Empowering Students as Self-Directed Learners of Qualitative Research Methods: Transformational Practices for Instructors and Students(6 Practice of Research Method)

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.

Table of Contents:
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 Index

About the Author :
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.