Course Number: EDT 660
Course Title: Introduction to Educational Research
(1st Summer Term, 2002)
Professor: George M. De Marco, Jr., Ed.D.
40K Frericks Center
229.4210
George.DeMarco@Notes.udayton.edu
http://homepages.udayton.edu/~demarco/
Office Hours: Monday - Friday (Open door policy
and/or
by appointment)
Terms Offered: All
Academic Credit: 3 Credit hours
Prerequisites: As per arrangement with advisor.
Catalogue Description: A study of key concepts necessary
to
understand, analyze, and evaluate research.
Emphasis is on the understanding of
foundational principles of inquiry
and related issues. . . .
The major requirement of this course is the development
of a paper reviewing related literature.
Room and Time: Frericks Convocation Center Rm 51
MW 4:30 - 7:10PM (4:30 - 5:40 - 10 minute
break; 5:50 - 6:00).
American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author.
Society of Mary-Marianists (1996). The characteristics of a Marianist
education.
Dayton, OH: Marianist Press.
Required WWW.Sites: It is strongly recommended that all
class members obtain a Lotus Notes Dial In account so that they might access
the University's computer resources from home.
Such accounts are available through University of Dayton Information
Technology (UDit) in Miriam Hall Room 53 (937.229.4526). Hours of operation
8-5 M-Th. Fri until 3:00.
Help Desk 229.3888 8-5 M-F
1. http://library.udayton.edu/ This site is our University of
Dayton Library
Homepage, use of which will prove vitally important throughout the
course. Access
to data bases such as ERIC (Educational Resources Information Center)
and OhioLink
are readily available here.
2. http://soeap.udayton.edu/academic/hss/ This site, compiled
by the faculty members of the
UD Department of Health and Sport Science, features of links to numerous
other
educational www.sites.
"Though the use of computer technology (e.g., the www) promises to
enhance our instructional
effectiveness, no http: site will ever replace the outstretched
hand of a teacher or coach" (GMPD, 4/14/97).
Requirements:
Students are expected to fulfill the following requirements:
1. Attend all class sessions.
2. Read all assigned material.
3. Participate in group activities in- and outside class.
4. Demonstrate mastery on two (2) exams by scoring a grade of 70% or
higher.
5. Complete three (3) article critiques of research related literature
(2-21/2 pages).
6. Demonstrate competency in the use of the SPSS Personal Computer
Program.
7. Conduct a nonparticipant observation of an educational setting,
a follow-up interview, and
prepare a report related the findings of both.
8. Demonstrate competency in the use of electronic media (e.g., the
www. as a research tool).
9. Present a brief description of related research interest.
10. Submit a completed review of literature, comprised of a review
of 7 data based related
research articles (minimum 7 pages).
Grading:
Note: The instructor reserves the right to amend the award
(positively or negatively) of a student's grade vis-a-vis personal/professional
choices, contingencies, and/or circumstances.
Note: All submitted work is to be typed/word processed
according to the APA Manual (5th ed.) in 12 point font (Times, Times New
Roman, or Courier); double spaced.
Instructional Strategies:
1. Multimedia presentations
2. Discussion of the readings
3. Lecture and Question & Answer
4. Computer applications
5. Critiquing published research
6. Completion of application projects: data analysis and research design
Attendance Policy:
Due to the intensive nature of the content of EDT 660, there shall
be NO unexcused absences.
It is strongly suggested that students seek alternative enrollment
options if planned absences are anticipated.
Academic Honesty Policy:
Academic honesty for all assignments is implicit and shall be complete.
Provisions for Students with Special Needs:
Students requiring accommodations for special needs should inform the
professor immediately;
please do not wait until difficulty is encountered to communicate such
requests.
Students
1. On a daily basis, come to class prepared and ready to generate a
sincere and consistent effort to learn and apply course content and skills;
AND
to become willing and open to
new ideas, methods, approaches, techniques, and practices intended
to elicit that effort and
teach that content.
2. To adhere to the principles and polices of academic/ performance and honesty.
3. To be respectful, and supportive of fellow students and staff, classmates and the professor.
4. To be punctual.
Professor
1. On a daily basis, provide students with challenging, informative,
interesting, and,
whenever possible, enjoyable class lectures and activities to optimize
their ability to learn
course content, gain necessary skills, and to prepare them adequately
to conduct
educational research according to their individual professional needs.
2. In his daily interactions with students, to be respectful, forthcoming,
fair, honest, positive,
encouraging, and available for personal assistance.
3. To grade, evaluate, and prescribe various measures of student academic
performance fairly and efficiently.
4. To be punctual.
Class Routines:
For the of optimizing student learning, professional growth, and class
efficiency, the following routines will be followed:
1. Sign-in and pick-up handouts of the day, submit assignments due
2. Information of Day
3. Class News of the Day
4. Inspiration of the Day
5. Content of the Day - The Class
6. Review, Questions, Clarifications
1. Demonstrate an understanding of the scientific method relative to
the cyclical nature of
the research process.
2. Understand the underlying assumptions of quantitative research.
3. Understand the nature of causal relationships.
4. Understand the null and the research hypothesis.
5. Understand the concepts of internal and external validity.
6. Identify the dependent and independent variables in selected types of research.
7. Understand the concept of statistical significance.
8. Understand the assumption the assumptions of true and quasi-experimental design.
9. Describe nominal, ordinal, interval, and ratio data types in terms
of their characteristics
and restrictions.
10. Interpret a frequency table, histogram, scattergram, percentages, and ratios/proportions.
11. Compare the mean, median, and mode for supplied data samples, giving
interpretations for
these comparisons.
12. Apply the interpretation of the measures of central tendency to computed data analysis.
13. Understand concepts related to measures of variability
14. Understand concepts related to correlation coefficients.
15. Understand concepts related to statistical tests of group differences.
Knowledge: Qualitative Methodology
1. Identify the aims, assumptions, and various perspectives on educational
inquiry.
2. Identify the assumptions underlying qualitative research designs.
3. Explain the major strengths and limitations of qualitative research.
4. Explain the essential attributes of trustworthy qualitative research.
5. Evaluate the validity of qualitative research.
6. Become familiar the following qualitative research techniques
a. field observations (nonparticipant - participant) and the recording
of field notes notes
b. interviewing
c. focus groups
d. questionnaires
e. stimulated-recall
7. Identify problem sources in fieldwork relations (i.e., access, participant-observer
role
conflict, security, and confidentiality).
8. Explain the processes by which qualitative data are collected, analyzed, and explicated.
9. Define reporting mechanisms for qualitative research.
10. Identify the major issues in post-positivist research.
11. Examine the use of qualitative research in investigating contemporary issues in education
12. Describe "theory" and its place in educational inquiry.
Skills: Quantitative Methodology
1. Develop a defensible research question.
2. Construct a frequency table and graphically display selected data samples.
3. Compute measures of central tendency using computer applications.
4. Compute measures of variability using statistical computer packages.
5. Compute measures of correlation using statistical computer packages.
6. Test for group differences using statistical computer packages.
7. Design a research study appropriately applying the concepts of internal
and external
validity.
8 Interpret descriptive and inferential statistical results.
9. Write hypotheses, both null and research.
10. Critique published quantitative research articles, applying the
concepts of research design,
statistical analysis, and consistency between the purpose and methodology.
11. Apply the concept of statistical significance in the interpretation of data analysis.
Skills: Qualitative Methodology
1. Analyze qualitative research studies.
2. Interpret qualitative data/text.
3. Demonstrate selected qualitative research skills, including: data
recording, coding, analysis,
reduction, observation, interview, case study, content analysis, development
of grounded
theory, interpretive analysis.
4. Collaborate with others in conducting, analyzing, and reporting the
findings of a
nonparticipant observation and follow-up interview.
5. Analyze the concepts of dependability, transferability, credibility,
and data trustworthiness
in a research study.
Attitudes:
1. Appreciate the strengths and limitations of quantitative and qualitative
inquiry.
2. Appreciate the strengths and limitations of various research methodologies
and techniques
relative to practical application
3. Demonstrate an awareness of how systematic scientific inquiry has
helped expand the
knowledge base in educational research.
4. Develop a positive belief in the power of quantitative and qualitative
inquiry to investigate
educational phenomenon, trends, and issues.
5. Develop an appreciation for the role of research in improving teaching and learning.
6. Enthusiastically pursue one's research interest and develop an appreciation
for sharing the
findings related to the same.
Values:
1. Value the application of appropriate research methodologies to problems,
issues, and
trends in education.
2. Value efforts to apply to practice the findings of effective research
and to dismiss the
findings of poorly designed research.
3. Value both the personal resources and technological tools used by educational researchers.
4. Value the process of scientific inquiry as a means to improve pedagogical practice.
5. Identify, demonstrate an understanding of, and value the ethical
concerns of researchers.
ARTICLE REVIEW - CRITIQUE FORMAT
The following criteria shall guide the analysis, explication, and critique
of your forthcoming
article review-critiques:
1. Select articles appearing in data based scholarly- and practitioner
journals only.
Make sure that they are of interest to you and pertain directly your
particular
topic/research interest.
2. In correct APA format, identify the author, year, title of the article,
journal title,
volume, issue, and page numbers at the top of the page (e.g., below)
Siedentop, D. , & Locke, L. (1997). Making a difference for physical
education:
What professors and practitioners must build together.
Journal of
Physical Education,
Recreation and Dance, 68(4), 25-33.
3. Text should be double spaced 12-point font only 2-21/2 complete pages
bordered
by 1? inch margins).
4. Synthesize-summarize the study in clear and concise language (e.g.,
identify
the purpose, design, subjects, methodology, finding, and applicability
to your
particular area of interest).
5. Use the checklist provided below to frame and guide the main body
of your
abstract-critique.
6. What is the primary purpose of the study, program, innovation, etc.
serving as the
focus for the article?
7. Does the article ask a specific question or problem that guides your
initial
understanding of the author?s work? What is that question?
8. Was the article organized in a manner that was logical and that provided
for clarity
in reading and comprehension? How so? Provide examples.
9. Did the article cite relevant related literature in its introduction? Provide examples.
10. Were explanations of the methods, procedures, applications, and
findings clearly
delineated? Provide examples.
11. Do you agree with the interpretation of the results, applications, concepts, recommendations? Why or why not?
12. With a view toward the overall article, what were the most important
points made
and/or information provided? Based on your present level of knowledge
and
experience, what were the strengths and/or weakness of the article?
Course Calendar - 1st Summer Semester, 2002
(Subject to change on an as-per-needed basis)
Date Topic Assignment Due Date
May 6 Introduction (s), Course Overview, Purchase Text Book
Review of the Syllabus; (ASAP)
Your First Research Study; Lotus Notes.Account
Informational Session with
Dr. Katie-Kinnucan-Welsch,
Coordinator, Graduate Program
Teacher Education
May 8 Library Orientation: Meet @ Roesch
Library Room 401, 4:30 PM
Mr. Jack O'Gorman
May 13 Research and Common Sense, Leedy's Chapters 1 and
2
Eight Characteristics of Research.
Profiles-Questionnaires Formation of Research Teams: Preliminary
Due
Identification of Research Interest;
Article Review Format;
and Review of Related Literature
15 The Research Road: Stepping Off Chapters 3, 5
Research Designs and Methods,
Framing the Problem, Planning Your
Research, Basic Tools of Research, Reliability, Validity
Action Research
Computer.www.orientation: Meet @
Chaminade 202 Computer Lab, 6:00PM
20 The Research Road: Continuing On Chapters 4, 6, 12
Reviewing the Literature
Writing the Proposal, Technical Details,
APA Style, Format, Organization and Explication
Examples of Model Proposals
22 Open 1st Article Review Due
27 Memorial Day - No Class
29 Review
June 3 Mid-Term
June 5 Introduction to Quantitative Methods: Statistics Chapter
9, 10, 11
Variables, Levels of Data, Measures of Central 2ndArticle Review
Tendency, and Variability, Computer Analysis Due
of Statistical Data, Use of SPSS
Computer Analysis of Statistical Data - SPSS
June 10 Survey Research
Dr. Carolyn Ridenour, Guest Lecturer SPSS Report Due
Statistical Methods: Distributions, Percentiles Chapter 11
Correlation, Tests for Differences Between Means
12 The Research Road: The Next Horizon
Chapters 7, 8 Introduction to Qualitative Methodology:
Observation-Interview Class Activity
Systematic Observation
17 Qualitative Methodology: Interviewing Chapters 7, 8
Field Notes, Document Analysis,
Informed Consent - Human Subjects
Committee, and Institutional Protocol, Ethics in Research
19 Final Exam Submit Review of Related Research w/reference list
3rd Critique Due
Observation Report Due
Date of Syllabus: May 6, 2002
#