SYLLABUS
Title: Research Methods and Design – Summer 09
COURSE NUMBER: EDU 612
CREDIT HOURS: Three Semester Hours
INSTRUCTOR: Dennis D. Cartwright, Ph.D., Don Burwell, Ph.D.
OFFICE/HOURS: Jewett Suite 100 or TLC – by appointment
Dennis – phone 5815, cell 880-9781
Don – phone 5232, cell 880-2739
ROOM/TIME/DAY – TLC Computer Lab/ 8:45-12:00 Monday/Wednesday
Course Rationale:
The knowledge bases of teaching and learning are dynamic. Educational practice must change to meet the needs of a changing society. The driving forces of this change must be research and the best practice supported by research. Educational leaders must be able to evaluate the design of the research about which they read and the degree to which the results can be generalized to the specific setting in which they practice. In this day of demand for accountability, educators must be able to gather and analyze data to make decisions for their practice and share results with other professions and policy makers.
Course Description:
This course is designed to help masters candidates in education (a) learn how to use the methods and findings of educational research to address professional issues and problems; and (b) complete a master’s thesis. These goals will be accomplished by helping candidates develop skills to identify, interpret, evaluate, and apply the findings of research studies and research reviews, and by providing a foundation in the design and conduct of a literature review and research project related to candidate’s specific interest.
Course Objectives:
1. Candidates will be able to use a variety of electronic and manual indexes and references to find research relating to educational topics.
2. Candidates will be able to describe the following:
a. how knowledge related to education is acquired, used, and shared
b. role of research in the professional setting
c. most common models of research design used in education including the advantages and limitations of each design
d. types of measures used as dependent variables and how they can be evaluated (reliability & validity)
e. statistical tools most commonly applied and the propriety of their application.
f. meaning of level of significance and its interaction with sample size.
g. types of error and how they are controlled or accounted for in research.
h. how to determine the most appropriate approach to sampling.
i. evaluate quantitative and qualitative research studies to determine strengths and limitations of designs used by the researchers.
j. how educators make appropriate applications of research to address problems in a local setting
k. explain the legal and ethical implication of research that involves human participants
3. Candidates will be able to develop a proposal (draft of thesis chapters 1,2,3) for the investigation of a question or questions using APA format.
Conceptual Framework:
An Educative Learning Community
Community
Critical & Caring Pedagogy Constructivism
All learners, the professors and the candidates, are encouraged to reflect on the elements of the conceptual framework as together they stomp the grapes of knowledge in this class.
Required Textbook:
Wiersma, William (2000). Research methods in education: An introduction (7th ed.). Boston: Allyn & Bacon ( Note: Students my choose to use edition 9 if they prefer)
American Psychological Association. (1994). Publication manual: American Psychological Association (6th ed.). Washington, D.C.: Author. (Note: this will not be available until mid-summer
Other references:
Candidates will review journal articles describing educational research.
Suggestions for Getting the Most from the Course:
This is a course that includes content for which some candidates may have little background. It is expected that all participants have read the assignments carefully prior to coming to class. It will be to the candidates’ advantage to read research reports from a variety of journals beginning in the first week of the class. These articles may also be useful in completing the project.
Expectations and Academic Requirements:
Project: Candidates will develop a proposal for a study to include the following sections:
- Title Page
-Table of Contents
- Abstract (this section will be empty until study is compete)
-Chapter #1 Introduction – problem question/hypothesis, definitions etc.
-Chapter #2 Review of Literature
-Chapter #3 Method and Procedure
Quality Work:
Because this is a graduate class it is expected that all candidates will do quality work. Quality work is usually defined as 80% or better. The instructors will make all reasonable efforts to assure that quality work is accomplished by all candidates.
Class Participation:
The format of the class will provide opportunity to discuss the concepts covered in the context of reviewing the published studies. It is a goal to move all candidates well beyond the knowledge level of mastery. This level of mastery will be assessed, in part, through oral testing. Therefore, participation and the related cognitive processing that is involved in putting thoughts into words will be helpful. Candidates are expected to attend all class sessions. If an absence is anticipated, please talk with the instructor in advance. Excessive absences can be reflected in the final grade.
Exams:
There will be an assessment opportunity approximately half way through the class and a comprehensive final. At least one of these assessment opportunities will be oral.
Evaluation Criteria:
Class participation/quizzes/questions/assignments 10%
Project 40%
Mid term tests 20%
Final 30%
Grading Scale:
A 100 – 93
A- 92 – 90
B+ 89 – 87
B 86- 83
B- 82 – 80
etc.
Accommodations:
If someone in the class has a special need that is the result of a disability or unique learning style, the instructor would appreciate hearing from that person early in the course. The instructor is reasonably certain that appropriate arrangements can be made to assist the individuals.
Academic Integrity:
The College of Idaho seeks to establish academic integrity through the implementation of the Honor Code. The professor interprets the honor code as finding that following practices unacceptable:
1. Cheating in its various forms, whether copying another student’s work, allowing your own to be copied, using unauthorized aids on an examination, having someone else take an exam for you (in class or take-home), submitting as your own another person’s work, rescheduling an exam relying on a false excuse;
2. Plagiarizing, i.e. presenting as your own the words or ideas of another person, including inadequate documentation of sources (electronic, Internet, or print) and excessive dependence on the language of sources even when documented, relying on a similar order of sentences while altering a few words or word order;
3. Submitting the same work for more than one course or assignment without prior written approval from the professor;
4. Using copyrighted material without appropriate citation or copying software or media files (such as music, movies, etc.) without permission;
5. Fabricating data: This includes falsifying or manipulating data to achieve desired results, reporting results for experiments not done (dry labbing), or falsifying citations in research reports;
7. Denying other individuals access to academic information whether in the classroom, library (by hiding books, for example), or computer lab;
8. Destroying, altering, or tampering with another student’s work to impede academic progress;
Individuals who either witness or have knowledge of violations are responsible for informing the instructor or appropriate college personnel. At the instructor’s discretion, depending on the nature of the offense, the student’s grade or ability to earn credit for the course may be affected. If candidates violate the principles of academic integrity they will be reported to the Vice President for Academic Affairs. Violations may also lead to further disciplinary action.
Course Bibliography:
Borg, W. R., Gall, J. P. & Gall, M. D. (2005). Applying educational research: A practical guide
(5th ed.). New York: Longman.
Elliot, J. (1991). Action research for education change. Milton Keynes, Buckingham, U.K.: Open University Press, 1991.
Jenkins, L. (1997). Improving student learning: Applying Deming’s quality principles in classrooms. Milwaukee, Wisconsin: ASQ Quality Press.
Kember, D. & Gow, L. (1994). Orientations to teaching and their effect on the quality of student learning. Journal of Higher Education, 65. pp. 58-74.
Kember, D. & Kelly, M. (1993). Improving teaching through action research. New South Wales, Australia: HERDSA Green Guide No. 14.
Kember, D. & McKay, J. (1996, September/October). Action research into the quality of student learning. Journal of Higher Education, 67(5).
Sagor, R. (2000). Guiding school improvement with action research, Association for Supervision and Curriculum Development: Alexandria, VA.
