independent study

1. 1
ARTE 692
5/24/17 – 8/16/17
Justification:
I would like to request the opportunity to take an independent study worth 2 credit hours over the
summer of 2017. The project would involve a literature review concerning the software
programming language R and the quantitative discourse analysis package (qdap) developed by
Rinker (2016). For my dissertation, I would like to conduct research that involves quantitative
discourse analysis in art education. Examples of prior educational research involving quantitative
discourse analysis includes a study of student initiated checks of understanding (Shepherd, 2012),
and a study of argumentation and creativity in problem solving high school algebra students (Chiu,
2008). When the time is right, I will submit a proposal to the VCU Office of Research Subjects
Protection to ensure that my research is grounded in best practices for educational research. I will
then identify schools, teachers, and art classrooms for study and obtain consent from all
stakeholders, including: teachers, administrators, parents and guardians, students, and any research
associates.
I would like to outfit each participant with a clip-on microphone and a recording device such as an
iPod. At the beginning of each art class, the teacher and the students will turn their recording
devices on. I would use voice-to-text transcription software and manual editing of the transcribed
text to create a time-indexed transcription of all conversation (with pseudonyms) that occurs in the
class. It might look something like this:
1 9:15 Ms. Thibodeaux Damian Noel Jordan
2
I like the way this group is
using color. What are you
thinking about as you get
started?
3 I want to paint a firetruck. Minecraft Zoo Tycoon
4 May I have a scissors?
5 9:16 She stepped on
my shoe.
I will then analyze these texts with software designed for this purpose. One possible tool is qdap
(Rinker, 2016). Qdap is an assemblage of files in the R programming language, an open source
software environment for statistical computing and graphics. Given my limited current knowledge,
I will rely on Rinker (2016) for a description the purpose of qdap:
Automates many of the tasks associated with quantitative discourse analysis of
transcripts containing discourse including frequency counts of sentence types,
words, sentences, turns of talk, syllables and other assorted analysis tasks. The
package provides parsing tools for preparing transcript data. Many functions enable
the user to aggregate data by any number of grouping variables, providing analysis
and seamless integration with other R packages that undertake higher level analysis
and visualization of text. This affords the user a more efficient and targeted

2. 2
analysis. 'qdap' is designed for transcript analysis, however, many functions are
applicable to other areas of Text Mining/Natural Language Processing (p. 1).
What is the justification for conducting a literature review concerning a programming language
and software in the field of art education? When evaluating the trustworthiness of dissertation
research, Rallis and Rossman (2012) identify important considerations: “the researcher develops
a coherent and logical argument and uses evidence to support the argument and build
trustworthiness” (p. 50). Peer review of research is subject to the judgements of a normative group.
Rallis and Rossman (2012) argue, “the normative group, especially in social sciences whose aim
is to produce knowledge to serve the human population, often extends- and should extend- beyond
scientists” (p. 51).
In consideration of the ideas, from Rallis and Rossman (2012), that “inquiry is, in essence, shared;
it sits with a community as we put forward our process to others,” and that “knowing suggests a
particular normative status,” trustworthy research may be considered as compliant with norms.
For example, the research must demonstrate compatibility with the norms established by
institutional review boards for human experimentation. Literature review can help situate
dissertation research within lines of inquiry valued and identified as incomplete by other
researchers. By considering trustworthiness as a context-dependent construct established and
enacted by a normative group, I can help establish the trustworthiness of my dissertation research
by identifying the concerns of the normative group that ideally I would want involved in my
research. Attracting and responding to critique and feedback from stakeholders who are affected
by or seek to influence developments in art education will provide grounds for my trustworthiness
as a researcher, if I demonstrate that I understand their questions and answer them to the best of
my ability.
Consciously inviting and responding to critique and review from individuals who do not identify
as scientists will help me to demonstrate the trustworthiness of my research. One way to include
these voices would be to invite scholars from humanities fields to join my dissertation committee,
such as visual artists, writers, and philosophers. Secondary teachers, sociologists, anthropologists,
and educational scholars, particularly specialists in critical theory and postmodern thought, would
provide important insights that would help me direct my research to address problems of
importance to the art education community that I otherwise might miss. It is of value to seek out
individuals who hold opposing viewpoints. If my committee is composed of reviewers who
meaningfully disagree with each other and with me on issues relevant to my dissertation, their
critiques could help me increase the validity and generalizability of my study. Inquiry into the
nature of a quantitative methodology that could be useful for art education research should be
subjected to critiques from critical theory, which are of concern to the art education community.
This independent study will consist of a literature review concerning the use of qdap and the R
programming language in discourse analysis. Conducting the literature review may help me
prepare for the qualification exam because the methodology could be aligned to be consistent
which the concerns and content that will be assessed in the qualification exam. Rather than reduce
the amount of time I have to prepare for the exam it will increase the amount of preparation I have
for the exam.

3. 3
Timeline:
I would request weekly or biweekly meetings (30 minutes) with Dr. Wilson McKay, ideally on
Mondays or Wednesdays at 2:00PM starting on May 22, or May 24, 2017. These can be canceled
as needed by Dr. Wilson McKay. I will commit to being present and prepared for a 30-minute
update on my progress and any questions proposed and to meet the following deadlines. I will
independently and proactively conduct research and writing and will revise my work according to
Dr. Wilson McKay’s instructions and will request her advice as I continue the project.
May 24 Reading
May 31
June 7 Outline
June 14
June 21 Abstract
June 28 References
July 5
July 12
July 19 Rough Draft
July 26
August 2
August 9
August 16 Submit Final Literature Review

4. 4
References:
Chiu, M. (2008). Effects of argumentation on group micro-creativity: Statistical discourse
analyses of algebra students’ collaborative problem solving. Contemporary Educational
Psychology, 33(3), 382-402.
Rallis, S., & Rossman, Gretchen B. (2012). The research journey: Introduction to inquiry. New
York, NY: The Guilford Press.
Rinker, T. (2016). Bridging the Gap Between Qualitative Data and Quantitative Analysis.
Retrieved from, https://cran.r-project.org/web/packages/qdap/qdap.pdf
Shepherd, Michael A. (2012). A Quantitative Discourse Analysis of Student-Initiated Checks of
Understanding during Teacher-Fronted Lessons. Linguistics and Education: An
International Research Journal, 23(1), 145-159.