week prior and are subject to approval.
10 pages 1.5-spaced + the research question interview guide (as an Appendix) and a five
page coded transcription (as an Appendix)
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Select a phenomenon to study that you are interested in with a classmate. This may either
be a topic of personal interest between the two of you or in some way related to your
thesis but not necessarily related to your thesis. You will:
• Conduct a 30 -60 minute interview with a class-mate and audio-tape it with the
permission of the interviewee
• Develop an interview guide for the interview
• Prepare field notes and transcribe a portion of the interview (roughly 5 singlespaced
pages)
• Code the transcribed portion of the interview
• Develop analysis
• Write up results
Along with the paper please submit the questions and coded transcript. This paper should
describe and analyze:
1) Development of your question of inquiry (stated clearly)
Keep it simple since you are basing this on a personal interest between you and a class-mate –
e.g. motivations to do doctoral work; reasons for becoming a social worker
2) Interview guide (attach as a one page Appendix)
One broad research question and about 5 sub-questions to answer the main question. Remember
it is a relatively short interview.
3) Interview process –observations and field notes
Talk about the setting –how was this conducive to the interview process; did it interfere; body
language; affective cues; your biases and expectations coming into the interview; did these
change over the course of the interview; etc.
4) Include a transcribed portion of the interview (as an Appendix approximately 5 pages)
Pick a moment in the interview that seems to be a ‘turning point’ or an ‘aha’ moment or one that
clearly illustrates a recurring theme. You will code the transcription.
5) Your analytic strategy – coding and thematic analysis
You will use initial (open) coding method for analysis and this will help to develop the main
themes (2-3). Please refer to the reading from your textbook (Charmaz, 2006).
6) Preliminary results –your interpretation of the interview data based on the thematic
analysis
A summary of the main themes you picked out from this interview and sample quotes to back up
your themes
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Grading criteria
The assignment will be assessed on the development of the research question, clarity of
the description of the interview process and observations, interview methods employed,
coding and thematic analysis of the data, and your preliminary interpretations. The paper
should be done in full written form, with proper citations and references. The paper
should include an introduction, body with sub-headings and conclusion. Readings from
Weeks 2-6 should be used to meet the assignment criteria and referenced appropriately.
The sub-headings can follow the six points listed above. There are creative aspects to this
assignment that cannot be structured, such as how you choose to demonstrate your coding –
coloured highlighers; italics, etc.
2) Development of a Research Proposal or Ethics Protocol (Proposal) (50%)
Due Date: December 10, 2009
You will formulate a research proposal or ethics protocol for investigation from within
the qualitative paradigm. Your research proposal may reflect a grounded theory,
CBR/CBPR, arts-based or indigenous approach. Based on the question(s), your proposal
must clearly identify the focus, rationale, theoretical framework, design, data collection
methods to be used, method of analysis, ethics, reflexivity, and issues of trustworthiness.
The following issues should be addressed:
1) Background of the major issue(s) to be addressed
2) Overview of the theoretical perspectives and literature relevant to the problem
being studied
3) Statement of the research question and objectives
4) Explanation and description of the design of how the research will achieve its
objectives
5) Sampling procedures, data collection (fully developed interview guide as an
Appendix), and description of data analysis appropriate to the method selected
6) How the trustworthiness is achieved
7) Anticipated significance for social work practice and/or policy
8) Consideration of the social location of the researcher and how various power
differentials between the researcher and the researched, and among the people
who are involved in the research is addressed (e.g., research objectives, sampling
and practice implications)
9) A convincing argument that the results and outputs will be used in the
community it is intended for (accountability)
The sub-headings should look like this:
• Introduction
• Method
a. design selection
b. sample-size, rationale, recruitment strategy
c. data collection (including the interview guide)
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d. means to establish trustworthiness
e. method of data analysis –rationale and description
f. how ethical issues will be addressed
g. social location of the researcher in relation to the people who will be
involved in the study
• Anticipated relevance of results
• Implications for social work practice and/or policy
Criteria for Grading Assignment:
• Evidence of knowledge, understanding of the literature; major epistemological
concepts, and application of the research methods/design discussed in the course
• Evidence of an understanding of design application, the research process and
relevance to social work practice and policy implications
• The ability to demonstrate critical thinking about the research method chosen in terms
of strengths and limitations
• Written product will be assessed on the paper’s organization, quality of content,
grammatical presentation, including spelling, clarity, and appropriate citing and
referencing (e.g., APA style).
3. Class participation, giving feedback & attendance (10%)
Attendance and participation are important components of your individual and collective
learning process especially since much of the learning activities in this class are directed
by class members. In addition to being present, on time, and prepared, I expect students
to be active learners by sharing their perspectives and questions with each other, and
participating in group exercises.
Students will be expected to lead discussions on weekly readings on a rotating basis.
Class participation also includes the provision of peer feedback on the draft
research/ethics proposals on Blackboard. If you cannot attend class, please notify your
instructor through e-mail (or phone) as soon as you can. You are expected to make
arrangements with someone else in the class to obtain notes and missed handouts.
Academic Integrity
Students in graduate studies are expected to commit to the highest standards of integrity,
and to understand the importance of protecting and acknowledging intellectual property.
It is assumed that they bring to their graduate studies a clear understanding of how to cite
references appropriately, thereby avoiding plagiarism. The student's thinking must be
understood as distinct from the sources upon which the student is referring. Two
excellent documents entitled How Not to Plagiarize
http://www.utoronto.ca/writing/plagsep.html and the Code on Behaviour and Academic
Matters is available for you to review on the FSW web-site or at www.sgs.utoronto.ca.
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Late Policy
Late papers that have not received prior approval for extension by the course instructor
will be graded down one step on the grading scale (e.g., B+ will become a B). Late
papers without prior approval will not be accepted after 5 days of the due date.
Extensions
Extensions are subject to approval by the course instructor with prior notice and an
acceptable reason. The course instructor reserves the right to ask for written
documentation. An extension form must be filled out with the student and instructor’s
signature. This is submitted to the Registrar. Petition for Extension forms are found at:
www.sgs.utoronto.ca Late papers will not be accepted 5 days after the due date without
prior approval.
Required Text and Readings:
1) Textbook:
Charmaz, K. (2006). Constructing Grounded Theory: A Practical Guide Through
Qualitative Analysis. Thousand Oaks, CA: Sage.
Available for purchase at Toronto Women’s Bookstore (73 Harbord St., Ph: (416)922-
8744, Store hours: 10:30-6 M-W,Sat / 10:30-8 Thur - Fri / 12-5 Sun).
2) Required Course Reader:
Required readings will be available for students in the General Office and may be signed
out for copying or browsing.
3) Blackboard:
All other readings are available electronically on Blackboard.
Recommended (not required):
Brown, L. & Strega, S. (2005, Ed.). Research as resistance: Critical indigenous, and
anti-oppressive aproaches. Toronto: Canadian Scholars’ Press Inc.
Bryant, A. & Charmaz, K. (2007). The Sage handbook of grounded theory. Thousand
Oaks, CA.
Denzin, N.K. & Lincoln, Y. S. (Eds.) (2005). The Sage handbook of qualitative research
(3 rd Ed.). Thousand Oaks, CA.
Hesse-Biber, S. N. & Leavy, P. (Eds.). (2008). Handbook of emergent methods. New
York: Guilford.
Padgett, D. K. (1998). Qualitative methods in social work research: Challenges and
rewards. Thousand Oaks, CA: Sage.
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Patton, M. Q. (2002). Qualitative research & evaluation methods (3 rd ed.). Thousand
Oaks, CA: Sage.
Strauss, A. & Corbin, J. (1998). Basics of Qualitative Research (2nd e.d). Thousand
Oaks, CA: Sage.
COURSE SCHEDULE
** All readings marked with an asterisk * are available electronically.
1) September 17, 2009
Course Overview and Introduction
No Lab
2) September 24, 2009
Ways of knowing and basis of our knowledge
*Williams, A., Ylänne, V. & Wadleigh, P. M. (2007). Selling the ‘Elixir of Life’: Images
of the elderly in an Olivio advertising campaign. Journal of Aging Studies, 21(1), 1-21.
*Sakamoto, I. Ku, J. & Wei, Y. (in press). Deep plunge: Luocha and the experiences of
earlier skilled immigrants from Mainland China in Toronto. Qualitative social work.
*Park, Y. (2005). Culture as deficit: A critical discourse analysis of the concept of culture
in contemporary social work discourse. Journal of Sociology and Social Welfare, 32(3),
11-33.
Smith, L. T. (1999). Introduction. In Decolonizing methodologies: Research and
Indigenous peoples. London: Zed Books.
Suggested Readings:
*Askeland, G. A. & Payne, M. (2006) Social work education’s cultural hegemony. International
Social Work, 49(6), 731-743.
Hart, M. A. (2002). Chapter 2: Eurocentricism, colonization and resistance. In Seeking minopimatisiwin:
An Aboriginal approach to helping. Halifax, NS: Fernwood Publishing. (pp. 23-38)
*Sinclair, R. (2004). Aboriginal social work education in Canada: Decolonizing pedagogy for the
seventh generation. First Peoples Child & Family Review, 1(1). 49-61.
Sept. 24 Lab:
What topics lend themselves to qualitative inquiry?
What does a qualitative question look like?
What are the types of qualitative research questions?
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3) October 1, 2009
Philosophical and Epistemological Assumptions of Qualitative Research:
How do we know what we know?
Crotty, M. (2003). Chapter 1: Introduction: The research process (Chapter 1). In The
foundations of social research: Meaning and perspective in the research process (pp. 1-
17). London: Sage.
Guba, E. G. & Lincoln, E. (2005). Paradigmatic controversies, contradictions, and
emerging confluences. In N. K. Denzin, & Y. S. Lincoln. (Eds.) (2005). The Sage
handbook of qualitative research (3 rd Ed., pp. 191-215). Thousand Oaks, CA: Sage.
*Gilgun, J. F. & Abrams, L. S. (2002). The nature and usefulness of qualitative social
work research: Some thoughts and an invitation to dialogue. Qualitative Social Work,
1(1), 39-65.
Recommended readings:
*Denzin, N. (2002). Social work in the seventh moment. Qualitative Social Work, 1(1), 25-38.
Padgett, D. K. (1998). Introduction. In Qualitative methods in social work research: Challenges
and rewards (pp. 1-17). Thousand Oaks, CA: Sage.
Riessman, C. K. (1994). Preface: Making room for diversity in social work research. In C. K.
Riessman (Ed.). Qualitative studies in social work research (pp. vii- xx). Thousand Oaks, CA:
Sage.
Oct. 1 Lab:
Locating qualitative research
Using search terms to find relevant articles
Accessing and searching electronic databases
Using limiters and expanders to locate information
* Students will have the opportunity to locate articles based on their interests. Students
should come prepared with possible research questions and search terms relevant to their
interests.
4) October 8, 2009
Grounded theory: History, kinds of data, and coding strategies
Charmaz (pp. 1-71):
Chapter 1: An invitation to grounded theory
Chapter 2: Gathering rich data
Chapter 3: Coding in grounded theory practice
Miles, A., Curran, H.V., Pearce, S. & Allan, L. (2005). Managing constraint: the
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experience of people with chronic pain. Social Science & Medicine, 61(2), 431-441.
Newman, P. A., Bogo, M & Daley, A.. (2008). Self-disclosure of sexual orientation in
social work field education: Field instructor and lesbian and gay student perspectives.
Clinical Supervisor, 27(2), 215-237.
Suggested readings:
Glaser, B. & Strauss, A. (1967). The discovery of grounded theory. Chicago: Aldine.
Strauss, A. & Corbin, J. (1994). Grounded theory methodology: An overview. In N. K. Denzin &
Y. S. Lincoln (Eds.). Handbook of qualitative research (pp. 273-285). Thousand Oaks, CA: Sage.
Charmaz, Kathy (2005). Grounded theory in the 21 st century. In N. K. Denzin, & Y. S. Lincoln.
(Eds.). The Sage handbook of qualitative research (3 rd Ed., pp. 507-535). Thousand Oaks, CA
Strauss, A. & Corbin, J. (1998). Open coding (Chapter 8). In Basics of qualitative research (2nd
ed., pp. 101-121). Thousand Oaks, CA: Sage.
Yan, M. C. (2008). Exploring cultural tensions in cross-cultural social work practice. Social
Work, 53(4), 317-28.
Oct. 8 Lab:
Methods of data analysis based on grounded theory
Managing data
Coding and sorting
* Activity: Students will have the opportunity to begin open coding a sample interview.
A transcript will be provided and each group will independently code and then share
results in a large group. Themes will be extracted from the coding.
5) October 15, 2009
Interviewing
Patton, M. Q. (2002). Qualitative interviewing (Chapter 7). In Qualitative research &
evaluation methods (3 rd ed., pp. 339-427). Thousand Oaks, CA: Sage.
Fontana, A. & Frey, J. H. (2008). The interview: From neutral stance to political
involvement. In N. K. Denzin, & Y. S. Lincoln. (Eds.) (2005). The Sage handbook of
qualitative research (3 rd Ed., pp. 695-727). Thousand Oaks, CA.
*Kanuha, VK. (2000). “Being” native versus “going native”: Conducting social work
research as an insider. Social Work, 45(5), 439-447.
Oct. 15 Lab:
Constructing questions for qualitative interviews
Introduction to technology for interviews
Preparation for the interviews
Introduction of the Whyte' s directiveness scale for qualitative interviews
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*Activity: Reviewing sample interview guides. Developing an interview guide.
6) October 22, 2009
Ethics
Critical consciousness
Humphries, B. (2008). Ethical research and social justice. Social work research for social
justice (pp. 19-32). Houndmills, Hampshire, UK & New York: Palgrave MacMillan.
*Pitner, R. & Sakamoto, I. (2005). Examining the role of critical consciousness in
multicultural practice: Its promises and limitations. American Journal of
Orthopsychiatry, 75(4), 684-694.
Miles, M. B. & Huberman, A. M. (1994). Chapter 11: Ethical issues in analysis (pp. 288-
297). In An expanded sourcebook: Qualitative data analysis. Thousand Oaks, CA: Sage.
*UofT Ethics guidelines: http://www.library.utoronto.ca/rir/ethics_hsmaterials.html
(application & instructions); http://www.library.utoronto.ca/rir/ethics_icrequire.html
(consent forms)
*Sample consent forms (to be provided)
Suggested readings:
Padgett, D. (1998). Ethical issues in qualitative research (Chapter 4). Qualitative methods in
social work research: Challenges and rewards. Thousand Oaks, CA: Sage
Oct. 22 Lab:
Unique ethical issues associated with populations who are considered “vulnerable” or
marginalized; e.g. research with Aboriginal peoples (OCAP principles; Tri-Council
Policy Statement); considerations for peer/participatory research involvement
Developing consent forms
7) October 29, 2009
Grounded theory: Memo-writing, sampling, and theorizing
Charmaz (pp. 72-150):
Chapter 4: Memo-writing
Chapter 5: Theoretical sampling, saturation, and sorting
Chapter 6: Reconstructing theory in grounded theory studies
*Bowen, G. (2006). Grounded theory and sensitizing concepts. International Journal of
Qualitative Methods, 5(3), 12-23.
Suggested Reading:
*Giske, T. & Artinian, B. (2007). A personal experience of working with classical grounded
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theory: From beginner to experienced grounded theorist. International Journal for Qualitative
Methodology, 6(4), 67-80.
*Walker, D. & Myrick, F. (2006). Grounded theory: An exploration of process and procedure.
Qualitative Health Research, 16 (4), 547-559.
Oct. 29 Lab:
Various ways of coding data
Students will have the opportunity to begin to code their own interview transcripts using
NVivo software
8) November 5, 2009 Indigenous Approaches to Research
Steinhauer, E. (2002). Thoughts on Indigenous research methodology. Canadian Journal
of Native Education, 26(2), 69-81.
*Absalon, K. & Willett, C. (2004). Aboriginal research: Berry picking and hunting in the
21 st century. First Peoples Child & Family Review,1(1), 5-17.
*Lavallee, L. (2009). Practical application of an Indigenous research framework and two
qualitative Indigenous research methods: Sharing circles and Anishnaabe symbol-based
reflection. International Journal of Qualitative Methods, 8(1), 21-40.
Suggested Reading:
Bishop, R. (2005). Freeing outselves from neocolonial domination in research. In N. K. Denzin,
& Y. S. Lincoln. (Eds.) (2005). The Sage handbook of qualitative research (3 rd Ed., pp. 109-138).
Thousand Oaks, CA.
Aboriginal Healing and Wellness Strategy. (2001). Policy on research, publication and respectful
treatment of Indigenous knowledge. Toronto: Author.
Nov. 5 Lab:
Exploring applications of Indigenous research methodologies
9) November 12, 2009
Community-based (participatory) research (CBR/CBPR)
Arts-based research
*Israel, B. A., Schulz, A. J., Parker, E. A., & Becker, A. B. (1998). Review of
community-based research: Assessing partnership approaches to improve public health.
Annual Review of Public Health, 19, 173-202.
*Wang, C., Yi, W., Tao, Z., & Carovano, K. (1998). Photovoice as a participatory health
promotion strategy. Health Promotion International, 13, 75-86.
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*Sakamoto, I., Chin, M., Chapra, A., & Ricciardi, J. (2009). A ‘normative’ homeless
woman?: Marginalisation, emotional injury and social support of transwomen
experiencing homelessness. Gay and Lesbian Issues and Psychology Review, 5(1), 2-19.
*National Film Board of Canada Filmmaer-in-Residence Program in St. Michael’s
Hospital. (2007). Street health stories. http://www.youtube.com/watch?v=S_m7EK0_3Rs
*Finley, S. (2003). Arts-based inquiry in QI: Seven years from crisis to guerrilla warfare.
Qualitative Inquiry, 9(2), 281-296.
Suggested readings:
Minkler, M. & Wallerstein, N. (2004). Community-based participatory research for health:
Perspectives, methodologies, examples. New York: Jossey-Bass.
Finn, J. L., Jacobson, M., & Campana, J. D. (2004). Participatory research, popular education,
and popular theater: Contributions to group work. In C. Garvin, L. M. Gutierrez & M. Galinsky
(eds.). Handbook of social work with groups. New York: Guilford Press. (pp. 326-343)
Ristock, J. L. & Pennel, J. (1996). Community research as empowerment: Feminist links,
postmodern interruptions. Toronto: Oxford University Press.
Knowles, J. G. & Cole, A. (2008). Handbook of the arts in qualitative research. Thousand Oaks,
CA: Sage.
Finley, S. (2008). Arts-based research. pp. 71-81.
Cole, A. L. & Knowles, J. G. (2008). Arts-informed research. pp. 55-70
Chambon, A. (2008). Critical imagination in social work and the arts.
Chambon, A. (2005). Practices of art for social work. Critical Social Work Journal, 5(1).
(online).
*Einsner, E. W. (1997). The new frontier in qualitative research methodology. Qualitative
Inquiry, 3(3), 259-273.
*Valera, P., Gallin, J., Schuk, D., & Davis, N. (2009). “Trying to eat healthy”: A Photovoice
study about women’s access to healthy food in New York City. Affilia, 24, 300-314.
http://aff.sagepub.com/cgi/content/abstract/24/3/300
*Wang, C. (1997). Photovoice: Concept, methodology, and use for participatory needs
assessment. Health Education & Behavior, 24, 369-387.
*Wang, C. C., Cash, J. L. & Powers, L. S. (2000). Who Knows the Streets as Well as the
Homeless?: Promoting Personal and Community Action Through Photovoice. Health Promotion
Practice, 1 (1), 81-89.
Nov. 12 Lab:
Focus group data vs. interview data
Use of interviews and focus groups
Multiple perspectives (client, service provider, etc)
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10) November 19, 2009
Appraisal of Qualitative Research, Trustworthiness
Qualitative Research Proposal & Ethics Protocol (Part I)
*Drisko, J. W. (1997). Strengthening qualitative studies and reports: Standards to
promote academic integrity. Journal of Social Work Education, 33, 185-197.
Padgett, D. K. (1998). Rigor and relevance in qualitative research. In: Qualitative
methods in social work research (pp. 88-103). Thousand Oaks: Sage.
*Starks, H. (2007). Choose your method: A comparison of phenomenology, discourse
analysis, and grounded theory. Qualitative Health Research, 17(10), 1372-1380.
Suggested Readings:
*Anasatas, J.W. (2004).Quality in qualitative evaluation: Issues and possible answers. Research
on Social Work Practice, 14(1). 57-65.
*Barbour, R.S. & Barbour, M. (2003). Evaluating and synthesizing qualitative research: The need
to develop a distinctive approach. Journal of Evaluation in Clinical Practice, 9(2), 179-186.
Nov. 19 Lab:
Critical appraisal of qualitative research
Trustworthiness
*Activity will include appraising qualitative studies
11) November 26, 2009
Writing Qualitative Research Proposal & Ethics Protocol (Part II)
Maxwell, J. A. (2005). Qualitative research design: An interactive approach (2 nd ed.).
Applied social research methods series, Volume 41. Thousand Oaks, CA: Sage.
Chapter 7: Research proposals: Presenting and justifying a qualitative study (pp.
117-137).
Appendix: An example of a qualitative proposal (pp. 139-158).
*National Institute of Health’s report on Qualitative Methods in Health Research
http://obssr.od.nih.gov/publications/qualitative.pdf
*Sample research and ethics proposals (to be provided)
Suggested readings:
Morse, J.M. (1994). Designing funded qualitative research. In N. Denzin & Y. Lincoln
(Eds.), Handbook of qualitative research (pp. 220-235). Thousand Oaks, CA: Sage.
Padgett, D. (1998). Guidelines for writing up a qualitative research proposal. In Qualitative
methods in social work research (pp. 152 – 153). Thousand Oaks, CA: Sage.
Nov. 26 Lab:
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QDA software and ethics. Multiple users and confidentiality.
Ethics applications in qualitative research – recruitment, confidentiality, data storage, etc.
12) December 3, 2009
Writing & Dissemination
* By this date, please post your draft proposal on Blackboard to receive feedback from
your peers. Deadline to give feedback to your peer(s): Monday, December 7. Earlier
deadline may be negotiated with your partner.
Charmaz (pp. 155-185):
Chapter 7: Writing the draft
Chapter 8: Reflecting on the research process
Miles, M. B. & Huberman, A. M. (1994). Chapter 12: Producing reports.
In An expanded sourcebook: Qualitative data analysis (pp. 298-306). Thousand Oaks,
CA: Sage.
*Access Alliance Multicultural Health and Community Services. (2008). eXposed: Using
photography to expose the social impact of racism and poverty in Black Creek. Toronto:
Author. Available at: http://wellesleyinstitute.com/access-alliance-photo-voice-project
*Finley, S. (2003). The faces of dignity: Rethinking the politics of homelessness and
poverty in America. Qualitative Studies in Education, 16(4), 509-531.
Suggested Readings:
*Ontario Prevention Clearinghouse, Ontario Women's Health Network, Toronto Christian
Resource Centre & Toronto Public Health. (2006). Count Us In!: Inclusion and homeless women
in downtown east Toronto. Toronto: Author.
*Sakamoto, I. Khandor, E., Chapra, A., Hendrickson, T., Maher, J., Roche, B., Chin, M. and the
Collaborative Team (2008). Homelessness, diverse experiences, common issues, shared
solutions: The need for inclusion and accountability. Available at:
http://www.artsandhomeless.com/download/Homeless_Proposal_LR.pdf
Silvia, P. J. (2007). How to write a lot: A practical guide to productive academic writing.
Washington, DC: American Psychological Association.
Dec. 3 Lab:
Introduction to the various qualitative software packages for analysis
Dissemination – identifying the audience and choosing strategies
13) December 10, 2009
Wrap up & sharing of our learnings and proposals
~~ Have a wonderful winter holiday season! ~~
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