Developmental Psych Cohort 09

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Methods II

methods.syllabus.spring.2010.word

Psychology 793

Research Methods and Ethics in Psychology II

Professor Winkel

Telephone: 212 817-8724

E-Mail: gwinkel1@juno.com

Spring Semester, 2010

Course Objectives

After completing this course, students will be able to:

–  understand the ontological and epistemological foundations of

different approaches to research design and methods;

–  critically evaluate published research papers in the social

sciences;

–  offer substantive suggestions regarding alternative research

strategies that might be employed for various problems in the

social sciences;

–  describe the development of specific research instruments

such as interviews, questionnaires, observational protocols,

and focus groups;

–  describe the evaluative criteria that are employed for specific

research instruments such as interviews, questionnaires,

observational protocols, and focus groups;

`

Course Requirements

For the final assignment, each of you are to select two research papers in YOUR area of research interest.  One of these papers will employ a qualitative methodology or methodologies and the other paper will use quantitative techniques or a mixture of both approaches. In this assignment, you will again be asked to summarize: 1) the overall research question(s); 2) the research strategy or strategies selected; 3) the research procedures that were used; 4) the findings;  5) a critique of each paper; and

6) suggestions for improvements.  This assignment is due on or before May 18th, 2010.

COURSE SYLLABUS

February 2                   Introduction

February 9                   Review of Experimental and Quasi-Experimental Research I.  Validity

Required Reading:

Bernard Chapter 5.

Bryman Chapters 2 and 3.  bryman_chapter_3

Shadish, W.R., Cook, T.D., and Campbell, D.T. (2002).

Experimental and quasi-experimental designs for generalized

causal inference. Boston, MA: Houghton-Mifflin Company.

Chapters 2 and 3.  shadish-chapter.2 shadish-chapter.3

February 16 – Experimental and Quasi-Experimental Research II.  Non-Equivalent Control Group Designs.

Required Reading:

Shadish, W.R., Cook, T.D., and Campbell, D.T. (2002).

Experimental and quasi-experimental designs for generalized

causal inference. Boston, MA: Houghton-Mifflin Company.

Chapters 4 and 5.  shadish.chapter.4 shadish.chapter.5

Assignment: Personal Commentary

Feb 23continuation of Experimental and Quasi-Experimental Research II.  Non-Equivalent Control Group Designs.

March 2 Experimental and Quasi-Experimental Research III.  Randomized Experiments.

Required Reading:

Shadish, W.R., Cook, T.D., and Campbell, D.T. (2002).

Experimental and quasi-experimental designs for generalized

causal inference. Boston, MA: Houghton-Mifflin Company.

Chapters 8-10.  shadish.chapter.8 shadish.chapter.9 shadish.chapter.10

Assignment: Personal Commentary

March 2 – Examples of Experimental and Quasi-Experimental

Research

Required Reading:

Leventhal, T. & Brooks-Gunn, J. (2003).  Moving to Opportunity:

An experimental study of neighborhood effects on mental health.

American Journal of Public Health, 93, 1576-1582.

Fauth, R.C., Leventhal, T., & Brooks-Gunn, J. (2004).  Short-term

effects of moving from public housing in poor to middle-class

neighborhoods on low-income, minority adults= outcomes.

Social Science and Medicine, 59, 2271-2284.

Clampet-Lundquist, S., Edin, K., Kling, J.R., & Duncan, G.J. (2006).  Moving at-risk teenagers out of high-risk neighborhoods: Why girls fare better than boys.  Princeton University Industrial Relations Section Working Paper #509.

Assignment: Personal Commentary

March 9  Research in Cultural and Cross-Cultural

Psychology

Professor Stetsenko

Developmental Psychology Program

1. Three approaches to the psychology of culture: Where do they come from? Where can they go? Greenfield, Patricia M.; Asian Journal of Social Psychology, Vol 3(3), Dec, 2000. Special issue: Indigenous, cultural, and cross-cultural psychologies. pp. 223-240.

2. Investigating the coordinated functioning of multifaceted cultural practices in human development. Rogoff, Barbara; Angelillo, Cathy; Human Development, Vol 45(4), Jul-Aug, 2002. pp. 211-225.

3. Adding culture to studies of development: Toward changes in procedure and theory. Goodnow, Jacqueline J.; Human Development, Vol 45(4), Jul-Aug, 2002. pp. 237-245.

Additional readings:

Cliffor Geertz. Thick description: toward an interpretive theory of culture. In: The interpretation of cultures: selected essays. New-York/N.Y./USA etc. 1973: Basic Books, pp. 3-30

The neglected 95%: Why American psychology needs to become less American. Arnett, Jeffrey; American Psychologist, Vol 63(7), Oct, 2008. pp. 602-614.

Cultural psychology: Implications for basic psychological theory. Miller, Joan G.; Psychological Science, Vol 10(2), Mar, 1999. pp. 85-91.

Assignment: Personal Commentary

March 16              Alternatives to Parametric Statistical Analysis

Professor Vietze

Developmental Psychology Program

Readings will be sent prior to this class.

Assignment: Personal Commentary

March 23                     Focus Groups

Professor Glick

Developmental Psychology Program

Required Reading:

Bryman: Chapter 16

Assignment: Personal Commentary

March 30                     NO CLASS – SPRING BREAK

April 6                               Unstructured, Semi-Structured, and Structured

Interviews

Required Reading:

Bernard: Chapter 9

Bryman: Chapter 5

Bryman: Chapter 15

Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage.

Chapter 7: Qualitative Interviewing pp. 277-368.

Assignment: Personal Commentary

April 13              Questionnaire Construction – The Importance

of a Conceptual Model

Required Reading:

Bernard: Chapters 10 and 12

Bryman: Chapters 6 and 7

Assignment: Personal Commentary

April 20             Psychometrics of Questionnaire Construction

Professor Revenson

Readings will sent prior to this class.

Assignment: Personal Commentary

April 27             Choosing a Sample – Random, Stratified, Quota,

and Theoretical

Required Reading:

Bernard: Chapters 6, 7, and 8.

Bryman: Chapter 4

Assignment: Personal Commentary

May 4                  Participant Observation

Required Reading:

Bernard: Chapter 13

Bryman: Chapter 14

Assignment: Personal Commentary

May 11                         Observational Data – Behavioral Tracking and

Mapping

Required Reading:

Bernard: Chapter 15

Bryman: Chapter 8

Assignment: Personal Commentary

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