education research literature and techniques2. use electronic databases to locate education research...

Dr. Sharon A. Lease ED 520 1

Fall 2011

Wednesday 4:30—9:30pm Web-Enhanced Hallsville ISD

Instructor: Sharon A. Lease, Ed.D. Email: [email protected] Office phone: 903.223.3040 Fax: 903.TBA Cell: 903.293-5522

Home: 903.293.5522 Office hours: TBA Course Number: ED520.41E Credits: 3 SCH Course Title: Education Research Literature and Techniques Course Description: The course will address: (1) the processes and tools necessary to locate, read, understand, and critique education research, and (2) the fundamental techniques of planning, conducting, and reporting qualitative and quantitative research in the field of education. Course Rationale: Successful educators must be data-driven in decision-making. Our professional commitments to exemplary service for student learning and the current levels of fiscal and academic accountability at the local, state, and national levels demand a clinical approach to school improvement—one that includes the careful selection, implementation, and clinical evaluation of new innovations and the selective abandonment of those that do not produce the desired outcomes. This clinical process requires the continuous evaluation of relevant, educational research.

Education Research Literature and Techniques ED520 Section 41E

Texas A&M University-Texarkana

Contact Information


Student Learner Outcomes:By completing class activities and course assignments students will:

1. Apply the fundamental principles of education research to education decision-making. 2. Use electronic databases to locate education research literature and be knowledgeable of

traditional approaches to research. 3. Analyze, critique, and summarize education research literature. 4. Describe quantitative and qualitative research designs. 5. Write an education research proposal. 6. Identify and critique the components of a comprehensive education research report. 7. Examine the steps of the action research process. 8. Design education program evaluation. 9. Utilize technology appropriate to the study of research and evaluation. 10. Apply the principles of Scientifically Based Research (SBR) to education decision-making. 11. Understand the impact of the No Child Left Behind Law on education research. Prerequisites: None Justification: Administrators, curriculum leaders, and teacher leaders of the 21st century must have a deep understanding of education research and its importance in school improvement efforts. Culturally and economically diverse student populations require educators use their knowledge of education literature and scientifically-based research to evaluate the effectiveness and applicability of solutions to challenges in teaching and learning. No Child Left Behind (NCLB) requires the use of scientifically-based research that: • Employs systematic, empirical methods that draw on observation or experiment; • Involves rigorous data analyses that are adequate to test the stated hypotheses and

justify the general conditions drawn; • Relies on measurements or observational methods that provide reliable and valid data

across evaluators and observers and across multiple measurements and observations; and

• Has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review (Title I, Part B, Subpart 1, Section 1208). Therefore, educators must be familiar with the terms and processes involved in scientifically-based research.

Standards for the Master Teacher Areas: Master Reading Teacher Standards: Standard II: The Master Reading Teacher selects and administers appropriate reading assessments on an ongoing basis and uses the results to design, inform, and adjust instruction to promote literacy.


Standard VI: The Master Reading Teacher facilitates appropriate, research-based reading instruction by communicating and collaborating with educational stakeholders; mentoring, coaching, and consulting with colleagues; providing professional development for faculty; and making decisions based on converging evidence from research. Master Mathematics Teacher Standards: Standard VIII: The Master Mathematics Teacher selects, constructs, and administers appropriate assessments to guide, monitor, evaluate, and report student progress to students, administrators, and parents, and develops these skills in other teachers. Standard IX: The Master Mathematics Teacher facilitates appropriate standards-based mathematics instruction by communicating and collaborating with educational stake-holders; mentoring, coaching, exhibiting leadership, and consulting with colleagues; providing professional development opportunities for faculty; and making instructional decisions based on data and supported by evidence from research. Master Technology Teacher Standards: Standard II: The Master Technology Teacher selects and administers appropriate technology-related assessments on an ongoing basis and used the results to design and improve instruction. Standard V: The Master Technology Teacher facilitates appropriate, research-based technology instruction by communicating and collaborating with educational stakeholders; mentoring, coaching, and consulting with colleagues; providing professional development opportunities for faculty; and making decisions based on converging evidence form research. EDAD Program Outcomes related to this course: Standards I and II: 1. Understand and promote the highest standard of conduct, ethical principles, and

integrity in decision making, actions, and behaviors. (Standard I, 3.1) 2. Apply knowledge of ethical issue affecting education. (Standard I, 3.2) 3. Develop and facilitate the use of sound, research-based practice in the development,

implementation, and evaluation of campus curricular, co-curricular, and extracurricular programs. (Standard II, 4.2) See Appendix (begins on page 9) for details on structures for scientific qualitative and quantitative research proposals.

4. Facilitate the use of appropriate assessments to measure student learning and ensure educational accountability. (Standard II, 4.4)

5. Demonstrate an understanding of the development of campus learning organization that supports instructional improvement and change through on-going study of relevant research and best practices. (Standard II, 5.1)

6. Discuss the process of implementing sound, research-based instructional strategies, decisions and programs in which multiple opportunities to learn and be successful are available to all students. (Standard II, 5.2)


7. Describe the formative and summative student assessment data to develop, support, and improve campus instructional strategies and goals. (Standard II, 5.5)

8. Facilitate the implementation of sound, research-based theories and techniques of teaching, learning classroom management, student discipline, and school safety to ensure a campus environment conducive to teaching and learning. (Standard II, 5.7)

9. Implement procedures for gathering, analyzing, and using data from a variety of sources for informed campus decision-making. (Standard II, 7.2)

10. Know which areas of the Texas Examinations of Educator Standards™ (TExES™) are addressed by this course. (Standards 1, 2, &3)

11. Understand APA Style and Format.

Technology Integration: Technology Enhanced Instruction Instructor will: • support instruction using the classroom presentation system. • summarize material using PowerPoint presentations. • utilize Web sites for current and supplemental information. • conduct learning activities through Blackboard Technology Enhanced Learning Students will: • use electronic resources to locate education research literature. • employ Web resources to format and submit research proposals. The APA Manual, 6th

edition will be used to ensure proper APA style formatting for the organization of writing and references.

• construct assignments in a variety of environments including word processing, spreadsheet and slide show.

• use Turnitin® to review all written work for plagiarism. complete course activities through Blackboard.

Resources: Required Text:

Fraenkel, J.R. & Wallen, N.E. (2012). How to Design and Evaluate

Research in Education,8th edition. Boston: McGraw-Hill ISBN: 0073525960

Supplemental Resource: (Purchase is not required)

American Psychological Association. (2010). Publication manual of the

American Psychological Association (6th ed.). Washington, D.C.: American Psychological Association. (The APA manual is available at local bookstores, on line at http://www.apastyle.org/, or other online booksellers. ISBN 1-55798-791-2) OR American Psychological

http://www.apastyle.org/�


Association. (2005). Concise rules of APA style. Washington, D.C.: American Psychological Association. (ISBN 1-59147-252-0)

Resources needed: Ability to use the Turnitin®, word processing, and electronic slide presentations. Computer access to the following online learning center is required to complete the research design activities: http://highered.mcgraw-hill.com/sites/0073525960/information_center_view0/

References: Andersen, R. (1994). Powerful writing skills. Hawthorne, N.J.: Career Press. Bernhardt, V. L. (2000). Designing and using databases for school improvement.

Larchmont, NY: Eye on Education. Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods

approaches (2nd ed.). Thousand Oaks, CA: Sage Publications. Denzin, N. K. & Lincoln, Y. S. (Eds.). (2000). Handbook of qualitative research ( 2nd ed.).

Thousand Oaks, CA: Sage Publications. Glazer, S.M., & Brown, C.W. (1993). Portfolios and beyond: Collaborative assessment in

reading and writing. Norwood, MA: Christopher-Gordon Publishers. Glesne, C. (1999). Becoming qualitative researchers (2nd ed.). New York: Addison Wesley

Longman. Gubrium, J.F. & Holstein, J. A.(Eds.). (2001). Handbook of interview research: Context

and methods. Thousand Oaks, CA: Sage. Harris, R. A. (2003). Writing with clarity and style: A guide to rhetorical devices for

contemporary writers. Los Angeles, CA: Pyrczak Publishing. Henson, K.T. (1999). Writing for professional publication: Keys to academic and business

success. Boston, MA: Allyn and Bacon. McMillan, J. H., & Schumacher, S. (2001, 5th ed.) Research in education: A conceptual

introduction. Miles, M.B. and Huberman, M. A. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage. Milinki, A. K. (1999). Cases in qualitative research. Los Angeles, CA: Pyrzcak Publishing. Pan, M. L. (2004). Preparing literature reviews: Qualitative and quantitative

approaches.Glendale, CA: Pyrczak Publishing. Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand

Oaks, CA: Sage Publications. Provost, G. (1985). 100 ways to improve your writing. New York, NY: Penguin Group. Washington D.C.: American Psychological Association. Rowntree, Derek. (1981) Statistics without tears: A primer for non-mathematicians. Vogt, W. Paul. (1993) Dictionary of statistics and methodology. (ISBN: 0-8039- 5276-7). Williams, Frederick. (1986) Reasoning with statistics: How to read quantitative research. Internet Resources AskERIC

http://highered.mcgraw-hill.com/sites/0073525960/information_center_view0/�

http://highered.mcgraw-hill.com/sites/0073525960/information_center_view0/�


http://www.eric.ed.gov American Psychological Association http://www.apastyle.org Education Research Service http://www.ers.org U.S. Dept. of Education http://www.ed.gov/nclb/methods/whatworks/research/index.html What Works Clearinghouse http://ies.ed.gov/ncee/wwc/overview/ Bookmarks http://www.mybookmarks.com/ Course Outline:

Date Topic/Activities Assignment Wk 1: August 31 FTF

• Introduction & Orientation • Overview of Research Designs &

Research Process • Professional Writing; APA • Identifying a Research Problem • Action Research • Ethics & Research • Descriptive Statistics (1)

• Chapters 1, 2, 3 & 24 • Student Information Sheet • Assignment #1

Research Exercises 1 & 2 APA Tutorial

Wk 2: Sept. 7 WEB

• Variables & Hypotheses • Sampling

• Chapters 5 & 6

Wk 3: Sept. 14 FTF

• Literature Review • Instrumentation • Reliability & Validity • Descriptive Statistics (II)

• Chapters 7 & 8 • Assignment #2

Wk 4: Sept. 21 WEB

• Internal Validity I

• Chapters 9 & 25 • Submit Revised Research

Topic of Interest Wk 5: Sept. 28 WEB

• Descriptive Statistics (III) • Chapter 10 • Assignment #3

Wk 6: Oct. 5 FTF

• Inferential Statistics I • Internal Validity II • Data Analysis • Results, Conclusions, &

Recommendations

• Chapter 11

Wk 7: Oct. 12 WEB

• Inferential Statistics II • Statistics in Perspective

• Chapter 12 • Submit Introduction,

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http://www.ers.org/�

http://www.ed.gov/nclb/methods/whatworks/research/index.html�

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Purpose & Research Questions

Wk 8: Oct 19 FTF

• Qualitative/Quantitative and • Mixed Methods • Experimental Research • Correlational Research I • Midterm Exam

• Chapter 13 & 23

Wk 9: Oct 26 WEB

• Correlational Research II • Nature of Qualitative Research

• Chapter 15 & 18 • Assignment #4

Wk 10: Nov 2 WEB

• Causal-Comparative Research • Observation and Interviewing

• Chapter 16 & 19 • Submit Literature Review

Wk 11: Nov 9 WEB

• Single-Subject Research • Content Analysis

• Chapter 14 & 20 • Assignment #5

Wk 12: Nov 16 FTF

• Proposal Presentations

• Research Proposal Due

Wk 13: Nov 23 WEB

• Survey Research • Chapter 17

Wk 14: Nov 30 WEB

• Ethnographic & Historical Research

• Chapter 21 & 22

Wk 15: Dec 7 WEB

• Final Exam

Course Requirements/Assignments/Activities: Examinations: A mid-term and final examination will be administered. The exams will be comprehensive evaluations of all material covered in the course. The exams may include objective, subjective, and constructive formats.

Course Activities/Assignments: Activities and assignments investigating research processes and designs will be completed and submitted using directions provided by the instructor.

Research Proposal: A research proposal will be written and presented on a relevant education topic using a designated outline and APA writing style. Plagiarism will result in a grade of zero (0) for this assignment. Proposals will be submitted using the Turnitin® system for plagiarism prevention. Information regarding this system along with other information on plagiarism is available at the following URL: http://turnitin.com/research_site/e_home.html.

Evaluation Procedures

Course Activities (5 @ 50 points) 250 pts. Research Proposal 200 pts. Research Proposal Presentation 100 pts. Midterm Exam 150 pts. Final Exam 150 pts Total 850 pts


Grading Scale Points 90-100% A 765-850 80-89% B 680-764 70-79% C 595-679 60%-69% D 510-594 0%-59% F 449 and below

Academic Honesty: Academic honesty is expected of students enrolled in this course. Cheating on examinations, unauthorized collaboration, falsification of research data, plagiarism, and copying or undocumented use of materials from any source, constitute academic dishonesty, and may be grounds for a grade of F in the course and/or disciplinary action. The student is responsible for reading and understanding the University Policy on Academic Integrity. Disability Assistance: Students with disabilities may request reasonable accommodations through the A&M-Texarkana Disability Services Office by contacting Carl Greig; Aikin room 223 or by calling 903.223.3062. E-Mail Address Statement: Upon application to Texas A&M University-Texarkana an individual will be assigned an A&M-Texarkana email account. This email account will be used to deliver official university correspondence. Each individual is responsible for information sent and received via the university email account and is expected to check the official A&M-Texarkana email account on a frequent and consistent basis. Faculty and students are required to utilize the university email account when communicating about coursework. The instructor reserves the right to make changes to the course syllabus and will notify students accordingly. **Students seeking a professional certificate must meet with the certification officer for official admittance into a certification program. The certification officer for Texas A&M University-Texarkana is Bonnie Johnson. She is located in University Center 245 and can be contacted by phone at 903-223-3048.


APPENDIX

education research literature and techniques2. use electronic databases to locate education research...

Documents