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Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS FMM 5046 QUALITATIVE RESEARCH METHODS II: DATA ANALYSIS ELECTIVE 3 0 0 10

Offered By

Mathematics Teacher Education

Level of Course Unit

Second Cycle Programmes (Master's Degree)

Course Coordinator

ASSISTANT PROFESSOR ZEKIYE ÖZGÜR

Offered to

Mathematics Teacher Education

Course Objective

The aim of this course is to improve the knowledge and skills of graduate students in qualitative data analysis by introducing methodologies, methods, strategies, techniques and tools commonly used in qualitative education research.

Learning Outcomes of the Course Unit

1   Understand the epistemological assumptions underlying qualitative research. 2   Understand and use data analysis methods and tools commonly used in qualitative education research. 3   Use a qualitative data analysis program. 4   Understand that analytical decisions and representations need to be supported by theoretical arguments. 5   Understand the importance of data representation in qualitative data analysis. 6   Understand the rigor standards in qualitative data analysis.

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description 1 Introduction to epistemology in qualitative research & review 2 Coding 3 Data analysis with a qualitative data analysis software: MAXQDA 4 Case study analysis 5 Case study analysis 6 Data analysis with a qualitative data analysis software: MAXQDA 7 Grounded theory 8 The role of theory in qualitative data analysis: Theoretical frameworks and/or analytical frameworks 9 Discourse analysis 10 Discourse analysis 11 Narrative analysis 12 Multimodal analysis 13 Representation of the findings 14 Standards of rigor in qualitative data analysis 15 Final paper presentations

Recomended or Required Reading

Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook, 2nd Edition. Thousand Oaks, CA: Sage. Saldaña, J. (2009). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage. Wetherell, M., Taylor, S., & Yates, S. J. (2001). Discourse as data: A guide for analysis. London: Sage Publications.

Planned Learning Activities and Teaching Methods

Discussion, group work, lecturing, research project

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA 1 ASG ASSIGNMENT 2 PRS PRESENTATION 3 FCG FINAL COURSE GRADE ASG * 0.50 + PRS * 0.50 *** Resit Exam is Not Administered in Institutions Where Resit is not Applicable.

Further Notes About Assessment Methods

None

Assessment Criteria

To be announced.

Language of Instruction

Turkish

Course Policies and Rules

To be announced.

Contact Details for the Lecturer(s)

To be announced.

Office Hours

To be announced.

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours) Lectures 14 3 42 Preparations before/after weekly lectures 14 6 84 Preparing assignments 14 3 42 Preparing presentations 3 8 24 Design Project 3 20 60 TOTAL WORKLOAD (hours) 252

Contribution of Learning Outcomes to Programme Outcomes

PO/LO PO.1 PO.2 PO.3 PO.4 PO.5 PO.6 PO.7 PO.8 PO.9 PO.10 PO.11 PO.12 PO.13 PO.14 LO.1 5 1 3 1 1 5 3 1 4 1 3 5 3 5 LO.2 5 5 3 1 1 5 1 1 4 1 3 5 3 5 LO.3 5 5 3 1 1 5 1 1 4 1 3 5 3 5 LO.4 5 5 3 1 1 5 1 1 4 1 3 5 3 5 LO.5 5 5 3 1 1 5 1 1 4 1 3 5 3 5 LO.6 5 5 3 1 1 5 1 1 4 1 3 5 3 5