The purpose of qualitative research is to find out the way things are or were, how and why they come to be that way, and what this entire means. Qualitative approaches are not value free and involve inductive inquiry. These are usually aimed at generating hypotheses rather than testing them. Moreover, these approaches are practically more holistic and process oriented. Such approaches involve collection of extensive ―narrative data in order to gain insight into phenomena of interest. Qualitative research methods are now-a-days gaining popularity and importance in the field of social sciences. Even in the education, ethnographic research is very common. The reason is the recent shift from positivistic paradigm to interpretive and critical paradigms in research which mostly involve qualitative research methods. Qualitative research is diverse not only in the form but also in its theoretical framework, and at least six domains of qualitative methodologies have been identified. This course is intended to introduce our students with various principles, methodologies, distinctions and applications of methodologies in education.

5.3. Observation / Watching:

5.3.1.    Participative observation

5.3.2.    Non-participative observation / natural observation

5.4. Archival research study

5.4.1.    Document analysis.

1. Field Work

6.1. Gaining access to the field

6.2. First days in the field

6.3. Photography and field work

6.4. Leaving the field

1. Evaluation and Pedagogical Uses of Qualitative Research

7.1. Evaluation of qualitative research: Trustworthiness in qualitative research

7.2. Evaluation and policy research in qualitative perspective: Planning and getting funds.

7.3. Relations between the researcher and contractor : Research site; feedback; working in

teams; the audience; time tables

7.4. Future of the qualitative evaluation and policy research

7.5. Pedagogical uses of qualitative research

7.5.1.    Use of QR in effective teaching

7.5.2.    QR-approach of and teacher education

7.5.3.    QR-methods of curriculum improvement in schools

Recommended Books:

Cropley, A. J. (2019). Qualitative research methods: A practice-oriented introduction for

students of psychology and education. Riga, Latvia: Zinātne. (open access – doi: 10.13140/RG.2.1.3095.6888).

Bell, J. and Opie, C. (2002). Learning form research. Buckingham: Open University Press.

Best, J.W, and Kahn, J.V. (1993). Research in education. New Delhi: Prentice-Hall of India.

Bogdan, R. and Taylor, S. I. (1975). Introduction to qualitative research methods: A

phenomenological approach to the social sciences. New York: John Willey and Sons.

Bogdan, R. C. and Bicklen, S. K. (1982). Qualitative research for education: An introduction to

theory and methods. Boston: Allyn and Bacon, Inc.

Bordens , K.S.and Abbot , B.B.(2002). Research design and methods : A process approach . (5th

ed.) . Boston: McGraw-Hill.

Cohen, L. & Manion, L. (1991). Research methods in education. London: Routledge.

Flick, U. (2002). An introduction to qualitative research. London: SAGE Publications.

Merriam, S.B. et al (2002). Qualitative research in practice. San Francisco: Jossey-Bass

Assessment Criteria

Mid Exams/Term paper= 30 marks

Sessional = 20

 Final Term Exams = 50

Time Table and Meeting Schedule with Students