Edu 7901 Dr Bernato bernatorstjohns edu Syllabus Overview
Edu 7901 Dr. Bernato bernator@stjohns. edu
Syllabus • • • Overview Course Objectives: In this course we examine guidelines for research design in education and issues related to research design. The objectives are accomplished through reading texts on research design, reflective articles, published research studies, and a practical assignment where individuals engage in the design of a research study. Required Text: Fraenkel, J. R. , Wallen, N. E. , & Hyun, H. H. (2012). How to design and evaluate research in education, 8 th edition. Boston: Mc. Graw-Hill. Please note: (a) used copies of 6 th or 7 th edition are also acceptable. (b) 180 -day e-book is available from publisher at reduced rate.
Assignments I • ARTICLE ANALYSES OF 4 ARTICLES (AS ASSIGNED) (TYPED) • • ARTICLES ONE AND TWO DUE FEBRUARY 23 • • – Copland, M. A. (2000). Problem-based learning and prospective principals’ problem framing ability. Educational Administration Quarterly, 36(4), 585 -607. – Marschall, M. (2006). Parent involvement and educational outcomes for Latino students. Review of Policy Research, 23(5), 1053 -1076.
Assignments II – Sirin, S. (2005). Socioeconomic status and academic achievement: A meta-analytic review of the research. Review of Educational Research, 75, 417 -453. • – Dixon, L. Q. , Zhao, J. , Shin, J. , Wu, S. , Su, J, Bugess. Brigham, R. , Gezer, M. U. , & Snow, C. (2012). What we know about second language acquisition: A synthesis from four perspectives. Review of Educational Research, 82(1), 5 -60.
Assignments III • GUIDELINES: In three to five double –spaced pages, and using APA format, evaluate each article for • – The extent to which the author(S) develop a cogent rationale for the subject they are exploring – How clearly the author(S) have framed their problem statement and research question(s). – How clearly the author(S) have linked the dimensions above to relevant empirical research – How the method(s) the author(S) have used appear validly suited to answer their research questions – How clearly the author(S) have demonstrated their data analyses and have linked these to the problem statement and / or research questions – The depth to which the author(S) conclusions and recommendations appear valid insofar as the data may suggest. – Your own recommendations about this particular research might be expanded, improved, and / or updated.
Assignments IV • • • • OPTIONAL ON-LINE DISCUSSION ASSIGNMENT IN LIEU OF ONE ARTICLE REVIEW YOU AND AT LEAST TWO OTHER INDIVIDUALS ARE PERMITTED TO USE THE ASSIGNMENT BELOW. PROFESSOR’S PRIOR APPROVAL IS NEEDED. USING EITHER BLACKBOARD OR PBWORKS, Select one of the following topics: (a) Medical Research vs. Educational Research (b) Validity of Assessments for diverse students (c) Research on STEM Education outcomes (d) Common Core Curriculum research Assignment: Working with your group, identify and summarize 2 -3 research articles on the topic, and post a group discussion with responses to the research and responses to each others’ views and interpretations (at least 3 postings person)
Assignments V • • • • MINI STUDY DESIGN AND IMPLEMENTATION (APA STYLE, DOUBLE-SPACED TYPED, WITH REFERENCES, IN THE FORM OF A RESEARCH ARTICLE) DRAFT DUE SUNDAY, FEBRUARY 10. (a) Research Questions & Hypotheses; Variables (Independent and Dependent) with levels (IVs) and operational definitions (DVs) (10 pts. ) (b) Target Population and Sample for study description with relevant demographic information (5 pts. ) (c) Instrumentation (one to be constructed or selected) with Reliability and Validity information (15 pts. ) (d) Procedures & Research Design (10 pts. ) (e) Review of Literature (appx. 5 -6 relevant citations summarized) (20 pts. ) (f) Data Analysis and Results (20 pts. ) (g) Conclusions and Discussion with limitations of the study (10 pts. ) Presentation of Study to class (10 pts. ) Final APA style paper (use outline provided on page 6 and sample) (10 pts. )
Assignments VI • DRAFT OF FIRST THREE CHAPTERS OF YOUR POTENTIAL DISSERTATION PRESENTED MARCH 10, 2013 • • Using the preparation for dissertation guide that Dr. Hughes has distributed, rough draft /develop your tentative dissertation with the full understanding that your actual three chapter proposal is always finally subject to you and your Mentor’s guidance and development.
Weekend One Chapters 1 -16 • • Friday Meet and Greet Housekeeping Syllabus Review Assignments PBWORKS Use of Textbooks and online resources Content vs. Process – 45 minutes
Content Vs. Process • This course can be a “content” laden course or • A “process-based” course where colleagues and professor; – Help each other generate ideas and paths – Towards constructing studies and – “content” is taught as it appears to apply to each individual or group
Chapter one • Differentiate among forms of Educational Research – 15 minutes – P. 20 – IT ISN’T LINEAR AND IT ISN’T NEAT – http: //www. edpsycinteractive. org/topics/intro/re search. html – P. 23 # 2 – WHAT DO YOU THINK? – P. 24 – GET A BASELINE
Chapter one • • • Quantitative Qualitative Action Research Content Analysis Historical • What are the plusses and minuses?
Chapter Two Research Problems • Practice writing and identifying research problems – 45 minutes – ONLINE 2. 1 -2. 5 http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 2/i nteractive_activities. html# – P. 35 • http: //www. theresearchassistant. com/tutorial
What’s the problem with • Writing problems?
Variables Chapter 5 • Identify and assess variables and hypotheses – 60 minutes Chapter 5 http: //allpsych. com/researchmethods/variables. html http: //www. socialresearchmethods. net/kb/hypothes. htm ONLINE 5. 1; 5. 3; 5. 4; 5. 5; 5. 6 http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 5/inter active_activities. html# – – P. 87 – point out – P. 89 – mini study and/or dissertation – – –
Chapter 6 Sampling • Assess sampling protocols – 30 minutes – http: //www. gifted. uconn. edu/siegle/research/Sample s/instructornotessamples. htm – http: //www. socialresearchmethods. net/kb/sampling. htm – ONLINE 6. 1; 6. 2; 6. 5; 6. 6 http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 6/i nteractive_activities. html# – P. 106 -107 - review – P. 109 – model – http: //cie. asu. edu/volume 6/number 11/ - analyze for all points
Descriptive Statistics • Identify Descriptive Statistics – 60 minutes – http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 10 /main_points. html – http: //davidmlane. com/hyperstat/index. html – http: //onlinestatbook. com/stat_sim/sampling_dist/in dex. html – ONLINE 10. 1 -10. 12 http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 10 /interactive_activities. html# – SPSS - DEMONSTRATE – P. 218 – http: //cie. asu. edu/volume 6/number 11/
Mini-Study • Frame out Mini – Study
Saturday Inferential Stats • Identify inferential statistics – 60 minutes – http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 11/main_poi nts. html – http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 11/key_term s. html – http: //davidmlane. com/hyperstat/logic_hypothesis. html – http: //www. statsoft. com/textbook/nonparametric-statistics/ – http: //davidmlane. com/hyperstat/intro_ANOVA. html – http: //www. ruf. rice. edu/~lane/case_studies/instructor_reputat ion/index. html - WALK THROUGH T TEST – ONLINE 11. 1 -11. 6 – 1, 2, 4, 6 – Table 11. 2 - SAMPLING ERROR – P. 244 –
Instrumentation • Evaluate Instrumentation – 60 minutes – Chapter 7 – http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 7/main_points. html – http: //highered. mcgraw-hill. com/sites/0078097851/student_view 0/chapter 7/key_terms. html – http: //www. wmich. edu/evalctr/checklists/about-checklists/ – http: //pareonline. net/getvn. asp? v=5&n=12 – http: //ncme. org • http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 7/problem_sheets. html – ONLINE 7. 1 -7. 6 - http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 7/interactive_activities. html – P. 114 - REVIEW – 7. 1 – POINT OUT – NOIR – 137 FF. WHAT IND OF DATA DOES THE INSTRUMENT GIVE YOU? – P. 145 – Linn Coyle
Validity and Reliability • Summarize validity and reliability – 30 minutes – CHAPTER 8 – http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 8/ main_points. html – http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 8/ key_terms. html – http: //allpsych. com/researchmethods/validityreliabili ty. html – ONLINE 8. 1 -8. 3 - http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 8/i nteractive_activities. html# – SPSS - MODEL
Internal and External Validity • Differentiate between internal and external validity – 30 minutes – http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 9/ main_points. html – http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 9/ key_terms. html – CHAPTER 9 • ONLINE 9. 3 - http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapt er 9/interactive_activities. html#
Assessing • Assess quantitative statistical analysis – 30 minutes – CHAPTER 12 – http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 12 /main_points. html – http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 12 /key_terms. html – ONLINE - http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 12 /interactive_activities. html#
Experimental Research • Assess experimental research – 30 minutes – CHAPTER 13 – http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 13 /main_points. html – http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 13 /key_terms. html – P. 286 ff. - ANALYZE – ONLINE 13. 1 – 13. 2 http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 13 /interactive_activities. html#
Performing Lit Reviews • Mastering principles of reviewing literature – 60 – CHAPTER 3 – http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 3/ main_points. html – http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 3/ key_terms. html – http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 3/ problem_sheets. html – Library models
Correlational Research • Applying correlational research – 60 minutes – Chapter 15 – http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 15 /main_points. html – http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapter 15 /key_terms. html – http: //www. surveysystem. com/correlation. htm – http: //www. socialresearchmethods. net/kb/statcorr. h tm – ONLINE 15. 1 -15. 8 1 -3 – 338 -340 - model
Causal-Comparative • Applying causal – comparative research – 60 minutes – Chapter 16 – http: //highered. mcgrawhill. com/sites/0078097851/student_view 0/chapte r 16/main_points. html – https: //www. mtholyoke. edu/courses/bpackard/st ats/p 201_ch 8/index. htm – ONLINE 16. 1; 16. 4
Group Work • Solidify Mini-Study; Frame Dissertation
Sunday Ethical Research • Applying ethical issues to research – 30 minutes – CHAPTER 4 – – ONLINE 8. 1 -8. 3
Approaching Your Dissertation • DR. HUGHES?
Class Input • Troubleshoot and improve mini-studies
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