Empowering Students as Self-Directed Learners of Qualitative Research Methods

Transformational Practices for Instructors and Students


Qualitative research instructors seek information to help students actively engage in qualitative inquiry. They desire to learn about innovative, constructivist approaches that connect and empower students as a community of learners. Empowering Students as Self-Directed Learners of Qualitative Research Methods meets these needs with practices and approaches instructors may use to position students as active, empowered, self-directed learners who learn to do qualitative research by doing qualitative research.

Students will find this book useful because it includes authentic student work, student reflections, factual classroom scenarios depicting professors guiding students as they devise research questions and determine the qualitative genre to best answer those questions as well as a chapter that includes a checklist to help students plan, revise, and edit the academic writing critical for communicating qualitative research.

The book blends the thoughts of international scholars with the voices of students of qualitative research methods who participated in the transformative practices described in the book. The collective ideas meet the instructional, cultural, and psychological needs of diverse learners, including students from various disciplines, exceptionally able students, those with creative and artistic aptitudes, those from marginalized populations, English language learners, and those who struggle to master qualitative research methods.

Contributors are: Christy Bebeau, Alisha Braun, Franz Breuer, Suzanne Franco, Anna Gonzalez-Pliss, Steven Haberlin, Alfredo Jornet, Yew Jin Lee, Erin Lunday, Janet Richards, Wolff-Michael Roth, Kia Sarnoff, Margrit Schreier, and William Thomas.

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  • Chapter 1 Introduction
Janet C. Richards is Professor of Literacy and Qualitative Research at the University of South Florida, and Senior Editor of Literacy Practice and Research. She was a USAID Literacy Scholar and a Lansdowne Visiting Scholar at the University of Victoria.

Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science in the Faculty of Education at the University of Victoria. He investigates knowing and learning across the lifespan.
List of Figures and Tables
Notes on Contributors

1 Introduction
 Janet C. Richards and Wolff-Michael Roth

PART 1: Teaching for Empowerment

Introduction to Part 1
 Janet C. Richards and Wolff-Michael Roth
2 Empowering Students of Qualitative Research to Take Charge of Their Academic Writing
 Janet C. Richards
3 A Mindfulness-based Approach to Teaching Qualitative Research Methods
 Margrit Schreier
4 Empowerment through Understanding the Interaction between Philosophical Stance (Positionality) and Qualitative Research
 Suzanne Franco and Erin B. Lunday
5 An Inaugural Interviewing Course: Promoting Continuous Reflexivity, Balancing Theory and Skills, Building a Community of Learners
 Anna Gonzalez-Pliss and Alisha M. B. Braun

PART 2: Experiencing Empowerment

Introduction to Part 2
 Janet C. Richards and Wolff-Michael Roth
6 From Opportunities to Realities: On Being Empowered through Active Learning in Educational Research
 Yew-Jin Lee
7 A Framework for Niching Scholarship and Expanding Competency in Arts-based Research
 Steve Haberlin
8 Transmediation of Qualitative Text Information: Encouraging Students to Employ Special Aptitudes and Talents
 Kia Sarnoff
9 Simulations as a Teaching Method
 Christy Bebeau
10 How Andragogy Principles of Teaching Empowered Me: The Perspective of a High-Achieving Nontraditional Black Male Student
 William D. Thomas

PART 3: Empowerment beyond Schooling

Introduction to Part 3
 Janet C. Richards and Wolff-Michael Roth
11 Empowerment through Apprenticeship in the Teaching of Research Methods
 Wolff-Michael Roth
12 Living the Praxis of Method, or How I Learned Letting Worldly Practices Organize My Professional Gaze as Scholar
 Alfredo Jornet
13 Adoption and Long-Term Personal Effects of Reflexive Grounded Theory
 Franz Breuer

For instructors of qualitative methods courses and their undergraduate, graduate, or post-graduate students, attendees of qualitative research seminars, and anyone interested in new ideas about teaching and learning qualitative methods.
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