Lisa Loutzenheiser

Publisher: tcrecord.org

Publication Date: Jan 1, 2003

Publication Name: The Teachers College Record

Publisher: en.scientificcommons.org

Publication Date: Jan 1, 2001

More Info: EDCP 585/CCFI 565: Advanced Qualitative Methods Seminar Winter I, Wednesday 1-4 pm This doctoral level advanced qualitative research methods course focused on both methodological theory and gaining advanced skills in qualitative methods. It is not, however, a survey course as you will have gained that knowledge prior to this. This course is an intensive workshop/course for doctoral students who are in the process of (1) working toward comprehensive questions in methodologies; 2) assembling proposals for qualitative dissertations; and/or (3) collecting qualitative data for their doctoral projects. How will you get ready to undertake your doctoral dissertation research? What do you think you need to know, learn and experience before you do this work? This course is designed to help you gain the skills and knowledges you need and question the underpinnings of such desires. This is a focused exploration of a variety of skills and theories as it pertains to your projects. We will develop your individual components (likely in groups) at the beginning of the term. Students will present their own work and critique the work of their student colleagues. Terms of evaluation will be negotiated individually with each student, in light of the nature and timetable of each doctoral/comprehensive project. Prerequisite: at least one doctoral-level course in qualitative research methods. Objectives: • The ability to conceptualize appropriate research problems and design a qualitative research approach to examining such problems using observation, interviewing, document analysis, or other methods. • Project (in part) the ethical issues and dilemmas that may be associated with various phases of your proposed research and discuss how you expect work with such challenges • Identify your conceptual frameworks and connect such frameworks to scholarly theories and pedagogies. • Be able to analyze your skills in conducting high quality qualitative research. Design and conduct a plan to improve their skills in these areas. Select and assess different means for recording qualitative data. • Apply the qualitative research skills you are developing in critically analyzing your own and others’ proposals and in-process projects. Identify and apply the alternative standards used to assess qualitative research.

More Info: EDCP 566 : Curriculum Change and Implementation Winter I, Monday 4:30-7:30 This course explores the nature of educational change and will critically examine a variety of initiatives being undertaken to improve, reform, and/or restructure curriculum and pedagogies. Theories of change will be outlined in an effort to understand implications for productive change processes at the classroom, school, and school system levels particularly for students, families and communities who feel marginalized within education. Utilising design thinking frameworks, this highly-experiential course undertakes the analysis the conditions of schools, curriculum and pedagogy as they relate to the processes of change, and prototype possible programmatic and/or design solutions Of particular importance will be the culture of schools, the role of teachers and administrators, and the role of students in facilitating curricular, pedagogical and curricular school change. Lastly, we will investigate the ways in which change affects teachers and how do new curriculums and pedagogies affect classroom practice? Is it possible or desirable identify factors that enhance and hinder successful change effort?

More Info: EDUC 504: Qualitative Data Analysis Winter II, Wednesday 1-4 pm The course is designed to aid in thinking about data analysis and developing skills to undertake this analysis from a variety of methodological frames. Class time will be spent analyzing your own data, and therefore, those with already collected data will derive the most benefit. Ideally, these data are related to your own thesis or dissertation, or a pilot project of this work. In order to do this, we will investigate contemporary discussions and debates amongst those who undertake qualitative analysis, and the ways in which your data might help illustrate the current issues and approaches in the field. Class time and assignments are designed facilitate comparing and contrasting major forms of qualitative data analysis; explore theoretical research frameworks in light of your data or that have informed qualitative data analysis in qualitative research; work with computer assisted qualitative data analysis programmes to ascertain their strengths and weaknesses within our work; interpret a qualitative analysis within its appropriate conceptual, theoretical and empirical frameworks; and select appropriate frameworks and analytical strategies for research questions and projects.

More Info: EDCP 501: Theorizing Pedagogy (with Professor Anne Phelan) Winter II, Tuesday 4:30-7:30 pm This course will explore ‘pedagogy’ as it has been understood historically and as it is lived presently by educators within the academy, schools and beyond. Drawing on the thought of curriculum thinkers, indigenous scholars, educational philosophers and cultural theorists, course participants will examine a range of ‘pedagogies’ as they have been construed within diverse disciplinary and wisdom traditions. Questions for consideration will include: Why pedagogy? What are the tensions inherent in the notion of “pedagogy”? How is pedagogy distinct from ‘teaching’ or ‘instruction’? Why the commonplace conjunction of ‘curriculum and pedagogy’? Why speak of pedagogies? How do pedagogies (queer, decolonizing, anti-racist, culturally relevant, anti-oppressive, post-colonial, et cetera) take up and respond to oppression(s), dominance and power? What are the personal and professional politics of pedagogy? What happens to pedagogy in a neo-liberal world? What is the relationship between pedagogy and practice?

More Info: EDCP 510: Digital Video Ethnography: Culture, Representation, and Interpretation Winter II, Mondays 4:30-7:30 This course supports students in exploring and practicing video ethnography for education. "Education" is defined broadly, and includes classrooms, communities, educational activism, museums and galleries, and other public spaces. It will also provide a vehicle for discussing the implications of using new tools and techniques when conducting ethnographic research. The course introduces the theoretical and basic practical background required to gather, analyze and represent video generated data. Paying particular attention to positionalities and subjectivities (including race, gender, sexualities and their intersections among others), we will give consideration to questions about the place of video ethnography and exhibition in a variety of educational settings. We will raise questions about and trouble the social, cultural, and political relations between videomakers and their "subjects" and audiences; the relation between video based research for education, and the social constructions of meaning and knowledge, and the appropriateness of student projects for research questions and intended audiences. Other topics will include visual culture and educational video; notions of space; the politics and power of representation; ethics; and audience/producer address and relations. This is a methodology course that will include both the theory of methodologies and the practices of video ethnographic methods. There is an assumption that you have completed one other methodology course.