TOURO UNIVERSITY - CALIFORNIA
COLLEGE OF EDUCATION
EDU 710:
Introduction to Research for Educators
COURSE DESCRIPTION:
Introduction to Research for Educators provides an overview of qualitative and
quantitative research methods commonly used on the area of education and
related social science fields. Master of
Arts students will learn how to read and evaluate research studies, analyze
data, and design a masters’ project proposal that lends itself to adequate
follow-up research to support your efforts in developing your project.
Primary Course Resources: www.mrgibbs.com/tu | http://tubenicia.pbwiki.com
· To teach effectively for the 21st Century Student
· To understand the nature and design of educational research
· To become familiar in the vast body of existing educational research
· To learn how to analyze and review educational research
· To construct a valuable, comprehensive masters project proposal based on experience and exposure to course content
The Student Will:
· Engage in lectures, class and online discussions, textbook readings, and online readings that address the nature and terminology of educational research
· Read a variety of instructor-provided research articles and share findings in class discussions
· Learn to write literature reviews that adhere tightly to all APA format requirements
· Write two concise literature reviews of the research
· Develop a masters project, write an outline, and present it orally to the class
The Student Will:
· Understand the nature of educational research and APA format well enough to write exemplary literature reviews
· Understand the most current and salient educational research being conducted by the educational community
· Understand the uniqueness of the needs of the 21st Century learner and how to teach for 21st Century students
· Know what it takes to develop a masters project that has significant positive impact on students, teachers, and the educational community at large
· Know how to stay abreast of educational research, trends, and discoveries for life-long learning
It is assumed with this class that each student has home access to the Internet and has the appropriate software for creating, submitting, and sharing files. Microsoft Office is preferred, and either Mac or PC platform is acceptable. Each person should have their Touro library and Blackboard access. Links to research and other online resources will be posted on the class websites www.mrgibbs.com/tu and http://tubenicia.pbwiki.com
It is expected that the email addresses provided to me can be shared with other students in the class. If you would prefer your email not be shared, please create an alternative email address for this class and send it to me asap.
1. We are all intelligent adults and tend to
learn best, given the appropriate resources and access to necessary
information, when we are allowed to pursue and construct our own meaning and
relevance. You are asked to assume
responsibility for your own learning.
2. We are all intelligent adults who, when given
the opportunity, will act in a responsible, ethical, and sensitive manner. You are asked to assume responsibility for
your own behavior.
1. Understand the principles of scientific inquiry in educational research.
2. Be able to read, understand, critique, and use published research reports across a broad range of topics in education.
3. Understand the process of conceptualizing, developing, and conducting an education-related research study.
4. Understand the strengths and limitations of different methodologies used in research;
5. Be able to locate journal articles, books, and documents on a specific topic using book, journal, and internet based searches.
6. Be able to cite and reference journal articles and books using the Publication Manual of the American Psychological Association (5th edition).
7. Provided with a research question, the student will be able to develop a research proposal using the quantitative methods of inquiry. The proposal will attend to the issues of sampling, hypothesis, statistics, validity, reliability, tolerance level, acceptance or rejection of null hypothesis, etc.
8. Provided with a research question, the student will be able to develop a research proposal using the qualitative methods of inquiry. The proposal will attend to researcher subjectivity, site selection, sampling, validity, pattern-seeking, interpretation etc.
The primary purpose of this course is for the student to learn how to evaluate educational research, develop skills in using research in their professional practice, and to learn the basics of how to conduct research in education using qualitative and quantitative methods of inquiry.
Johnson, B, & Christensen, L (2007). Educational
Research: Quantitative, Qualitative, and Mixed Approaches. Thousand Oaks,
CA: Sage Publications, Inc.
American Psychological Association. (2001). Publication manual of the American Psychological Association (5th edition). Washington, DC: American Psychological Association.
PURPOSE: To give students experience in reading and evaluating professional journal articles.
Students will complete three article critiques of empirical articles (not discussion or review articles) that are of interest to the student.
Each student will review:
Critique 1, Quantitative or single-case
Critique 2 Qualitative
The journal articles need to be related to education and come from professional journals. ERIC articles are not acceptable unless they are articles from a professional journal. Articles from Web sites, newspapers and/or popular press magazines are not acceptable for this assignment.
Each critique should be typed (double spaced) and no longer than 3 pages.
Suggested articles to review are included with this syllabus, however, students are free to choose other articles. Please submit a copy of the article with your critique unless you first check with Happy to make sure that he has a copy of the article in his library (if he does then you don’t have to submit a copy of the article).
The components of
the critiques for the quantitative study are as follows:
1. Reference in American Psychological Association (5th Edition) style
2. What type of design (e.g., single-case or group)
3. What was the educational issue being researched.
4. What was the research hypothesis or question.
5. What was the dependent variable(s)
6. What was the independent variable(s)
7. What were the results of the study
8. Critique of the design and methodology of the study. Did the researchers accomplish their intentions.
9. What, from your point of view, is the credibility of this article and why?
10. What significance does this research article have on educational practice?
The components of
the critiques for the qualitative or action study are as follows:
1. Reference in American Psychological Association (5th Edition) style
2. What type of qualitative research is this?
3. What was the educational issue being researched.
4. What was the research hypothesis or question.
5. Where does the study take place and who are the participants?
6. How were data collected?
7. What was the author’s role while collecting data?
8. What were the results of the study.
9. What, from your point of view, is the credibility of this article and why?
10. What significance does this research article have on educational practice?
PURPOSE: To guide students in developing a masters’ project
You are required to develop and outline a master’s
project and then orally defend your proposal for students and interested
faculty. The master's project you select must lend itself to in-depth
meta-analysis of research in that area, earn a consensus of need from faculty
and peers, and be worthy in scope to warrant an 18-month development
commitment. Your outline and oral proposal should include the following
areas/topics and activities:
Decide on your project; develop your strategy for completing it; find evidence to justify and validate its need (The Why, and the Who it Will Help? elements); draw on experience, observation, and most of all research.
1. Goals
of the project development; goals of the project enacted
2. Objectives
– Scope – what do you want to put into this project; what is the finished
project supposed to accomplish? What are the learner objectives? How will this
project contribute to the improvement of
education?
3. Audience
– who will it benefit and how? Is it for an individual group of students, a
classroom, multiple classrooms, a department, a campus, a district, a state, or
a global change to education and pedagogy
4. Benchmarks
– sequence of actions necessary to develop project; learning benchmarks of the
project enacted
5. Resources
and materials -- types and whereabouts, collection methods, costs
6. Time
necessary to complete steps; time-frame for the project enacted – is it a unit,
a year-long structure, a life-long paradigm
7. Alternatives
to assist those who cannot partake in the mainstream approach to your project –
the disabled learner, the English language learner
8. Research
the subject matter; gather 10 - 15 research articles; read them while you
develop your project; prepare to do a meta-analysis literature review of this
research in the Spring EDU716.B
9. Assessment
– means for measuring a well-developed project; gather formative feedback from
stakeholders throughout development; make trial runs of partially completed
elements; have validating means for assessing its development and enacted
success; include means for dealing with obstacles – problem-solving;
backup plans to overcome objections, difficulties, failures, unexpected
inconveniences
10. Methods for ongoing
modification after the masters course has ended to keep the project updated and
useful long-term
Submit a document that outlines your proposal at least a
week before you present to the class.
Required elements and
design of the Outline; each area earns its own subtitle:
o Goals – broad aspirations for recipients of your project’s teaching/learning power
o Objectives – specific accomplishments to be experienced by recipients
o Benchmarks – timelines for meeting objectives; mid-points for formative assessment of project’s success
Be prepared to pitch your project
idea to a room full of scholars so that your intentions, goals, objectives,
project details, scope and sequence are clear. Convert your submitted outline
into a live lecture and discussion with support media: handouts of your outline
condensed and important scaffolding documents, a PowerPoint of 4 – 10 slides,
supportive websites, a summary of the research and logic chain. (10-15 minutes)
Be prepared to field questions.
Audience members will provide feedback verbally during Q&A, and by sending
each presenter a personal email of running notes, observations, suggestions,
and praise. Be open to modifications if you receive valuable constructive
criticism (Approximately 10 minutes).
Article Critiques: articles @ 10
points each =
20 points
Project Proposal Outline & Exercises: 8 @ 6 points each = 50 points
Research Proposal Oral Defense = 20 points
Final Evaluation - a quiz on elements of educational research = 10 points
Total = 100 points
At the end of each course, system or rotation, a grade for each student will be submitted to the Registrar by the faculty responsible for the instruction. The College of Education uses the following grading system:
|
90 – 100% |
3.5 – 4.0 |
Grade equivalent = A |
|
80 – 89% |
3.0 – 3.5 |
Grade equivalent = B |
|
70-79% |
2.1 – 2.9 |
Grade equivalent = C |
|
0 - 69 |
Unsatisfactory |
Grade equivalent = F |
|
Fieldwork Only |
Pass or Fail |
P/F |
|
|
Incomplete |
I |
|
|
Withdrawal |
W |
|
|
Withdrawal Unsatisfactory |
U |
Satisfactory (A, B, or C)
70% or above is considered a satisfactory grade. Candidates must earn a 3.0 overall GPA in the
program in order to remain a student in good academic standing and be
recommended for a credential.
An unsatisfactory grade, below 70%.
Candidates do not receive letter grades in field work
assignment(s). Units for fieldwork are assigned marks of Pass/Fail only.
An incomplete grade (I) indicates that a student has not
been able to finish all required work for issuance of a letter grade. An
incomplete grade (I) is not counted in the grade point calculations until a
letter grade replaces it. An incomplete (I) must be replaced before the student
registers for the next academic year, if in a multi-year program. Replacement
of an incomplete will be under the direction of the instructor. If the required
work is not completed within the specified time, the (I) will be automatically
converted to an unsatisfactory grade (U). It is to the student’s advantage to
arrange to make up any incomplete work as soon as possible.
A withdrawal indicates that a student has registered for a
class and then withdrawn before the end of the semester. A W will remain on the
student’s transcript.
If a student withdraws from a class during finals week,
the student will receive a WU.
It is expected that students will attend all instructional
sessions, required activities, and field assignments. The College of Education attendance policy
supports the belief that attendance at all sessions is crucial to benefit from
the learning experience. Candidates who
arrive late to class or leave early will have one point deducted from their
grade each time this occurs. Candidates
who are absent from a session will have 3 points deducted from their grade,
including absences for minor illness, family commitments, conflicting work
schedules, etc. Candidates who present
documentation of required attendance at a school activity (open house or back
to school night) will not be penalized for their absence. The instructors retain the discretion to make
individual exceptions to this policy based upon extenuating circumstances. Absences from any instructional session for
any reason do not relieve the student from responsibility for covered
material. Chronic absences will result in
course failure and may be viewed as violations of the Code of Responsibilities
and Rights of the Students.
Student Introduction and open discussion of questions, needs, concerns
Overview of the class, the assignments, the expected readings
Discussion of masters project, course portfolio, file-folder management, transfer, and submission
Introduction to elements of educational research
Introduction to APA format
Review of available research documents
Evenly distribute research articles so that that they are all read as homework by someone
· Read two or more research articles. Select one on which to write a literature review
· Begin work on first literature review – aka take notes and fully digest chosen article
· (If textbooks have arrived, read Chap 1 & 2)
· Blackboard: Post questions and concerns; respond to others
· WIKI: Post response to discussion topics
Continuation of discussion on elements of educational research
· Quantitative vs Qualitative; action, case, field, experimental, quasi, historical, casual-comparative, correlational, developmental, descriptive
· Identifying problems, formulating hypotheses, planning
Open sharing of research articles and discussion
Introduction of literature review design and expectations
Read sample literature reviews
· Begin work on first literature review;
· If textbooks have arrived, read appropriate chapters
· Blackboard: Post questions and concerns; respond to others
· WIKI: Post response to discussion topics
· Read appropriate textbook chapters
Continuation of discussion on elements of educational research
· Sampling, validity
Continuation of discussion on research articles
Continuation of APA format
Workshop on literature review
Deadline for first literature review submission – IF you want it proofread, no charge, no grade
· DUE DATE for first Literature Review: OCTOBER 19 SUNDAY MIDNIGHT UPLOADED
· Read appropriate chapters in textbook
· Blackboard: Post questions and concerns
· WIKI: Post response to discussion topics
· Read appropriate textbook chapters
Return of graded literature reviews; discussion of strengths and weaknesses; advice on next literature review
Continuation of discussion on elements of educational research
Detailed discussion of masters project expectations
Workshop on preparing masters project
Selection of second research article for literature review
DUE DATE for second Literature Review: 5th Class meeting, November 13
· Write 2nd literature review
· Blackboard: Post questions and concerns
· WIKI: Post response to discussion topics
· Read appropriate textbook chapters
Peer editing of 2nd literature review
Necessary revisions of 2nd literature review
Digital submission of 2nd literature review
Continuation of discussion on elements of educational research
Workshop on preparing masters project
· Work toward completion of masters project proposal and outline
· Blackboard: Post questions and concerns
· WIKI: Post response to discussion topics
· Read appropriate textbook chapters
Continuation of discussion on elements of educational research
Begin student presentations of project proposals – voluntary deadline
Workshop on project proposals
Other unfinished business
· Complete masters project proposal
· Blackboard: Post questions and concerns
· WIKI: Post response to discussion topics
· Read appropriate textbook chapters
DUE DATE: Student presentations of project proposals
· Complete Project Proposal
· Get all files organized in your on-going portfolio
DUE DATE: Student presentation of project proposals
Portfolio workshop to collect and coordinate completed work
Quiz: Online quiz on reading and course materials
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·
after journal name indicates that a hard copy is available in
the
American Educational Research Journal
American Journal of Education
American Journal on Mental Retardation
Behavior Modification
Behavior Therapy
Curriculum Inquiry
Curriculum Review
Educating At-Risk Youth
Education and Training in Developmental Disabilities
Education and Treatment of Children
Education and Urban Society*
Educational Forum
Educational Foundations
Educational Evaluation and Policy Analysis
Educational Leadership*
Educational Measurement: Issues and Practices
Educational Policy
Educational Research
Educational Research Quarterly
Educational Researcher
Educational Review
Educational Technology
Effective School Report
Elementary School Journal
Equity and Excellence in Education*
Essential Teacher*
Exceptional Children
Exceptionality
Harvard Educational Review
Intervention in School and Clinic
Journal of Applied Behavior Analysis*
Journal of Behavioral Education
Journal of Disability Policy Studies
Journal of Education
Journal of Education for Teaching
Journal of Education Issues of Language Minority Students
Journal of Educational Measurement
Journal of Educational Research
Journal of Educational Thought
Journal of Experimental Education
Journal of Learning Disabilities
Journal of Reading Research
Journal of Research and Development in Education
Journal of Research in Mathematics Education
Journal of Special Education
Journal of Teacher Education*
Learning Disabilities Quarterly
Learning Disabilities Research and Practice
Mental Retardation
Peabody Journal of Education
Preventing School Failure
Reading Improvement
Reading Research Quarterly
Research and Practice in Severe Disabilities (formerly
Journal of the Association for Persons with Severe Handicaps)*
Research in Developmental Disabilities
Research in Middle Level Education
Research in the Teaching of English*
Review of Educational Research
Skeptical Inquirer
Studies in Educational Evaluation
Theory into Practice
Urban Education*
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Scruggs, T. E., & Mastropieri, M. A. (1996). Teacher perceptions of mainstreaming/inclusion, 1958-1995: A research synthesis. Exceptional Children, 63, 59-74.
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Whitaker, S. (1996). A review of DRO: The influence of the degree of intellectual
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Broad, W., & Wade, N. (1982). Betrayers of the truth: Fraud and deceit in the halls of science. New York: Touchstone.
Dawes, R. M. (1994). House of cards: Psychology and psychotherapy built on myth. New York: The Free Press.
Gambrill, E. (1992). Self-help books: Pseudoscience in the guise of science? Skeptical Inquirer, 16, 389-399.
Gardner, M. (1989). Science: Good, bad, and bogus. Buffalo, NY: Prometheus.
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Gilovich, T. (1991). How we know what isn’t so: The fallibility of human reason in everyday life. New York: The Free Press.
Gould, S. J. (1981). The mismeasure of man. New York: Penguin Books.
Kaminer, W. (1999). Sleeping with extra-terrestrials: The rise of irrationalism and perils of piety. New York: Pantheon Books.
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Rampton, S., & Stauber, J. (2001). Trust us, we’re experts! New York: Tarcher/Putnam.
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