9639 Research In Music Education
Fall semester 2017
Talbot College Rm. TC 307
Mondays 2:30 to 5:20
cbenedi3@uwo.ca
Dear all
Welcome to the next three weeks of Research Methods- we will be focusing on Interviewing, Interview Research Design, etc. We have a very short amount of time and much material to address. But I am very happy to be thinking about these issues with all of you!
1. Send me a short description of your research and the research methods you are considering
Send me your research question(s) I NEED THIS AS SOON AS POSSIBLE
2. Watch the following videos in the following order (don’t skip through them, they are actually informative)
Take notes on what interests you.
• What is an interview:
https://www.youtube.com/watch?v=A-VhzWKaHB4
• Structured Interview examples
https://www.youtube.com/watch?v=rwRGvZOSnf4
• Semi-structured interview examples
https://www.youtube.com/watch?v=yk5LN9ciTEM
https://www.youtube.com/watch?v=mz8up6QalYQ
• Structured vs unstructured
https://www.youtube.com/watch?v=S8LlKv6JrWk
First week reading (by class Monday 30th):
On Reserve:
• InterViews: Learning the craft of Qualitative Research Interviewing
Brinkmann & Kvale
Chapters 8 &9
• Interviewing as Qualitative Research - Seidman
Chapter 6 & 7
• Quick Tips for Ethnographic Interviewing (Pay particular attention to the “Conducting the Interview” section. Stop reading at the “Organizing Your Notes and Being an Expert” section)
http://pages.ucsd.edu/~dkjordan/resources/InterviewingTips.html
• Interview Probes
https://msu.edu/user/mkennedy/digitaladvisor/Research/interviewprobes.htm
For Second week:
Focus Groups -
http://www.qualres.org/HomeFocu-3647.html
Designing and Conducting Focus Group Interviews - EIUwww.eiu.edu/ihec/Krueger-FocusGroupInterviews.pdf
Focus Groups ASSIGNMENT- conduct a focus group
On Reserve:
InterViews: Learning the craft of Qualitative Research Interviewing
Brinkmann & Kvale
Chapters 1-5
Chapters 8-9
Interviewing as Qualitative Research - Seidman
Chapter 2
Third Week - This is incomplete
Analysis
Write up of the Research
On Reserve:
InterViews: Learning the craft of Qualitative Research Interviewing
Brinkmann & Kvale
Chapters 10-16
Readings
Narrative soundings: an anthology of narrative inquiry in music education
By Barrett, Margaret S. ; Stauffer, Sandra Lee
McCarthy, M. (2007). Narrative inquiry as a way of knowing in music education. Research Studies in Music Education, 29(1), 3-12.
Fall semester 2017
Talbot College Rm. TC 307
Mondays 2:30 to 5:20
cbenedi3@uwo.ca
Dear all
Welcome to the next three weeks of Research Methods- we will be focusing on Interviewing, Interview Research Design, etc. We have a very short amount of time and much material to address. But I am very happy to be thinking about these issues with all of you!
1. Send me a short description of your research and the research methods you are considering
Send me your research question(s) I NEED THIS AS SOON AS POSSIBLE
2. Watch the following videos in the following order (don’t skip through them, they are actually informative)
Take notes on what interests you.
• What is an interview:
https://www.youtube.com/watch?v=A-VhzWKaHB4
• Structured Interview examples
https://www.youtube.com/watch?v=rwRGvZOSnf4
• Semi-structured interview examples
https://www.youtube.com/watch?v=yk5LN9ciTEM
https://www.youtube.com/watch?v=mz8up6QalYQ
• Structured vs unstructured
https://www.youtube.com/watch?v=S8LlKv6JrWk
First week reading (by class Monday 30th):
On Reserve:
• InterViews: Learning the craft of Qualitative Research Interviewing
Brinkmann & Kvale
Chapters 8 &9
• Interviewing as Qualitative Research - Seidman
Chapter 6 & 7
• Quick Tips for Ethnographic Interviewing (Pay particular attention to the “Conducting the Interview” section. Stop reading at the “Organizing Your Notes and Being an Expert” section)
http://pages.ucsd.edu/~dkjordan/resources/InterviewingTips.html
• Interview Probes
https://msu.edu/user/mkennedy/digitaladvisor/Research/interviewprobes.htm
For Second week:
Focus Groups -
http://www.qualres.org/HomeFocu-3647.html
Designing and Conducting Focus Group Interviews - EIUwww.eiu.edu/ihec/Krueger-FocusGroupInterviews.pdf
Focus Groups ASSIGNMENT- conduct a focus group
On Reserve:
InterViews: Learning the craft of Qualitative Research Interviewing
Brinkmann & Kvale
Chapters 1-5
Chapters 8-9
Interviewing as Qualitative Research - Seidman
Chapter 2
Third Week - This is incomplete
Analysis
Write up of the Research
On Reserve:
InterViews: Learning the craft of Qualitative Research Interviewing
Brinkmann & Kvale
Chapters 10-16
Readings
Narrative soundings: an anthology of narrative inquiry in music education
By Barrett, Margaret S. ; Stauffer, Sandra Lee
McCarthy, M. (2007). Narrative inquiry as a way of knowing in music education. Research Studies in Music Education, 29(1), 3-12.
9639 Research In Music Education
Instructors:
Dr. Cathy Benedict
Dr. Patrick Schmidt
Dr. Paul Woodford
Dr. Ruth Wright
Office Phone Extensions and Emails:
Schmidt: 85339, Patrick.schmidt@uwo.ca
Benedict: 85368, cbenedi3@uwo.ca
Wright: 85694, rwrigh6@uwo.ca
Woodford: 85336, woodford@uwo.ca
Fall semester 2016
Talbot College Rm. TC 307
Mondays 1:30 to 4:20
Individual tutorials by appointment
Course description
This course is a guided reading course focusing on the advanced study of research thinking and methodologies in music education. Using a multi-disciplinary approach, students will examine a variety of ontological, epistemological and methodological perspectives on researching in music education. Students will be expected to read widely around methodologies, explore areas of research interest, and engage in critical thinking regarding the formation of research questions and protocols.
Learning Outcomes
Instructional methods
The aim of this course is to guide you in focused reading on a range of research methodologies, questions, approaches and modes of thinking.
This class will be team taught by four professors in the Department of Music Education. Student evaluation for this course will fall under three categories—Weekly assignments; Presentations & In-class contributions; and a Final project. Each of the 4 sections of this course (see schedule below) will follow this same overall structure. However, each faculty member teaching each of the 4 sections will set their own specific assignments, within each category.
This class meets as a weekly seminar. You will also receive a weekly tutorial to discuss the work you are preparing for assessment and advise on reading.
Evaluation
1. Weekly Assignments & In-Class Contributions 30% of Total Grade
2. Presentations 30% of Total Grade
Due dates – At the end of each of the 4 sections
3. Final Paper 40% of Total Grade
Due date – At the end of the Term
You will write 3 drafts and a final paper. Each draft will be due at the end of each section
All general assignments will be guided by the following assessment criteria:
Required Textbook: There is no required textbook
Course readings will be assigned by individual professors (see below for general guidelines). Students will be expected to read widely around assigned readings and to demonstrate initiative in researching literature and identifying appropriate readings. Professors will be happy to advise upon suitability of identified literature.
General Schedule
PhD Research Methods
Section 1
Dr. Patrick Schmidt
Weeks 1 - 3
September 12 – Questions, Paradigms and Theories
19 – Ethnographic Design and Purpose
26 – Ethnographic Analysis
Section 2
Dr. Cathy Benedict
Weeks 4 - 6
October 3 – Constructing the reflective practitioner: What is action research?
10 Action Research Process: Selecting a focus, clarifying theories, Identifying research questions, Ethical issues
17 Collecting data, analyzing data, taking informed action, reporting results
Section 3
Dr. Paul Woodford
Weeks 7 - 9
October 24 –
31
November 7
Section 4
Dr. Ruth Wright
Weeks 10 - 12
November 14 –
21
28
Section 5
December 5 – Open Discussion Forum w/ all faculty.
Final papers presented to Public.
Structure of the Course and Assignments
The overall structure for the class will be shared among all 4 sections. While weekly emerging elements may change depending on class needs and progress, one overarching structure will be shared among all 4 sections.
Overarching Structure: For each week of each of the 4 sections students will be assigned 3 articles/chapters. Each week you will be responsible for researching and sharing with the class one article/chapter of your own. At the end of each section each student will make a formal presentation based on the collected readings for that section and their own research. At the end of each section each of you will produce a draft paper where you will reflect on the methodological, ontological and epistemological issues discussed, while beginning to shape what will eventually become your final paper.
In order to create a connective personal thread, each student will elect a larger theme, which her/him will investigate throughout the term. You are to select you theme and share with the class prior to the beginning of the semester. We suggest broad themes such as: Gender, Creativity, Social Justice, Identity, or Power. Your chosen theme will be used in your personal contributions (weekly readings for example, see below), it will inform your presentations, and it will serve as the connecting element in your final paper.
Below is the detailed structure for the assignments:
General Policies
University Policy on Accommodation for Medical Illness. This can be found at www.studentservices.uwo.ca/secure/index.cfm. As of May 2008, the University has a new policy on Accommodation for Medical Illness, which states that “in order to ensure fairness and consistency for all students, academic accommodation for work representing 10% or more of the student’s overall grade in the course shall be granted only in those cases where there is documentation indicating that the student was seriously affected by illness and could not reasonably be expected to meet his/her academic responsibilities. Documentation shall be submitted, as soon as possible, to the appropriate Dean’s office.” Students with special learning needs or circumstances are asked to inform the instructor as soon as possible so that necessary accommodations can be made.
Instructor’s policy on illness and attendance. Full attendance at all classes is expected and medical documentation is required unless you have the permission of the instructor. If you are ill or some problem occurs that prevents you from attending class on a given day then you must notify the instructor to that effect either before or immediately after class. Unexplained absences will result in a reduction of three (3) points in your attendance/participation grade for each absence and (5) points for each absence when a class presentation is scheduled (each student will be assigned class presentations in advance). Students with medical documentation or an acceptable excuse for an absence will not be penalized and will be permitted to reschedule a presentation. Late written assignments will only be accepted and graded if permission has been granted by the instructor in advance of the deadline.
Statement on Academic Offences: “Scholastic offences are taken seriously and students are directed to read the appropriate policy, specifically, the definition of what constitutes a Scholastic Offence, as found at www.uwo.ca/univsec/handbook/appeals/scholoff.pdf.
Plagiarism is a major scholastic offense. Students must write their assignments in their own words. Whenever students take an idea, or a passage from another author, they must acknowledge their debt by using quotation marks where appropriate and by proper referencing such as footnotes or citations. All required papers may be subject to submission for textual similarity review to the commercial plagiarism detection software under license to the University for the detection of plagiarism. All papers submitted for such checking will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing agreement, currently between The University of Western Ontario and Turnitin.com, www.turnitin.com.”
Instructors:
Dr. Cathy Benedict
Dr. Patrick Schmidt
Dr. Paul Woodford
Dr. Ruth Wright
Office Phone Extensions and Emails:
Schmidt: 85339, Patrick.schmidt@uwo.ca
Benedict: 85368, cbenedi3@uwo.ca
Wright: 85694, rwrigh6@uwo.ca
Woodford: 85336, woodford@uwo.ca
Fall semester 2016
Talbot College Rm. TC 307
Mondays 1:30 to 4:20
Individual tutorials by appointment
Course description
This course is a guided reading course focusing on the advanced study of research thinking and methodologies in music education. Using a multi-disciplinary approach, students will examine a variety of ontological, epistemological and methodological perspectives on researching in music education. Students will be expected to read widely around methodologies, explore areas of research interest, and engage in critical thinking regarding the formation of research questions and protocols.
Learning Outcomes
- Demonstrate an in depth understanding of a range of methodologies used in music education research connecting them with research in other disciplines;
- Demonstrate the ability to conceptualize and design research protocols;
- Make informed judgments on complex issues in your specialist field;
- Communicate complex and/or ambiguous ideas, issues and conclusions clearly and effectively.
- Develop capacity for research design, making appropriate connections between research questions, theoretical frameworks, and methodological approaches;
- Exercise personal responsibility and largely autonomous initiative in complex scholarly situations;
Instructional methods
The aim of this course is to guide you in focused reading on a range of research methodologies, questions, approaches and modes of thinking.
This class will be team taught by four professors in the Department of Music Education. Student evaluation for this course will fall under three categories—Weekly assignments; Presentations & In-class contributions; and a Final project. Each of the 4 sections of this course (see schedule below) will follow this same overall structure. However, each faculty member teaching each of the 4 sections will set their own specific assignments, within each category.
This class meets as a weekly seminar. You will also receive a weekly tutorial to discuss the work you are preparing for assessment and advise on reading.
Evaluation
1. Weekly Assignments & In-Class Contributions 30% of Total Grade
2. Presentations 30% of Total Grade
Due dates – At the end of each of the 4 sections
3. Final Paper 40% of Total Grade
Due date – At the end of the Term
You will write 3 drafts and a final paper. Each draft will be due at the end of each section
All general assignments will be guided by the following assessment criteria:
- The ability to communicate complex and/or ambiguous ideas, issues and conclusions clearly and effectively;
- The ability to communicate an in depth understanding of a body of methodological knowledge
- The ability to reflect critically and make informed judgments upon complex issues within the field of music education
- Recognition of the complexity of knowledge and the potential contributions of other interpretations, methods and disciplines- in other words the ability to reflect upon the possibility of other methodological viewpoints than those presented by a particular author or authors;
- The ability to conceptualize, design and implement scholarly research around identified methodologies;
- The intellectual independence to read widely around class discussion and seek out relevant literature;
- Accurate use of APA referencing style (6th edition)
- Clear and accurate expression in English
Required Textbook: There is no required textbook
Course readings will be assigned by individual professors (see below for general guidelines). Students will be expected to read widely around assigned readings and to demonstrate initiative in researching literature and identifying appropriate readings. Professors will be happy to advise upon suitability of identified literature.
General Schedule
PhD Research Methods
Section 1
Dr. Patrick Schmidt
Weeks 1 - 3
September 12 – Questions, Paradigms and Theories
19 – Ethnographic Design and Purpose
26 – Ethnographic Analysis
Section 2
Dr. Cathy Benedict
Weeks 4 - 6
October 3 – Constructing the reflective practitioner: What is action research?
10 Action Research Process: Selecting a focus, clarifying theories, Identifying research questions, Ethical issues
17 Collecting data, analyzing data, taking informed action, reporting results
Section 3
Dr. Paul Woodford
Weeks 7 - 9
October 24 –
31
November 7
Section 4
Dr. Ruth Wright
Weeks 10 - 12
November 14 –
21
28
Section 5
December 5 – Open Discussion Forum w/ all faculty.
Final papers presented to Public.
Structure of the Course and Assignments
The overall structure for the class will be shared among all 4 sections. While weekly emerging elements may change depending on class needs and progress, one overarching structure will be shared among all 4 sections.
Overarching Structure: For each week of each of the 4 sections students will be assigned 3 articles/chapters. Each week you will be responsible for researching and sharing with the class one article/chapter of your own. At the end of each section each student will make a formal presentation based on the collected readings for that section and their own research. At the end of each section each of you will produce a draft paper where you will reflect on the methodological, ontological and epistemological issues discussed, while beginning to shape what will eventually become your final paper.
In order to create a connective personal thread, each student will elect a larger theme, which her/him will investigate throughout the term. You are to select you theme and share with the class prior to the beginning of the semester. We suggest broad themes such as: Gender, Creativity, Social Justice, Identity, or Power. Your chosen theme will be used in your personal contributions (weekly readings for example, see below), it will inform your presentations, and it will serve as the connecting element in your final paper.
Below is the detailed structure for the assignments:
- Weekly Readings
- Each week, for each of the 4 section of the course, professors will assign 3 common articles/chapter to all of the students.
- Students will read assigned readings. Every week classes will start with students sharing notes, impressions, and a minimum of 2 questions (in print) regarding each reading.
- Each week, each student will research, select and share a methodologically appropriate article/chapter of their choosing with the class. Students will deliver their selected article/chapter electronically to all in class, including professors, each Friday, prior to the subsequent Monday’s class.
- Presentations & In-Class Contributions
- Each student will be in charged of one 15-minute presentation at the end of each of the 4 sections.
- Presentations should not simply be a venue for content/summary delivery, but rather for critical analysis and exploration.
- Presentations must link your selected theme, the methodological ideas being discussed in a particular section, and general notions/issues regarding research.
- Final Paper
- A final written paper will be developed where methodological approaches discussed throughout the course will intersect with an analysis your chosen theme. This final paper will should be around 4000 words in length.
- Final papers will be shared with all peers in class and all four professors in the course.
General Policies
University Policy on Accommodation for Medical Illness. This can be found at www.studentservices.uwo.ca/secure/index.cfm. As of May 2008, the University has a new policy on Accommodation for Medical Illness, which states that “in order to ensure fairness and consistency for all students, academic accommodation for work representing 10% or more of the student’s overall grade in the course shall be granted only in those cases where there is documentation indicating that the student was seriously affected by illness and could not reasonably be expected to meet his/her academic responsibilities. Documentation shall be submitted, as soon as possible, to the appropriate Dean’s office.” Students with special learning needs or circumstances are asked to inform the instructor as soon as possible so that necessary accommodations can be made.
Instructor’s policy on illness and attendance. Full attendance at all classes is expected and medical documentation is required unless you have the permission of the instructor. If you are ill or some problem occurs that prevents you from attending class on a given day then you must notify the instructor to that effect either before or immediately after class. Unexplained absences will result in a reduction of three (3) points in your attendance/participation grade for each absence and (5) points for each absence when a class presentation is scheduled (each student will be assigned class presentations in advance). Students with medical documentation or an acceptable excuse for an absence will not be penalized and will be permitted to reschedule a presentation. Late written assignments will only be accepted and graded if permission has been granted by the instructor in advance of the deadline.
Statement on Academic Offences: “Scholastic offences are taken seriously and students are directed to read the appropriate policy, specifically, the definition of what constitutes a Scholastic Offence, as found at www.uwo.ca/univsec/handbook/appeals/scholoff.pdf.
Plagiarism is a major scholastic offense. Students must write their assignments in their own words. Whenever students take an idea, or a passage from another author, they must acknowledge their debt by using quotation marks where appropriate and by proper referencing such as footnotes or citations. All required papers may be subject to submission for textual similarity review to the commercial plagiarism detection software under license to the University for the detection of plagiarism. All papers submitted for such checking will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing agreement, currently between The University of Western Ontario and Turnitin.com, www.turnitin.com.”