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Readings - Interview technique in Qualitative Research 

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Readings - Interview technique in Qualitative Research 

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During Week 5-7, Please read chapters 6-8

https://books.google.com.tw/books?id=iN-dDwAAQBAJ&pg=PA84&hl=zh-TW&source=gbs_toc_r&cad=2#v=onepage&q&f=false

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This popular text provides step-by-step guidance for new and experienced researchers who want to use interviewing as a research method. Appropriate for individual and classroom use, this expanded edition explains the rationale for interviewing and the complexity of selecting interview participants, important interviewing techniques, and how to work with the results of interviews.“For four editions, readers have turned to Interviewing as Qualitative Research for its practical and straight-forward presentation of a powerful interviewing model. With updated examples, new sections on ethics, and much more, this new edition remains a must-read for any graduate student or experienced researcher interested in the art of qualitative interviewing.”—Nancy Dana, University of FloridaPraise for Previous Editions!“A comprehensive perspective of the nature of qualitative inquiry and the art of interviewing.”—Theory and Research in Social Education“A good starting point for training new researchers.”—The Journal of Higher Education“I have used Seidman’s text with great success with graduate students new to qualitative research. Its complex yet readable treatment is an essential part of the toolbox for both novice and experienced qualitative interviewers.”—Mark R. Warren, University of Massachusetts Boston“This is a thoughtful and well-written introduction to the topic. I assign it in multiple undergraduate and graduate classes I teach. Highly recommended.”—Amy Bruckman, Georgia Institute of Technology

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W4 Assignment - Upload Your Research Canvas to the Padlet

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W4 Assignment - Upload Your Research Canvas to the Padlet

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Remember to leave your (group) name and ID

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W2 Assignment Instruction & Submission Portal

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W2 Assignment Instruction & Submission Portal

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W2 - Visualize Your Preliminary Literature Review

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More than 100 reference examples and their corresponding in-text citations are presented in the seventh edition Publication Manual. Examples of the most common works that writers cite are provided on this page; additional examples are available in the Publication Manual.

To find the reference example you need, first select a category (e.g., periodicals) and then choose the appropriate type of work (e.g., journal article) and follow the relevant example.

When selecting a category, use the webpages and websites category only when a work does not fit better within another category. For example, a report from a government website would use the reports category, whereas a page on a government website that is not a report or other work would use the webpages and websites category.

Also note that print and electronic references are largely the same. For example, to cite both print books and ebooks, use the books and reference works category and then choose the appropriate type of work (i.e., book) and follow the relevant example (e.g., whole authored book).

Examples on these pages illustrate the details of reference formats. We make every attempt to show examples that are in keeping with APA Style's guiding principles of inclusivity and bias-free language. These examples are presented out of context only to demonstrate formatting issues (e.g., which elements to italicize, where punctuation is needed, placement of parentheses). References, including these examples, are not inherently endorsements for the ideas or content of the works themselves. An author may cite a work to support a statement or an idea, to critique that work, or for many other reasons. For more examples, see our sample papers.

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Provides examples of references for periodicals; books and reference works; edited book chapters and entries in reference works; reports and gray literature; conference presentations and proceedings; dissertations and theses; unpublished and informally published works; data sets; audiovisual media; social media; and webpages and websites.

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By showing up in the class and sitting in the classroom for three hours you will secure 15% of your final grade.

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Student Poll: U.S. Tariff Policy - The Sandspur

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President Donald Trump’s Agenda 47 outlines plans to “impose tariffs on foreign producers through a system of universal baseline tariffs on most imported goods.” Under…

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Students will be able to identify and explain the key components of social scientific research, including research questions, hypotheses, variables, and operational definitions.

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Students will demonstrate proficiency in both qualitative and quantitative research methodologies, including survey design, interviewing techniques, and statistical analysis.

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Students will develop the ability to write clear, well-structured academic papers following standard social science formatting and citation styles.

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Students will be able to create and evaluate research designs appropriate for different types of social science investigations.

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Why Should You & Me Take/Teach Research Methods Class?

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Students will submit a draft research proposal including research questions, methodology, and literature review throughout the teaching weeks (20% of final grade).

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Students will evaluate each other's research projects via written and pre-recorded presentations, counts 25% of final grade.

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Complete research paper demonstrating mastery of course concepts and methods with documentation of your pilot research (40% of final grade).

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Read and summarize three academic articles related to your research topic and visualize your findings in forms such as digital or hand-drawn mind maps. It is okay if you prefer to show your findings in written form.

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Bring your printed homework to the class and upload a digital version on Moodle or here!

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Bring your printed homework to the class and upload a digital version on Moodle or here!

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The Academic Phrasebank is a general resource for academic writers. It aims to provide you with examples of some of the phraseological 'nuts and bolts' of writing organised according to the main sections of a research paper or dissertation (see the top menu ). Other phrases are listed under the more general communicative functions of academic writing (see the menu on the left). The resource should be particularly useful for writers who need to report their research work. The phrases, and the headings under which they are listed, can be used simply to assist you in thinking about the content and organisation of your own writing, or the phrases can be incorporated into your writing where this is appropriate. In most cases, a certain amount of creativity and adaptation will be necessary when a phrase is used. The items in the Academic Phrasebank are mostly content neutral and generic in nature; in using them, therefore, you are not stealing other people's ideas and this does not constitute plagiarism. For some of the entries, specific content words have been included for illustrative purposes, and these should be substituted when the phrases are used. The resource was designed primarily for academic and scientific writers who are non-native speakers of English. However, native speaker writers may still find much of the material helpful. In fact, recent data suggest that the majority of users are native speakers of English. More about Academic Phrasebank.

This site was created by John Morley.

Academic Phrasebank is the Intellectual Property of the University of Manchester.

Copyright © 2023 The University of Manchester

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The Academic Phrasebank is a general resource for academic writers. It aims to provide you with examples of some of the phraseological 'nuts and bolts' of writing organised according to the main sections of a research paper or dissertation (see the top menu ).

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Research Methods Overview (Lecture Slides)

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Research Methods Overview (Lecture Slides)

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W2 Slides (Developing Your Research Project I)

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W2 Slides (Developing Your Research Project I)

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Check out this Presentation designed by Hungying Chen.

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Class Activity: Crafting Invitation Letter & Info Sheets

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Class Activity: Crafting Invitation Letter & Info Sheets

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'25 ICI Research Methods Class Information Sheet

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📚 想提升你的英文學術寫作技巧嗎？那就別錯過Joy Lee老師的主題式EAP講座！三場精彩講座等你來參加！
Want to improve your academic writing in English? Don’t miss this series of EAP lectures by Joy Lee! Three sessions packed with practical writing strategies! 📅 日期：5/15、5/19、5/22
🕛 時間：12.00-13.00 📍 地點：國際大樓301教室
📢 活動結束後會發放餐盒 📅 Dates: May 15, May 19, May 22
🕛 Time: 12:00–13:20 📍 Venue: International Building, Room 301
📢 Lunch boxes will be provided after the event. 🎤講師 Speaker ： Joy Lee
加州大學戴維斯分校法學博士候選人 | J.D.Candidate at UC Davis Law
加州大學柏克萊法學院，法學碩士 (LL.M.) | UC Berkeley Law, Master of Laws (LL.M.)
東吳大學法學院，法學學士 (LL.B.) |Soochow University Law, Bachelor of Laws (LL.B 📜Course Syllabus： 5/15(Thu)
Mastering Formal Tone in Academic Writing Introduction to Academic Writing Navigating Formal Tone: Essential tips for maintaining clarity, objectivity, and professionalism Formal Tone Exercise: Group discussion and analysis of formal vs. informal writing Worksheet Review & Application
5/19(Mon)
Effective Paraphrasing in Academic Writing
Understanding Paraphrasing Techniques for Successful Paraphrasing: Key strategies to rewrite ideas while maintaining original meaning Paraphrasing Practice: Group discussion and exercises Worksheet Review & Application 5/22(Thu)
Concise and Precise Wording in Academic Writing Strategies for Concise Writing: Eliminating redundancy and unnecessary words
Achieving Precision: Choosing the right words for accuracy and impact Practice & Discussion: Group exercises to refine wording in academic writing Worksheet Review & Application 👉 不論你是準備學術報告、論文、或是求職英文書信，這堂課都能幫你更上一層樓！快揪朋友一起來學習吧～ Whether you’re working on a paper, thesis, or job application, these sessions will sharpen your writing and boost your confidence. Bring a friend and come learn with us!

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🌿 Research Methods - Self & Peer Evaluation Form

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This form includes both self-reflection and peer evaluation. Please take a few moments to complete it thoughtfully. Your feedback helps ensure a fair and meaningful end to our semester-long learning journey. The survey form will be closed at 8 pm on June 20th.

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ChatGPT’s Impact On Our Brains According to an MIT Study

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The study, from MIT Lab scholars, measured the brain activity of subjects writing SAT essays with and without ChatGPT.

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task

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This study explores the neural and behavioral consequences of LLM-assisted essay writing. Participants were divided into three groups: LLM, Search Engine, and Brain-only (no tools). Each completed three sessions under the same condition. In a fourth session, LLM users were reassigned to Brain-only group (LLM-to-Brain), and Brain-only users were reassigned to LLM condition (Brain-to-LLM). A total of 54 participants took part in Sessions 1-3, with 18 completing session 4. We used electroencephalography (EEG) to assess cognitive load during essay writing, and analyzed essays using NLP, as well as scoring essays with the help from human teachers and an AI judge. Across groups, NERs, n-gram patterns, and topic ontology showed within-group homogeneity. EEG revealed significant differences in brain connectivity: Brain-only participants exhibited the strongest, most distributed networks; Search Engine users showed moderate engagement; and LLM users displayed the weakest connectivity. Cognitive activity scaled down in relation to external tool use. In session 4, LLM-to-Brain participants showed reduced alpha and beta connectivity, indicating under-engagement. Brain-to-LLM users exhibited higher memory recall and activation of occipito-parietal and prefrontal areas, similar to Search Engine users. Self-reported ownership of essays was the lowest in the LLM group and the highest in the Brain-only group. LLM users also struggled to accurately quote their own work. While LLMs offer immediate convenience, our findings highlight potential cognitive costs. Over four months, LLM users consistently underperformed at neural, linguistic, and behavioral levels. These results raise concerns about the long-term educational implications of LLM reliance and underscore the need for deeper inquiry into AI’s role in learning.