Enrique G. Murillo, Jr., Ph.D.
College of Education
Applied Qualitative Research Methods
EDDL 7803 – Applied Qualitative Research: Offers guided practice in developing and conducting qualitative research in education. Supports the design and application of qualitative studies adhering to rigorous research standards, data analysis and write up. (3 units) (ALL)
Fridays (5-9PM) Remote Instruction
5-5:30PM Journal/Learning Reflection Quotes (small groups)
5:30-7:30PM Zoom (whole group)
7:30-9PM Qualitative Research Fundamentals (independent)
Saturdays (9AM-5PM) F2F Main CSUSB Campus
9-10:30AM Qualitative Research Fundamentals (independent)
10:30-11AM Journal/Learning Reflection Quotes (small groups)
11AM-12:45PM Doctoral Program Conference Room, CE-336 (whole group)
1:15PM-1:45PM Journal/Learning Reflection Quotes (small groups)
1:45-3:30PM Doctoral Program Conference Room, CE-336 (whole group)
3:30-5PM Qualitative Research Fundamentals (independent)
Syllabus (most recent)
Enrique Murillo YouTube Playlist - Qualitative Research Fundamentals
Ontology / Epistemology
Noises in the Attic - 1997
Multipurpose Ethnographic - Select Text from Siler City Interviews, La Paloma
Cruceros Y Caminos - 1996
Aligned/Relevant Carnegie Project on the Education Doctorate (CPED) Standards / Principles / PLOs
PLO 4: Scholar-Leaders
2) engage in a forum for discussing dissertation-related concerns.
7) recognize the differences between quantitative, qualitative, and mixed methods research design and how epistemological perspectives are reflected in those research methodologies.
8) comprehend how theoretical paradigms and perspectives are reflected in research methodologies.
9) reflect on their own subjectivities and understand that who they are influences the kinds of questions they ask and figures into how they collect, analyze, and interpret data.
10) design methodologically sound qualitative research.
12) design methodologically sound mixed methods research.
13) select appropriate data sources, data collection methods, and data analysis methods for their chosen strategy of inquiry.
14) apply a variety of strategies for analyzing, interpreting, and reporting qualitative data.
18) apply appropriate evaluative criteria to existing qualitative research.
20) apply appropriate evaluative criteria to existing mixed methods research.
22) identify, anticipate, and address ethical issues unique to specific qualitative methods.
33) demonstrate proficiency in the critical analysis and synthesis of relevant studies and theories associated with their research inquiry.
35) prepare a proposal for the Institutional Review Board, in alignment with dissertation work.
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
- 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.
Agents of change in education
- 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.
- 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.