EDCI 628- R. M. Capraro 1 of 11

Course Syllabus (Fall 2007)

EDCI 628 Analyzing and Reporting Field-Based Research

Time Tuesdays 5:45- 8:35 PM

Dr. Robert M. Capraro

Office: Harrington 420C

Office Hours: TBA

Office Phone: (979) 845-8007

e-mail:

Course Description

This course focuses on the practical application of mathematics education research. Students will actively participate in the analysis of field-generated data, from classroom observations, empirical tests, and discussions. Students will link theoretical and practical mathematics education to analysis of qualitative and quantitative data. This course will equip teacher-leaders with the resources to interpret classroom phenomena from the research perspective using research-based theories for teaching and learning.

Prerequisites

Admission to Graduate School

Required Texts

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

English, L. D. (Ed.). (2002). Handbook of international research in mathematics education.Mahwah, NJ: Erlbaum

Required Readings

Download reading packet

Recommended Resources

Atweh, B., Forgasz, H., & Nebres, B. (Eds.). (2001). Sociocultural research on mathematics education: An international perspective. Mahwah, NJ: Erlbaum.

Denzin, N. K., & Lincoln, Y. S. (Eds.). (1994). Handbook of qualitative research. New York: Sage Publications.

Kilpatrick, J., Martin, W., & Schifter, D. (Eds.). (2003). Research companion to the principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.

National Council of Teacher of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.

Goals

You will be part of a unique experience in working with data and developing insights into research reporting. You will develop a research question based on theoretical perspectives contained within the scope of the MSMP Project or some other data source (alternative suggestions for original research are encouraged and supported). You will (a) engage in methodical scholarly discovery concerning the learning of mathematics concepts (b) participate in field research (c) use data from empirical instruments, and (d) contribute to the advancement of knowledge in the area of mathematics teaching and learning.

Objectives

1)Use, understand, and interpret the APA Style Guide

2)Develop awareness of quantitative and qualitative paradigms

3)Understand matching manuscripts and publication outlets

4)Use Track Changes®, Comments®, and Style® to support manuscript development

5)Match research questions and research paradigms

6)Understand library resources to support research

7)Develop an awareness of national and international research trends

8)Identify, develop, and integrate the various aspects of a manuscript.

9)Understand the role and function of Internal Review Board

10)Develop an integrated and systematic literature review

11)Work collaboratively to provide constructive peer review of manuscript drafts.

Grades

Percentages of the course grade are listed next to each requirement. Grades will be assigned as follows:

90%-100%A

80%-89%B

70%-79%C

60%-69%D

Late Assignments

Only assignments submitted complete and on time will be considered for full credit. Any assignments turned in more than one week late will receive zero points.

Diversity Statement for the Department of Teaching, Learning, and Culture

The Department of Teaching, Learning, and Culture (TLAC) does not tolerate discrimination, violence, or vandalism. TLAC is an open and affirming department for all people, including those who are subjected to racial profiling, hate crimes, heterosexism, and violence. We insist that appropriate action be taken against those who perpetrate discrimination, violence, or vandalism. Texas A & M University is an Affirmative Action and Equal Opportunity institution and affirms its dedication to non-discrimination on the basis of race, color, religion, gender, age, sexual orientation, domestic partner status, national origin, or disability in employment, programs, and services. Our commitment to non-discrimination and affirmative action embraces the entire university community including faculty, staff, and students.

Students with Special Needs

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protections for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Department of Student Life, Services for Students with Disabilities in Room B-118 in the Cain Building, or call 845-1637.

Statement of Plagiarism

The handouts used in the course are copyrighted. By "handouts", I mean all materials generated for this class, which include but are not limited to syllabi, quizzes, exams, lab problems, in-class materials, review sheets, professor’s web site, video, and additional problem sets. Because these materials are copyrighted, you do not have the right to copy the handouts, unless I expressly grant permission.

As commonly defined, plagiarism consists of passing off as one's own the ideas, words, writings, etc., which belong to another. In accordance with this definition, you are committing plagiarism if you copy the work of another person and turn it in as your own, even if you should have the permission of that person. Plagiarism is one of the worst academic offences, for the plagiarist destroys the trust among colleagues without which research cannot be safely communicated.

If you have any questions regarding plagiarism, please consult the latest issue of the Texas A & M University Student Rules, under this section "Scholastic Dishonesty".

Aggie Honor Code

"An Aggie does not lie, cheat, or steal or tolerate those who do."

For more information please consult Honor Council Rules and Procedures on the web

All assignments must contain the following statement and be signed before it can be graded:

"On my honor, as an Aggie, I have neither given nor received unauthorized aid on this academic work."

______

Signature of student

Academic Integrity Task Force, 2004

Students must sign this statement on all assignments and exams.

Course Evaluations

Each student must complete on-line evaluations of the professor and the class. The link is: – complete during the last week of class.

Attendance

Attendance of individuals in the class is required, and university rules regarding absences will be followed. Exchange of ideas is essential for the learning that occurs in this class. In most class meetings, students work in pairs and or in groups. The absence of one individual effects the performance of all persons working in the group. If you are absent, it is each student's responsibility to make up the work and provide evidence that the absence was excused. Without this evidence, the absence will be considered unexcused.

Assignments

20% Examinations

10% Assignments

20% Literature Review

20% Analysis of Field-Based Research Data

20% Manuscript

10% Presentation of Research Findings

Examinations (20%)

Periodic examinations will be administered via, internet, in class, and other technologies covering basic requirements that are either prerequisite to or essential for success in the course. The total number of examinations will not exceed five. Advance notice will be given for the one scheduled APA format examination.

Assignments (10%)

Assignments will afford students the opportunity to develop and or refine specific skills essential for success in this class. Among the class assignments will be readings and their preparation, research preparation, presentations to classmates, and methodological demonstrations.

General Requirements- Literature Review, Analysis, Manuscript

You may use APA templates and/or other resources; however, you are solely responsible for any error or partial implementations of APA resident in those resources. I have included an APA template on my webpage but I do not endorse its use. I use this template as an example of what is available. EndNote® is a useful software tool as long as each user understands its limitations. Included articles must be published since 1997 (no articles before 1997, see the professor for reasonable exceptions). Methodological choices must be justified and those justifications should not be limited to course resources.

Literature Review (20%)

You will develop a research question based on theoretical perspectives contained within the scope of MathematicsEducation (or your own approved topic) andlocate at least one article from each of the following journals: Journal for Research in Mathematics Education, School Science and Mathematics, Teaching Children Mathematics, Educational Studies in Mathematics, Journal of Mathematics Teacher Education, Journal of Research in Childhood Education, Educational Researcher and Kappa Delta Pi Record, (Reasonable substitutions are permissible. ERIC documents, dissertation abstracts [no more than 10% of your references can come from the previous two categories], and statistical journals - - i.e., Multiple Linear Regression Viewpoints and Educational and Psychological Measurement are encouraged). Your review should include proper APA citations, a one-paragraph summary of the author’s findings, and a one-paragraph explanation on the relevance of the selected article to your topic (Yes, you must be able to explain how you are using this article in you final paper otherwise you should not have selected it). Each article review should not exceed one typed page (APA Style guide 5th Edition, 2001 required). When you have finished each of these summaries, they should be able to be included in your final paper and worked into a manuscript that flows.

Rubric: APA form 30%; summaries 40%, explanation 30%

Benchmarks: 10 articles due at time of submission and the remaining articles are due when the paper is submitted complete. Total approximately 20-40 articles. From this literature review you will engage in methodical scholarly discovery concerning the learning of mathematics concepts.

Methodology/Analysis of Field-Based Research Data (20%)

Students will engage in the holistic analysis of field research data. Each student in accordance with accepted quantitative or qualitative methodology will determine procedures for his or her analysis. Students and the professor will work cooperatively and collaboratively throughout the process of scholarly discovery. Students may choose to use their own dataset or customize their inquiry to suit their specific outcome expectations.

Rubric scoring will be: APA 30%, soundness of the methodology 30%, writing quality 20%, analytic choices and thoroughness 20%

Manuscript (20%)

A paper (manuscript), following the publication guidelines of the American Psychological Association 5th edition, will be submitted for publication. The paper will cover the selected topic of interest germane to the course and follow all the procedures for conducting a research project and submitting the findings for presentation (see APA, 2001). The student will use appropriate resources to identify three possible sources for publication, prepare letters to the editor, make the necessary copies, and submit the final paper on CD or via e-mail. Rubric scoring will be in accordance with APA. Each section will be equally weighted (abstract, introduction, method, results, discussion) for 80%. Submitting two letter, two outlet requirements, and two mailing envelopes 20%.

Presentation of Research Findings (10%)

A short summary paper and Power Point® presentation will be developed to communicate the purpose of your research and to summarize your findings. A grading rubric will be developed on the first night of class. The presentation must be submitted on either a CD or via e-mail. Rubric scoring will be: APA 10%, all aspects of the ms represented 30%, Presentation fluidity 30%, logical results and succinct and accurate conclusions 30%.

Tentative Class Schedule

Week ofTopicDue

Week 18/28Introduction to Qualitative/Quantitative (*RCP)Readings Course Packet

Research & NCTM Standards on AlgebraDiscuss Algebra, Data, & Number

Data, & NumberAPA chapter signup

APA Overview NCTM Principles & Alg, Nun, Data

Track Changes® & Comments®& Process and Content strands

Meet in Verizon Room

Week 29/4Experimental Research (RCP)APA Presentations

EXAMWhat is Qualitative Research Ch 1

Selecting an outletStats in Ed Research Ch 5 Meet in Verizon Room Evidence-Based Education Policies . . . Anthony Kelly RFT

On Mathematics Education Research

Week 39/11Library Research Methods (RCP)Reflecting on Research for Doc Students Library Research Background on Mathematics Education

Meeting Qualitative Inquiry

Case Studies as Qualitative Research

Prestudy Tasks. . .

Week 49/18Measuring Teaching & Learning (RCP)Measuring the Content of Instruction . . . EXAM New Approaches to Gathering Data. . .

Meet in Verizon RoomQualitative Analysis on Stage

Examination of Quantitative Methods

English Chapter Assignments

3, 4, 6, 9, 23, 24, 25, 29

Week 59/25Qualitative Topics (RCP)Finding Your Story

Writing Your Story

Reporting on Studies Using Single-Subject Exp.

English Chapter Assignments

3, 4, 6, 9, 23, 24, 25, 29

Week 6 10/2Data Analysis(RCP)Mining Data from Documents

Levels of Analysis

Reporting Qualitative Studies

Literature Review Due this week

Mixed Methods Research. . .

Week 710/9International PerspectivesEnglish Presentations

Week 810/16OPEN

MethodsMethodology Review

Meet in Verizon RoomBring copy for everyone!

Week 910/23Review of MethodologiesMethodology Due this week

Analysis of dataWriting up the findings

Generating submission letters

Week 10 10/30Individual/Group Analysis of DataWriting the Discussion

Meet in Verizon Room

Week 11 11/6Class Review of manuscript draftSubmit Rough Draft one for everyone.

Submit submission materials and letters

Week 12 11/13Review the paper of at least one other studentSubmit Rough Draft one for everyone.

Week 13 11/20Presentation and PaperNo class meeting

Meet in Verizon Room

Week 14 11/27Final PresentationsPresentations submitted to me electronically

Meet in TTVN Roomin advance

Paper Due before 12/6

Week 1512/4Final ExaminationFinalExam

  • RCP = Included in the Reading Course Pack

APA Assignment- Exam to follow

We will focus on empirical studies and requisite components:

a)Introduction

b)Method

c)Results

d)Discussion

e)Summary (Depending on journal)

f)Tense

g)Format

h)Structure

  1. Chapter 1 ______
  2. Chapter 2 ______
  3. Chapter 3 ______
  4. Chapter 4 ______
  5. Chapter 5 ______
  6. Chapter 6 ______
  7. Chapter 7 ______

Handbook of International Research

  1. Chapter 3 ______
  2. Chapter 4 ______
  3. Chapter 6 ______
  4. Chapter 9 ______
  5. Chapter 23 ______
  6. Chapter 24 ______
  7. Chapter 25 ______
  8. Chapter 29 __Serkan Ozel______

Track Changes® and Comments®- Exam to follow

Become familiar with both editing and revising using Track Changes® and Comments® in Word®. Some class time will be devoted to explaining these functions but you will only become proficient through practice.

Paragraph Formatting

This is another function within Word®. You must be able to set the proper heading and paragraph formats for APA. This function allows you to build Tables of Contents and Figures easily. While these tables are not covered in this course, formatting headers and paragraphs are prerequisite.

Texas A & M University

Teaching, Learning and Culture

Concern/Opportunity/Acknowledgment Form (COAF)

Name______SSN:______-______-______Date __/__/__

Address______

StreetCityZip

Telephone:Home (______)______-______Major______

Work (______)______-______EMAIL ______

Class:______

Circle FreshmanSophomoreJuniorSenior Graduate

Projected Graduation Semester______Year ______

Explain Opportunity/Concern/Acknowledgement (Please be specific with your narrative.)

If this is a concern what are the possible solutions?

a.

b.

Professor/Advisor/Mentor/Administrator Recommendation

______Date:____/_____/_____

Advisor/Professor/Facilitator

Department Head Recommendation ()

Department Head /Designee______Date:____/_____/_____

Dennie L. Smith, Department Head

Action/Follow-up:

Texas A & M (Draft 11/15/03)Student’s Name_____

Teaching, Learning, and CultureInstructor/DateDate______

Disposition Checklist 11/15/03; Revised 4/25/05

The National Council for Accreditation of Teacher Education (NCATE) Standard 1 requires that teacher candidates exhibit professional dispositions. Students admitted to the Teacher Education Program must exhibit professionalism in their interactions with their peers, their instructors, and with teachers and students during coursework and field placements. Below is a checklist for instructors and cooperating teachers to use to note behavioral deficiencies. This form need not be completed if a student works satisfactorily. Completed forms will be kept on file. Students: Sign and date after seeing the completed form. Instructors: Provide supporting evidence. Add comments on the back or attach a separate sheet(s).

10/24/2018

EDCI 628- R. M. Capraro 1 of 11

  1. Attendance and punctuality
  1. Unacceptable absenteeism
  2. Frequently tardy or leaves early
  3. Rarely absent or tardy
  4. Perfect attendance
  1. Initiative
  1. Passive, depends on others
  2. Has good ideas, works with limited supervision
  3. Creative and resourceful
  4. Demonstrates self-initiative and independence
  1. Work habits
  1. Usually fails to complete assigned tasks
  2. Completed assignments turned in late
  3. Sometimes needs to be reminded of assignments
  4. Responsible, attends to syllabus, makes no excuses except under dire distress
  1. Oral communication skills
  1. Makes frequent speaking errors
  2. Inarticulate, hesitates to express self
  3. Uses acceptable grammar
  4. Articulate, uses standard English grammar
  1. Written communication skills
  1. Written work demonstrates frequent grammatical errors
  2. Writing is often unclear and unorganized
  3. Organizes and clearly expresses ideas
  4. Frequently and effectively communicates with others
  1. Critical thinking skills
  1. Cannot analyze
  2. Struggles with initial analysis
  3. Poses thoughtful questions
  4. Distinguishes between relevant and irrelevant material
  1. Quality of work
  1. Consistently hands in poor work
  2. Asks for help, then does nothing
  3. Completes the minimum required
  4. Reaches beyond the minimum and turns in excellent work
  1. Collegiality
  1. Prefers to work alone
  2. Reluctant to work with others
  3. Works well on a team
  4. Freely shares ideas and materials
  1. Respect (in action and speech) in and out of the classroom
  1. Creating classroom disruptions (such as cell phone ringing or rattling paper)
  2. Discusses inappropriate or personal topics
  3. Inappropriate remarks or actions
  4. Diplomatic, sensitive to others’ needs
  1. Interactions with professors, field work personnel, and children – if applicable
  1. Apathetic during field placement
  2. Often distracted during field placement
  3. Indifferent when talking with students or teachers
  4. Collaborates willingly with cooperating teacher during field placement
  1. Professional dress during fieldwork – if applicable
  1. Always dresses inappropriately
  2. Sometimes dresses inappropriately
  3. Usually dresses professionally
  4. Always dresses professionally
  1. Attitude toward learners – if applicable
  1. Lacks interest in subject content and/or learners
  2. Makes negative comments regarding subject content and/or some students
  3. Seeks help from cooperating teacher or instructor to increase understanding of content and/or to improve effectiveness of teaching
  4. Takes initiative and actively seeks assistance to learn content and/or instructional strategies to help learners attain higher order learning
  1. Commitment to excellence in teaching – if applicable
  1. No attempt to implement suggestions for improvement, defensive
  2. Interested in teaching but displays little enthusiasm for improving ones own skills
  3. Applies suggestions from supervisors immediately
  4. Appears committed to teaching
  1. Appropriate attributes for morals, ethics and values for teaching
  1. Exhibits behavior contrary to attributes
  2. Makes verbal comments contrary to professional attributes
  3. Responds to improvement to use positive attributes
  4. Exemplary evidence of attributes in behavior

10/24/2018