190100 SE Education - Alterity - Cultur(alism) (2015W)
Educational Research - Designing for Divergence
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Th 24.09.2015 09:00 to Mo 28.09.2015 09:00
- Deregistration possible until Mo 19.10.2015 09:00
Details
max. 25 participants
Language: German, English
Lecturers
- Judith Schoonenboom
- Tanja Eßletzbichler (Student Tutor)
Classes (iCal) - next class is marked with N
Tuesday
13.10.
13:15 - 17:15
Medien-und Methodenlabor Sensengasse 3a 2.OG
Tuesday
27.10.
13:15 - 17:15
Medien-und Methodenlabor Sensengasse 3a 2.OG
Tuesday
10.11.
13:15 - 17:15
Medien-und Methodenlabor Sensengasse 3a 2.OG
Tuesday
24.11.
13:15 - 17:15
Medien-und Methodenlabor Sensengasse 3a 2.OG
Tuesday
15.12.
13:15 - 17:15
Seminarraum 7 Sensengasse 3a 2.OG
Tuesday
19.01.
13:15 - 17:15
Medien-und Methodenlabor Sensengasse 3a 2.OG
Information
Aims, contents and method of the course
One point of critique of both quantitative and qualitative research methods is that they hide existing diversity in populations. The question, then, becomes how we as educational researchers can make this diversity visible and use it productively in our inquiry.
Assessment and permitted materials
- Written report of a small study on the topic of designing for diversity, handed in on time.
- Proposal for the small study, handed in on time.
- Participation in the seminar.
- Proposal for the small study, handed in on time.
- Participation in the seminar.
Minimum requirements and assessment criteria
- Students understand why it is important in educational research to design for diversity.
- Student have become acquainted with a few aspects at which, and a few method with which one can design for divergence.
- Students have applied the concept of designing for divergence in a small study.
- Student have become acquainted with a few aspects at which, and a few method with which one can design for divergence.
- Students have applied the concept of designing for divergence in a small study.
Examination topics
Reading list
Maxwell, J. A., & Mittapalli, K. (2010). Realism as a stance for mixed methods research. In A. Tashakkori & C. Teddlie (Eds.), SAGE handbook of mixed methods in social & behavioral research (2nd ed., pp. 145-167). Los Angeles, CA: SAGE.
Pawson, R., & Tilley, N. (1997). How to construct realistic data: Utilizing stakeholders' knowledge. Realistic evaluation (pp. 153-182). London, UK: SAGE.
Schoonenboom, J. (2014). The Multilevel Mixed Intact Group Analysis: A Mixed Method to Seek, Detect, Describe and Explain Differences Between Intact Groups. Journal of Mixed Methods Research. doi: 10.1177/1558689814536283
Schoonenboom, J. (2016, April). An Ontology and Epistemology for Mixed Methods Research. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.
Schoonenboom, J. (in press). Mixed methods in early childhood education. In M. Fleer & B. v. Oers (Eds.), International Handbook on Early Childhood Education. Dordrecht, The Netherlands: Springer.
Schoonenboom, J. (in press). The Realist Survey: How Respondents' Voices Can Be Used to Test and Revise Correlational Models. Journal of Mixed Methods Research.
Torrance, H. (2012). Triangulation, Respondent Validation, and Democratic Participation in Mixed Methods Research. Journal of Mixed Methods Research, 6, 111-123. doi: 10.1177/1558689812437185More literature will be made available at Moodle.
Pawson, R., & Tilley, N. (1997). How to construct realistic data: Utilizing stakeholders' knowledge. Realistic evaluation (pp. 153-182). London, UK: SAGE.
Schoonenboom, J. (2014). The Multilevel Mixed Intact Group Analysis: A Mixed Method to Seek, Detect, Describe and Explain Differences Between Intact Groups. Journal of Mixed Methods Research. doi: 10.1177/1558689814536283
Schoonenboom, J. (2016, April). An Ontology and Epistemology for Mixed Methods Research. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.
Schoonenboom, J. (in press). Mixed methods in early childhood education. In M. Fleer & B. v. Oers (Eds.), International Handbook on Early Childhood Education. Dordrecht, The Netherlands: Springer.
Schoonenboom, J. (in press). The Realist Survey: How Respondents' Voices Can Be Used to Test and Revise Correlational Models. Journal of Mixed Methods Research.
Torrance, H. (2012). Triangulation, Respondent Validation, and Democratic Participation in Mixed Methods Research. Journal of Mixed Methods Research, 6, 111-123. doi: 10.1177/1558689812437185More literature will be made available at Moodle.
Association in the course directory
WM-M12
Last modified: Mo 07.09.2020 15:37