Akademik Veri Yönetim Sistemi
Middle
East Technical University
Faculty
of Education
Department
of Educational Sciences
Spring
2020
EDS624:
MIXED METHODS RESEARCH IN EDUCATION
Instructor: Yaşar KONDAKÇI, Ph.D.
Email: kyasar@metu.edu.tr
Office: 412
Phone:
210 4077
Teaching Assistants:
COURSE
DESCRIPTION
The
nature of mixed-method research; development of mixed method design in a
historical perspective; purposes of mixed-method design; reasons of
mixed-method design; foundations of mixed-method designs; mixed-method design alternatives;
designing and implementing mixed method research (rationale and purpose
statement, sampling, data collection, data analysis, writing and evaluation).
COURSE
OBJECTIVES
By taking this
course, students will
COURSE LEARNING
OUTCOMES
By the end
of this course the students will be able to,
·
state the difference between qualitative,
quantitative and mixed methods research
·
define mixed methods research
·
describe advantages and
challenges of mixed methods research
·
state the assumptions of mixed
methods research
·
cite the philosophical
foundations of mixed methods of research
·
discuss the historical
development of mixed methods research
·
exemplify uses of mixed
methods research in education
·
match different mixed methods
research designs with relevant research problems
·
construct mixed methods
research questions
·
develop a mixed methods
research proposal
·
evaluate a study with mixed
methods research design
·
formulate solutions to
problems in mixed methods research designs
REQUIRED
TEXTBOOK
Cresswell,
J. W. & Clark, V. L. P. (2011). Designing
and conducting mixed methods research. Thousand Oaks, CA: Sage
Clark,
V. L. P. & Cresswell, J. W. (2008). The
mixed methods reader. Thousand Oaks, CA: Sage
EVALUATION AND
EXPECTATIONS
The
primary goal of this course is to help students become a knowledgeable reader,
evaluator, developer and conductor of mixed methods research in education. For
this purpose, there will be different types of assignments and each student is
expected to complete the exercises independently.
Please
note that all of your assignments must be formatted in compliance with the
publication style guidelines spelled out in:
American
Psychological Association (2012). Publication
manual of the American Psychological Association (6th edition).
Washington, DC: Author.
Professionalism: Includes
punctual and regular attendance in class, timely completion of
assignments/readings, and active participation in all activities and
discussions. See also Academic Dishonesty section below.
Assignments:
There will be weekly or biweekly assignments. The homework assignments will be
designed to help you learn specific skills covered in class. No late work will
be accepted, besides in excused (instructor approved) circumstances. If
accepted, they will receive a 10% reduction each day they are late.
Midterm
exam: The examination will be administered in
class (closed-book). More detailed instructions regarding format of the exam
will be given later in the semester. Each will be comprehensive; i.e., cover all materials (class discussions,
activities, required readings) assigned through the last class day prior to the
exam day. No make-up exams will be granted unless you have a valid excuse
accompanied by appropriate written documentation for missing the exam. The only
acceptable form of documentation for an illness will be a written doctor’s
note. Again, no make-up exams will be given for personal conflicts. Failure to
justify a missed exam will result in a grade of zero.
Resit
exams: In this course the assignments are
distributed throughout the semester. Hence, based on related regulations, the
course will not offer a resit exam at the end of the semester for those who get
a failing score.
Article
critique and presentation: This activity is designed to
provide you with necessary confidence to become knowledgeable and critical
consumer of mixed methods research. In this assignment the students are asked
to locate a research article
from a scholarly journal on mixed methods research. Articles must be
approved by the instructor. Once approved, you will write a paper summarizing and criticizing the article and
then present to your class. The written
critique should not exceed 2 double-spaced and typed pages and should follow
APA style. Your presentation should not take more than 10 minutes.
Research proposal and presentation: The major assignment in
this course is to develop a research proposal that will preferably be used for
your master thesis or Ph.D. dissertation. In the proposal, you are expected to
apply relevant concepts discussed in class to the problem you identify. Again,
you should follow APA guidelines. Criteria for the evaluation of proposal will
be distributed later in the semester. At the end of the semester, you are
expected to present your research proposal to the whole class. All class
members are required to attend these presentation sessions.
The
weighting for the final course grade will be as follows:
Assignments 10%
Midterm exam 20%
Article critique
and presentation 10%
Final Exam 30%
Research
Proposal and Presentation 30%
ACADEMIC
DISHONESTY
All
assignments you submit should be the result of your effort. Academic
dishonesty, including any form of cheating and plagiarism will not be tolerated
and will result in failure of the course and/or formal disciplinary
proceedings. Cheating includes but not limited to acts such as offering or
receiving assistance in the exam, using unauthorized written material during
the exam, submitting somebody else’s work as your own, copying from the
Internet. Plagiarism, a specific form of cheating, means using someone else’s
work without giving credit. You have to acknowledge the sources you use in your
assignments.
COURSE WEBSITE
Handouts
for the class can be accessed through METUCLASS (www.metuclass.edu.tr). These
handouts can be either Word documents, PDF files, and/or PowerPoint
presentations. You will also find a copy of the syllabus on METUCLASS. I will
also use it for communication purposes (e-mail). Please check your METUCLASS.
Failure to do so is not a valid excuse for missed messages.
TENTATIVE CLASS
SCHEDULE
|
Date |
Topic |
Assigned
readings |
|
|
Week 1: The
nature of mixed methods research |
|
|
|
Week 2:
Foundations of mixed methods research |
|
|
|
Week 3:
Purposes of mixed methods research |
|
|
|
Week 4:
Choosing mixed methods design |
|
|
|
Week 5:
Introducing mixed methods studies |
|
|
|
Week 6: The
role of quantitative and qualitative research in mixed methods research |
|
|
|
Week 7: Data
collection in mixed methods research |
|
|
|
Week 8:
Analyzing and interpreting data in mixed methods research |
|
|
|
Week 9:
Validation in mixed methods research |
|
|
|
Week 10:
Writing and evaluating mixed methods research |
|
|
|
Week 11-13:
Mixed methods design alternatives |
|
SUPPLEMENTARY
READINGS
American Psychological Association (2001). Publication manual of the American
Psychological Association (5th ed.). Washington, DC: Author.
Axinn,
W. G., & Pearce, L. D. (2006). Mixed-method data collection strategies.
Cambridge: Cambridge University Press.
Berger,
A. A.. (2000). Media and communication research: An introduction to qualitative
and quantitative approaches. Thousand Oaks, CA: Sage.
Bogdan,
R.C., & Biklen, S.K. (1998). Qualitative research for education: An
introduction to theory and methods. Boston : Allyn and Bacon.
Creswell,
J. (2011). Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research (4th Ed). Toronto: Pearson.
Creswell,
J. (2003). Research design: Qualitative, quantitative, and mixed methods
approaches. Thousand Oaks, CA: Sage.
Creswell,
J. W. (1998). Qualitative inquiry and research design: Choosing among five
traditions. Thousand Oaks, CA: Sage.
Creswell,
J. W. (1994). Research design: Qualitative and quantitative approaches.
Thousand Oaks, CA: Sage.
Denzin,
N. K. (1978). The research act: A theoretical introduction to sociological
methods (2nd ed.). New York: McGraw-Hill.
Denzin,
N. K., & Lincoln, Y. S. (1994). Handbook of Qualitative Research. Thousand
Oaks, CA: Sage.
Denzin,
N. K., & Lincoln, Y. S. (1999). The Landscape of Qualitative Research:
Theories and Issues. Thousand Oaks, CA: Sage.
Greene,
J. C. (2007). Mixed methods in social inquiry. San Francisco: Jossey Bass.
Hesse-Biber,
S. N. & Leavy, P. (2006). The practice of qualitative research. Thousand Oaks,
CA: Sage.
Miles,
M. B., & Huberman, A. M. (1984). Qualitative data analysis. Thousand Oaks,
CA: Sage.
Onwuegbuzie,
A. J. & Johnson, R. B. (2006). The validity issue in mixed research.
Research in Schools, 13(1), 48-63.
Onwuegbuzie,
A. J. & Leech, N. L. (2009). Lessons learned for teaching mixed research: A
framework for novice researchers. International Journal of Multiple Research
Approaches, 3, 105-107.
Patton,
M.Q. (1990). Qualitative evaluation and research methods. Newbury Park: Sage .
Tashokkori,
A. (2009). Are we there yet? The state of the mixed methods community
[Editorial]. Journal of Mixed Methods Research, 3(4), 287-291.
Tashokkori,
A. & Creswell, J. W. (2007). Exploring the nature of research questions in
mixed methods research. Journal of Mixed Methods Research, 1(3), 207-211.
Tashokkori,
A. & Teddlie, C. (Eds.). (2003). Handbook of mixed methods in social and
behavioral research. Thousand Oaks, CA: Sage.
Yin, R.
K. (1994). Case study research: Design and methods. Thousand Oaks, CA: Sage.
SYLLABUS
DISCLAIMER
The
information provided on this syllabus is tentative and subject to change. In
fact, it will almost
certainly
change from time to time. Major changes to the syllabus will be noted during
lectures.