“Caring and Reflective Professionals for a Democratic Society”

California State University, Bakersfield

School of Education

EDSP 688 Research in Special Education

Winter, 2007

Instructor: / Yeunjoo Lee, Ph.D. / Phone: / (661) 654-6478
Fax: / (661) 654-3029 / E-Mail: /
Class Meetings: / 6:00 – 8:30 on Thursdays / Location: / EDUC 129
Office / 219 EDUC

School of Education Philosophy

The philosophy of the School of Education has as is basis confluent education which perceives learning as the merging of cognitive, affective, social, and psychomotor domains. This belief underscores the premise that education nurtures and promotes intellectual growth and the emotional, social, and physical well being of all students with a special focus on diversity and equity.

School of Education Goals

·  The following goals provide a direction for implementing the philosophy of educating the whole person.

·  To formulate a comprehensive view of human growth and development, a global knowledge of self and others, and an empathy and sensitivity to multiple realities of a changing environment.

·  To develop a commitment and responsibility to democratic and social values through professional collaboration, educational leadership, and collegial partnerships.

·  To promote critical inquiry through research and practice in order to improve teaching, learning and communication.

·  To broaden knowledge and skill bases in terms of pedagogical multicultural principles conducive for effective curriculum delivery and instruction in diverse settings.

·  To utilize and integrate various current multimedia resources and technological tools to enhance teaching and learning in the ever-changing society.

·  To apply multiple methods of assessment with a special focus on critical reflection and self-analysis for continual professional development and on-going program evaluation.

Candidate Dispositions

Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn.

·  Professional Collaboration: Candidates will participate in action-oriented collaboration that will enable them to learn from others and provide leadership in partnerships with all stakeholders.

·  Reflective Practitioner: Candidates are reflective, life long learners who apply problem solving and critical thinking strategies and the respectful appreciation of differing points of view.

·  Ethical Professional: Candidates’ actions are based on accepted professional standards of conduct and reflect insight and awareness with respect to diverse perspectives, opinions, obligations and ethical responsibilities of the profession.

·  Student/Client Centered: Candidates, throughout their programs, will prioritize the needs of the students/clients they serve by maintaining trusting relationships built upon caring, nurturing (respective) and meaningful interactions.

·  Professional Leader: Candidates, throughout their programs, will be strong, determined, professional leaders with a clear instructional focus using effective communication skills and a willingness to take risks to ensure the advancement, safety, and welfare of all students in our communities.

·  Professional Competence: Candidates will maintain high programmatic outcomes that reflect research-based practices, principles of learning differentiation, and standards based instruction.

Required Texts:

·  American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington, DC: American Psychological Association.

·  The School of Education Graduate Studies Policies and Thesis, Project, Examination Guide Handbook, 2005. ( http://www.csub.edu/SOE/graduate_studies/graduate_handbook.pdf )

·  Galvan, J. (2006). Writing Literature Reviews: A Guide for Students of the Social and Behavioral Sciences (3rd ed.). LA, CA: Pyrczak Publishing.

·  LiveText (available at the campus bookstore).

·  Turnitin.com (free registration)

** The following article is located in the WebCT.

·  Horner, R., Carr, E., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-179.

Course Description:

The seminar course will review, analyze, interpret, and apply specific topical research in special education. Students will select a research topic, formulate a research question, develop a research proposal, analyze the literature, and propose appropriate research methodology to fill a gap in the research or contribute to the literature in the area of special education.

COURSE OBJECTIVES/COMPETENCIES (Matching CTC Standards)

·  The student will select a specific area(s) of interest to be addressed in their university and non-university activities to include, but not limited to, transition, inclusive education, early childhood, multicultural studies, sex education, behavioral intervention, deaf-blind, serious emotional disturbance, technology, augmentative communication, assessment (9, 10, 11, 12, MM-17, MS-17) (CLAD 19).

·  The student will utilize validated practices that maximize academic learning time, teacher-directed instruction, student success, and content coverage (MM/MS-13).

·  The student will demonstrate knowledge of and ability to interpret, apply, and disseminate current and emerging research, theory, legislation, policy and practice (MM/MS-15).

·  The student will demonstrate knowledge and application of current and emerging theories and research related to the education of students with and without disabilities and/or students from culturally and linguistically diverse backgrounds (MM/MS-15) (CLAD 19).

·  The student will participate actively within the school district and local community to facilitate the development of policies and implementation of practices that reflect current information in special education, including multicultural education (MM/MS-15) (CLAD 19).

·  The student will demonstrate knowledge of research, issues, law, policies, and procedures related to non-biased and non-discriminatory screenings and referral assessment for students (MM/MS-18) (CLAD 19).

GENERAL INFORMATION:

a.  Please read RIGHTS AND RESPONSIBILITIES OF STUDENTS provided at the end of this syllabus.

b.  The instructor does not accept any assignment one week after an assigned due date.

c.  WebCT: This course is accompanied by a WebCT course. WebCT is a web-based course management program (http://webct.csub.edu). You will be able to check and/or download lecture notes, course related forms, grades, and announcements from the WebCT. You can also send e-mail to the instructor and other classmates through the WebCT e-mail account. Your login ID and password are the same as the ones of your runner email account. If you have technical difficulties, please contact the CSUB Web services at 661-654-2315 (Do not call the instructor).

d.  All assignments should be written in APA format (5th edition). For example, 12 fonts, one-inch margins, and double space.

“All culminating activities must adhere to the most recent edition of the Publication Manual of the American Psychological Association. The latest edition is available to purchase from the bookstore (School of Education Graduate Studies Policies and Thesis, Project, Examination Guide Handbook, 2005, p.13)”

·  APA writing style guide

  1. http://www.wooster.edu/psychology/apa-crib.html
  2. http://www.apastyle.org/elecref.html (Electronic References)
  3. http://www.apastyle.org/elecsource.html (Electronic References)

e.  Students are expected to do all work assignments without unauthorized assistance and not to give unauthorized assistance. Cheating is not limited to examination situations alone, but arises whenever students attempt to gain an unearned academic advantage, i.e. submission of the same, or essentially the same paper or assignment for credit in two different courses without receiving approval. Plagiarism consists of the misuse of published or unpublished works of another by claiming them as one’s own. It may consist of handing in someone else’s work, copying or purchasing a composition, using ideas, paragraphs, sentences, or phrases written by another, or using data and/or statistics compiled by another without giving citation (See p.80 of the 2005-2007 catalog). Violation to these policies may result in a failing grade or other consequences stated in the CSUB Catalog.

f.  “To request academic accommodations due to a disability, please contact the Office of Services for Students with Disabilities (SSD) as soon as possible. Their office is located in SA 140, and they may be reached at 661-654-3360 (voice), or 661-654-6288 (TDD). If you have an accommodations letter from the SSD Office documenting that you have a disability, please present the letter to me during my office hours as soon as possible so we can discuss the specific accommodations that you might need in this class.”

g.  CSUB library information

·  Check the CSUB library webpage (http://www.lib.csubak.edu/). The database at CSUB library has several full text journals.

·  When you choose database, use Wilson Web and/or Ebsco database. They contain a lot of education related journals.

·  EZ Proxy is now installed at CSUB. This means that when you go to access a database like Lexis-Nexis, WebSPIRS, Wilson Web, or Ebsco Host from home you will no longer be required to reconfigure your browser. Instead, now all you will have to do is put your Runner Card ID number in the CSUB Runner Card Number box (plus a 0), your last name in the Last Name box, and click Login. From there you should be able to use the requested resource just like you were in the Library.

·  If you live out of Bakersfield and want to access to the CSUB library, check the webpage (http://www.lib.csub.edu/ds/ds.html).

·  I will keep your paper until the end of the spring quarter, 2006. If you want your paper back, please stop by my office before the end of the spring quarter.

TENTATIVE COURSE ASSIGNMENTS:

·  All assignments must be typed or word-processed and double-spaced.

·  Students should submit hard copy assignments at the beginning of the class.

·  A penalty for late submission is 10% of total points for the assignment.

·  Assignments which are submitted 7 days after a due date will not be accepted.

1.  Unannounced or announced class (e.g., quiz, small group, or individual work) activities.

·  Each class activity values 10 points.

·  There will be no make-up class activities.

2.  A Passing score on the Human Subjects Protection Training and Exam.

·  Visit the following website: http://www.csub.edu/GradStudies/IRBHSR/index.html

·  Review the training manual and take the Human Subjects Protection Training and Exam test.

·  It is recommended to print a hard copy or save an electronic copy of the test with your answers.

·  If you have already passed the test, please bring the verification to the instructor.

·  You need to complete the test by January 25.

·  After the test, you will receive an email regarding your scores. Forward the email to the instructor.

·  You will not be able to complete this course without passing the HSP test.

3.  The first draft of the literature review.

·  Visit http://www.turnitin.com Turnitin.com is “a proprietary system that instantly identifies papers containing unoriginal material and acts as a powerful deterrent to stop student plagiarism before it starts.”

·  Create a user profile in the website (see the upper right corner on the main page).

·  Turnitin.com Class ID is 1751865, and the course password is “edsp688” (case sensitive).

·  Submit the title page, the first 4 pages of your literature review, and the list of the references to http://www.turnitin.com

·  Also submit a hard copy of your assignments to the instructor (i.e., the title page, the first 4 pages of your literature review, and a list of the references).

·  The first 4 pages of your literature review is not the summary of your final paper. It should include an introduction, a purpose statement, and the beginning part of your literature review. The draft should be as written as a final draft. That means it should not contain any grammar or spelling errors and no first-person statement. Please check the Literature Review CHECKLIST (in the Appendix) before submitting the first draft.

·  The list of references should include at least SEVEN data based and empirical studies selected from peer reviewed journals.

·  Your draft and the list of references should follow the APA writing guidelines (5th edition). For example, it should have a title page with running head, headings in a correct format, etc.

·  Due date: February 1

4.  Final Project

·  Submit an electronic version of your final literature review to Turnitin.com and Livetext.

·  Submit a hard copy to the instructor on or before the due date.

·  You have three choices for the final project.

a.  A review of literature (For all students)

b.  A research proposal: (For MA research track students)

c.  A project proposal: (For MA project track students)

Literature Review Track

·  Each student will need to select a topic, review the related literature, and submit a final paper

·  The textbook by Galvan (2006) tells you how to write a review of literature step by step. It also contains sample reviews of literature in the appendices.

·  In the literature review, you will include at least 10 articles, including at least 9 original research studies in your interest area(s). The selected articles studies should be current, data-based, and empirical studies. You should select the studies from peer-reviewed journals.

·  The literature review should be 10 or less than 10 pages, not including your reference list and appendices.

·  It will be helpful if a student identifies his/her chair of the M.A. Committee prior to or at the beginning of this course. Each student can discuss potential exam questions with his/her M.A. committee, and select a topic for a literature review for EDSP 688.

·  When you have difficulty locating research articles, consult with the instructor.

·  It is strongly suggested to meet with a librarian at least once during your research. The librarians know wonderful tools to search the best articles for your research. They will also show you how to find the original peer-reviewed research articles.

  1. You should submit the CHECKLIST in the Appendix with your literature review.

·  Due: March 9

A Research Proposal Track

·  A research proposal: Students should submit a research proposal. A proposal will be about 10-12 pages without reference lists and appendices.

·  Research proposal should include a literature review and the description on your study.

o  The description of research should include (a) research questions, (b) participants, (c) independent/dependent variables, (d) data collection and analysis procedures, and (e) research methodology.

o  Please check the grading rubrics in WebCT.

·  Literature Review: In the literature review, you will include at least 7 articles, including at least 6 research studies in your interest area(s). Research studies should be current, data based and selected from peer-reviewed journals. The literature review is necessary to justify your research. Your research should be driven by data in literature and the needs in the field. In addition, literature could provide the specifics regarding the research.