EDUC 722

Enrique G. Murillo, Jr., Ph.D.

College of Education

EELB 722: Catalog Description

Advanced Qualitative Research Methods

This course will provide students the opportunity to conduct a qualitative study in education on a topic of their choice and to better understand the assumptions of theory, method, and analysis guiding their research choices. Readings will focus on issues involved in the interconnected processes of framing a study, writing a proposal, considering ethical and political issues, collecting data, analyzing and interpreting data, and writing and presenting research for varied purposes. (4 units)


Calendar            Syllabus            Course Handouts


Students are reminded to select required and optional artifacts from this course for submission to their Portfolio.  Each Portfolio will contain the following elements:

1.    Statement of Purpose in the Ed.D. program.

2.    Current (updated) resume.

3.    Examples of coursework reflecting the Student Learning Outcomes and core concepts (e.g., papers submitted, tests completed, projects completed, etc.) with an indication of how each element submitted is relevant to their dissertation topic and research activities.  

4.    Summary of research and dissertation activities.  Students should submit a summary (no longer than one page for each element submitted) as to work they have completed on their dissertation.  Organization of this section of the portfolio should align with the dissertation chapters: a) Research Question; b) Literature Review; c) Methodology; d) Results; and, e) Conclusions.  The portfolio, over its development, should provide longitudinal evidence of activities related to completion of the dissertation.  Additionally, students may also submit a summary regarding any research activities that may be in addition to their dissertation.            

Additionally, students may include optional elements, such as, but not limited to:

5.  Conference participation and/or presentations

6.  Manuscript/publication drafts

7.  Additional noteworthy course work/projects

8.  Professional work samples


Portfolios are to be submitted each summer quarter for evaluation.  It is the student’s responsibility to ensure they are creating and maintaining their Portfolio throughout the year. 

Program Objectives and Student Learning Objectives


The following list is extracted from the full list of Student Learning Objectives and identifies the alignment of Student Learning Objectives and Student Indicators addressed.

Student Learning Objective:

Designers and users of quantitative and qualifying research to effectuate reform and increase student achievement

Student Indicators:

Comprehends the relationship and relevance of various theories of knowledge to the study and application of research methodologies in education.

Knows the differences between quantitative and qualitative research design and how epistemological perspectives are reflected in those research methodologies. 

Comprehends how theoretical paradigms and perspective are reflected in those research methodologies.

Recognizes the qualities of an effective research question that expresses a direction for inquiry in precise terms, that is based on a review of the pertinent literature, and that avoids the pitfalls of advocacy.

Knows what are frequency distributions and their meaning.

Knows what contingency tables are and how to test variable relationships.

Knows the concepts of reliability and validity.

Knows what is central tendency, variability, standard normal distributions, and the likelihood of getting an exact mean.

Knows what effect sizes are in evaluation studies and how to calculate them on SPSS.

Demonstrates the concept of hypothesis testing, the null hypothesis, the concepts of Type I and Type II errors, t-tests, analysis of variance (ANOVA), and procedures for running t-tests and ANOVA on SPSS or similar statistical software.

Demonstrates the ideas of predicting one variable from another (correlation/regression) and explanatory power versus reliability of findings when interpreting correlations and regressions.


Student Learning Objective:

Agents of change in education

Student Indicators:

Is cognizant of the benefits and effectiveness of the instructional program and is willing to alter the components when necessary.

Demonstrates visionary leadership.

Maintains a current knowledge base in instructional practices in order to identify necessary changes.

Maintains positive, meaningful, and sustaining relationships among colleagues and constituents to bring about positive changes.


Student Learning Objective:

Visionary leaders.

Student Indicators:

Develops a shared vision.

Plans and implements activities to support this vision.

Provides appropriate staff development to ensure the implementation of the vision.

Facilitates the stewardship of a vision of learning that is shared and supported by the school community.