Get Best CJUS 750 – Qualitative Methods of Research
Get the Best CJUS 750-Qualitative Methods of Research
This course will suggest the kinds of phenomena for which qualitative approaches are most apt to be useful, and equip students with the skills necessary to successfully conduct sound and ethical studies. The epistemological bases for such approaches and the complementary aspects of qualitative approaches will be explored in great detail. Emphasis will be on a hands-on approach how to field research, case studies, interviews, etc.
For information regarding the prerequisites for this course, please refer to the Academic Course Catalog.
When it comes to qualitative research in policing, framing and context are pivotal when implementing policy changes. In policing today, policies and procedures today coming under more scrutiny, it is important for policy planners, analysts, researchers, and practitioners to understand and apply the same language when analyzing and presenting data. Evidence-based policing is becoming more mainstream in the criminal-justice field, and there is a growing need for many in the field to be able to accurately collect, analyze and report complex qualitative data/case studies. Today, stakeholders are holding the policing profession more accountable. In today’s climate, this level of accountability will require all skilled researchers and transformational leaders to explore and find ways to conduct a highly effective study, as well as infuse the results of these studies into practice, and shape policy.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Synthesize biblical principles of government and history with the current public policy arena.
- Synthesize a biblical model of statesmanship to the policy arena.
- Examine policy issues in light of biblical, constitutional, and political lenses.
- Create a comprehensive paradigm for addressing policy issues.
After reading the Course Syllabus and Student Expectations, the student will complete the related Quiz: Checklist found in the Course Overview.
Discussions are collaborative learning experiences. Therefore, the student is required to provide an original thread in response to the provided promptly for each Discussion. Each original thread must have a title header, a subtitle for each discussion question, 500 words, at least two citations (scholarly articles, and incorporate ideas and citations from all of the required readings and presentations for the assigned week), and a biblical integration. Further, each paragraph should have a minimum of four complete sentences with supporting citation(s) if needed. In addition to the original thread, the student must reply to at least 2 other classmates’ threads. Each reply must be 250 words and include citations from at least 1 scholarly source. Each thread and reply must follow the current APA (current edition) format.
This paper requires the student to conduct a scholarly literature review on the subject of evidence-based policing. Students will write an 8-10 page literature review analyzing various qualitative studies on this topic. Students will keep the context within the framework of evidence-based policing, and how it can be beneficial to the criminal justice field. At least 15 scholarly sources must be cited in APA format.
This paper requires the student to conduct an annotated bibliography. Students will write a 5-7-page annotated bibliography on the various approaches to qualitative inquiry. The student will describe how the different techniques can contribute to the criminal justice field. At least 10 peer-reviewed journal articles or scholarly books are cited and integrated.
This paper is an effort to develop research questions based on a review of research done in previous assignments. Students must develop 3–5 research questions and 5–10 open-ended interview questions.
Students will write 10–12 pages on a provided ethical scenario in which they will justify their actions in that dilemma. Students must cite the required reading and presentations in addition to additional scholarly research. A total of at least 10 scholarly sources must be cited.
Students will write the 3-page paper based upon a focused observation exercise in which they record their observations and apply thoughts and ideas from the required reading and presentations from the assigned Module: Week.
Students will write a 3–5-page paper in which they analyze the interview transcripts compiled in the Developing Qualitative Research Questions Assignment. Students will look for major and minor codes, looking for patterns, relationships, and further categorizations.
Students will write a 5–7-page paper analyzing the qualitative data of a published journal article. Students will also write a short autoethnography.
Students will write a 5–7-page paper based on their Observations Paper Assignment. They will express themes, patterns, and descriptions; what to use as supporting evidence; and which interviewee words to include and which to leave out (if applicable). They will also decide on the logical order for the combined report, and discuss further implications for future research. At least 10 scholarly sources must be cited in this assignment.
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