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Sistema Universitario Ana G. Méndez
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
EDUC 600
Educational Research Methods
Métodos de Investigación Educativa
© Sistema Universitario Ana G. Méndez, 2007
Derechos Reservados.
© Ana G. Méndez University System, 2007. All rights reserved.
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
2
TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
PRONTUARIO ........................................................................................................... 3
STUDY GUIDE .......................................................................................................... 9
WORKSHOP ONE ................................................................................................... 15
TALLER DOS .......................................................................................................... 19
WORKSHOP THREE .............................................................................................. 22
TALLER CUATRO .................................................................................................. 25
WORKSHOP FIVE/TALLER CINCO ....................................................................... 28
ANEJO/APPENDIX A .............................................................................................. 30
APPENDIX B/ANEJO B .......................................................................................... 35
APPENDIX C/ANEJO C .......................................................................................... 37
APPENDIX D/ANEJO D .......................................................................................... 38
APPENDIX E/ANEJO E .......................................................................................... 39
APPENDIX F/ANEJO F ........................................................................................... 40
APPENDIX G/ANEJO G .......................................................................................... 51
APPENDIX H/ANEJO H .......................................................................................... 53
APPENDIX I/ANEJO I ............................................................................................. 55
APPENDIX J/ANEJO J ........................................................................................... 56
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
3
Prontuario
Título del Curso Métodos de Investigación Educativa
Codificación EDUC 600
Duración Cinco Semanas o según aplique
Prerrequisito Todos los cursos modulares y de especialidad
Descripción
Estudio de la naturaleza, el alcance y los métodos básicos de la investigación
científica y su aplicación al proceso de investigación educativa. Se estudian
diversos tipos de investigación, su proceso y fases para la realización de la
investigación. Énfasis en el diseño de la propuesta de investigación y sus
partes: identificación de problema de investigación, redacción de hipótesis o
preguntas guías, revisión de literatura y metodología de la investigación. Los
estudiantes presentaran su propuesta de investigación al finalizar el curso.
Objetivos Generales
1. Conocer los diversos tipos de investigación.
2. Aplicar la metodología del proceso de investigación.
2. Identificar problemas de investigación en el campo educativo.
4. Redactar una propuesta de investigación.
Texto y Recursos
A.P.A. (2001). American Psychological Association Publication Manual. Fifth edition.
Washington, DC: APA.
Fraenkel, J. R. & Wallen, N.E. (2003). How to design and evaluate research in
education. New York: MacGraw Hill
Fraenkel, J. R. & Wallen, N.E. (2003). Student workbook to accompany: How to
design and evaluate research in education. New York: MacGraw Hill.
Referencias y material suplementario
Buendía Eirsma, L., Colas Bravo, P. & Hernández Pina, F. (1998). Métodos de
investigación en psicopedagogía. Madrid: McGraw Hill.
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
4
Drew, C. J., Hardman, M. J. & Hart, A. W. (1996). Designing and Conducting
Research: Inquiry in Education and Social Science. Massachusetts: Allyn &
Bacon.
Creswell, J. W. (2002). Educational Research: Planning, conducting, and evaluating
quantitative and qualitative research. New Jersey: Prentice Hall.
Fowler, F. J. (1993). Survey research methods. California: Sage Publications.
Galvan, J. L. (1999). Writing literature reviews. California: Pryczak Publishing.
Glesne, C. & Peshkin, A. (1992). Becoming qualitative researchers: An introduction.
New York: Longman.
Hernández Sampieri, R., Fernández Collado, C. & Pilar Batista, L. (1998).
Metodología de investigación.
Martella, R. C., Nelson, R. & Marchand-Martella, N.E. (1999). Research methods:
Learning to become a critical research consumer. Massachusetts: Allyn and
Bacon.
McMillan, J. H. & Wergin, J. F. (1998). Understanding and evaluating educational
research. New Jersey: Prentice Hall.
Méndez, C. E. (1999). Metodología: Diseño y desarrollo de investigación. Bogota:
McGraw Hill.
Evaluación
Curva de Evaluación:
100-90 = A 89-80 = B 79-70 = C 69-60 = D 59-00 = F
Las matrices valorativas para la evaluación de estas actividades se incluyen en el
Anejo A.
10% Participación en Clase
10% Diario Reflexivo
10% Portafolio del Curso
20% Examen Uno (en clase)
20% Examen Dos (en la casa)
30% Propuesta de Investigación
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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Participación en Clase – Se espera que todos los estudiantes asistan a clase
preparados para discutir los temas del DIA y que contribuyan y participen
activamente.
Diario Reflexivo – Los estudiantes redactarán un diario reflexivo al finalizar cada
taller, con el fin de reflexionar críticamente y escribir sobre los conceptos y
experiencias de aprendizaje presentadas en cada taller. Esto incluye una auto
evaluación del trabajo del estudiante.
Portafolio del Curso – El portafolio incluirá todo el trabajo a completarse durante el
curso, las partes en progreso de la propuesta de investigación, y las tareas
semanales. Cada semana el estudiante traerá a clase una noticia de periódico o
revista, sobre un estudio de investigación científica. El estudiante escribirá un corto
análisis de la metodología usada en el estudio, y también identificará las partes del
método experimental (variables, participantes, hipótesis, instrumentación, etc.).
Exámenes – Los exámenes consisten de preguntas de ensayo. El primer examen
será administrado al comienzo del tercer taller. El primer examen incluye el material
de los talleres uno y dos. El segundo examen se llevará a la casa, el facilitador lo
distribuirá al final del cuarto taller. El segundo examen incluye el material de los
talleres tres y cuatro. Este examen se recogerá al principio del taller cinco.
Propuesta de Investigación – Cada estudiante escribirá una propuesta de
investigación, sobre el tópico de su preferencia. La propuesta seguirá los pasos,
incluirá las partes, y seguirá el estilo de los manuscritos de acuerdo a la quinta
edición del Manual de Publicación de APA. La propuesta será presentada en clase
durante el taller cinco y los otros estudiantes identificarán problemas potenciales y
discutirán la metodología presentada (ver Anejo E)
Descripción de las Normas del Curso
1. Este curso sigue el programa “Discipline-Based Dual-Language Model®” del
Sistema Universitario Ana G. Méndez, el mismo esta diseñado para
promover el desarrollo de cada estudiante como un profesional bilingüe.
Cada taller será facilitado en inglés y español, utilizando el modelo 50/50.
Esto significa que cada taller deberá ser conducido enteramente en el
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
6
lenguaje especificado. Los lenguajes serán alternados en cada taller para
asegurar que el curso se ofrece 50% en inglés y 50% en español. Para
mantener un balance, el modulo debe especificar que se utilizaran ambos
idiomas en el quinto taller, dividiendo el tiempo y las actividades
equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en
hacer una pregunta en el idioma especificado, bien puede escoger el idioma
de preferencia para hacer la pregunta. Sin embargo, el facilitador deberá
contestar la misma en el idioma designado para ese taller. Esto deberá ser
una excepción a las reglas pues es importante que los estudiantes utilicen el
idioma designado. Esto no aplica a los cursos de lenguaje que deben ser
desarrollados en el idioma propio todo en ingles o todo en español según
aplique.
2. El curso es conducido en formato acelerado, eso requiere que los
estudiantes se preparen antes de cada taller de acuerdo al módulo. Cada
taller requiere un promedio de diez (10) horas de preparación y en ocasiones
requiere más.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente
al taller deberá presentar una excusa razonable al facilitador. El facilitador
evaluará si la ausencia es justificada y decidirá como el estudiante repondrá
el trabajo perdido, de ser necesario. El facilitador decidirá uno de los
siguientes: permitirle al estudiante reponer el trabajo o asignarle trabajo
adicional en adición al trabajo a ser repuesto.
Toda tarea a ser completada antes de taller deberá ser entregada en la fecha
asignada. El facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a mas de un taller el facilitador tendrá las
siguientes opciones:
a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado
en la nota existente.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota
a dos por debajo de la nota existente.
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
7
5. La asistencia y participación en clase de actividades y presentaciones orales
es extremadamente importante pues no se pueden reponer. Si el estudiante
provee una excusa valida y verificable, el facilitador determinara una
actividad equivalente a evaluar que sustituya la misma. Esta actividad deberá
incluir el mismo contenido y componentes del lenguaje como la presentación
oral o actividad a ser repuesta.
6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin
embargo, cada miembro de grupo deberá participar y cooperar para lograr un
trabajo de excelencia, pero recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se debe entender que todo trabajo sometido esta citado
apropiadamente o parafraseado y citado dando atención al autor. Todo
estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea
plagiado, copiado o presente trazos de otro será calificado con cero (vea la
política de honestidad académica).
8. Si el facilitador hace cambios al modulo o guía de estudio, deberá discutirlos
y entregar copia a los estudiantes por escrito al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes
proveyendo su correo electrónico, teléfonos, y el horario disponibles.
10. EL uso de celulares esta prohibido durante las sesiones de clase; de haber
una necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en
el salón de clases.
12. Todo estudiante esta sujeto a las políticas y normas de conducta y
comportamiento que rigen SUAGM y el curso.
Nota: Si por alguna razón no puede acceder las direcciones electrónicas
ofrecidas en el módulo, no se limite a ellas. Existen otros motores de
búsqueda y sitios Web que podrá utilizar para la búsqueda de la información
deseada. Entre ellas están:
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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www.google.com
www.altavista.com
www.ask.com
www.excite.com
www.pregunta.com
www.findarticles.com
www.telemundo.yahoo.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o
añadir algunas de ser necesario.
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
9
Study Guide
Course Title Educational Research Methods
Code EDUC 600
Time Length Five Weeks or as applicable
Pre-requisite All modular and specialization courses
Description
This course is covers the study of the nature of scientific investigation and its
application to the educational research process. It also studies the different research
methods and its investigative phases. Emphasis will be given to the proposal design:
problem identification, hypothesis or guide questions, literature review and the
investigation methodology. The student will present a research proposal at the end
of the course.
General Objectives
1. Gain knowledge of the different types of research.
2. Apply research methodology.
3. Identify research problems in the field of education.
4. Write a research proposal.
Texts and Resources
A.P.A. (2001). American Psychological Association Publication Manual. Fifth edition.
Washington, DC: APA.
Fraenkel, J. R. & Wallen, N.E. (2006). How to design and evaluate research in
education. New York: McGraw Hill Verify newer version 2006
Fraenkel, J. R. & Wallen, N.E. (2006). Student workbook to accompany: How to
design and evaluate research in education. New York: McGraw Hill
References and Supplementary Materials
Buendía Eirsma, L., Colas Bravo, P. & Hernandez Pina, F. (1998). Métodos de
investigación en psicopedagogía. Madrid: McGraw Hill.
Creswell, J. W. (2002). Educational Research: Planning, conducting, and evaluating
quantitative and qualitative research. New Jersey: Prentice Hall.
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
10
Drew, C. J., Hardman, M. J. & Hart, A. W. (1996). Designing and Conducting
Research: Inquiry in Education and Social Science. Massachusetts: Allyn &
Bacon.
Fowler, F. J. (1993). Survey research methods. California: Sage Publications.
Galvan, J. L. (1999). Writing literature reviews. California: Pryczak Publishing.
Glesne, C. & Peshkin, A. (1992). Becoming qualitative researchers: An introduction.
New York: Longman.
Hernandez Sampieri, R., Fernandez Collado, C. & Pilar Batista, L. (1998).
Metodología de investigación.
Martella, R. C., Nelson, R. & Marchand-Martella, N.E. (1999). Research methods:
Learning to become a critical research consumer. Massachusetts: Allyn &
Bacon.
McMillan, J. H. & Wergin, J. F. (1998). Understanding and evaluating educational
research. New Jersey: Prentice Hall.
Mendez, C. E. (1999). Metodología: Diseño y desarrollo de investigación. Bogotá:
McGraw Hill.
Evaluation
Grade Distribution:
100-90 = A 89-80 = B 79-70 = C 69-60 = D 59-00 = F
The rubrics to be used for these evaluations are included in the Appendix.
10% Class Participation
10% Reflexive Journal
10% Course Portfolio
20% Test One (in class)
20% Test Two (take home)
30% Research Proposal
Class Participation – All students are expected to attend each class prepared to
discuss workshop topics and to actively participate and contribute to class.
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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Reflexive Journal – At the end of each workshop each student will write an entry in
their journal. Each entry will analyze their personal reactions to the concepts and
learning experiences presented in each workshop, including a self evaluation of their
work and performance for that day’s workshop.
Course Portfolio – The portfolio will include all class work completed during the
course, the ongoing drafts of the research proposal, and the weekly homework.
Each week, the student will bring to class a news article about a research study
reported in a newspaper or magazine. The student will write a critique of the
research methodology reported in the article and identify the parts of the
experimental method and methodology (hypothesis, independent variable,
dependent variable, control group, experimental group, participants, instrumentation,
etc)
Tests – Tests are in essay form. Test One will be administered at the start of the
third workshop. Test One will cover the material of the first two workshops. Test Two
will be a take home exam, which will be distributed at the end of the fourth
workshop. Test Two will cover the material from the third and fourth workshops, and
will be turned in at the start of the fifth workshop.
Research Proposal – Each student will write a research proposal on a topic of their
choosing. This research proposal will follow the format and all parts of a manuscript
as described in the fifth edition of the APA Publication Manual. The research
proposal will be presented in class during the fifth workshop and the other students
will be asked to identify any potential research problems, describe the methodology,
and provide feedback (see Appendix E).
Description of Course Policies
1. This course follows the Sistema Universitario Ana G. Méndez Dual-Language
Discipline-Based Immersion Model® designed to promote each student’s
development as a Dual Language Professional. Workshops will be facilitated
in English and Spanish, strictly using the 50/50 model. This means that each
workshop will be conducted entirely in the language specified. The language
used in the workshops will alternate to insure that 50% of the course will be
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
12
conducted in English and 50% in Spanish. To maintain this balance, the
course module may specify that both languages will be used during the fifth
workshop, dividing that workshop’s time and activities between the two
languages. If students have difficulty with asking a question in the target
language in which the activity is being conducted, students may choose to
use their preferred language for that particular question. However, the
facilitator must answer in the language assigned for that particular day. This
should only be an exception as it is important for students to use the assigned
language. The 50/50 model does not apply to language courses where the
delivery of instruction must be conducted in the language taught (Spanish or
English only).
2. The course is conducted in an accelerated format and requires that students
prepare in advance for each workshop according to the course module. Each
workshop requires an average ten hours of preparation but could require
more.
3. Attendance at all class sessions is mandatory. A student that is absent to a
workshop must present the facilitator a reasonable excuse. The facilitator will
evaluate if the absence is justified and decide how the student will make up
the missing work, if applicable. The facilitator will decide on the following:
allow the student to make up the work, or allow the student to make up the
work and assign extra work to compensate for the missing class time.
Assignments required prior to the workshop must be completed and turned in
on the assigned date. The facilitator may decide to adjust the grade given for
late assignments and make-up work.
4. If a student is absent to more than one workshop the facilitator will have the
following options:
a. If a student misses two workshops, the facilitator may lower one grade
based on the students existing grade.
b. If the student misses three workshops, the facilitator may lower two
grades based on the students existing grade.
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
13
5. Student attendance and participation in oral presentations and special class
activities are extremely important as it is not possible to assure that they can
be made up. If the student provides a valid and verifiable excuse, the
facilitator may determine a substitute evaluation activity if he/she understands
that an equivalent activity is possible. This activity must include the same
content and language components as the oral presentation or special activity
that was missed.
6. In cooperative activities the group will be assessed for their final work.
However, each member will have to collaborate to assure the success of the
group and the assessment will be done collectively as well as individually.
7. It is expected that all written work will be solely that of the student and should
not be plagiarized. That is, the student must be the author of all work
submitted. All quoted or paraphrased material must be properly cited, with
credit given to its author or publisher. It should be noted that plagiarized
writings are easily detectable and students should not risk losing credit for
material that is clearly not their own (see Academic Honesty Policy).
8. If the Facilitator makes changes to the study guide, such changes should be
discussed with and given to students in writing at the beginning of the first
workshop.
9. The facilitator will establish a means of contacting students by providing an
email address, phone number, hours to be contacted and days.
10. The use of cellular phones is prohibited during sessions; if there is a need to
have one, it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not
allowed to the classrooms.
12. All students are subject to the policies regarding behavior in the university
community established by the institution and in this course.
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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Note: If for any reason you cannot access the URL’s presented in the module,
do not stop your investigation. There are many search engines and other
links you can use to search for information. These are some examples:
www.google.com
www.altavista.com
www.ask.com
www.excite.com
www.pregunta.com
www.findarticles.com
www.telemundo.yahoo.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
The facilitator may make changes or add additional web resources if deemed
necessary.
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
15
Workshop One
Specific Objectives
At the end of this workshop, students will be able to:
1. Identify the general objectives of this course and what the requirements are for
the accomplishment of such objectives
2. Establish the principles for the development of a study plan to meet the course
objectives effectively
3. Define the Basic Concepts related to the research process
4. Understand and apply the stops of the scientific method
5. Identify the parts of a research report
6. Explain the methodology and its components
7. Describe the steps in the process of a successful literature review.
Language Objectives
At the end of this workshop students will be able to:
1. Define basic concepts related to research using correct pronunciation and
technical jargon pertaining to research.
2. Express their point of view using correct use of verbs, concepts and grammar.
3. Solve given problems orally and in writing demonstrating command of the
language by expressing clear ideas with correct use of syntax, verb usage and
pronunciation.
URLs
American Psychology Association
www.apa.org
www.APAstyle.org
www.apa.org/monitor
www.apa.org/science/lib.html
How to write a scientific paper
http://www.analytictech.com/mb870/How_to_read.htm
http://spsp.clarion.edu/mm/RDE3/start/default.html
http://www.ucalgary.ca/md/CAH/research/res_prop.htm
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
16
http://www.esc.edu/ESConline/Across_ESC/WritersComplex.nsf/wholeshortlinks2/R
esearch+Room+Menu
Assignments before Workshops One
1. Read the module’s content and come prepare to ask any questions or clarify
doubts students may have.
2. Search for and read for information on the process of investigation, the scientific
method applied to education or action research and research methods.
3. Define the steps of the scientific method and come prepare to discuss them in
class.
4. Define the parts of an investigation and the different types of investigation that
can be done (experimental, correlation, etc.).
5. Search for and read information on action research and how it applies to
education and come prepare to discuss the topic in class.
6. Search for a topic of interest that you would like to work with or investigate for the
purpose of this course. Bring in the topic of investigation and a question that will
guide the process of your investigation to be discussed in class.
7. As part of the search for this workshop, students will go to the library and / or
based on the text materials needed for the course, and search for the following:
“Student workbook to accompany: How to design and evaluate research in
education” activities: 1.1 – 1.2 – 1.3 – 1.5 – 2.1 – 2.2 – 13.3 – 24.1. Students will
come prepared to discuss these activities in class.
Important Note: It is important and recommended that the facilitator arranges for
the librarian to provide students with an orientation on the different data bases
available to them to search for research articles during the first workshop.
Activities
1. The facilitator and students will engage in an ice breaking activity called “Toss
the Ball and Tell”. The facilitator will bring a fabric ball and will introduce the
activity to students. The facilitator will introduce him/herself while holding the ball
in his/her hand and will mention how he/she uses action research in his/her daily
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
17
life. Then the facilitator will toss the ball to a student repeating the same process
until all students have introduced themselves.
2. All course requirements will be discussed by the facilitator and the students,
including the final project students will have to turn in.
3. Using a power point presentation, the facilitator will introduce the students to the
process of investigation, including the different ways of investigating.
4. The facilitator will divide the class into small groups so as to make five groups in
the classroom. Each group will be assigned a step of the scientific method and
will be assigned the following tasks: Define the step assigned and create a
concept map that includes the major components of the step. After completing
the activity each group will present to the rest of the class.
5. The facilitator and students will discuss the parts of an investigation report as
well as the parts of the investigation proposal that students will have to complete
at the end of this course. .
6. The facilitator and students will discuss the following activities “Student workbook
to accompany: How to design and evaluate research in education” students will
work on the following activities: 1.1 – 1.2 – 1.3 – 1.5 – 2.1 – 2.2 – 13.3 – 24.1 to
expand on knowledge obtained in the area of investigation.
7. The facilitator will socially discuss with students the topics they are interested in
investigating. Students will discuss the questions they brought to be researched
and the facilitator will provide feedback and guidance as needed. This could also
be done as individual meetings with the facilitator (Appendix A- Guidelines for
Research Proposal).
8. Once everyone has shared their topics and questions, and everyone is clear on
what they will be working on, the facilitator will discuss with students the structure
of the review of literature that students will have to work with for the next
workshop (see Appendix B for review of literature guide).
9. The facilitator will provide students with some guidelines as to how to search for
research articles and the importance of using these articles during their literature
review process
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
18
10. The facilitator will establish the means by which students will send their work and
the established dates to send them.
11. Learning Journal: How will I use today’s information learned in class in my
profession? And how will it benefit me as a professional and how it will benefit
the educational institution I will be working for?
Assessments:
1. Learning Journal (Appendix C)
2. Class Participation (Appendix D)
3. Chart to Record Assignments (Activities per workshop will have a total of 10 points
per workshop, for a total of 40 points) (Appendix E)
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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Taller Dos
Objetivos Específicos
Al finalizar este taller, los estudiantes podrán:
1. Entender y explicar los diferentes tipos de métodos de investigación
2. Definir el concepto de datos cuantitativos y describir el proceso de recopilación de
datos cuantitativos.
3. Definir el concepto de datos cualitativos y describir el proceso de recopilación de
datos cualitativos.
4. Entender y aplicar el uso del modelo APA al uso de las referencias y como evitar
el plagio citando información de otros autores apropiadamente.
Objetivos de Lenguaje
Al final del taller, los estudiantes podrán:
1. Desarrollar ideas para poder solucionar problemas de manera efectiva utilizando
gramática, conjugación de verbos y uso de ideas claras correctamente.
2. Dada la situación o problema, podrán desarrollar escritos (Revisión Literaria)
para proponer una solución utilizando vocabulario variado, jerga técnica de
manera apropiada y correcta.
3. Identificarán las necesidades relevantes para desarrollar una investigación para
atender dichas necesidades de manera efectiva, haciendo uso correcto de la
sintaxis, orden lógico de ideas y vocabulario
Direcciones Electrónicas
American Psychological Association
www.apa.org
www.APAstyle.org
www.apa.org/monitor
www.apa.org/science/lib.html
Investigación
www.merlot.org
www.eb.com
www.netlibrary.com
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
20
Tareas antes del taller dos
1. Buscar y leer información sobre como citar información de otros autores y como
establecer las referencias en un trabajo de investigación (ver Anejo F para guía
de APA). El facilitador puede hacer arreglos para que el personal del Centro de
Recursos de Aprendizaje (biblioteca) visite el salón de clases y provea a los
estudiantes una orientación sobre el estilo APA para citar trabajos de otros y
escribir referencias para evitar el plagio.
2. Buscar y leer información sobre lo que es y lo que comprende la investigación
cuantitativa y la investigación cualitativa.
3. Haber completado y haber realizado un 80% de la revisión de literatura y debe
haber entregado su primer borrador al facilitador.
4. Como parte de la investigación a realizar para este taller, los estudiantes
buscarán las siguientes actividades del libro de actividades: Student workbook to
accompany, “How to design and evaluate research in education” activities: 2.3 –
3.1 – 3.2 – 3.3 – 5.1 – 13.4 – 18.2 y vendrán preparados para discutirlas en
clase.
Actividades
1. El facilitador dividirá la clase en dos grupos y cada grupo será asignado uno de
los dos métodos de investigación (cualitativo y cuantitativo). Después de haberle
asignado suficiente tiempo, cada grupo elegirá una persona que sea el reportero
del grupo para discutir la información que aportaron concerniente a estos dos
tipos de investigación. Los miembros de cada grupo deberán aportar a la
discusión de cada compañero y el facilitador aportará con su experiencia y
conocimiento siempre que sea necesario.
2. El facilitador y los estudiantes discutirán los siguientes ejercicios para
complementar con el material discutido y expandir los conocimientos en el área
de investigación; “Student workbook to accompany: How to design and evaluate
research in education” activities: 2.3 – 3.1 – 3.2 – 3.3 – 5.1 – 13.4 – 18.2
3. EL facilitador discutirá con los estudiantes como esta estructurada la introducción
de la propuesta de investigación y explicara los componentes de la misma (Ver
Anejo G para guía de introducción)
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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4. El facilitador asignará a los estudiantes el desarrollo de la introducción de la
propuesta una vez los estudiantes estén claros en como se estructura la misma.
El facilitador una vez más establecerá la fecha y el método de envío de los
trabajos.
5. El facilitador se reunirá con los estudiantes que necesiten ayuda individual con el
desarrollo de la revisión de literatura y proveerá retroalimentación según aplique.
Los estudiantes deben seguir trabajando con la revisión de literatura, según las
recomendaciones del facilitador.
6. Diario reflexivo: Basado en la información presentada en clase hoy, ¿cuál de los
dos métodos aplica más a mi área de trabajo y porque? Si escoges ambos
métodos, entonces explica porque los escogiste a ambos.
Avalúo
1. Diario Reflexivo (Anejo C)
2. Participación en Clase (Anejo D)
3. Tabla para recopilar asignaciones (las actividades tendrán un valor asignado de
10 puntos por taller para un total de 40 puntos) (Anejo E).
4. Matriz valorativa para trabajos escritos (Anejo I)
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
22
Workshop Three
Specific Objectives
At the end of this workshop, students will be able to:
1. Define and apply the term validity.
2. Define and apply the term reliability.
3. Discuss major ethical issues involved in the process of investigation, specifically
when dealing with human subjects.
4. Understand the importance of ethics in the process of investigation.
Language Objectives
At the end of this workshop, students will be able to:
1. Present a persuasive argument to support one’s (his/her) personal point of view
using correct pronunciation, grammar and verb usage.
2. Propose innovative solutions through integration of new information with current
knowledge using correct vocabulary and technical jargon.
3. Summarize main ideas based on the content of the workshop using correct
grammar and spelling in English.
URL’s
Asociación Americana de la Psicología
www.apa.org
www.APAstyle.org
www.apa.org/monitor
www.apa.org/science/lib.html
Conducting Research
http://kerlins.net/scott/edResearch.html
http://kerlins.net/bobbi/research/qualresearch/
http://www.uea.ac.uk/care/elu/Issues/Research/Res1Cont.html
http://english.ttu.edu/kairos/2.2/news/youcanuse/craig/index.html
Ethic Issues
http://kerlins.net/bobbi/research/qualresearch/ethics.html
http://www.aera.net/about/policy/ethics.htm
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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Assignments before Workshop Three
1. Search for and read information on validity and reliability and come prepared to
class to discuss both concepts so as to be able to define both concepts and apply
them to situations.
2. Search for and read information on ethics in the investigation process and be able
to list major aspects of investigation that need to be taken into consideration when
conducting and investigation.
3. Continue working on the proposal (Review of literature should be already
completed and the introduction should be turned in today).
4. As part of the search to be performed for this workshop, students will search at
the library or based on the text materials needed for this course the following
activities: “Student workbook to accompany: How to design and evaluate research in
education” activities: 3.4 – 4.3 – 4.4 – 8.1 – 8.2 – 9.1 – 9.2 – 9.3 and will come
prepared to discussed them in class.
Activities
1. The facilitator will divide the class into two groups where one group will be
assigned the concept of validity and the other will be assigned the concept of
reliability. Each group will provide with a definition of the concept assigned and will
provide with some examples that demonstrate each concept. The facilitator will
provide with his / her expertise as necessary. Each group will designate a reporter to
present to the rest of the class.
2. The facilitator will provide students with an exercise from the “Student workbook
to accompany: How to design and evaluate research in education” where they have
to classify the given situations into validity and reliability.
3. After given enough time, the exercises will be discussed as a whole class; the
facilitator will provide with his/her expertise whenever needed.
4. Through a PowerPoint presentation or any form of technology (video, clip of
movie, news report, etc), the facilitator will discuss the issue of ethics when
conducting an investigation.
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
24
5. After having finished the discussion, the facilitator and students will discuss the
activities from the “Student workbook to accompany: How to design and evaluate
research in education” 3.4 – 4.3 – 4.4 – 8.1 – 8.2 – 9.1 – 9.2 – 9.3
6. After given enough time, the exercises will be discussed and the facilitator will
clarify any doubts or questions that may occur.
7. The facilitator will discuss the methodology part of the proposal (See appendix H
for methodology guidelines). The facilitator will make sure that students understand
the parts of the methodology part of the proposal and will establish the date and
method of sending the work.
8. The facilitator will have individual meetings with those students that need extra
help or need to clarify doubts.
9. Learning Journal: Based on the information presented in class today, what are
the implications of knowing about the ethical issues involved when conducting an
investigation?
Assessments
1. Learning Journal (Appendix C)
2. Class Participation (Appendix D)
3. Chart to Record Assignments (Activities per workshop will have a total of 10
points per workshop, for a total of 40 points) (Appendix E)
4. Rubric to assess students’ writings (Appendix I)
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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Taller Cuatro
Objetivos Específicos
Al final del taller los estudiantes podrán:
1. Definir los términos datos e instrumentación
2. Definir las cuatro escalas de medición
3. Identificar el proceso para desarrollar instrumentos de investigación apropiados y
efectivos.
4. Definir el concepto utilidad de instrumentos y aplicarlo a la investigación
5. Identificar y describir los diferentes tipos de instrumentos y sus usos.
6. Identificar algunos problemas de investigación y retos que se pueden enfrentar en
el campo educativo
Objetivos de Lenguaje
Al finalizar el taller los estudiantes podrán:
1. Explicar en sus propias palabras el problema presentado por ellos y explicarán
como podría solucionarse utilizando vocabulario, jerga técnica y gramática
correctamente.
2. Parafrasear adecuadamente el contenido estudiado para el taller de hoy y
aportara a la discusión del taller utilizando los conceptos y verbos correctamente.
3. Presentar argumentos persuasivos para apoyar su punto de vista personal con
relación al contenido del taller y sus investigaciones utilizando orden lógico de las
ideas, vocabulario apropiado y sintaxis correctamente.
URLs
American Psychological Association
www.apa.org
www.APAstyle.org
www.apa.org/monitor
www.apa.org/science/lib.html
Instrumentation
http://www.solveyourproblem.com/searchdsx/search.php/search::cat/category::23/
http://www.acposb.on.ca/test.htm
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
26
Tareas a realizar antes del Taller Cuatro
1. Buscar y leer información sobre como expresar ideas y utilizar lenguaje evitando
emitir prejuicio y ser subjetivo en la investigación.
2. Buscar y leer información sobre los diferentes tipos de instrumentación y sus
usos
3. Buscar y leer información sobre la recopilación de datos en la investigación;
proveer con una definición del término “datos” y buscar información sobre los
diferentes tipos de datos que se pueden recopilar en una investigación.
4. Buscar y leer información sobre las cuatro escalas de medición de una
investigación y proveer ejemplos.
5. Identificar posibles retos y problemas que se pueden enfrentar al momento de la
construcción de instrumentos de investigación.
6. Continuar trabajando con la propuesta de investigación, y entregar las partes ya
discutidas y completadas al facilitador.
7. Buscar en la biblioteca o en los materiales o texto necesarios para el curso las
siguientes actividades; “Student workbook to accompany: How to design and
evaluate research in education” activities: 7.1 – 7.2 – 7.3 – 7.5 – 7.6 – 23.2 y venir
preparado para discutirlas en clase.
Actividades
1. El facilitador y los estudiantes discutirán como utilizar lenguaje y evitar ideas que
transmiten el prejuicio y la subjetividad.
2. El facilitador dividirá la clase en grupos pequeños donde cada grupo será
asignado un tipo de instrumentación. Cada grupo presentará el tipo de
instrumentación asignado y proveerá al resto de la clase con ejemplos del mismo y
como se utiliza.
3. El facilitador guiara a los estudiantes en una discusión sobre la definición de
datos y los diferentes tipos de recopilación de datos en la investigación
4. El facilitador creará cuatro grupos donde cada grupo será asignado una escala
de medición. Cada grupo deberá definir la escala asignada y proveer ejemplos de la
misma. Después de haber tenido suficiente tiempo cada grupo presentará el resto
de la clase.
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
27
5. El facilitador y los estudiantes discutirán las actividades 7.1 – 7.2 – 7.3 – 7.5 – 7.6
– 23.2 del recurso “Student workbook to accompany: How to design and evaluate
research in education”.
6. A través de una discusión social, el facilitador y los estudiantes discutirán los
posible retos y problemas que pudieran enfrentar en el campo educativo al
momento de diseñar instrumentos de investigación.
7. El facilitador discutirá con los estudiantes el proceso de presentación de las
propuestas durante el próximo taller. Se discutirá la matriz valorativa a ser utilizada
para evaluar las mismas. Es importante recordar que las propuestas deben ser
presentadas en el idioma inglés. Dependiendo de la cantidad de estudiantes el
facilitador determinara la cantidad de tiempo asignada a cada estudiante para
presentar sus propuestas.
8. El facilitador se reunirá individualmente con aquellos estudiantes que así lo
ameriten.
9. Diario Reflexivo: Basado en la información discutida durante los cuatro talleres,
cuales son algunas de la implicaciones más importantes que tiene la investigación
activa en el campo educativo.
Avalúo
1. Diario Reflexivo (Anejo C)
2. Participación en Clase (Anejo D)
3. Tabla para recopilar asignaciones (Las actividades tendrán un valor asignado de
10 puntos por taller para un total de 40 puntos) (Anejo E)
4. Matriz valorativa para trabajos escritos (Anejo I)
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
28
Workshop Five/Taller Cinco
NOTE / NOTA: This is a bilingual workshop. The facilitator will present in Spanish
and the students in English. Este taller es bilingüe. El facilitador presentará en
español y los estudiantes en inglés.
Specific Objectives
At the end of this workshop, the student will:
1. Have presented their research proposals to the class.
2. Have a completed their research proposals, properly critiqued and corrected.
3. Identify different types of research.
4. Identify research methodology.
5. Identify research problems.
6. Identify ethical concerns.
7. Propose alternative hypothesis.
Language Objectives
At the end of this workshop students will be able to:
1. Present their research proposals using correct pronunciation, logical order of
ideas and correct use of technical concepts pertaining to their areas of investigation/
2. Provide possible solutions to the problem investigated using correct grammar,
vocabulary and verb usage.
3. Submit their research proposals with minimal or zero mistakes in the use of
syntax, grammar, verbs and logical order of ideas.
URLs
American Psychological Association
www.apa.org
www.APAstyle.org
www.apa.org/monitor
www.apa.org/science/lib.html
Theories
http://www.analytictech.com/mb870/theorizing.htm
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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Educational Data
http://nces.ed.gov
http://www.ed.gov/offices/OERI/index.html
Assignments before Workshop Five
1. Study information on “Checklist for Manuscript Submission” of the APA
Publication Manual and apply the checklist to your research proposal.
2. Review the parts of the research method.
3. Review the parts of the methodology.
4. Complete your research proposal and be ready to present it in class.
5. Be prepared to analyze, discuss and provide feedback to other students about
their research proposals.
Activities
1. Each student will present to the class their research proposal.
2. Other students will identify the variables and methodology involved in the
proposed study.
3. Students will offer alternative hypothesis to the research question.
4. Students will attempt to identify any potential problems or challenges to the
proposed research.
5. Students will discuss the ethic principles involved.
6. Students will turn in their research proposals
7. The facilitator will provide his/her final feedback regarding the course and
students proposals
8. The facilitator will use a closing activity of his/her preference to conclude the
course.
Assessment
1. Rubric for Oral Presentation (Appendix J)
2. Rubric for Research Proposal (Appendix K)
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
30
ANEJO/APPENDIX A
GUIDELINES FOR THE RESEARCH PROPOSAL
Research Proposal: Paper and Presentation
Students will be required to submit a research proposal the last day of class. This
proposal will be an ongoing process throughout the whole term, and the facilitator
will provide feedback at every step of the writing process. Each student will present
the proposal to the class during Workshop Five.
The research proposal should consist of the following parts:
title page
abstract
introduction (Chapter one)
literature review and other relevant supporting material (Chapter two)
methodology (Chapter three)
references in APA style
Appendices (Consent letters, surveys, etc)
The research proposal should address the following:
specification of the research problem and research objectives
relevant research, related literature, and alternative explanations
justification of why this topic was selected and others were not
explanation of existing theories in the field of interest
specification of the data collection process and instruments to be used
the main hypotheses of interest, and alternative explanations
the proposed population and sampling method
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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The research proposal will be evaluated for its
fulfillment of learning outcomes and course objectives
adherence to APA style standards
clarity and quality of writing
accuracy of information
coherence of your design
effectiveness of presentation
Your research proposal must parallel the method of scientific reasoning. That is: the
problem is defined, a hypothesis is created, a study is devised to test the hypothesis,
and potential conclusions are provided as if the study had been conducted. You
must clearly identify your methodology (instrumentation, participants, sampling
method, etc.) and the variables must be defined and quantifiable:
The research proposal must follow all ethical guidelines:
Ethical Principles
* respect for persons (autonomy)
* non-maleficence (do not harm)
* beneficence (do good)
* justice (exclusion)
* informed consent
Ethical Considerations
* scientific validity - is the research scientifically sound and valid?
* recruitment - how and by whom are participants recruited?
* participation - what does participation in the study involve?
* harms and benefits - what are real potential harms and benefits of participating in
the study?
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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The research proposal will be written at a scholarly level. Students will demonstrate
appropriate writing skills by:
accurate typing and spelling
predominant use of active voice
correct use of tenses
agreement of subjects and verbs
no misplaced or dangling modifiers
non-sexist and non-ethnically-biased language
correct use of punctuation
complete sentences
correct reference list construction
proper use of citations
concise, well constructed, and flowing sentences and paragraphs
concise and coherent presentation, development, and application of ideas
a comprehensive literature review with appropriate citation of sources
relevance of the topic to their professional field
comprehensive coverage of relevant theoretical/clinical/research/historical issues
GUIDELINES FOR THE RESEARCH QUESTION
Research Objectives
Research Questions
Hypotheses
Identifying the research problem and developing a question to be answered are the
first steps in the research process. The research question will then guide the
remainder of the design process.
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
33
Research Objectives
The objectives of a research refer to a clear statement of the specific purposes of
the study, which identifies the key study variables and their possible
interrelationships and the nature of the population of interest.
Research Question
The specific purpose stated in the form of a question.
Hypotheses
The hypothesis refers to a tentative prediction or explanation of the relationship
between two or more variables. It is a prediction of the answer to the research
question. The hypothesis can be stated as an alternate hypothesis: e.g. there is a
significant difference between students in a traditional program and students in a
constructivist program in terms of their academic achievement.
The hypothesis can be stated as a Null Hypothesis: e.g. there is no significant
difference between students in a traditional program and students in a constructivist
program in terms of their academic achievement.
The hypothesis and research questions:
must be clear and consistent.
must identify key concepts and constructs
must include the independent and dependent variables
must clearly predict a relationship between the variables
must be measurable
must be relevant
GUIDELINES FOR INSTRUMENTATION
Criteria for Instrument Construction
avoid jargon terms that only a limited number of people may know
avoid words that have ambiguous meaning
do not ask more than one question at a time
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
34
avoid loaded or leading questions
minimize the amount of writing the respondents must do
put the questions in a logical order
place sensitive or difficult questions at the end of the survey
begin with clear directions
field test the instrument
Steps for Instrument Development
review the literature in the domain which you wish to measure
develop a list of categories (subscales) that you wish to sample from the domain
write 8 to 10 statements (operational definitions) for each category
give the items to at least 5 others in your class for classification (content validity)
the other students will attempt to match the operational definitions with their
appropriate categories within the domain
then develop an instrument with the successfully classified items
use a Likert scale to design your instrument
rewrite some of the items that were not successfully classified
follow the steps for content validity again for the newly written statements
field test the instrument with the populations for which the instrument is being
developed
modify and retest the instrument if necessary
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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APPENDIX B/ANEJO B
GUIDELINES FOR REVIEW OF LITERATURE
The review of literature is also known as the Chapter two of a research. It is always
recommended that students start with this chapter since it will give them a whole
sense of what they will be investigating and it is most of the times helpful to shape
the research question or hypotheses. Here is a guide that will help you in searching
for research literature or what other researchers have done in the area you are
investigating as an attempt to provide solutions to the problem you have identified:
Chapter Two: Review of Literature
Introduction
This is where you will be giving a general description of the problem you have
identified; although similar to what you will write in chapter one, it is a more general
idea or set of ideas that will set the stage for the research you will be compiling
throughout this chapter. In this section major ideas presented will have to be
supported by experts, so that they do not appear to be your opinions; remember
research is about objectivity and supporting ideas with expertise of others
who have had experience in the area. This part of this chapter is written in the
present tense.
Review of Literature
In this section of your chapter you will be writing about what others have done in the
area trying to solve the problem you have identified. What is really important here
about what others have done is the following: problem investigated what they did,
how they did it, what they found and some general conclusions offered by the
researchers you have found. In this section, although you will be writing about what
others have done, it is of extreme importance that you weave the ideas of experts or
researchers with your own ideas so as to make connections from one idea to the
other. Remember when writing your own ideas to make these connections you must
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
36
remained objective at all times and you must be careful with being biased about the
topic. Note: this part of this chapter is written in the past tense.
Conclusion
In this section you will be wrapping up the ideas presented above by summarizing
major findings or ideas found so as to connect your thoughts to the next section of
the research. After summarizing major findings and/or ideas, you can also add a
preview of what will be coming in the rest of your proposal or pose a question that
will make the reader think about your research topic.
IMPORTANT NOTE: For the purpose of this research proposal, chapter two
must include at least ten research references.
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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APPENDIX C/ANEJO C
Learning Journal
Student Name: _______________________ Journal #: _____Date:
_______________
Criteria Day One Day Two Day
Three
Day
Four
Day Five
Student turned in the journal on time assigned
Student answers questions without deviating from the topic; ideas are well connected and follow a sequence
Student uses critical thinking to express ideas and projects a deep understanding of the topic discussed in class
Sentences are written using appropriate syntax, punctuation, verb usage, and grammar
Total Points
Student’s Signature: ____________________________
Facilitator’s Signature: ___________________________
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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APPENDIX D/ANEJO D
Class Participation and Attendance Rubric (Possible Points 20)
Student’s Name:________________________________Date:_____________
Course Title:_________________________Professor:___________________
Class Participation Excellent Satisfactory No Compliance
Rating Scale 2 1 0
Criteria Workshop
1
Workshop
2
Workshop
3
Workshop 4
Workshop
5 Grand Total
*Attendance (20 points per class)
Demonstrates mastery of topic by providing information and data valuable to the class discussions.(2 points)
Demonstrates interest in the group discussions by listening and respecting other’s opinion(2 points)
Participates actively in the class discussions and contributes with ideas that are relevant to the topic (2 points)
Uses adequate verbal communication skills (2 points)
Demonstrates initiative and creativity in the class activities. (2 points)
Total Points Obtained
% Obtained
Student’s Signature ____________________________ Date___________________ Facilitator’s Signature ___________________________ Date __________________
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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APPENDIX E/ANEJO E
CHART TO RECORD ASSIGNMENTS
(SUGGESTED ACTIVITIES FROM WORKBOOK TO EXPAND ON KNOWLEDGE)
Turning in Assignments per workshop will have a value of 10 points per workshop for a total of 40 points
ASSIGNMENTS
10 POINTS EACH
workshop
WORKSHOP
ONE
(10)
WORKSHOP
TWO
(10)
WORKSHOP
THREE
(10)
WORKSHOP
FOUR
(10)
Turned in
Activities
Total Score: __________
Total Percentage: _________
Facilitator’s Signature: ______________________________
Student’s Signature: ________________________________
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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APPENDIX F/ANEJO F APA Style Guide for Students at
Florida Campuses
Information Skill Program
Learning Resources Center
APA Guide was prepared by Rosa Valera
Library Assistant
Information was taken from
www.lib.usm.edu/legacy/tutorials/apatutorial/why.html
www.apa.org
EDUC 600 Métodos de Investigación Educativa
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APA Style Based on a document published by the University of Southern Mississippi Libraries (www.lib.usm.edu/legacy/tutorials/apatutorial/why.html), “APA is an editorial style recommended by the American Psychological Association (APA) for preparing scholarly manuscripts and student research papers. It is the standard format for papers, articles and books in the social sciences.”
It is also stated in this document that APA provides standardized rules for formatting, in addition to providing a consistent method for citing ideas, quotations, facts, and paraphrases borrowed from other sources. This helps in making the paper more credible and allows the writer to give credit for others’ thoughts and ideas.
General Document Guidelines
A. Margins: One inch on all sides (top, bottom, left, right), except for works that will require binding where students will need to use a 1.5” margin on the left. APA 286-287
B. Font Size and Type: 12-pt. font (Times Roman or Courier are acceptable typefaces). APA 285
C. Line Spacing: Double-space throughout the paper, including the title page, abstract, body of the document, references, appendixes, footnotes, tables, and figure captions. APA 286
D. Spacing after Punctuation: Space once after all punctuation. This includes using one space (not two!) following punctuation marks at the ends of sentences. APA 290
E. Paper type: the work must be printed on one side of standard size (8½x 11, 20 pound) white paper. All pages of the manuscript should be the same size. Do not use half sheets or strips of paper glued, taped, or stapled to the pages. Graduate students completing their graduate programs must use 25% cotton white paper. APA 284
F. Page Numbers: beginning with the title page, number all pages consecutively with Arabic numerals in the upper right hand corner at least one inch from the top of the page. Set page numbering to start on second page. In the case of graduate students completing their thesis, the preliminary pages must be identified with roman numerals, followed by Arabic numerals on the content pages. The default of most word processing software is acceptable. APA 288
G. Indentation: indent the first line of every paragraph and the first line of every reference. For consistency, use the tab key, which should be set at five to seven spaces or ½ inch. The default settings in most word processing programs are acceptable. Type the remaining lines flush to the left hand margin. The only exceptions to these requirements are the abstract, block quotations, titles and headings, table titles, and figure captions. When typing references, the first line is flushed to the left margin and the second line is indented. APA 289
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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Formatting Paper APA Format in Microsoft Word
Step 1: Margin (1”)
Click on the File menu and then on Page Setup. Margins tab: Margins should be 1 inch on the top, bottom, left and right sides.
Step 2: Double Spacing
Click on the Format menu and then on Paragraph. Indents and Spacing tab. Look at Spacing. Under Line Spacing choose Double. Click OK.
Step 3: Page Number and Abbreviated Title (running header) in Upper Right (The header is one of the exceptions that we will not follow from APA) Note: Page numbers are placed in the upper right hand corner of all pages.
Click on the View menu and then on Header and Footer. Type your title, add five spaces, and then click on the page number icon to insert the page number.
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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Type your title, add five spaces, and then click on the page number icon to insert the page number.
Align to the right by clicking on the "Align Right" icon on the top toolbar. Then close the "Header and Footer" toolbar.
Step 4: Table of Contents Click on the Format menu and then on Tabs.
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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Go the end of each line and click on your “Tab” key. Example:
Step 5: Title Page The manuscript page header appears five spaces to the left of the page number on every page beginning with the title page. Manuscript page headers are used to identified manuscript pages during the editorial process. Using most processors, the manuscript page header and page numbers can be inserted in to a header, which automatically appears on all pages. Double space the title and center it in the upper half of the title page.
Chapter 2: Literature Review.............................................................................................12
Learning Theories ..................................................................................................12
The Brain ...............................................................................................................19
Learning Styles ......................................................................................................30
Instructional Technology .......................................................................................32
Type in 6” where it says: “Tab stop position”
Select “Right” under “Alignment” section
Under “Leader” select “2”
Click
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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Title page sample
Thesis Title page sample
Type in 6” where it says: “Tab stop position”
Select “Right” un
Under “Leader”
select “2”
Click
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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A Class-Size Reduction Can Make a Difference in Student Achievement } Title
A Reading Seminar Term Paper Submitted to the Metro Orlando Campus in Partial Fulfillment of the Requirements for the Degree of Master of Education
By Cristina Camacho } Author Name
Universidad del Turabo 2005
Mrs. Camacho authorized the use of title pages for the use of this document
EXAMPLES OF APA STYLE REFERENCES
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
47
Book with one Author Cushing, C.E. (2001). Streams: Their ecology and life. San Diego, CA: Academic Press. Note: Each figure shown above represents the form of writing your reference. Book with two Authors Beck, C. A.J., & Sales, B. D. (2001). Family mediation: Facts, myths, and future prospects.
Washington, DC: American Psychological Association. Book with three or more authors Hayes, S. C., Stosahl, K. & Wilson, K. G. (1999). Acceptance and commitment therapy.
New York: The Gilford Press. No Author Merriam-Webster’s collegiate dictionary (10th ed.). (1993). Springfield, MA: Merriam-
Webster. Edition Book Mitchell, T., & Larson, J. R. (1987). People in organizations: An introduction to
organizational behavior. (3rd ed.). New York: McGraw-Hill. Book, revised edition Rosenthal, R. (1987). Meta-analytic procedures for social research (Rev. ed.). Newbury
Park, CA: Sage. Edited Book Gibbs, J. T., & Huang, L. N. (Eds.). ( 1991). Children of color: Psychological interventions
with minority youth. San Francisco: Jossey-Bass. Book, no author or editor Merriam-Webster’s collegiate dictionary (10th ed.) (1993). Springfield, MA: Merriam-Webster.
Author Year Title (italicized) City, State Publisher
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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Book Corporate author Ohio State University Natural Resources Institute (1959). A directory of Ohio facilities and
services for resources conservation. Columbus, OH:Natural Resources Institute.
Editor and not author Carlock, C. J. (Ed.). (1999). Enhancing self-esteem (3rd.ed.). Philadelphia: Accelerated development. Magazine article Kandel, E. R., & Squire, L. R. (2000, November 10). Neuroscience: Breaking down scientific
barriers to the study of brain and mind. Science, 290, 1113-1120. Newsletter Article Brown, L. S. (1993, Spring). Antidomination training as a central component of diversity in
clinical psychology education. The clinical Psychologist, 46, 83-87.
Article or Chapter in an Edited Book
O'Neil, J. M., & Egan, J. (1992). Men's and women's gender role journeys: Metaphor for healing, transition, and transformation. In B. R. Wainrib (Ed.), Gender issues across the life cycle (pp. 107-123). New York: Springer.
ERIC Document
Fuss-Reineck, M. (1993). Sibling communication in Star trek: The next generation: Conflicts between brothers. Miami, FL: Annual Meeting of the Speech CommunicatioAssociation. (ERIC Document Reproduction Service No. ED 364932)
ERIC Document (without document report number) Jung, S. M. (1986). The role of accreditation in directly improving educational quality.
Washington, DC: Council on Postsecondary Accreditation. (ERIC Document Reproduction Service No. ED267055)
Volume number or
Issues number Magazine Name
Page
Date of publication
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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Encyclopedia Article
Sturgeon, T. (1995). Science fiction. In The encyclopedia Americana (Vol. 24, pp. 390-392). Danbury, CT: Grolier.
Videocassette Garmon, L. (Producer and Director), & Apsell, P. (Executive Producer). (1994). Secret of the
wild child [Videocassette]. Boston, MA: WGBH Educational Foundation. Audio Recording Costa, P. T., Jr. (Speaker). (1988). Personality, continuity, and changes of adult life
(Cassette Recording No. 207-433-88A-B). Washington, DC: American Psychological Association.
Article in an Internet-only journal Fredrickson, B. L. (2000, March 7). Cultivating positive emotions to optimize health and well-
being. Prevention & Treatment, 3, Article 0001a. Retrieved November 20, 2000, from
http://journals.apa.org/prevention/volume3/pre0030001a.html. Web Site Thaller, M. (2007) Cool cosmos. Retrieved August 27, 2007, from
http://coolcosmos.ipac.caltech.edu/
This WebPages are great when you have confused about which make reference about APA Style.
http://www.liunet.edu/cwis/cwp/library/workshop/citapa.htm
For more citation example see: APA Format Citing Resources
Reference
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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American Psychological Association. (2001). Publication manual of the American
Psychological Association (5th ed.). Washington, DC: Author.
American Psychological Association. (2003). APA style. Retrieved December 17,
2007, from http://www.apastyle.org/
American Psychological Association. (2005). Concise rules of APA style. Washington, DC: Author.
Flaming, D. (2002). Using nursing science does not guarantee nursing excellence. Research and Theory for Nursing Practice, 16(3), 147-159.
Plonsky, M. (2004). Psychology with style: A hypertext writing guide (Version 5).
Retrieved on December 12, 2007, from
http://www.uwsp.edu/psych/apa4b.htm.
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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APPENDIX G/ANEJO G
PROPOSAL INTRODUCTION GUIDELINES
This part of the research proposal or research itself, is also known as Chapter One:
Introduction. This is where you will state the problem you have identified, including
demographics or general description of the setting or context where the problem
exists. In this section you will also include information that the reader might need to
understand the upcoming sections of the research proposal. The following is a
suggested outline of what this chapter should look like:
Chapter One: Introduction
Introduction
Here you will just provide with a brief introduction giving the overall brief overview of
your research intentions. Just a paragraph will be enough, no more than that. This
chapter is written in the present tense.
Statement of the Problem
In this section you will describe the problem you have identified, supported by data if
possible and details on demographics that describe the setting or context where the
problem exists. Remember that major ides presented must be supported by experts,
especially if you include theories that support your problem of investigation. You will
also write your research question and you must include two types of hypotheses: the
alternate hypothesis and the null hypothesis.
Justification
In this section you will basically write why you are conducting the research and will
present how this research will contribute to solving the problem you have identified.
Again, always support your ideas with experts. You may want to think of a
theoretical framework (that is a major theory or series of theories that shape a
program or the proposed solutions to solve the problem) to be included in this part of
your research.
Definition of Terms
EDUC 600 Métodos de Investigación Educativa
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In this section of your research proposal you will provide readers with definitions of
those concepts that pertain to your research topic and they are operationally defined
so as to meet the needs of your investigation or purpose. The definitions have to be
from professional sources and must be cited properly based on APA guide. This list
should not to extend, so you will have to determine which are those terms or
concepts that need to be defined for readers.
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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APPENDIX H/ANEJO H
GUIDELINES FOR METHODOLOGY
The methodology part of the proposal or investigation is also known as Chapter
Three. This section of your research proposal is where you as the researcher will
explain in detail how you intend to perform the investigation. This chapter is written
in the future tense since you will be proposing how you will be conducting the
investigation in the future. The following is a guide for the creation of this chapter.
Chapter Three: Methodology
Introduction
This section provides readers with an overview of what is coming up in your chapter;
it serves as the link or background information before getting into details in the rest
of the chapter. Make sure not to provide with a lot of information at the offset in the
introductions part of the chapter.
Importance of the Study
This section will provide readers with information on why is it important to conduct
this type of research and why is your research important in terms of solving a
situation you have identified, in terms of serving as a tool for educators and all
stakeholders involved, etc.
Procedure
Here you will explain in detail how you intend to conduct the research and the
following elements need to be taken into consideration:
Selection of Literature: Resources where literature review are found
Population and sample group: Who your population will be (Demographics,
other important data to be included) and how you intend to select the sample
from the population, including the ideal amount to be selected.
Instrumentation: Describe the instrument or instruments you intend to use in
your investigation and include an explanation of why the selected instruments
will best meet the needs of your research.
EDUC 600 Métodos de Investigación Educativa
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Data: Explain what kind of data you intend to obtain and what you will do with
it. Also, include the data collection process; how you will collect the data
including time frame and other important details pertaining to the data
collections process.
Explain the process you will use to conduct the investigation this includes,
sending out consent letters (parents, subjects, school personnel, etc) and the
process of conducting the investigation (surveys, observations, etc).
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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APPENDIX I/ANEJO I
Rubric to Assess Students’ Writings
Student Name: ______________________ Date: _______________
Criteria Value Points Student Score
Content
Introductory statement is clear and well stated
10
Major or relevant details are exposed in essay
10
Present a thesis, supporting it in a persuasive and sophisticated way, providing precise and relevant examples.
10
Sentences are cohesive and ideas flow as the essay is read
10
Establish a writer's relationship with the subject, providing a clear perspective on the subject matter and engaging the audience's attention.
10
Draw conclusions that reflect the relationships or significant outcomes of the discussion.
10
Demonstrate a comprehensive grasp of significant ideas, using them appropriately to reach a higher level of understanding in an organized manner.
10
Language Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas)
10
Uses grammar appropriately and correctly
10
Manages and uses verbs appropriately and correctly
10
Total Points 100 (70% content and 30% language)
Student’s total Score: _______
Student’s Signature: __________________________
Facilitator’s Signature: _________________________
EDUC 600 Métodos de Investigación Educativa
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APPENDIX J/ANEJO J
Proposal Presentation Rubric
Student Name: _____________________________Date:___________________
Criteria Value Points Student Total Score
Content
The speaker provides listeners with
a clear introduction of the research
proposal and sets the stage and
engages the attention of audience
10
The speaker demonstrates
command of specific knowledge
and experience of proposal
presented
10
The speaker explains in detail all
steps involved in the research
proposal presented in clear manner
to ensure understanding of
audience
10
The speaker uses delivery to
emphasize and enhance the
meaning of the message.
10
The speaker delivers the message
in a lively, enthusiastic fashion
using a power point containing
only bullets
10
The speaker delivers presentation
without depending on Power Point
100%, without reading from it
constantly
10
Pronunciation and enunciation are
very clear. The speaker exhibits
very few disfluencies, such as
"ahs," "uhms," or "you knows."
10
Language
Student pronounces words in a
clear and correct manner so as to
make language understood to
others
10
Correct use of grammar and verb
conjugation 10
Correct use of vocabulary words
and concepts to express message 10
Total Points 100 (70% of content and
30% of language)
Student’s Total Score:
________
Student’s signature: ___________Facilitator’s Signature: __________________
EDUC 600 Métodos de Investigación Educativa
Prep. 2004. Mar E. Rodríguez, ABD. Rev. 2008. Ricardo Ortolaza, Ed.D.
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APPENDIX K/ANEJO K
Proposal Rubric
Student Name: ______________________ Date: _______________
Criteria Value Points Student Score
Content
Introduction meets all required criteria and aspects
10
Major or relevant details are exposed in proposal
10
Review of literature is clear and meets all required criteria
10
Sentences are cohesive and ideas flow as the proposal is read
10
Methodology is clear enough for reader to visualize and perform the investigation.
10
Draw conclusions that reflect the relationships or significant outcomes of the discussion.
10
Demonstrate a comprehensive grasp of significant ideas, using them appropriately to reach a higher level of understanding in an organized manner.
10
Language Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas)
10
Uses grammar appropriately and correctly
10
Manages and uses verbs appropriately and correctly
10
Total Points 100 (70% content and 30% language)
Student’s total Score: _______
Student’s Signature: __________________________
Facilitator’s Signature: _________________________