EDUC 806.621 and 622 Educational Research I · 1 EDUC 806.621 and 622 Educational Research I Frostburg State University Department of Education Professions Term: Fall 2014, September

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EDUC 806.621 and 622 Educational Research I Frostburg State University

Department of Education Professions

Term: Fall 2014, September 2 – December 12, 2014

Campuses: Hagerstown

Classroom: #431

Delivery: Face-to-face and online in Blackboard course management system

Time: Thursdays 7:30 – 10:10 p.m.

Instructor: Dr. Kelly Hall

Office: Framptom Hall #106, Frostburg; Hagerstown #431

Email: [email protected]

Phone: Office: 301-687-7419, office

Cell: 937-269-3028, call this number first

Office Hours:

Monday – Wednesday 3:30 – 5 p.m. Frostburg

Thursday, Hagerstown

and by appointment, including Saturdays and Sundays

Availability: 9 a.m. to 9 p.m. via cell phone: Please do not hesitate to call me with questions about assignments or grading; or to

schedule an appointment. Leave a message, and I will return your call.

Course Description

Doctoral level introduction to research concepts and techniques: Definition, nature, purposes, ethical considerations, standards, and

processes of research; research problem, question, and hypotheses development; literature review; selection of a design, participants,

instruments or materials; qualitative and quantitative data collection, analyses, and interpretation; presentation and written reporting

of instructional pilot studies which inform the dissertation prospectus.

2

Course Purpose and Functional Goals

Prepare doctoral level learners to conduct research as educational leaders. Learners will acquire knowledge, skills, and dispositions in

educational research design, data collection, analysis, and reporting. Mini-studies will be completed to introduce learners to an array of

data collection and analysis techniques needed to conduct research. Study problems will focus on topics selected by learners to inform

the development of their dissertation prospectus and proposal.

Unit and Professional Outcomes (UO)

The Department of Education Professions as a Unit has adopted a Conceptual Framework (CF) of attributes and related indicators

related to learning outcomes: Dedicated Professional (D); Instructional Leader (L); Continuous Assessor (CA); Educational Advocate

(E); Collaborative Bridge Builder (CB); and Reflective Decision Maker (R). Unit outcomes as well as state and national standards are

aligned with learning outcomes/objectives. activities, and assessments/assignments in the table below including Maryland Teacher

Technology Standards (MTTS); Interstate Teacher Assessment and Support Consortium Standards (INTASC); International Reading

Association (IRA); and American School Counselor Association (SC); Council for Exceptional Children (SPED); and National Policy

Board for Education Administration (ELCC).

Learning Outcomes, Activities, and Assessments Ref Learning Outcome: Activity Assessment Professional Competencies & Outcomes

# Knowledge: Skill Disposition CF INTASC MTTS IRA SC SPED ELCC

1 Example of a

competency

assessment tool

Self-assessment of

competency attributes;

Demonstrates self-

awareness and the

skills needed to relate

to diverse groups

Honest reflection

of knowledge,

skills, and

dispositions

Take pre-course

self-assessment

of research

competencies

Completed

online self-

assessment

instrument

CA 6

R 3

9 2 D.1

2 Course

expectations

Seeking clarity

regarding

expectations; Planning

time effectively for

personal success

Respect for rigor

of research

course and

process

Review

expectations

with questions

and answers

about course

syllabus

Attendance and

participation in

course activities

and meetings

D 3

3-

4

APA format

and style

Formatting written

reports in APA

Appreciation for

and use of

formatting

standards for

professional

Summary of

APA formatting

guidelines;

Introduction to

OWL and FSU’s

All written work

models APA

formatting and

other style

standards

D 4, 5

3

writing Tutoring Center

5 Existing

personal

research

experiences

Contribute to

discussion based on

research and

experience

Self-awareness of

existing exposure

to and use of

informal and

formal research

Write narrative

of research

experience

Recall and write

a brief narrative

(a type of

research) about a

personal research

experience in

Wiki assignment;

See Rubric

D 1, 4

CA 7, 8,

E 3, 4, 7

R 2, 3, 4,

6

1c

6 Research

feasibility

issues: access,

budget,

competence,

timing;

Understands

how to

critically

evaluate

research

Appraisal of personal

and professional

circumstances which

might affect

completing course

requirements;

Describe strengths and

limitations of a range

of tools and their

appropriate uses

Recognize

personal and

organizational

limitations to

complete

instructional

research project;

Use valid and

reliable practices

to minimize bias

Consideration of

a researchable

problem which

is feasibly

studied and

analyzed in 10

weeks or fewer;

and to which

you have access

to data,

participants,

documents,

media, or objects

of study

Post your topic

and research

problem, and

ways you might

study the

problem in the

discussion thread

titled Topic;

Respond

considerately and

critically to

I 10

3.1 I.1 1.0

7

&

11

Ethical

considerations

as a standard

for the conduct

of educational

research; IRB

processes

Apply ethical

procedures in the

conduct of educational

research

Choose and

practice ethical

procedures for

conducting

research in

education;

Applies and

adheres to ethical

and legal

standards

Register and

become certified

in the Protection

of Human

Research

Participants;

Familiarize with

FSU’s IRB

Application

Save NIH

Certificate and

IRB Application

in a readable

document

format; Submit

via Blackboard

assignment;

D 1, 3, 5

3 B.1 6.1

8

&

9

Nature and

definition of

research:

Characteristics

of a

Efficiently identify

research problems and

questions for personal

and organizational

investigation; Applies

Recognize

feasible research

topics and

problems,

depending on

Read a

classmate’s

discussion

postings

Respond

critically to one

classmate’s topic,

problem, and

suggested

I 8

D 1, 4

CA 7, 8

E 3, 4, 7

R 2, 6

6 J.1 4.3

4

researchable

problem and

research

hypothesis or

question as the

chronological

starting point

of the research

process

relevant research to

inform practices

circumstances;

Engage in the

design and

implementation

of research and

inquiry

research

approaches; each

classmate should

have only two

reviews

10 General

evaluation

criteria for

research

reports

Referencing standards

of research conduct,

reporting and

formatting; Applies

relevant research

findings to practice

Use of standards

to evaluate

research;

Conduct,

evaluate, and use

inquiry to guide

professional

practice

Review of

general and

specific

evaluation

criteria for

research based

on type of

research

Instructional

study graded

based on research

evaluation

criteria

CA 8

R 6 I 6

CB 5

J.1

4.0

12

&

13

&

16

Literature review

as the second

step in the

chronological

development of

educational

research

Search, filter, and

critically select

literature related to a

research problem

using encyclopedias,

dictionaries and

glossaries, handbooks,

books, databases

(ERIC), journals,

associations, meta-

analyses, statistical

abstracts

Use library

resources as a

basis for framing

and informing

research

problems; Use

knowledge of

professional

literature to

improve

practices; Uses

data to enhance

program

Visit library and

work with

librarian to find

and select five

literature

sources directly

related to

research

problem for

contextualizatio

n and framing of

instructional

study

Library Search:

Track and report

resources and

keywords of

searches in

literature review

section of

research

instructional

study

C 7

R 6

1 J.3 4.2

13 Familiarity

with content

analysis

research

method; When

to use content

analysis as an

Organizing and

interpreting content

from existing sources

Systematic

approach to

secondary and

tertiary data

sources

Search for, find,

read, and

summarize an

article which

uses content

analysis as

method (any

Summarize the

study’s purpose,

research method,

and results in

three sentences

or fewer in

discussion board;

D1, 4

R, 2, 3, 4,

6 CA 7, 8

E 3, 4, 7

6 I.4

5

analytical

approach

field and topic) attach article

13

&

14

&

16

Interpret and

summarize

historically

shared

knowledge

Demonstrate

knowledge through

inquiry, critical

analysis, and synthesis

of the subject;

Interpret patterns in

data

Evaluate research

and inquiry to

identify effective

practices; Applies

relevant research

findings to

improve practice

Assimilate

literature

selected

Review of

Related

Literature

Section:

assimilated

literature

presented

according to

evaluation

standards in the

Introduction

section of the

final instructional

study report

C 7

R 6

3.3 J.1 4.1

15

&

19

&

27

Data

organizing,

coding,

checking, and

cleansing

Translating qualitative

data into coded

quantitative data

Propensity to

translate

numbers to

words and words

to number as a

means to think

about

information

Practice coding

words to

numbers and

entering

numbers into

matrix

Submission of

tables and

spreadsheets

used for data

tabulation

C 8

R 6

I 6

CB 5

4

15

&

16

&

17

&

18

&

21

Distinguish

among research

designs based

on data

collection

method/proced

ures/approach:

characteristics

of quantitative,

qualitative, and

mixed methods

as an

Select appropriate

research design (data

collection method or

approach) to study

different research

problems: existing

data or records;

surveys; observations,

interviews for action;

historical/narrative;

descriptive/case

study/ethnographic;

Confidence in

ability to select

appropriate

approaches

(designs/methods

) for research

processes; Knows

current methods

of using data to

inform decision

making.

Classify design

of five existing

studies selected

for literature

review

See Literature

Review Matrix

above—literature

classified based

on research

design/approach/

method (in

addition to other

attributes)

D1, 4

R, 2, 3, 4,

6 CA 7, 8

E 3, 4, 7

6 I.4

6

overarching

step in the

conduct of

educational

research

comparative;

correlational

relationship and

predictive; and

causal/experimental

research

16 Participant

selection

methods as

chronological

third step in

the research

process;

Current

methods of

using data to

inform decision

making.

Select credible and

representative sample

of a target population

as part of research

design; Can collect

and use data

Recognize ethical

considerations—

risks and

benefits, access

limitations of

participant

selection,

evaluate progress

toward achieving

goals

Select and name

most

appropriate

participant

selection

methods

Participants

Section:

Participant

selection

procedures are

presented and

justified as

resulting in the

most credible or

representative

participant pool

in Methods

section of studies

D 1, 3, 4

CA 6, 7, 8

E 3, 4, 7

R 2, 3, 4,

6

CB 1, 3, 5

I.4 3.5 1.2

17

&

18

&

20

Focus group

method;

diversity

among

participants

Focus group

interviewing for

qualitative data

collection; Assess

various forms of

diversity that exist in

surrounding

community

Comfort

facilitating group

interviews;

Conduct of one

focus group

Interview section:

Interview

evaluation

criteria are met in

an instructional

study

4.1 H.3 4.3 1.2

21

&

22

Observation

method;

diversity

among

participants

Observations as a data

collection method of

diverse participants

Objectively

observe

environments,

participants, and

processes

Search for, find,

and read, and

summarize an

article which

uses the

observation (any

field and topic);

Contrast with

classmates;

Conduct mini-

Summarize and

contrast existing

study’s purpose,

research method,

and results in

five sentences or

fewer in

discussion board;

Submit mini-

project

7

project

23

&

24

Interview

method;

diversity

among

participants

Focus group

interviewing for

qualitative data

collection among

diverse participants

Asking questions

to garner

information

Search for, find,

and read, and

summarize an

article which

uses the

observation (any

field and topic);

Contrast with

classmates;

Conduct mini-

project

Summarize and

contrast existing

study’s purpose,

research method,

and results in

five sentences or

fewer in

discussion board;

Submit mini-

project

20

&

24

&

28

Data collection

from

participants

using existing

data or selected

instruments,

protocols, or

materials as a

chronological

fourth step in

the research

process

Utilize existing data,

with awareness of

FERPA regulations, as

the likely most

accessible data

collection method for

qualitative and

quantitative; Lead

larger scale analyses to

select professional

tools

First seek existing

data to inform

decisions;

Understanding of

history, legal

policies, ethical

standards, and

emerging issues

to inform

leadership in

disciplinary area

Seek and find

existing

organizational,

public data to

inform problem

Use existing data

instructional

study

D 1, 3, 4

CA 6, 7, 8

E 3, 4, 7

R 2, 3, 4,

6

6 2 1.3 6.1 1.2

25 Surveying for

observations

and interviews

Select or develop

appropriate tools

Asking

appropriate

questions to

investigate a

situation

Engage in the

design and

implantation of

survey tool;

Critic

classmate’s

survey

instruments

Create a Word

document with

these survey

items (only):

1 yes/no; in/out

nominal variable

1 categorical

ordered variable

2 continuous,

scaled

interval/ratio

variables

measuring before

and after

4.3

8

situation

to be used to

record

observations and

responses

through

interviews. (Can

use questions

from an

instrument

already

developed—note

source and

reliability.); Critic

classmate’s

survey in

discussion.

8

&

26

&

32

Research

problem and

question

formulation

Ability to critique

research

Considerate

critiquing of peer

work

Read

classmate’s

postings

Considerately

critic classmate’s

postings

9 1.3

6.3

J.3 4.1 1.2

29 Collect and

analyze data

related to a

specific subject

Surveying for

qualitative and

quantitative data

collection using paper

and digital collection

processes (e.g., Google

form) to present

closed-ended

dichotomous, scaled,

and ranked measures,

and open-ended

responses

Conduct research

and

communicate

results for

appropriate

purposes and

audiences;

Analyzes

information in a

manner that

produces valid

inferences

Conduct of a

survey among at

least 15

participants

Survey section:

Survey

evaluation

criteria are met in

an instructional

study

6 2

4

6.2 H.3 4.3 1.2

30

&

31

Use

appropriate

forms of

Techniques for

checking data for

completeness and

Check all data for

correctness and

take steps to

Work in Excel,

SPSS, or other

appropriate

Design and

Procedures

contain

2

9

&

32

technology to

display data

correctness; dealing

with missing data

values through

imputation and

deletion

correct or impute

data

software

application to

check and

correct data

description of

procedures for

correcting or

eliminating data

33

-

44

Qualitative and

Quantitative

data analysis

and

interpretation

as a

chronological

fifth step in the

research

process

Analyzes and uses

data to enhance

programs: description,

differences,

relationships

Appreciate and

employ iterative,

reflexive

processes for

qualitative data

interpretation;

Tools for

statistical

analysis

Practice data

analyses of

quantitative

data

Quantitative

Research

Procedures and

Results sections:

Inclusion of data

analysis

procedures and

interpretations in

studies

C 1, 2, 3,

4, 5, 6, 7

4 J.3 4.0 1.2

46 Research

reporting as the

final

chronological

step in the

research

process

Organizing and

compiling elements

according to academic

research report

organization

Employ academic

standards of

research report

writing

Overview and

peer

consultation and

review of

section and final

drafts of written

work

Collaborative

peer consultation

and review

D 1, 4

I 8

CA 7, 8

E 3, 4, 7

R 2, 6

CB 5

33 Understand

and can

promote the

most effective

and

appropriate

technologies to

support

teaching and

learning

Constructing charts,

graphs, and tables as

part of the research

reporting process

Employ

professional

standards for

creating and

presenting

figures and

statistis

Work in Word,

Excel, SofaStats,

SPSS, or other

appropriate

software

applications to

create figures

formatted in

APA style

Submission of

tables and

graphs; inclusion

of descriptive

and inferential

statistics in

reports

CA 7

D 4

I 7, 9

E 6

R 6

2

4

2.4

30 Elements of a

written

research

reports

Ability to construct an

individually

meaningful

instructional research

project

Determination

and willingness

to use best

practices to

organize and

Mini-research

projects related

to content

analysis, focus

groups,

Production of

studies graded

based on rubric

standards for

evaluation

I 6

CB 5, 8

R 6

2 4.0

10

conduct research

as an approach to

personal and

organizational

action and

change

observations

and interviews,

and statistical

analysis

criteria of

empirical

research reports

46 Distinguish

research

definitions

based on

purpose:

action/demonst

ration;

application;

causation/exper

imentation,

evaluation, or

development;

Knowledge of

professional

literature

Select most

appropriate research

moniker based on

research purpose

using how, when, why

questions and verb

descriptors: e.g.,

explore, explain,

evaluate, other

descriptors; Able to

critically evaluate

research

Confidence in

ability to

differentiate

research based on

purpose;

Recognition of

imperfect naming

of most methods;

Value the

scholarship of the

reading

profession; Stay

abreast of current

issues in

American

education

Using research

for continuous

improvement

and decision-

making efforts

Action Research

Plan

D 1, 4

CA 7, 8

E 3, 4, 7

R 2, 3, 4,

6

6

9

1.1

I.1

4.2

Required Resources and Text (available through the FSU bookstore and online)

American Psychology Association. (2010). Publication manual of the American Psychological Association, (6th ed.) DC: Author.

A must-have reference for research report writing and publication.

Frostburg State University. (2013). Institutional Review Board Application [online]. Retrieved from

www.frostburg.edu/fsu/assets/File/Adstration/.../irb-application.doc

Paton-Simpson, G. (Released 2009). Sofastatistics, Version 1.4.3. [computer software]. AGPL3: Paton Simpson Associates, LLC.

Retrieved from www.sofastatistics.com

Open source statistics application package.

Patten, M. L. (2014). Understanding research methods: An overview of the essentials (9th ed.). Glendale, CA: Pyrczak Publishing.

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Purdue University. Online Writing Lab (OWL) https://owl.english.purdue.edu

See owl.english.purdue.edu/owl/resource/560/10/ for citing a Reference List: Electronic Sources (Web Publications).

National Institutes of Health Office of Extramural Research. (2013). Protecting human research participants [website]. Retrieved from

phrp.nihtraining.com/users/login.php

Rovai, A. P., Baker, J. D., & Ponton, M. K. (2013). Social science research design and statistics: A practitioner’s guide to research

methods and SPSS analysis. Chesapeake, VA: Watertree Press.

Use as a reference. We will be using this more in 807. I like this text because of its succinctness in the presentation of concepts.

References and Resources, Supplemental

Boulmetis, J. & Dutwin, P. (2005). The ABCs of Evaluation: Timeless techniques for program and project managers. Somerset: NJ:

Jossey-Bass/Wiley.

The elementary title reflects how the evaluation research process is so clearly explained in this best-selling book. Matrices which

guide the reader through decisions about evaluation study elements are especially useful.

Cornell University Office for Research on Evaluation (2013). Web Center for Social Research Methods [website]. Retrieved from

www.socialresearchmethods.net.

Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper

Saddle Rive, NJ: Pearson.

A good text reference for qualitative and mixed approaches: grounded theory, narrative, ethnographic, action research. Good

summary of academic audiences, dissertation considerations, and literature review sources.

IBM Corp. Released 2012. IBM SPSS Statistics for Windows, Version 21.0. Armonk, NY: IBM Corp.

Application is available in computer laboratories on campus.

Krathwohl, D. R. & Smith, N. L. (2005). How to prepare a dissertation proposal: Suggestions for students in education & the social and behavioral

sciences. Syracuse, NY: Syracuse University Press.

Contains summary information about causal modeling and meta-analysis as quantitative designs.

McMillan, J. H. (2007). Educational research: Fundamentals for the consumer (5th ed.). Boston: Pearson.

12

An easy-to-carry-around text, McMillan summarizes concepts and techniques succinctly using mostly classroom-based

examples; Good checklists for quality criteria are located in appendices

Gay, L R., Mills, G. E., & Airasian, P. Education research: Competencies for analysis and applications (9th ed.). Upper Saddle River, NJ:

Pearson.

Gay, Mills, and Airasian provide a good basic text with references to seminal primary research references.

Hacker, D. (2001). A writer’s reference (4th ed.). Boston: Bedford/St. Martin.

A terrific guide to answer specific grammar questions about which you are too embarrassed to ask!

Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers.

A bit dated but a favorite among novice and skilled qualitative researchers.

McMillan, J. H., & Schumacher, S. Research in education: A conceptual introduction (4th ed.). NY: Longman.

A “bible” methods book, policy, analytical, historical, and case study are included in addition to other design approaches. This

thick and heavy reference explains when and why to select different design approaches better than most texts—if you know where to

start!

National Center for Education Statistics. nces.ed.gov/ccd/elsi/ [online datasets]. eddataexpress.ed.gov/ [online datasets]

Pezzullo, J. C. Statpages.org [computer software]. Kissimmee, FL: Author.

Use if access to SPSS is not available as a free statistical computation tool. Thanks, Dr. Pezzullo!

Pezzullo, J. C. Statpages.org [computer software]. Kissimmee, FL: Author.

Free statistical computation tools. Thanks, Dr. Pezzullo!

Pyrczak, F. (2010). Making sense of statistics (5th ed.). Glendale, CA: Pyrczak Publishing.

Provides “an overview of descriptive and inferential statistics without formulas and computations” (Pyrczak, 2013). A must-

have reference if you are anxious about statistics. Previous editions are less expensive than the fifth edition and suitable for gaining an

understanding of all basic statistics except effect size. The fifth edition includes an explanation of effect size using Cohen’s D.

Saldana & Smith (2013). Coding qualitative data: A survey of selected methods. [incomplete citation—a new publication]

13

All you ever need to know about coding qualitative data.

Thomas, G. (2009). How to do your research project. Thousand Oaks, CA: SAGE Publications.

This “how to” book has become an expensive best-seller because Thomas presents graphic figures which clarify processes for

decision-making about research elements.

Yin, R. (2013). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: SAGE Publications.

In addition to Robert Stake, Yin is an authority on the practicalities of conducting case study research.

Technology and Tools

Blackboard will be used throughout the course. Blackboard tutorials are available at www.frostburg.edu/blackboard/students/students.

The computer Helpdesk number is 301-687-7777. Please call the Helpdesk to resolve issues related to technology.

Microsoft Excel and SofaStats to calculate statistics and create graphics.

Attendance and Tardiness

Attendance is required. Please notify me via email if you will not be attending a class session. It is your responsibility to learn material

covered in a missed class.

Incomplete and Make-up Assignments

Points will be subtracted for incomplete or missing sections of assignments based on rubric scoring. No extra credit or make-up

assignments will be available.

Grading Procedures

No Credit (NC) and Incomplete (I) grades will not be considered except in the case of extraordinary circumstances such as documented

personal illness.

Points for assignments are presented in the “Schedule” matrix and are subject to change. Final grades will be assigned based on the

following scale based on total points:

A, 90 – 100% of total points, 2,367 – 2,630

B, 80 - 89% of total points, 2,104 – 2,366

C, 70 – 79% of total points, 1,841 – 2,103

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Classroom Participation and Communication

Classroom participation is expected. Participation is defined as being actively engaged in class discussions and group work without

being prompted by the instructor or facilitator.

Avoid interruptions which are disruptive to class.

Honest, open communication directly with parties affected or involved will be expected to resolve conflict, confusion, or

misunderstanding.

Professionalism is expected in classroom and online discussions which may be critical and thought-provoking. Professionalism

includes maintaining anonymity and confidentiality unless compelled by law; avoiding gossip among insiders and outsiders of the

class; and choosing un-bias, non-harassing, and non-discriminating language in statements presented.

It is your responsibility to seek clarity if assignment expectations or grading are not clear to you.

Dr. Kelly Hall expects for you to be pro-active in your learning by seeking her assistance and offering critical insights to improve

learning outcomes.

Academic Dishonesty

The University considers academic dishonesty to be impermissible and subject to disciplinary measures. “Academic dishonesty is

defined to include any form of cheating and/or plagiarism. Cheating includes, but is not limited to, such acts as stealing or altering

testing instruments; falsifying the identity of persons for academic purposes; offering, giving, or receiving unauthorized assistance on

an examination, quiz, or other written or oral record. Plagiarism is the presentation of written or oral material in a manner which

conceals the true source of documentary material; or the representation of material which uses hypotheses, conclusions, evidence, data,

or the like, in a way that the student appears to have done the work which he/she did not, in fact do” (The Pathfinder Student

Handbook, Frostburg State University, nd).

Disruptive Student Behavior

“The University will not tolerate disorderly or disruptive conduct which substantially threatens, harms, or interferes with University

personnel, orderly processes, and functions. A faculty member may require a student to leave the classroom when his/her behavior

disrupts the learning environment. A student found responsible for disruptive behavior may be administratively withdrawn from the

course.” (Student Code of Conduct, nd).

15

Reporting of Child Abuse

Please be aware that according to state law in Maryland, educators are required to report current and past child abuse and neglect even

when the former victim is now an adult and even when the former alleged abuser is deceased. If you disclose current or past

abuse/neglect in class, in papers, or to me personally, I am required by law to report it. Please see me if you are interested in more

information about this law.

Students with Learning Disabilities

Accommodations for students with documented learning disabilities are arranged through Disability Support Services (DSS) office. It is

the student’s responsibility to contact, document, arrange, and inform the professor of arranged accommodations. Contact information

for the DSS office is: [email protected]; 150 Pullen Hall; fax, 301-687-4671.

16

806.621 and .622 Schedule of Objectives, Resources, Activities, and Assignments with Points and Due Dates

Class

Weeks

Refe-

rence

#

Objectives Resources

Activities Assignments Points

Total

2,630

Due Date

11:59 p.m.

1-2 Last day to drop w/o W 10/9

6-7 Last day to drop w/ W 10/14

1-15 0 Attendance Text Alerts Come to class if not

cancelled due to weather

or power issues; Register

for Text Alerts

Partial Class Attendance,10 points

Full Class Attendance, 20 points

300 weekly

1-3 1 Assess pre-course research

skills; Survey exposure and

feedback

Google Form Complete anonymous

assessment

Note what you liked and did not like

about the Pre-Course Assessment in

terms of your survey experience

10 9/6

1-3 2 Recognize course expectations Syllabus Review syllabus Post at least one question related to

course expectations in discussion

thread labeled Questions:

Assignments and Grading

10 12/13

Every 3 Write professionally in

academic voice and style

including the use of correct

grammar, punctuation,

spelling, and research terms

APA Manual;

OWL Purdue;

FSU Writing

Center

Introduction to Writing

Center

Academic professional writing in all

work submitted

1 off per

error

All

Every 4 Apply APA formatting and

style guidelines to research

report presentation: title page,

tables, headings, citations,

references

OWL Purdue;

Text Topic 19, 22

& 23

Orientation to OWL Apply APA formatting in all report

submissions

1 off per

error

All

1-3 5 Recall a personal research

experience

Self-reflection Write narrative of

research experience

Submit narrative of personal research

experience in Blackboard Wiki

20 9/10

1-3 6 Focus a topic and action

research problem which can be

studied using a mix of

methods—both qualitatively

and quantitatively: with words

and numbers

Personal and

organizational

interests and

accessible

resources; Chats

with professor if

Consideration of a

researchable problem

which is feasibly studied

and analyzed in 10 weeks

or fewer; and to which

you have access to data,

Post your topic and research problem,

and ways you might study the

problem using a mix of methods in

the discussion thread titled My

Action Research Topic

30 9/12

17

needed; Topic 1

& 13

participants, documents,

media, or objects of study

1-3 7 Identify ethical considerations

of research

National

Institutes of

Health website

on syllabus

Certification in the

protection of human

participants

Save NIH Certificate in a readable

document format; Submit NIH

Certificate via Blackboard assignment

150 9/14

1-3 8 Peer review Topic 1 & 13 Read a classmate’s

discussion postings

Respond critically to one classmate’s

topic, problem, and suggested

research approaches; each classmate

should have only two reviews

10 9/16

1-3 9 Peer review Topic 1 & 13 Read a classmate’s

discussion postings

Respond critically to a second

classmate’s topic, problem, and

suggested research approaches; each

classmate should have only two

reviews

10 9/18

2-4 10 Outline of the research report

as a model of the empirical

process

Template

samples

Format an APA template

for your research reports

Submit APA individual template 30 9/20

2-4 11 Acquire an understanding of

Institutional Review Board

ethical considerations of

research participants

FSU’s IRB

INITIAL

Application on

website

Review questions, issues,

and process of FSU’s IRB

Application

Submit FSU IRB Initial Application

with page 1 and section A completed

10 9/22

3-5 12 Conduct literature searches Ort Library

Instructional

Session; Part B

of text; Levy

article

Find and save 5 articles

related to your research

problem

List citations in APA Reference page

format in discussion message (no

indents—a problem in Bb); Attach 5

articles selected in relation to your

topic

50 9/24

3-5 13 Become familiar with content

analysis research method

Ort Library; Part

B of text;

http://tobaccoev

al.ucdavis.edu/fi

les/Tips_Tools_0

7_2009.pdf

http://writing.co

lostate.edu/guid

es/guide.cfm?gu

ideid=61

Search for, find, read, and

summarize an article

which uses content

analysis as method (any

field and topic)

Summarize the study’s purpose,

research method, and results in three

sentences or fewer in discussion

board; attach article

30 9/26

3-5 14 Gain exposure to how content Classmate’s Contrast the article you Briefly explain one item of contrast 10 9/28

18

analysis is applied and

presented; Realize the value of

content analysis as a

systematic, empirical approach

to conducting secondary and

tertiary literature analysis

postings in Bb found and summarized

with one described by a

classmate

between your article which used

content analysis and a classmate’s

summary; Every classmate should

have one contrasting example

3-5 15 Organizing qualitative data for

a content analysis

http://tobaccoev

al.ucdavis.edu/fi

les/Tips_Tools_0

7_2009.pdf

for application

to lit review

Create table in Word for

entering data from

articles for content

analysis

Submit 5 by 5 Word table with

citation, purpose, methods, results,

and cool quote headings and data for

5 articles selected

20 9/30

3-5 16 Understand and practice basic

content analysis

Part A, Topic 1;

Parts B, Topic

31, 32, 35; Topic

I; Part J, Topic

75, 77--intro, 78,

79, 80, 81

Content Analysis:

Analyze, synthesize, and

integrate purpose,

methods, and results of 5

articles selected

associated with your

research problem;

Review research report

sections in relation to

content analysis—starting

with coding

Submit mini research report correctly

formatted in APA with Title page,

report body, and References page via

Blackboard; Will not contain a

literature review (using content

analysis to review literature)

200 10/2

4-6 17 Become familiar with focus

group research method

Ort Library;

Topic 71;

http://tobaccoev

al.ucdavis.edu/fi

les/Tips_Tools_0

3_2009.pdf

Search for, find, and read,

and summarize an article

which uses the focus

group method (any field

and topic); Article can be

one found for other

assignments


research method, and results in five



30 10/5

5-7 18 Gain exposure to how focus

group method is applied and

presented

Classmate’s

postings in Bb

Contrast the article you

found and summarized


classmate

Briefly explain one item of contrast

between your article which used the

focus group method and a classmate’s



10 10/7

6-8 19 Organizing qualitative data for

focus group analysis

Topics 73 & 74;

http://tobaccoev

Create a Word document

to be used to transcribe

Submit note-taking document in Bb.

You will have a 4 by 6-12 table..

20 10/9

19

al.ucdavis.edu/fi

les/Tips_Tools_0

2_2009.pdf

https://www.yo

utube.com/watc

h?v=RM8Qj8KB

_CI

notes from your focus

group Create with 4

columns (1 ID, 2 Profile1,

3 Q1, 4 Q2) and 6-12 rows

7-9 20 Practice focus group research

methodology

Part A, Topic 1;

Parts B, Topic

31, 32, 35; Topic

I; Part J, Topic

75, 77--intro, 78,

79, 80, 81

http://tobaccoev

al.ucdavis.edu/fi

les/Tips_Tools_0

4_2009.pdf

http://tobaccoev

al.ucdavis.edu/fi

les/Tips_Tools_0

7_2009.pdf

Focus Group method:

Organize and conduct

one focus group with

between 5 and 12 people

to inform your research

problem;

Review of research report

sections in relation to

focus group method—

starting with questions

and recording through

notes, then participants




Blackboard

200 10/11

7-9 21 Become familiar with

observation research method

Ort Library;

Topic 71;

http://tobaccoev

al.ucdavis.edu/d

ocuments/Tips_

Tools_21_2012.p

df

http://tobaccoev

al.ucdavis.edu/fi

les/Tips_Tools_0

8_2009.pdf



which uses the

observation (any field

and topic); Article can be

one found for other

assignments





30 10/14

7-9 22 Gain exposure to how Classmate’s Contrast the article you Briefly explain one item of contrast 10 10/16

20

observation method is applied

and presented

postings in Bb found and summarized


classmate


observation method and a classmate’s



7-9 23 Become familiar with interview

research method

Ort Library;

Topic 71;

http://tobaccoev

al.ucdavis.edu/fi

les/Tips_Tools_0

3_2009.pdf



which uses the interview

method (any field and

topic); Article can be one

found for other

assignments





30 10/18

7-9 24 Gain exposure to how

interview method is applied

and presented

Classmate’s

postings in Bb




classmate



interview method and a classmate’s



10 10/20

7-9 25 Surveying for observations and

interviews

Topics 2, 4, 49;

Part E

http://www.qual

trics.com/blog/w

riting-survey-

questions/

Create a Word document

with these survey items

(only):

1 yes/no; in/out nominal

variable

1 categorical ordered

variable

2 continuous, scaled

interval/ratio variables

measuring before and

after situation

to be used to record

observations and

responses through

interviews. (Can use

questions from an

instrument already

developed—note source

and reliability.)

Submit survey in Bb. 20 10/22

8-10 26 Critic survey instruments Classmate’s

survey

Critic classmate’s survey

instrument

Explain correctness of and corrections

needed for at least one classmate’s

10 10/24

21

instruments survey instrument

8-10 27 Organizing survey data https://www.yo

utube.com/watc

h?v=5sYMwnm

QFZc

http://toolkit.pel

linstitute.org/ev

aluation-

guide/analyze/e

nter-organize-

clean-data/

Create an Excel

spreadsheet to record

your observations

through interviews using

variables you created

Submit spreadsheet created in Bb 20 10/26

8-10 28 Practice observation and

interview methods using

survey

Part A, Topic 1;

Parts B, Topic

31, 32, 35; Topic

I; Part J, Topic

75, 77--intro, 78,

79, 80, 81

http://tobaccoev

al.ucdavis.edu/fi

les/Tips_Tools_0

4_2009.pdf

http://tobaccoev

al.ucdavis.edu/fi

les/Tips_Tools_0

7_2009.pdf

Observation and

Interview Methods:

Conduct 25 interviews

with observations using

survey instrument with 4

variables




Blackboard

200 10/28

9-11 29 Become familiar with

descriptive analysis: use of

counts, frequencies,

percentages, measures and

graphs of central tendency; and

measures of variability

Topics 47, 49, 53,

54, 55, 56



which uses descriptive

analysis (any field and

topic; can be one found

for other assignments)


research purpose, descriptive

procedures used, and findings of

descriptive analysis in five sentences

or fewer in discussion board; attach

article

30 10/30

9-11 30 Gain exposure to how

descriptive analysis is applied

and presented

Classmate’s

postings in Bb




classmate



descriptive analysis and a classmate’s


10 11/1

22


9-11 31 Entering and organizing

descriptive data

Basic Excel:

https://www.yo

utube.com/watc

h?v=exxBmHaW

SLs

Enter survey data from

interviews into the Excel

spreadsheet you created

Submit spreadsheet created in Bb

Discussion Forum

20 11/3

9-11 32 Identify organized, “clean”

datasheets

Classmate’s

datasheets

Critic classmate’s Explain correctness of and corrections

needed for at least one classmate’s

datasheet

10 11/5

9-11 33 Practice descriptive analysis

using survey data of

observations and interviews

assignment

Topics 53, 55, 56

Calculate frequencies,

percentages, mean,

median, mode (measures

of central tendency) as

appropriate for each of

four variables in Excel;

Create bar charts in Excel




Blackboard; Report should include a

figure of percentages for nominal

data, a table of frequencies and

percentages for ordinal data, one of

three measures of central tendency—

the most appropriate along with its

standard deviation.s

200 11/7

10-12 34 Selecting a bi-variate statistical

procedure to measure

differences based on number of

groups, normal and non-

normal distribution, and

independent or paired

variables

SofaStats

Statistics screen,

Get help using

differences

Enter survey data from

interviews into the Excel

spreadsheet you created

Submit spreadsheet created in Bb 20 11/9

10-12 35 Differences Analysis: Become

familiar with bi-variate analysis

of difference procedures:

independent or paired t-test,

ANOVA, Kruskal Wallace H,

Wilcoxcon Signed Ranks or

Mann-Whitney U

Topics 58, 59, 61 Search for, find, and read,


which uses one of the

statistical measures for

difference analysis

From article, summarize one research

question or hypothesis and findings

of the differences analysis in five



30 11/11

10-12 36 Gain exposure to how analysis

of differences is applied and

presented

Classmate’s

postings in Bb




classmate



differences analysis procedures and a

classmate’s summary; Every

10 11/13

23

classmate should have one

contrasting example

10-12 37 Practice analysis of differences

between groups or variables

Topics 58, 59, 61 Review empirical

research report starting

with stating of hypothesis




Blackboard

200 11/15

11-13 38 Relationship/Association:

Become familiar with analysis

of bi-variate relationships for

named (nominal) categories,

Chi-Square Test, a test of

proportions and independence

Topic 50, 51, 52 Search for, find, and read,


which uses the Chi-

Square statistical measure



of the relationship/association

analysis in five sentences or fewer in

discussion board; attach article

30 11/17

11-13 39 Gain exposure to how Chi-

Square is applied to measure

relationships or associations

between variables

Classmate’s

postings in Bb




classmate


between your article which used Chi-

Square statistical procedures and a

classmate’s summary; Every

classmate should have one

contrasting example

10 11/19

11-13 40 Practice Chi-Square analysis

procedures of relationships (or

associations between variables



with stating the

hypothesis




Blackboard

200 11/21

11-13 41 Relationship: Become familiar

with analysis of bi-variate

relationships for ordered

(categorical) or non-normal and

for normal (interval/ratio)

distributions: Pearson and

Spearman Correlation

Coefficients

Topic 57 Search for, find, and read,


which uses either Pearson

or Spearman Correlation

procedures



of the relationship analysis in five



30 11/23

12-14 42 Gain exposure to correlation

analysis as it is applied and

presented to measure

relationships: Pearson,

Spearman, Friedman

Classmate’s

postings in Bb




classmate



correlation analysis and a classmate’s



10 12/1

12-14 43 Practice using correlational

analysis procedures



with stating the




200 12/3

24

hypothesis Blackboard

12-14 44 Multi-variate statistical

analysis: an introduction

http://core.ecu.e

du/psyc/wuensc

hk/MV/IntroMV

.pdf

Skim an Introduction to

Multi-Variate Statistics

(Wuensch, 2013); Select

and read the statistical

procedure which

intrigues you most

Discussion post: If you had to choose

one multi-variate statistical procedure

to learn, which one would you learn

and why?

10 12/5

13-15 45 Mixed methods: an

introduction

http://www.fisc

hlerschool.nova.

edu/resources/u

ploads/app/35/fi

les/arc_doc/mixe

d_methods.pdf

Review mixed methods

Slideshare in Resources

(NovaSoutheastern

University, nd)

Discuss your views about the use of

qualitative, quantitative, and mixed

methods in (educational) research. Do

you have a philosophical or personal

preference? If so, why? (There are no

right answers to this question.)

Respond to two classmates’ postings

about their preferences, considerately

agreeing or disagreeing with them.

30 12/7

13-15 46 Plan an action research project http://www.bro

wn.edu/academi

cs/education-

alliance/sites/bro

wn.edu.academi

cs.education-

alliance/files/pu

blications/act_re

search.pdf

Review resource about

action research (Ferrence,

2006). Outline a project

plan for an action

research project using a

mix of two research

methods you learned

about which could be

implemented in a setting

of your choice. (Could be

the same or different

from class problem or

setting.)

Submit plan via Bb answering

questions in rubric

tion research: an introduction and

plan to study your organizational

case

Problem

Data Collection Plan: Two methods

introduced to

Interpretation

Mixed of Methods

Explanatory, Exploratory, Embedded

100 12/9

25

1 point will be subtracted for every day assignments are late.

Narrative of Personal Research Experience Rubric, 20 total

Context (setting/environment) is provided, 4 points

Your role is described, 4 points

Purpose is explained, 4 points

Grammar, punctuation, 4 points

Engagement and flow of writing, 4 points

Be brief and concise though there is no minimum or maximum number of words.

APA Template Rubric, 30 points

1 point off for each heading level formatting error

1 point off for each missing sub-section

Discussion Postings

Items listed in discussion assignments will be weighted based on number.

For example, if there are 4elements and the discussion is worth 20 points, each element is worth 5 points.

Grammar, punctuation, and APA formatting count: one point each issue.

NIH Certification Rubric, 150 total

Submitted certificate of completion, 100 points

Did not submit certificate of complete, 0 points

Research Report and Action Plan Rubric

For each numbered item in research report section:

No revisions needed to meet expectations (5 points)

Minor revisions needed to meet expectations (4 points)

Major revisions needed to meet expectations (3 points)

Incorrect research report element addressed (2 points)

Element listed but not addressed (1 points)

Missing element (0 points)

26

Research Report Sections: each of 39 components worth 5 points each for a total of 195 points + 5 free = 200 points

[Items in brackets are questions which need to be answered. Include in template as you would the start of a paragraph. Exclude as appropriate.]

There is no minimal length (the more concise, the better). I expect reports to be 5 to 10 pages in length (these numbers include Title and

References pages). Report pages numbered over 10 will not be graded.

Running heads are optional (typically an APA requirement.)

Re-submissions will not be accepted; Seek clarity by calling me or sending me an email.

Title Page [1. Separate page, see APA 6th edition manual.]

Introduction [39. The word introduction does not appear in the report. Simply start a paragraph without a heading.]

Problem

[2. What is the significant, relevant problem you will inform?]

Purpose

[3. What is the goal of your study?]

Research Question

[4. What one research question will guide your study?

Definitions

[5. Define concepts and terms which may be new to your audience or need clarification.]

Significance and Audience

[6. So what? Who cares? Why is it important to answer your research question and for whom is it important?]

Methodology: [Goal is replication.]

Design

[7. What is the research design?]

[8. Why is this design appropriate to reach the research purpose and answer the research question?]

Setting

[9. From where will you be gathering research?]

[10. What are its characteristics?]

Role of the Researcher

[11. What is your relationship to the setting—you, other, it?]

Population and Sample

[12. What is the population you are attempting to represent in your study—the what or who/persons, places, things?]

[13. What sample unit (unit of analysis or measurement) was used to represent the population?]

[14. How did you select units to study—step by step—using named sampling method?]

[15. Why is this method of sample selection appropriate to reach study purpose?]

[How does your selection method ensure (or not) the population was represented?]

[16. How did you protect unit from harm based on balance between risks and benefits?]

Measures (a.k.a. Instrument or Materials or Data Source)

27

[18. What did you use to collect data and record measurement—a survey, tally sheet or checklist, data from an existing source?]

[19. What is the type of data being collected, text (words) or numbers?]

[20. What constructs or variables are being studied?]

[21. If text data, what is the unit of observation?]

[22. If numeric data, what is the level of measurement for each variable—nominal, categorical, or continuous?]

[23. What is one threat to validity and how will you manage the threat?]

[24. What is one threat to reliability and how will you manage the threat?]

Procedures: Data Collection and Analysis

[25. When did you conduct the study or what time period is represented by data?]

[26. How did you collect data—step-by-step so procedure could be replicated (address self, other, it)?]

[27. How did you analyze the data you collected?]

[28. How did you interpret what you found?]

Limitations

[29. How is your study limited in scope in terms of setting?]

[30. How is your study limited in scope in terms of units studied?]

[31. How is your study limited in scope in terms of data collection and analysis?]

Findings, Conclusions, Implications, and Recommendations

[32. What is a description of your units, participants, objects?]

[33. What did you find in relation to your research question?]

[34. What are your conclusions in relation to what is known about your research problem?

[35. What are implications for the problem studied and for whom is this important?]

[36. What actions do you recommend to your audience based on your findings?]

[37. What research in the future do recommend for further inquiry about the problem?]

References [38. Separate page.]

Action Project Plan: 100 points

What is the problem being studied? (5 points)

What is the setting of the study? (5 points)

What is the specific research question to be answered? (5 points)

What two methods are best to answer the research question and why? (Be brief.) (5 points)

Does the approach represent an explanatory, exploratory, or embedded mixed design? (5 points)

For method one: Who needs to be involved with the research process? (5 points)

For method one: What permissions need to be sought? (5 points)

For method two: Who needs to be involved with the research process? (5 points)

For method two: What permissions need to be sought? (5 points)

What are 5 points in a timeline of data gathering and interpretation process of the action research project? (5 points)

Documents

EDUC 806.621 and 622 Educational Research I · 1 EDUC 806.621 and 622 Educational Research I Frostburg State University Department of Education Professions Term: Fall 2014, September