1. 1 WWW.VU.EDU.AU Enriching Partnerships: A spot light on teaching, learning & Research Liaoning University (New Campus) July 9-11 2013 Qualitative Inquiry: Alternative Ways of Working

2. 2 Enriching Partnerships: A spot light on teaching, learning & Research Liaoning University (New Campus) July 9-11 2013 Introduction Background of Presenters The aims of the two session are to examine: Why Qualitative Research? Why Case Writing? Why Artful Practice? How might case writing and artful practice link to your work?

3. 3 Why Qualitative Research? Qualitative research does not isolate variables and is often undertaken within a smaller sample It privileges the human voice and looks at interconnection of processes and causes for the group that are being researched Rather than test hypotheses it is a dialectic process where questions are asked and the data is observed by the research Everyday realities are more readily and easily addressed and critiqued by addressing the social phenomena that is being researched Participant observation, interviews and historical research all are well used.

4. 4 Our Definition of Qualitative Research and why we do it! Our definition of research is modelled strongly on the work of Craig Mertler who is an eminent researcher. It is a model of Systematic inquiry conducted by a person (a researcher) or group of people (collaborative researchers) with vested interest in the products, processes or the environment for purposes of gathering information about how their products, process or environments can be evaluated with a view to change. (Mertler, 2011, p.4)

5. Generic Process of Research Specify the topic Clarify the specific problem on which the research will focus Formulate research questions and/or hypotheses Carry out procedures to collect, analyse, and interpret data State findings resulting from data analyses Draw conclusions related back to questions/hypotheses Make changes in the product, process or environment in which the research occurred. (Mertler, 2011)

6. 6 What is Case Writing? What is case writing? How is it used in qualitative research?

7. 7 Case Writing ‘The cases that we publish are not simply stories that a teacher might tell. They are crafted into compelling narratives − a plan gone awry, an intention unfulfilled, or some surprise that disrupts the expected scenario and requires the teacher to reflect on and modify her plan in some way’ ‘Our cases include the thoughts and feelings of the teacher-writers as they describe the set of events, and are rich in detail and dialogue about the challenges encountered and they include reflective comments by the author that raise questions about what they may do differently in the future’ (Shulman 2003, p3)

8. 8 What do Cases Include? Cases Setting Key Players A Key Incident Emotions A Story Line

9. 9 A Case of Practice Activity One: The Case of Lucky

10. 10 Your Case of Practice

11. 11 Methodology Threading your case is the second step Case Writing is the first step

12. 12 Linking your threads to global themes

13. 13 Conclusion Case writing is a valuable qualitative tool for engaging in systematic research Case writing tells a story of key incident that requires deep reflection and interpretation (Toomey 2007) Effective case writing can lead to change in teaching and learning practices (Cherednichenko et al 1999) Case writing involves thematic analysis that are linked to the construction of global themes that shape a larger professional community and identity (Beatie 2007) Case writing should be a ‘transformative experience’ (Shulman 2003, p20) Case writing is an effective tool to understand the impact of policy and practices on learning (Weaven 2012).

14. 14 References Beatie, M. (2007). The Art of Learning to Teach: Creating Professional Narratives. Uppper Saddle Riever, NJ, Pearson Education Cherednichenko, B., Hooley, N., Kruger, T. & Moore, R. (1999). ‘Case Writing Analysis as a means of Profiling School Change’, Paper presented at AARE, Melbourne, Australia. Mertler, C. (2011). Action Research: Teachers as Researchers in the Classroom. Thousand Oaks, California, SAGE publications Shulman, J.. (2003, April). From practice to theory and back again: Cases and portfolios as instruments for professional development. Presented at the annual meeting of the American Educational Research Association, Chicago, IL. http://www.wested.org/nbnetwork/resources/practicetotheory.pdf. http://www.wested.org/nbnetwork/resources/practicetotheory.pdf Toomey, R. (2007). Case Writing as Evidence of Good Practice in the Values Education Good Practice Schools Project, Stage 2, www.curriculum.edu.au/verve/_resources/Case_writing_rev_040507.pdf www.curriculum.edu.au/verve/_resources/Case_writing_rev_040507.pdf Weaven, M. (2012) (Ed.). Dilemmas of Practice. Australia, Pearson Education.

15. 15 Enriching Partnerships: A spot light on teaching, learning & Research Liaoning University (New Campus) July 9-11 2013 Dr Marcelle Cacciattolo College of Education Victoria University, Melbourne, Victoria 9919 5903 Marcelle.cacciattolo@vu. edu.au Associate Professor Tarquam McKenna College of Education Victoria University, Melbourne, Victoria 9919 2065 Tarquam.mckenna@vu.edu.au