Critical Research Paradigms

Compares research paradigms and epistemologies and examines critical and transformative research approaches.

Student materials are available at the OU Bookstore Website at https://ou.textbookx.com/institutional/index.php. The website has book selling, renting, buying, returning, and order tracking capabilities. If you need help with an order, or if you have any questions contact the toll-free phone at 1-(855)-790-6637, agents are available from 9a – 5p (EST) Monday – Friday. Text prices are available online.

1. Egbert, J. & Sanden, S. (2019). Foundations of education research: Understanding theoretical components. New York: Routledge.
2. Crotty, M. (1998). The Foundations of social research: Meaning and perspective in the research process. Thousand Oaks, CA: Sage.
3. Materials posted on the OU Canvas learning management system: Access Canvas at https://canvas.ou.edu, enter your OU NetID and password, and select course to access material. If you require assistance with Canvas, please click on the Help icon. You can search the Canvas guides, chat with Canvas support, or contact OU IT.

1. Understand the difference between conceptual framework, epistemology, paradigm, theoretical framework, methodology and methods, and use that knowledge to critique existing research

2. Distinguish, compare and contrast different epistemologies/paradigms that guide research

3. Demonstrate the ability to plan a research study that is guided by a conceptual framework and demonstrates a particular paradigm/epistemology using an appropriate theoretical framework and methodology.

Participation

You are expected to act professionally during the class, including being prompt to class and staying for the entire time; actively participating in in large and small group discussions and activities; actively and respectfully listening and responding to the comments and questions made by fellow students; and being prepared for each class session.

Canvas Posts, 15 % (13 total posts, approx.. 200-250 words)

In addition to responding on Canvas to the reading for weeks 2-7, you will also engage in seven weekly prompts that will guide you through the research process. The purpose of the online discussion is to provide a forum for you to try out ideas as you plan a possible research study based on your own conceptual framework and epistemology as well as to provide feedback to other members of the class on their ideas. The discussion will begin on Week 1 listed in the course outline and continue through Week 4. It will begin again on Week 6 and continue through Week 8.

Research article critiques, 35%

The purpose of this assignment is twofold: a) compile potential research articles for your inquiry/research project to help you identify potential theories/theoretical framework for the research you will plan and b) provide practice in identifying different aspects of published research and critiquing their appropriateness.

Find 8 research articles that are relevant to your inquiry/research project topic and research question. You should find articles that use a variety of different research methodologies.

Choose 3 of the research articles to critique. They should each use a different research methodology.

We will practice critiquing articles during the in-person class on March 1. Due March 15

Research Paper on the future of learning in your area of interest, 50%

(Possible topics: American public schools, instructional methods, simulation, film, literature, science, mathematics, primary experience, English language learners, medicine, art, service learning, a topic that interests you). Include:

1. a table depicting the chronology of important events, including at least 7 important studies/books/articles/legislation (you may draw from articles and books in class)
2. a persuasive case substantiating the importance of events listed in 1
3. description of differences in practice over time, including comparison of past and present curriculum and instruction
4. description of what learning will look like in 2035

This should be submitted via Assignments in Canvas no later than 8:00 pm, Thursday, March 23

Grading:

A = 90-100; B = 80-89; C = 70-79; D = 60-69; F = below 60

Attendance/Grade Policy

Attendance and participation in interaction, individual assignments, group exercises, simulations, role playing, etc. are valuable aspects of any course because much of the learning comes from discussions in class with other students. It is expected that you attend all classes and be on time except for excused emergencies.

Excused absences are given for professor mandated activities or legally required activities such as emergencies or military assignments. It is the policy of the University to excuse absences of students that result from religious observances and to provide without penalty for the rescheduling of examinations and additional required class work that may fall on religious holidays. Unavoidable personal emergencies, including (but not limited to) serious illness; delays in getting to class because of accidents, etc.; deaths and funerals, and hazardous road conditions will be excused.

If you are obtaining financial assistance (TA, STAP, FA, VA, Scholarship, etc.) to pay all or part of your tuition cost, you must follow your funding agency/institution’s policy regarding “I” (Incomplete) grades unless the timeline is longer than what the University policy allows then you must adhere to the University policy. Students who receive Financial Aid must resolve/complete any “I” (Incomplete) grades by the end of the term or he/she may be placed on “financial aid probation.” If the “I” grade is not resolved/completed by the end of the following term, the student’s Financial Aid may be suspended make the student ineligible for further Financial Aid.

Students are responsible for meeting the guidelines of Tuition Assistance and Veterans Assistance. See the education counselor at your local education center for a complete description of your TA or VA requirements.

OU faculty will submit grades online through ONE not later than 30 days after the course end date. Course end dates are approximately one calendar month after the final seminar date on this syllabus and are provided on the official scheduling website for reference.

Academic Integrity and Student Conduct 

Academic integrity means honesty and responsibility in scholarship. Academic assignments exist to help students learn; grades exist to show how fully this goal is attained. Therefore all work and all grades should result from the student's own understanding and effort.

Academic misconduct is any act which improperly affects the evaluation of a student’s academic performance or achievement. Misconduct occurs when the student either knows or reasonably should know that the act constitutes misconduct. Academic misconduct includes: cheating and using unauthorized materials on examinations and other assignments; improper collaboration, submitting the same assignment for different classes (self-plagiarism); fabrication, forgery, alteration of documents, lying, etc…in order to obtain an academic advantage; assisting others in academic misconduct; attempting to commit academic misconduct; destruction of property, hacking, etc…; intimidation and interference with integrity process; and plagiarism. All students should review the Student’s Guide to Academic Integrity at http://integrity.ou.edu/students_guide.html 

Students and faculty each have responsibility for maintaining an appropriate learning environment. All students should review policies regarding student conduct at http://studentconduct.ou.edu/ 

Accommodation Statement

The University of Oklahoma is committed to making its activities as accessible as possible. For accommodations on the basis of disability, please contact your local OU Site Director.

Adjustment for Pregnancy/Childbirth-Related Issues

Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact the professor as soon as possible to discuss. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Please see http://www.ou.edu/content/eoo/faqs/pregnancy-faqs.html. 

Title IX Resources

For any concerns regarding gender-based discrimination, sexual harassment, sexual misconduct, stalking, or intimate partner violence, the University offers a variety of resources, including advocates on-call 24/7, counseling services, mutual no-contact orders, scheduling adjustments, and disciplinary sanctions against the perpetrator. Please contact the Sexual Misconduct Office at [email protected] or (405) 325-2215 (8-5), or the Sexual Assault Response Team at (405) 615 -0013 (24/7) to report an incident. To learn more about Title IX, please visit the Institutional Equity Office’s website at http://www.ou.edu/content/eoo.html 

Course Policies

Extended Campus (also and formerly known as Advanced Programs) policy is to order books in paperback if available. Courses, dates, and professors are subject to change. Please check with your OU Site Director. Students should retain a copy of any assignments that are e/mailed to the professor for the course. Neither duplicating services nor office supplies are provided.

Any and all course materials, syllabus, lessons, lectures, etc. are the property of professor teaching the course and the Board of Regents of the University of Oklahoma and are protected under applicable copyright.

For more information about OU Extended Campus, visit our website at: http://www.goou.ou.edu/

Statement on Respect

The classroom should provide a safe learning environment where students can express their views without fear of reprisal. That freedom of expression must be balanced by demonstrated respect for other’s viewpoints and appropriate and reasonable sensitivity, especially within the context of scholarly disagreement.  Disrespectful or uncivil dialogue (including, but not limited to, personal attacks, insults, or harassment) will not be tolerated.

Recording Devices/Phones/Computers

It is important for students to be fully present during class to fully benefit from lectures, discussions, and experiential assignments. Class sessions may not be tape-recorded. All telephones and pagers should be turned off or placed on silent mode. Computers may not be used during class. Students who require an exception to this policy should discuss exceptional circumstances with the professor.

Crag Hill, Ph.D.

Education

• 2008 D.   Curriculum & Instruction, University of Idaho
• 2001 A.    Curriculum & Instruction, University of Idaho
• 1990 A.     English, San Francisco State University

Current Positions

• Professor, English Education
• Department of Instructional Leadership and Curriculum
• University of Oklahoma

Frequently Taught Advanced Programs Courses

                EDEN 5940      Field Studies in Education: Literature for Young Adults

                EDSC 5523-220            The Science of Learning Theories

Major Areas of Teaching and Research Interest

• Critical theory and young adult literature
• Critical theory and comics
• Mentoring early career teachers
• Visual literacy, and poetry

Representative Publications and Presentations

• Hill, C. and Victor Malo-Juvera (2018). Critical Approaches to Teaching the High School Novel: Reinterpreting Canonical Literature. New York: Routledge.
• Hill, C. (Ed.). (2016). Teaching Comics Through Multiple Lenses: Critical Perspectives. New York: Routledge.
• Hill, C. (Ed.). (2014). The Critical Merits of Young Adult Literature: Coming of Age. New York: Routledge.
• Hill, C. and Karina Clemmons. (Forthcoming 2015). “Stimulating Healthy Dialogue and
• Hill, C. (2014). “Coming of Age: Young Adult Literature and Scholarship” in The Critical Merits of Young Adult Literature: Coming of Age. Crag Hill (Ed), 1-24. New York: Routledge.
• Darragh, J. and Crag Hill. (2014). “'The Worst Form of Violence': Unpacking Portrayals of Poverty in Young Adult Novels,” in The Critical Merits of Young Adult Literature: Coming of Age. Crag Hill (Ed), 73-91. New York: Routledge.

Hill, C. (2012). “Dystopian Novels: What Imagined Futures Tell Young Readers About the Present and Future.” Teaching Young Adult Literature Today: Insights, Consideration and Perspectives for the Classroom Teacher and Educational Researcher. Judith Hayn and Jeffrey Kaplan (Eds), 99-115. Lanham, MD: Rowan and Littlefield.