Where indicated, a one to two page Summary & Review essay or an Annotated Bibliographic entry is due. These documents are to be submitted electronically to Dr. Hauk, hauk@unco.edu by 5pm on the due date.

1. Read the article handed out in class on Tuesday: Milner, H. R. (2007). Race, culture, and researcher positionality: Working through dangers seen, unseen, and unforeseen. Educational Researcher, 36(7), 388-400.
   Note: Summary & Review of the above article is due on 22 Jan.
2. Read pages 1-73 in Patton (2002), Qualitative Research & Evaluation Methods. Take notes as you read and/or write a summary of the reading.
   Be prepared to discuss the readings in-class (on Thursday 17 Jan.)

1. Read through page 103 in Patton's Qualitative Research & Evaluation Methods.
2. Read and prepare discussion points for short article handed out in class on 17 Jan.
3. S&R for first article, due at 5pm.

1. Read pages 161-170 in Patton's Qualitative Research & Evaluation Methods.
2. Be prepared to discuss paper: Troiano, P. F. (2003). (PDF file, ~224 Kb) College students and learning disability: Elements of self-style. Journal of College Student Development, 44, 404-419. Note: Annotated Bibliography of paper due by 5pm, Wednesday, 06 February.
3. NOTE: Revision of first S&R due electronically by 5pm today, 2/5/08.

1. Read pages 170-182 in Patton's Qualitative research & evaluation methods.
2. Prepare a Summary of Readings in outline form (of the readings to date in the course, not to exceed 3 pages). At the end of the summary include a section called Connections where relationships between and among readings from this and other classes are briefly described.
   Suggested organization:
   Page 1: Annotated bibliographic entries for each article
   Page 2: Bullet points highlighting content in Patton and Strauss & Corbin.
   Page 3: Connections.
3. Find and bring to Thursday's class an ethnographic or auto-ethnographic study about mathematics teaching and/or learning.

1. Read pages 191-198, 202-205, and 541-553 in Patton's Qualitative research & evaluation methods.
2. Each copy-editing team reads and prepares a single copy-edited version of manuscript chosen in class on Thursday 2/7.

1. Read Chapter 6 in Corbin & Strauss' Basics of Qualitative Research.
2. Prepare Annotated Bibliography for Jacobs, S. R., & Dodd, D. K. (2003) [PDF file]. Student burnout as a function of personality, social support, and workload. Journal of College Student Development, 44, 291-303.
3. Note: Due date & time for annotated bibliography on Jacobs and Dodd (2003) tentatively set for 5pm, Friday, 2/15/08.
4. Make notes about what sort(s) of qualitative research might be done to extend and/or follow-up on Jacobs & Dodd's work in a collegiate mathematics setting.

1. Complete reading of the two ethnography articles (yours and your ethnography article pair-share partner); also see (2) below!
2. Prepare S&R notes for chosen article (choose from among the manuscript you copy-edited and the two ethnography articles you just read).
3. In-class discussions of:
   1. recent reading in Patton (including continuing discussion of the potential intersections beteween qualitative evaluation and requirements for funding of projects under NCLB act) and reading in Corbin & Strauss
   2. extending Jacobs & Dodd (2003)
   3. ethnography articles
   4. copy-editing experience
   5. Team Projects and directions for exploratory research regarding them.

• NOTE: S&R due by 5pm MONDAY, 2/25 [due date extended].
• Read Chapters 3 & 4 in Corbin & Strauss' Basics of Qualitative Research

1. Read pages 207-242 in Patton's Qualitative Research & Evaluation Methods.
2. Do/continue labeling, coding, and memoing regarding project topic area.
3. In class: finalize abstract to be submitted for Research Day (10 April 2008) poster presentation, 150 words or fewer. Help on writing an abstract: Guide to Writing a Poster Abstract for Research in Collegiate Mathematics Education.

1. Read pages 242-257 in Patton's Qualitative Research & Evaluation Methods.
2. Read Chapter 5 in Corbin & Strauss' Basics of Qualitative Research

• Read the first three "chapters" of the NSF User-friendly handbook for mixed method evaluations.

• Read pp. 259-268 in Patton
• In Corbin & Strauss read through end of Chapter 2 (i.e., read pp.35-65)
• In-class: Project Team Day (note: poster summary due 3/27).

• Read pp. 269-279 in Patton.
• Project poster summary due (2 to 3 pages, see example posters in hallway for content).
• Summary & Review 2 final draft due by 5pm (email to Dr. Hauk).

• Read pp. 279-309 in Patton.
• Draft of S&R 3 due by 5pm (email to Dr. Hauk).
• In-class: Project Team Day - draft poster, full size. Go to storage room to get a foam board to use in mocking up poster, bring board to class along with printout(s) in 30 point font of textual material for poster.

• Read pages 310-332 and 339-354 in Patton.
• Read Chapter 7 in Corbin & Strauss.
• Read Chapters 4, 5, and 6 in NSF User-friendly handbook for mixed method evaluations..
• Draft Power Point slide of poster due by 5pm.

• Read pages 364-384 in Patton.
• Draft S&R 4 due by 8pm Wednesday, 4/9 [NOTE: CHANGE IN DUE DATE/TIME] (email to Dr. Hauk).
• Final Power point poster due for printing by 12 noon (note: this is BEFORE class meeting time).

• Read pages 385-405 in Patton.
• Read Chapter 8 in Corbin & Strauss.
• Final version of S&R 3 due by 8pm Friday, 4/18 [NOTE: CHANGE IN DUE DATE/TIME].

• Read pages 405-418 and 429-440 in Patton.
• Read Chapter 9 in Corbin & Strauss.
• Read short article: Gage, N. L. (1991). [PDF file] The obviousness of social and educational research results. Educational Researcher, 20(1), pp. 10-16.

• Read pages 440-462 in Patton.
• NOTE: S&R 3 final draft due by 8pm Friday, 4/18; email to Dr. Hauk.

• Read pages 467-480 in Patton.
• NOTE: S&R 4 final draft due by 8pm, Wednesday, 4/23; email to Dr. Hauk.
• In Class: Discuss readings and comp items generated last week by class.

• Read Chapter 12 in Corbin & Strauss.
• Read pages 541-554 in Patton.
• Discuss readings.

• Read and prepare discussion notes for: Herzig, A. H. (2002) [PDF, ~180kb]. Where have all the students gone? Participation of doctoral students in authentic mathematical activity as a necessary condition for persistence toward the Ph.D. Educational Studies in Mathematics, 50, 177-212.
• Read Chapter 13 in Corbin & Strauss.

• Read Chapter 10 in Corbin & Strauss.
• In Class: Discuss readings.