Instructor: Tugrul Keskin
Office: East Campus, College of Liberal Art
Office Hours: Wednesday 1:00 – 4:00
PM or by appointment
Dale Wimberley, Professor, Virginia Tech.
CHEN Hao is an Associate Professor, Shanghai University.
YANG Chen, Assistant Professor, Shanghai University.
(PLEASE include “Skills and Methods in Humanities and Social Sciences” in the
subject line when you email me)
Course
Goals and Objectives
Welcome
to Research Methods! This course examines how social scientists plan and
conduct research. At the end of the semester, you should be better prepared to
conduct your own research. Course readings will illustrate how different
methods have been used in practice, as well as articles on the theory and
methods of research. Students from other graduate programs should inquire with
faculty in their own programs how this course integrates with their other
courses.
The
term project will involve the writing the literature review and design of a
formal research paper. While the most of the readings in this course are from
the academic literature, the course will emphasize these issues as a bridge
between academic and applied sciences.
The
broad goals of this course are that, upon its successful completion,
students should:
1. be able to more effectively and
critically read, understand, and evaluate research published in journals
and books by social scientists
2. understand fundamental relations
between theory and method in social scientific research
3. be better able to formulate and
articulate answerable research questions and to develop appropriate
empirical procedures to answer them, so as to be better prepared to
successfully conduct and report research for theses/dissertations and for
publication
4. possess strong foundational
knowledge for more advanced courses in research methods and data analysis
courses which will help the student to more fully achieve the goals and
objectives of this course – and for teaching oneself/adapting/creating
additional techniques needed to carry out research
Accordingly,
the specific objectives of this course are that the student be able
1. to use principles of theory
construction to link theory and research, so as to investigate research
problems grounded in significant theoretical and practical issues
2. to understand the logic of
causation and the means by which various research techniques can decipher
evidence about causal relationships
3. to write clear, effective problem
statements and clear, effective accounts of simple research
4. to understand ethical problems
involved in social research and apply appropriate ethical principles in
research projects
5. to understand the principles of
conceptualization, measurement, and sampling
6. to understand basic principles of
experimental, survey, secondary data, and other quantitative research designs
7. to understand basic principles and processes
of carrying out historical and micro-level qualitative research
8. to make sound choices of research
techniques to apply in particular research situations; and to understand and apply
knowledge of possible failures of and rectification for various research
techniques
Course Philosophy:
The
goal of this course is to enable students to write a methodologically guided
research paper, article or
thesis/dissertation. The success of this course depends on your
continued and sustained reading and participation.
The
course will be based on a four-dimensional method of learning, and this
includes inquiry and critical thinking; communication; the diversity of human
experience; and ethics and social responsibility. First, I would like you
to critically analyze what you learn in this class or have learned so far
through the media and education, because in today’s world, truth is a relative
concept. Throughout human history, critical thinking is the one of the most
important factors that has contributed to human development. In order to
become active, self-motivated, empowered learners and future leaders, you will
need to have the ability to think critically, and therefore your criticism,
feedback and suggestions are necessary. Second, I would like you to enhance
your writing and oral communication skills in this course. Therefore, it is
important to clearly elaborate your arguments in the class discussion as well
as in the written assignments.
Third,
we are each part of the human mosaic, and all have different experiences based
on our social, political and economic differences. We can all learn from and
respect each other and benefit from our diversity. Please try to learn from and
understand those with different perspectives than you. Lastly, we need to learn
that we are all part of this intellectual community and larger society, and all
have social and ethical responsibilities to our family, community, classmates,
and humanity. We live in a globalized world and therefore, we need to be aware
of events in our community, and the world today. In order to enhance our
knowledge, we must critically examine our social, political and economic
environment in order to apply this knowledge to our experience.
Course goals and
objectives:
This course’s goals are
that when students successfully complete the course, they should:
1. be able to more effectively and critically read, understand, and evaluate research
published in journals and books by sociologists and other social
scientists.
2. understand fundamental relations between theory and method in social scientific research.
3. be better able to formulate and articulate answerable research questions and to
develop appropriate empirical procedures to answer them, so as to be better
prepared to successfully conduct and report research for theses/dissertations
and for publication.
4. possess strong foundational knowledge for more advanced courses in research
methods and data analysis – courses which will help the student to more fully
achieve the goals and objectives of this course – and for teaching
oneself/adapting/creating additional techniques needed to carry out research.
5. possess basic
practical skills and habits needed to facilitate thesis or dissertation
research and to work effectively with others in your discipline.
Given the goals above,
the specific objectives of this course are that the student will be able
1. to use principles of theory construction to
link theory and research, so as to investigate research problems grounded in
significant theoretical and practical issues.
2. to understand the logic of causation and the
means by which various research techniques can decipher evidence about causal
relationships.
3. to write clear, effective problem statements
and plans for simple research projects.
4. to understand ethical problems involved in
social research and apply appropriate ethical principles in research projects.
5. to understand the principles of conceptualization,
measurement, and sampling.
6. to understand basic principles of
experimental, survey, secondary data, and other quantitative research designs.
7. to understand basic principles and processes
of carrying out macrosociological/historical and micro-level qualitative
research.
8. to make sound choices of research techniques
to apply in particular research situations; and to understand and apply
knowledge of possible failures of and rectification for various research
techniques.
9. to more effectively cooperate with other
students to facilitate each other’s scholarship.
Required
Materials
1. W. Lawrence Neuman, Social
Research Methods: Qualitative and Quantitative Approaches W. Lawrence Neuman
Seventh Edition. Boston: Pearson, 2014.
2. Umberto Eco. How to Write a Thesis.
Massachusetts Institute of Technology, 2015.
3. Mohammed A Bamyeh. Ways to write a
good book review. International Sociology Reviews 2014, Vol. 29(2) 79–80.
4. Thinking about Method: A
Conversation with Talal Asad by Basit Kareem Iqbal. Qui Parle (2017) 26 (1):
195-218. https://read.dukeupress.edu/qui-parle/article-abstract/26/1/195/129671/Thinking-about-MethodA-Conversation-with-Talal
5. Critical Thinking: A Literature
Review. Emily R. Lai. Pearson, 2011. https://images.pearsonassessments.com/images/tmrs/CriticalThinkingReviewFINAL.pdf
Supplementary Textbook
Readings:
1.
Ethics in Scientific Research: An Examination of Ethical
Principles and Emerging Topics by
Cortney Weinbaum, Eric Landree, Marjory S. Blumenthal, Tepring Piquado, Carlos
Ignacio Gutierrez. RAND, 2019. https://www.rand.org/pubs/research_reports/RR2912.html
2.
Clyde W. Franklin, II, “Theoretical and Methodological Issues in
Social Psychology,” Chapter 2 (pp. 26-71; read only through p. 46) in Theoretical Perspectives in Social
Psychology. Boston: Little, Brown, 1982. (“Franklin” in reading list.)
3.
Jeffrey Beall, “What the Open-Access Movement Doesn’t Want You to
Know,” plus online comments. Academe
[AAUP magazine], May-June 2015,
http://www.aaup.org/article/what-open-access-movement-doesn%E2%80%99t-want-you-know.
4.
Earl Babbie, “The Logic of Survey Sampling” (Chapter 5), and
selections from “Examples of Sample Designs” (Chapter 6, pp. 102-104, 107-117),
Survey Research Methods, 2nd ed. Belmont, California: Wadsworth, 1990. (“Babbie” in reading list.)
5.
Russell K. Schutt, Chapter 2 excerpt (background of example used
in Chapter 7), and Chapter 7, “Experiments.”
Investigating the Social
World: The Process and Practice of
Research. Thousand Oaks,
California: Pine Forge, 1996. (“Schutt” in reading list.)
6.
VPI&SU Institutional Review Board (IRB), “VT Human Subject
Protections Tutorial,” current version as of Fall 2016. (“VPI&SU IRB Tutorial” in reading list.)
7.
Richard Lanham, The Longman
Guide to Revising Prose. Longman,
2006. Preface and Chapters 1-2. If you can find this book in a cheap used
version online (be careful to get a 2006 or more recent edition), it would be
even better than having the digital excerpt!
(“Lanham” in reading list.)
8.
James Mahoney, "Path Dependence in Historical
Sociology." Theory and Society 29:
507-548, 2000.
("Mahoney" in reading list.)
Useful Websites:
3.
How to Write a Thesis Statement https://wts.indiana.edu/writing-guides/how-to-write-a-thesis-statement.html
5.
Guidelines for Writing a Thesis or Dissertation https://www.jou.ufl.edu/grad/forms/Guidelines-for-writing-thesis-or-dissertation.pdf
COURSE REQUIREMENTS AND POLICIES
Item Weight
(%)
Quizzes
20.0
Weekly Group Class Presentations: 10.0
Term Project 2
Phases 20.0
Thesis Proposal (Phase 3) 30.0
Attendance 10.0
Class
Participation 10.0
Quizzes: You will have 4 quizzes. The quizzes will
have 10 questions from each week’s class readings and discussions. Each Quiz is
worth 5 points and each question is worth 0.5 point. You will find the schedule
of quizzes below. Please carefully review the quiz schedule. If you have
schedule conflict, drop the class. If you have any questions or concerns,
please do not hesitate to contact me directly. If you miss a quiz, this is your
own responsibility; therefore, you need to be careful and pay attention to this
syllabus. READ CAREFULLY!
The Term Project is a research
pre-proposal that you will write and revise in 2 drafts throughout the
semester. I will give written feedback
on the first two drafts; you receive full credit for these phases as long as
you respond thoroughly and conscientiously to the instructions. Understand that I can’t give adequate
feedback on drafts that aren’t “clean”; poorly written or poorly organized
drafts tend to hurt your grade. I’ll
assign a grade to your final draft (“Phase 3” Thesis Proposal). The project's
purpose is to help you integrate and demonstrate what you have learned from the
entire course, as it relates to your own research interests. It will also help move you along toward a
thesis or dissertation. I will provide
detailed handouts in class to guide you in preparing it. See the Course Outline for due dates.
Your Final thesis
proposal must include the followings:
·
Clear Title of Your Thesis
·
Abstract (200-300 Words)
·
Clear Research Question (What is your argument?)
·
Clear Methodology
·
Literature Review
·
Bibliography (From Academic Resources, such as books, journal
articles, other thesis and dissertations, academic presentations, etc.)
Each thesis proposal is
to show how methodological issues that are covered in the corresponding
textbook readings (which inevitably idealize the process of research) play out
in actual research. Your presentation
should engage the exemplar so as to help the course achieve this purpose. Typically, your presentation will constitute
most of the attention we give that particular exemplar in class.
To prepare your thesis proposal
presentation,
1.
read
the assigned exemplar and corresponding textbook materials, then
2.
draft a rough plan for your presentation, then
3.
meet with me to discuss your presentation several days beforehand,
then
4.
make final revisions as needed.
Your weekly group
presentation must
1.
focus entirely on the exemplar,
informed by the other readings corresponding
to the methodological topic the exemplar illustrates
2.
include a brief summary/review of the exemplar (about 5 minutes –
not a detailed summary, just enough to "get everyone on the same
page" and to focus on particular issues to set up the rest of your
presentation)
3.
include a class activity which helps the rest of the class better
master some of the methodological material in the exemplar (typically
individual writing or group activity; 10-15 minutes)
4.
include class wide student sharing about the activity (10-15
minutes)
5.
be 30 minutes long in total (±5 minutes)
You will probably want
to use handouts or PowerPoint (confirm your computer will work with this
projector).
Weekly Group Class Presentations: Each week, three or four
students will be assigned a weekly topic from the readings. These students will
summarize the readings and prepare a content outline and 4-6 questions for the
class, in order to come prepared to lead the class discussion for 30 minutes.
Each student must always read the course materials before they attend class,
and I expect you to participate actively in the class discussion. I strongly
recommend that you present in earlier weeks rather than later in the semester,
because you may not find the right time available to present, and will loose
presentation points. Presentation dates are available on a first-come
first-served basis. The timeline for weekly presentations will be provided in
the first week of class. After we have filled in student names and finalized
the weekly presentation schedule.
Participation is essential and comes in several forms: oral participation
in class, group work in class, substantive contributions to the class listserv,
and participation in 2- or 3-student “writing groups” we will establish. Each
student will make an oral Class Presentation on one of the research
exemplars listed later in the syllabus. You will choose your exemplar on the first-class
day. Preparation includes reading the assigned materials for the class,
drafting a plan for your presentation, meeting with me to discuss your plan
during the previous week, and revising your presentation plan accordingly. You
may want to use handouts or overhead transparencies to facilitate your
presentation. Plan a 30-minute presentation consisting of (1) a brief summary/review
of the exemplar (5-10 minutes), (2) a class activity, which helps the rest of
the class better master some of the material from the exemplar (individual
writing or group activity, 10-15 minutes), and (3) student sharing of their
activity with the whole class (10 minutes).
Attendance: This
should go without saying to graduate students, but be here! Your direct engagement with the class will
obviously affect your grade, as will class participation, in-class writing,
etc. If you miss class, please email me
the reason for your absence – preferably in advance. Legitimate reasons include significant
illness, serious personal emergencies or responsibilities you can’t reschedule,
major religious or ethnic holidays you observe, or important professional
responsibilities such as attending a scholarly conference. I may penalize your grade if you miss class
for other reasons. See “Late
assignments” below for additional information about absences.
Late
assignments will be accepted only under conditions of serious health or
personal emergencies. If a planned class meeting or activity interferes with a
major religious or ethnic holiday you observe, please alert me and I will accommodate
your needs.
IMPORTANT
NOTE
Graduate Honor System. The Graduate Honor
Code applies to work assigned in this course. You may not work together except
when I have specifically given you permission to do so. Violations of the Graduate Honor Code include
cheating, plagiarism, falsification, and academic sabotage.
University-College-Department
and Respect: The
following should go without saying, but:
I strive to treat all students with respect at all times, and I expect
the same from you – both for myself and for your fellow students. If you don’t think you can follow this
principle, or if it becomes apparent that you don’t or won’t, drop the
class. If you encounter disrespect from
other students who are in this class, please alert me; I may not know
otherwise, and when such problems are allowed to fester, they can seriously
undermine the course for everyone. Be
aware that if you alert me to instances of sexual harassment, discrimination or
sexual violence, I am required to report this information to designated
university authorities.
PLEASE READ CAREFULLY! - Electronic Devices
& Other Classroom Policies
Coming late to class and leaving early: Latecomers
will not be accepted in the class, so be on time. If you are late for a class, please
do not disturb your classmates and me and do not come at all. Please
also do not send an email or call me regarding your class attendance. If
there is a medical need, bring a letter from a doctor. Whatever the reason is,
if you cannot come to class, this is your responsibility. If you miss more than
3 classes, you will not receive an attendance/participation grade. PLEASE DO
NOT LEAVE EARLY EITHER! This is a class, not a coffee shop!
Laptop and cell phone policy: No electronic devices
(including but not limited to laptops, cell phones, blackberries, etc.) are to
be used in the classroom. This includes talking on the phone, texting, playing
games, surfing the web, or any other inappropriate usage. Those caught using
restricted devices will be asked to leave class. Lectures may not be
recorded with audio or multi-media devices. Please turn your cell phone off
before you come to class.
Responsibility: You and/or your parents pay tuition for this
class; therefore, you have responsibility to yourself and/or your parents.
Passing or failing the class is not the main objective, rather that you learn
and improve your knowledge. Please read and try to understand the main concepts
of this class. If you are having difficulty, please do not hesitate to see me
and discuss your concerns!
Grades:
Your grade for
this course will be based on your performance on the following components,
shown with their dates and respective weights:
No
Laptops and cell phones will be allowed in this class.
If you have any questions
regarding class related subjects, please do not hesitate to ask me.
Course Timeline
|
First Week
September 9
Monday
13:05-16:45
|
· Introduction to
Course and overview syllabus
· Term Project Phase 1 assigned: Problem Statement.
· Chapter
1 Why Do Research?
Alternatives to Social Science Research
What Research Involves: A Scientific Approach
Varieties of Social Research
Steps in the Research Process
Why Learn How to Conduct Social Research
· Chapter 2 What
Are the Major Types of Social Research?
Use and Audience of Research
Purpose of Research
Within or Across Case
Single or Multiple Points in Time
Data Collection Techniques
1
THE DEFINITION AND PURPOSE OF THE THESIS (Umberto Eco. How to Write a Thesis)
·
Term Project
Phase 1 assigned: Problem Statement.
|
|
Second Week
September 11
Wednesday
9:00 – 12:00
|
· Chapter 3 Theory
and Research
What Is Theory?
Social Theory versus Ideology
The Parts of Theory
· Chapter 4 The
Meanings of Methodology
Philosophical Foundations
The Three Approaches
Positivist Social Science
Interpretative Social Science
Critical Social Science
Feminist and Postmodern Research
· Chapter 5 How to
Review the Literature and Conduct Ethical Studies
The Literature Review
Ethics in Social Research
2
CHOOSING THE TOPIC (Umberto Eco. How to Write a Thesis)
·
Exercise 1
assigned: Deductive Theory
· Construction and Research Problem Formulation.
· Writing Partners Selection form due
|
|
Third Week
September 16
Monday
13:05-16:45
|
·
PhD Student
David Perez-Des Rosiers’ dissertation proposal presentation:
A
constructivist foreign policy analysis of bilateral relations between states
with divergent political processes: A case study of Canada-China
·
·
Part II Planning and Preparation
· Chapter 6
Strategies of Research Design
Triangulation
Qualitative and Quantitative Orientations Toward
Research
Qualitative Design Issues
Quantitative Design Issues
Theory
Construction and the Link between Theory and Research, continued: Robert J.S. Ross and Kent C. Trachte,
“Global Capitalism.” Chapter 5 and
selected background (from Chapters 1-3) in Ross and Trachte, Global Capitalism: The New Leviathan. Albany:
State University of New York Press, 1990.
3 CONDUCTING RESEARCH
Quiz - 1
|
|
Fourth Week
September 23
Monday
13:05-16:45
|
·
PhD Student
Samuel Aron Issak’s dissertation proposal presentation:
The
Impact of Neo-liberal Globalization on Migration from Africa: The Case of
Ethiopia, from 1991-2018
· Chapter 7
Qualitative and Quantitative Measurement
The Need for Measurement
Quanitative and Qualtitative Measurement
The Measurement Process
Reliability and Validity
A Guide to Quantitative Measurement
Scales and Indexes
· Chapter 8
Qualitative and Quantitative Sampling
Reasons for Sampling
Sampling Strategies
· Qualitative Research Design (also Field Research):
Toni M. Calasanti* and Neal
King, “Taking ‘Women’s Work’ ‘Like a
Man’: Husbands’ Experiences of Care
Work.” The Gerontologist, Vol. 47: 516-527,
2007.
Finding and Reading Research Literature (Literature
Reviews): Angela Theresa Ragusa, “Social Change in the Media: Gay, Lesbian, Bi, Trans and Queer (GLBTQ)
Representation and Visibility in The New York Times.” Unpublished doctoral dissertation,
Department of Sociology, Virginia Polytechnic Institute and State University,
2003; Abstract, Contents, and pp. 1-30 only.
Some other very short readings may be added.
4 THE WORK PLAN AND THE INDEX CARDS (Umberto Eco.
How to Write a Thesis)
Term
Project: Phase -1
Thesis
Question: Please email me your thesis question, 200 – 300 Words with clear
title, email me with word.docx to tugrulkeskin@t.shu.edu.cn
Do
not forget to include your full official name or your email will be disregarded!
|
|
Fifth Week
September 25 Wednesday
9:00-12:00
|
·
Part III Quantitative Data Collection
and Analysis
· Chapter 9
Experimental Research
Appropriate Technique
A Short History of the Experiment
Random Assignment
Experimental Design Logic
Internal and External Validity
Practical Considerations
Results of Experimental Research: Making Comparisons
A Word on Ethics
· Chapter 10
Survey Research
A History of Survey Research
The Logic of Survey Research
Construction of the Questionnaire
Types of Surveys: Advantages and Disadvantages
Survey Interviewing
The Ethical Survey
· Conceptualization and Measurement:
John N. Edwards, Theodore D. Fuller, Sairudee Vorakitphokatorn, and Santhat
Sermsri, Household Crowding and Its
Consequences, Boulder: Westview,
1994. Chapter 1, “Population,
Crowding, and Human Behavior” (ALL); Chapter 3, “A Research Odyssey:
Methodological Considerations,” ONLY pp. 48-49 (“The Survey”) and pp. 57-61
(“Major Scales and Measures”); skim Appendix A, “Questionnaire.”
5 WRITING THE THESIS (Umberto Eco.
How to Write a Thesis)
|
|
Sixth Week
October 7
Monday
13:05-16:45
|
·
MA Student
Yelnaz Kembayeva’s thesis proposal presentation:
Regional
Integration and Central Asia: As a Case of Kazakhstan
· Chapter 11
Nonreactive Research and Secondary Analysis
Nonreactive Measurement
Content Analysis
Existing Statistics/Documents and Secondary Analysis
Secondary Analysis of Survey Data
Issues of Inference and Theory Testing
Ethical Concerns
· Chapter 12
Analysis of Quantitative Data
Dealing with Data
Results with One Variable
Results with Two Variables
More than Two Variables
Inferential Statistics
· Sampling: William Gamson, excerpts from The Strategy of Social Protest, 2nd
ed., Wadsworth, 1990. Pp. 1-5, 14-27,
286-294.
6 THE FINAL DRAFT (Umberto Eco.
How to Write a Thesis)
Quiz - 2
|
|
Seventh Week
October 14
Monday
13:05-16:45
|
·
Part IV Qualitative Data Collection and
Analysis
· Chapter 13 Field
Research and Focus Group Research
Understanding Field Research
The Field Research Interview
Data Quality
Ethical Dilemmas of Field Research
Focus Group Research
· Experimental Design: John B. Jemmott III, Loretta Sweet Jemmott,
and Geoffrey T. Fong, “Abstinence and Safer Sex HIV Risk-Reduction
Interventions for African American Adolescents: A Randomized Controlled Trial.” JAMA,
Vol. 279 (May 20, No. 19), 1998, pp. 1529-1536.
· Survey Design: John N. Edwards, Theodore D. Fuller*,
Sairudee Vorakitphokatorn, and Santhat Sermsri. Chapter 3, “A Research
Odyssey: Methodological
Considerations” (including the few pages you previously read for Week
6). In Household Crowding and Its Consequences, Boulder: Westview, 1994. Review Chapter 1 of this reading from Week
6, if you need it to remind you of the study’s context.
7 CONCLUSIONS (Umberto Eco.
How to Write a Thesis)
Term
Project: Phase -2
Introduction,
Methodology and Literature Review: Please email me Phase-2 thesis project, 1000
- 1500 Words with clear title, email me with word.docx to tugrulkeskin@t.shu.edu.cn
Do
not forget to include your full official name or your email will be
disregarded!
You
should have three sections in Phase -2:
·
Introduction
·
Methodology
·
Literature Review
|
|
Eighth Week
October 21
Monday
13:05-16:45
|
· PhD Student
Zeynep Beril Yolacan’s PhD proposal Presentation:
What kind of ethical problems do
deepfakes made using artificial intelligence cause inappropriate use?
· Chapter 14
Historical-Comparative Research
A Short History of Historical-Comparative
Research
Research Questions Appropriate for
Historical-Comparative Research
The Logic of Historical-Comparative Research
Steps in Conducting a Historical-Comparative
Research Project
Data and Evidence in Historical Context
Comparative Research
Equivalence in Historical-Comparative Research
Ethics
· Secondary Data Sources: K. Jill Kiecolt*,
“Satisfaction with Work and Family Life: No Evidence of a Cultural
Reversal.” Journal of Marriage and Family, Vol. 65 (February), pp. 23-35,
2003.
· Quantitative Data Analysis: William Gamson, “Combat Readiness,” from The Strategy of Social Protest, 2nd
ed., Wadsworth, 1990, pp. 89-109. (not assigned to a presenter;
contingency-table analysis with chi-square in graph form)
Critical Thinking: A Literature Review.
Emily R. Lai. Pearson, 2011. https://images.pearsonassessments.com/images/tmrs/CriticalThinkingReviewFINAL.pdf
Quiz - 3
|
|
Ninth Week
October 28
Monday
13:05-16:45
|
·
MA Student Andrew
Alexander’s thesis defense presentation:
Systems
of AI Production: An Investigation of
Technique and China’s Artificial Intelligence (人工智能) Manufacture Network
· Chapter 15
Analysis of Qualitative Data
Comparison of Methods of Data Analysis
Coding and Concept Formation
Analytic Strategies for Qualitative Data
Other Techniques
Thinking
about Method: A Conversation with Talal Asad by Basit Kareem Iqbal. Qui Parle
(2017) 26 (1): 195-218. https://read.dukeupress.edu/qui-parle/article-abstract/26/1/195/129671/Thinking-about-MethodA-Conversation-with-Talal
|
|
Tenth
Week
November
4
Monday
13:05-16-45
|
· Chapter 16 Writing
the Research Report and the Politics of Social Research
The Research Report
The Politics of Social Research
Objectivity and Value Freedom
·
Field Research: Sheba George, “‘Dirty Nurses’ and ‘Men Who
Play’: Gender and Class in
Transnational Migration.” Pp. 144-174
in Global Ethnography: Forces, Connections, and Imaginations in a
Postmodern World, Michael Burawoy et al.
Berkeley: University of
California Press, 2000.
·
Historical-Comparative
Research: Dwight
B. Billings, “Class Origins of the ‘New South’: Planter Persistence and Industry in North
Carolina.” American Journal of Sociology, Vol. 88, Supplement, pp. S52-S85,
1982.
·
Qualitative Data
Analysis (also Historical-Comparative): Dale W. Wimberley*,
“Setting the Stage for Cross-Border Solidarity: Movement Spillover and Early Mobilization
in the Nicaragua Labor Rights Campaign.” Labor
Studies Journal, Vol. 34 (September, No. 3), pp. 318-338, 2009.
· Mohammed A
Bamyeh. Ways to write a good book review
Quiz – 4
|
Deadline for Thesis Proposal/Final Paper
November 17, 2019
Sunday Midnight, 23:59
1000 - 1500 Words with clear
title, email me with word.docx to tugrulkeskin@t.shu.edu.cn
Do not forget to include your
full official name or your email will be disregarded!
·
Title
of Your Paper
·
Your
Full Name
·
Abstract
(200 to 300 words)
·
Introduction
(500 words)
·
Methodology
500 to 600 words)
·
Literature
Review (800 to 1000 words)
·
Conclusion
(300 to 400 Words)
·
Bibliography/References
(Sample articles for
references/bibliography)
