Home Page ] Coursework Subweb ] Table of Contents ]

Victor A. Montemurro
Comprehensive Digital Portfolio
St. John's University School of Education

EDU 7900: Qualitative Research: Methodology and Analysis
Professor Korynne Taylor-Dunlop, Ed.D.

September/October 2003

SJU Graduate Bulletin 2000-2002

This course focuses on a variety of qualitative approaches to discipline and inquiry that can be brought to bear on problems in education and also examines underlying theoretical frameworks of these approaches. The course provides opportunities for students to develop knowledge and skills in the various qualitative techniques and methodologies, including participant-observation, interviewing and document analysis. It helps students identify frameworks and modes of inquiry best suited for particular research methods.




Click on the myrtle flower to jump to
course artifacts.




Professor Dunlop kindly provided many resources and materials for qualitative research in the form of photocopies of articles and notes. She indicated that the Bogdan & Biklen (2003) text and the materials she would provide would be used as an applied study. She was especially reassuring telling the cohort not to worry and that she would provide or discuss everything we needed to know. Our job was to explore research problem statements and apply the standards of adequacy for qualitative research in written form to research problem.

Possible research areas of interests to me are:

  • Sociopolitical issues in the mentoring if new teachers.
  • Teachers' dispositions toward the computer as a tool for learning.
  • Administrators' dispositions toward understanding and presenting school data.
  • Beginning teachers' dispositions toward teacher leadership.

I settled on the last problem area to explore according to the standards of adequacy for the qualitative research problem statement. This process began the first steps that would lead to a possible proposal topic.

Professor Dunlop's Lecture Notes

Third revision of problem statement

Second revision of problem statement

First draft of problem statement

Each draft above was an attempt to address the questions asked by the standards of adequacy for the problem statement. The drafts were developed after revision suggestions were offered by Professor Dunlop.


Chart of Coding Categories:

"Particular research questions and concerns generate certain categories. Certain theoretical approaches and academic disciplines suggest particular coding systems." (Bogdan & Biklen, 2003, p.161)

Chart adapted from Bogdan, R. C. & Biklen, S. K (2003). Qualitative research for education: An introduction to theories and methods. New York: Allyn and Bacon

The standards of adequacy for the problem statement is a guiding series of questions for developing a qualitative research topic:

General Research Area:

Does the general statement of the research area imply the possibility of empirical investigation?
Does the statement restrict the scope of the study?
Does the statement give the educational context in which the problem lies?

Significance of the Problem: Will the research (one or more):

  1. Develop knowledge of an enduring practice?
  2. Develop theory?
  3. Expand knowledge or theory?
  4. Provide an extension of understanding?
  5. Advance methodology?
  6. Is related to a current social or political issue?
  7. Evaluate a specific practice or policy at a given site?
  8. Is exploratory research?

Specific Research Questions:

Is the research question one that permits the collection of data which will yield an answer?

If so, is the data collectible under the present circumstances?

Is the inductive logic of the research clear and explicit?


Is the question and associated data collection method ethical?


Does the statement for research indicate the framework for reporting the findings?

Primary Text:

Bogdan, R. & Biklen, S. (2003). Qualitative research in education: An introduction to theory and methods. Needam, MA: Allyn and Bacon.

Supplemental Texts:

Creswell, J. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. (2nd. ed.). Thousand Oaks, CA: Sage Publications.

Creswell, J. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage Publications.

Leedy, P. &  Ormrod, J. (2001). Practical Research. Upper Saddle River, NJ: Merrill/Prentice Hall.

Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis. (2nd. ed.). Thousand Oaks, CA: Sage Publications.

[Up] [EDU 5415: Introduction to Administration] [EDU 9401: Introduction to Educational Research] [EDU 5655: Data Analysis for Administration] [EDU 5571: Administrative Leadership in Schools] [EDU 5420: Politics in Education] [EDU 5743: Educational Planning] [EDU 5419: Advanced Study in Organizational Theory] [EDU 9211: Statistics II] [EDU 7701: Research and Development in Innovative Instructional Strategies] [EDU 5741: Economics & Financing of Education] [EDU 5665: Computer Applications in Administration] [EDU 7900: Qualitative Research: Methodology and Analysis] [EDU 5721: Collective Negotiations in Education] [EDU 7801: Creating a Digital Portfolio] [EDU 5990: Doctoral Research Seminar]

SJU School of Education Comprehensive Digital Portfolio Copyright 2004 by Victor A. Montemurro. All right reserved.