系统性红斑狼疮和妊娠的相互作用.doc

MingDao UniversityGraduate Institute of Teaching ArtQualitative Research Methodology質性研究方法Syllabus (tentative; revised 12-16-2005)Instructor授課教授: Email: Yuanher Robin Hwang (黃源河)Phone: (04)887-6660 ext.: 8105; Email: .twTime上課時間: Friday Evening at Peetou Campus, with time adjustment.Course Description & Purpose課程綱要: This course is designed to enable students to conduct basic case studies using qualitative research. Related background knowledge, regarding philosophy of science, especially Constructive Realism, will be discussed. Concepts about theory construction and theory testing in relations to qualitative and quantitative studies will be covered. The course will go over a range of skills, attitudes and devices used in qualitative research. Special focus of the study will be on data collection and putting them into research writing: these include activities for taking field-notes and interview data generation and organizing data into a term-paper, which many students would intend to form as their masters thesis later.Pre-requisite先修科目: None 無Teaching Method 教學方式:Major style- Teacher As Facilitator 主要型態- 教師為引導者actual activities- alternate leading discussions, field trips in a professional developing partner schools, small group discussion, input from instructors.實際活動- 輪流領導討論、校外或合作專業發展學校觀摩、小團體討論、教師提示或補充。Schedule:Week 1 IntroductionWeek 2 Bogdan & Biklen, Chap. 1;Week 3 Bogdan & Biklen, Chap. 1;Week 4 Bogdan & Biklen, Chap. 2;Week 5 Bogdan & Biklen, Chap. 2;Week 6 Bogdan & Biklen, Chap. 3;Week 7 Bogdan & Biklen, Chap. 3;Week 8 Bogdan & Biklen, Chap. 4; Observation discussion (Report Due).Week 9 Bogdan & Biklen, Chap. 4;Week 10 Bogdan & Biklen, Chap. 5;Week 11 Bogdan & Biklen, Chap. 5;Week 12 Bogdan & Biklen, Chap. 6;Week 13 Bogdan & Biklen, Chap. 6;Week 14 Bogdan & Biklen, Chap. 7;Week 15 Bogdan & Biklen, Chap. 7;Week 16 Report discussion and instructional remedies.Week 17 Class evaluation (Report Due.)Week 18 Report feedbacks and reflections.Course Requirements課程要求: A term-paper should be drafted once class is completed. Students are expected to have off-campus trips, for interviews, or field studies, or ethnographical works, etc., No term papers or assignment would be accepted after the due day. Attendance is required (only un-voluntary excuses would be accepted): three times of unexcused absence will result in failure of the class, while the first and second times of unexcused absence will result in five points deduction for each to the 100 final points. Each presentation is limited to 20 minutes, with no extra time allowed (concise for key points is essential).A final grade would be formulated, according to the following:Observation/Data collection: 30%Group Leading Discussion: 30%Term-paper: 40%l A final grade “A” indicates a total of 95% or more; “A-” indicates a total of 90-94%; “B+” indicates a total of 87-89%; “B” indicates a total of 83-86%, “B-“ indicates 80-82%; “C+” indicates a total of 77-79%, “C” indicates a total of 73-76%, and ”C-“ indicates 70-72%; “F (failure)” indicates 69% or less. 期末分數 ”A”為 95分以上, ”A-“為90-94分, “B+”為87-89分, “B”為83-86分, “B-“為80-82分, “C+”為77-79分, “C”為73-76分, “C-“為70-72分, “F”為69分以下, 即不及格Required Readings教材: Bogdan, Robert C. and Biklen, Sari Knopp. (1992/1998). Qualitative Research for Education: An Introduction to Theory and Methods. Allyn & Bacon. ( Chinese translation available: Huang Kuang Hsiung 黃光雄 主譯 / 校訂 Water Stone Publishers 濤石文化事業, 2001)McMillan, James H. & Sally Schumacher. (2002). Research in Education: a Conceptual Introduction. Chinese edition translated and edited by Wang, Wen-Keh & Chih-Huong Wang. (5th ed.) 381 p. Taipei: Shih-Dah/Lucky Bookstore. 質的教育研究概念分析 五版 王文科 王智弘 編譯 台北 : 師大書苑.John W. Creswell (1994/200?). Research Design: Qualitative & Quantitative Approaches. SAGE Publications.Highly Recommended Readings主要參考書目:歐用生 (民81). 質的研究。台北 : 師大書苑.Wang, Wen-Keh. (2002). Educational Research Methodology. 919 p. Taipei, Taiwan: Wu-Nan Publishing Co.Lagemann, Ellen Condliffe & Lee S. Shulman (1999). Issues in Education Research: problems and possibilities. Jossey-Bass Publishers.Becker, H. Cases, causes, conjunctures, stories, and imagery. In: What is a Case? Exploring the Foundations of Social Inquiry, C. Ragin and H. Becker, eds. Cambridge: Cambridge University Press, pp. 205-216, 1992. Geertz, C. Thick description: Toward an interpretive theory of culture. In: The Interpretation of Cultures. New York: Basic Books, pp. 3-30, 1973. Goffman, E. On fieldwork. Journal of Contemporary Ethnography 18:123-132, 1989. Hammersley, M., and P. Atkinson. What is ethnography? In: Ethnography: Principles in Practice (*), 2nd ed. London: Routledge, pp. 1-22, 1995. Scott, Joan. The evidence of experience. Critical Inquiry 17(4): 783-787, 1991. Evans-Pritchard, E.E. The Nuer. New York: Oxford University Press, pp. 7-15, 1940. Harper, Douglas. Small Ns and community case studies. In: What is a Case? Exploring the Foundations of Social Inquiry, C. Ragin and H. Becker, eds. Cambridge: Cambridge University Press, pp. 139-158, 1992. Platt, J. The development of the participant observation method in sociology: Origin, myth and history. Journal of the History of the Behavioral Sciences 19:381-386, 1983. Whyte, W.F. On the evolution of Street Corner Society. In: Journeys Through Ethnography. Boulder CO: Westview Press, pp. 11-72, 1996. Rosaldo, R. From the door of his tent: The fieldworker and the inquisitor. In: Writing Culture: The Poetics and Politics of Ethnography, J. Clifford and G. Marcus, eds. Berkeley: University of California Press, pp. 77-97, 1986. Clammer, John. Approaches to ethnographic research. In: Ethnographic Research, R.F. Ellen, ed. London: Academic Press, pp. 63-85, 1984. Hammersley, M., and P. Atkinson. Research design. In: Ethnography: Principles in Practice, 2nd ed. London: Routledge, pp. 23-53, 1995. Pelto P. and G. Pelto. Tools of research. In: Anthropological Research, Cambridge: Cambridge University Press, pp. 67-102, 1978. Briggs, Charles. Learning How to Ask (*). Cambridge: Cambridge University Press, 1986 Hammersley, M., and P. Atkinson. Insider accounts: listening and asking questions. In: Ethnography: Principles in Practice, 2nd ed. London: Routledge, pp. 124-156, 1995. Gladwin, Christina. Ethnographic Decision Tree Modelling. Newbury Park: Sage Publications, pp. 1-21, 1989. Gregory, C.A., and J.C. Altman. Consumption. In: Observing the Economy, London: Routledge, pp. 174-197, 1989. Johnson, Allen. Time allocation in a Machiguenga community. Ethnology 14(3):301-310, 1975. Morgan D.L. and M.T. Spanish. Focus groups: a new tool for qualitative research. Qualitative Sociology 7(3):253-270, 1984. R. Emerson. R. Fretz, and L. Shaw. Writing Ethnographic Fieldnotes (*), Chapters 2-4. Chicago: University of Chicago Press, 1995. R. Lederman, Pretexts for ethnography: On reading fieldnotes. Fieldnotes: The Making of Anthropology, R. Sanjek, ed. Ithaca: Cornell University Press, pp. 71-91, 1990. Wolf, Margery. Chinanotes: Engendering anthropology. In: Fieldnotes: The Making of Anthropology, pp. 343-355, 1990. Emerson, R. et al. Processing fieldnotes: Coding and memoing. In: Writing Ethnographic Fieldnotes, pp. 142-168, 1995. Johnson, Allen, and Orna Johnson. Quality into quantity: On the measurement potential of ethnographic fieldnotes. In: Fieldnotes: The Making of Anthropology, pp. 161-186, 1990. Ragin, C., and H. Becker. How the microcomputer is changing our analytical habits. In: New Technology in Sociology, G. Blank, J. McCartney, and E. Brent, eds. New Brunswick: Transaction Publishers, pp. 47-55, 1989. Weaver, Anna, and Paul Atkinson. Microcomputing and Qualitative Data Analysis. Aldershot UK: Avebury, pp. 1-29, 1994. Akeroyd, A. Ethics in relation to informants, the profession and governments. In: Ethnographic Research, pp. 133-153, 1984. Asad, T. Ethnographic representation, statistics and modern power. Social Research 61(1):55-88, 1994. Hooks, Bell. Culture to culture: ethnography and cultural studies as critical intervention. In: Yearning: race, gender, and cultural politics. Boston: South End Press, pp. 123-133, 1990. Thorne, Barrie. You still takin notes? Fieldwork and problems of informed consent. Social Problems 27:284-297, 1980. Back, Les. Gendered participation: Masculinity and fieldwork in a south London adolescent community. In: Gendered Fields: Women, Men, and Ethnography, D. Bell et al., eds. London: Routledge, pp. 215-233, 1993. Riessman, Catherine. When gender is not enough: Women interviewing women. Gender and Society 1:172-207, 1987. Stacey, Judith. Can there be a feminist ethnography? In: Womens Words, S. Gluck and D. Patai, eds. New York: Routledge, 1991. Atkinson, Paul. Difference, distance, and irony. In: The Ethnographic Imagination: Textual Construction of Reality. New York: Routledge, pp. 157-174, 1990. Becker, H. Writing for the Social Sciences (*). Chicago: University of Chicago Press, 1986. Clifford, J. Introduction. In: Writing Culture: The Poetics and Politics of Ethnography. Berkeley: University of California Press, pp. 1-26, 1986. Emerson, R. et al. Writing an ethnography. In: Writing Ethnographic Fieldnotes, pp. 169-210. Bourgois, Philippe. In Search of Respect: Selling Crack in El Barrio. (*) Cambridge: Cambridge University Press, 1995. Stack, Carol. Call to Home: African Americans Reclaim the Rural South. (*) New York: Basic Books, 1996. Related Reference:Howard S. Becker(1986). Writing for Social Scientists: How to start and finish your thesis, book or article. The University of Chicago Press.Reagan, Timothy (2000). Non-Western Educational Traditions: Alternative approaches to educational thought and practice, 2nd. Ed. Lawrence Erlbaum Associates, Inc. Ruthellen Josselson(1996)