[Xmca-l] Re: job-CSU Sacramento

[mike cole]

Hi Julian & Huw-

This seems just right to me:

Every quantitative analysis/result demands a qualitative
framework/interpretation; and almost all, or anyway more than we think
qualitative research opens the possibility of quantitative models.

And its interesting to think of quality as a "measure" of systems
properties. Sounds positively quantitative!

mike



On Wed, Oct 18, 2017 at 12:59 AM, Julian Williams <
julian.williams@manchester.ac.uk> wrote:

> Lynda
>
> Just to say for the list that I appreciate your need for qualitative
> expertise, especially in a culture where perhaps 'quantitative researchers'
> dominate (here its the opposite: we have a struggle to keep some
> quantitative courses on our training programmes).
>
> Innumerate/illiterate may sound unkind and if so I apologise: no offence
> meant.
>
> I still sigh at the term 'qualitative researcher' and even more
> 'quantitative researcher', which seems often to imply a specialism and even
> a closing of doors to new work. Every quantitative analysis/result demands
> a qualitative framework/interpretation; and almost all, or anyway more than
> we think qualitative research opens the possibility of quantitative models.
> If a research identity is bound up with the division we close doors.
>
> Julian
>
> ________________________________________
> From: xmca-l-bounces@mailman.ucsd.edu [xmca-l-bounces@mailman.ucsd.edu]
> on behalf of Kris Gutierrez [gutierkd@gmail.com]
> Sent: 18 October 2017 04:53
> To: eXtended Mind, Culture, Activity
> Subject: [Xmca-l] Re: job-CSU Sacramento
>
> Well said, Lynda!
>
> Kris D. Gutiérrez
> Carol Liu Professor
> Graduate School of Education
> Prolepsis Design Collaborative
> University of California, Berkeley
> 5629 Tolman Hall
> Berkeley, CA 94720-1670
> gutierrkd@berkeley.edu
>
>
>
>
> > On Oct 17, 2017, at 8:30 PM, Stone, Lynda <lstone@skymail.csus.edu>
> wrote:
> >
> > Hi again Julian‹just saw this response.
> >
> > There was a reason for the qualitative emphasis and it had more to do
> with
> > competencies with
> > qualitative rather than lack of quantitative methodological knowledge‹I
> am
> > assuming folks would have both.
> > However, I have discovered that those who attain there PhD¹s here in
> > traditional human development programs (at least those who
> > apply for our positions) often have only a superficial knowledge of
> > qualitative research and no experience with it, as this is the case
> > with many of our faculty who are well trained to do laboratory research‹-
> > The best approach, of course, is to generate an interesting research
> > question and then utilize whatever methods are appropriate for this
> > question. So the emphasis in the job call was to meet programmatic needs.
> > I hope this helps you understand why ³qualitative² was placed in the
> > requirement‹ My guess is that degrees in human development in your
> > setting might offer course work and practical experience in both methods,
> > as did my training.
> >
> > Sincerely,
> > -lynda
> >
> >
> >
> >
> >
> >
> > Lynda Stone, Ph.D.
> > Professor
> > Child Development
> > CSUS/UC-Links After-school Program Director
> >
> >
> >
> >
> >
> > On 10/17/17, 2:35 PM, "xmca-l-bounces@mailman.ucsd.edu on behalf of
> Julian
> > Williams" <xmca-l-bounces@mailman.ucsd.edu on behalf of
> > julian.williams@manchester.ac.uk> wrote:
> >
> >> Lynda
> >>
> >> Always depressed to see researchers described as 'qualitative'
> presumably
> >> as opposed to 'quantitative' and therefore presumed to be innumerate,
> >> instead perhaps of being illiterate.
> >>
> >> Sigh.
> >>
> >> Julian
> >>
> >>> On 17 Oct 2017, at 21:06, Stone, Lynda <lstone@skymail.csus.edu>
> wrote:
> >>>
> >>>
> >>> Hello All!
> >>>
> >>> Here is a description of job opening for a qualitative researcher
> >>> grounded in human development and interested in educational settings‹
> >>>
> >>>
> >>> Responsibilities include:
> >>> € Teaching undergraduate and graduate courses in Child/Human
> >>> Development, specifically courses related to qualitative research
> >>> methodology and areas of interest;
> >>> € Maintaining a rigorous program of research related to school- and/or
> >>> community-based qualitative research;
> >>> € Supervising and sponsoring student scholarship; assisting with
> >>> advising and curriculum development/assessment;
> >>> € Working collegially with other faculty; and
> >>> € Contributing to service in the department, college, university, and
> >>> profession.
> >>>
> >>>
> >>> Required Qualifications
> >>>
> >>> € An earned Ph.D. in Child/Human Development, Applied Developmental
> >>> Psychology, Developmental Psychology, Developmental Science, Education,
> >>> and
> >>> Psychology, or an equivalent program. ABD candidates will be
> >>> considered. If ABD, all degree requirements must be completed by August
> >>> 2018
> >>> € Specialization in qualitative research methods with a strong emphasis
> >>> in developmental theory.
> >>>
> >>>
> >>> Preferred Qualifications
> >>>
> >>> € Demonstrated leadership potential;
> >>> € Interpersonal skills;
> >>> € Ability to work with children, students, families, and communities
> >>> representing diverse populations from diverse backgrounds;
> >>> € Demonstrated experience and effectiveness in college level,
> >>> undergraduate, and/or graduate level teaching;
> >>> € Clearly defined interdisciplinary program of qualitative research and
> >>> publication focusing on children, adolescents, and/or young adults, or
> >>> demonstrated potential for establishing such a record;
> >>> € Experience in educational settings and/or curriculum development.
> >>>
> >>>
> >>>
> >>>
> >>>
> >>>
> >>>
> >>>
> >>> Lynda Stone, Ph.D.
> >>> Professor
> >>> Child Development
> >>> CSUS/UC-Links After-school Program Director
> >>>
> >>
> >
> >
>
>