FAIRLEIGH DICKINSON UNIVERSITY
School of Education
Course: Final Project: Applied Research (EDUC 7812)
Semester: Spring 2013
Schedule: Mondays 4:30 – 6:00 p.m.
Room: UC904
Instructor: Dr. Nancy D. Broz
Phone: Cell: 609-314-1257
E-mail:
www.nancybroz.com - class website.
Required Texts:
1. Stringer: Action Research in Education (Pearson Pub.) ISBN 0130974250
2. APA Manual (online)
3. On-line link for Human Participant Protections Education for Research; to take this online course, go to http://phrp.nihtraining.com/users/login.php?l=3
Helpful Web Sites:
Purdue Owl (http://owl.english.purdue.edu/owl/)
www.dianahacker.com (examples of APA, MLA, Chicago styles)
http://www.apastyle.org A supplemental web site to the APA Manual with regular updates to electronic referencing and frequently asked APA formatting questions.
Also: http://www.utoronto.ca/writing/litrev.html*
(Includes questions to ask yourself and to ask about your research)
http://library.ucsc.edu/ref/howto/literaturereview.html*
http://www.clet.ait.ac.th/EL21LIT.HTM
(Includes good and bad examples)
http://web.pdx.edu/~dbls/HowtoWriteLiteratureReview.htm*
(This site provides links to other sites)
Networks: An Online Journal for Teacher Research
http://www.oise.utoronto.ca/-ctd/networks/
www.Questia.com and www.Googlescholar.com
Ebsco.com (journal articles)
Eric (and EbscoHost) and JSTORS-- journal articles
Course Syllabus
Course Description
The fundamentals of educational research and the link between theory and practice are
explored. Students develop a research proposal that is specific to their needs and interests as practitioners.
This course explores the fundamentals of educational research, its value and the links between educational research and practice. Students will conduct a survey of the literature on a selected topic and use higher order thinking skills to develop a research question or series of questions and research proposal.
Course Objectives:
Upon completion of this course, the student will:
1. Demonstrate an understanding of the language of research and of the importance of research inn improving educational practice and in expanding the knowledge base.
2. Exhibit knowledge of various research methodologies.
3. Be practiced in finding, reading and analyzing educational research on a selected topic.
4. Have written a thorough literature review with appropriate citations.
5. Have developed and “action research” proposal.
6. Be proficient in using APA format.
7. Understand the complexities associated with human subject research and the ethical and legal aspects of conducting research in schools.
New Jersey Professional Standards
http://www.state.nj.us/njded/profdev/standards/
Standard #1 (Content): Teachers shall understand the central concepts, tools of inquiry, structures of the discipline, especially as they relate to the NJ Core Curriculum Content Standards (CCCS) and design developmentally appropriate learning experiences making the subject matter accessible and meaningful to all students. [1.1,1.2,1.5,1.7,1.9]
Standard #2 (Human Growth and Development): Teachers shall understand how children and adolescents develop and learn in a variety of school, family, and community contexts and provide opportunities that support their intellectual, social, emotional and physical development [2]
Standard #3 (Diverse Learners): Teachers shall understand the practice of culturally responsive teaching. [3.1,3.2]
Standard #4 (Instructional Planning and Strategies): Teachers shall understand instructional planning, design long and short term plans based upon knowledge of subject matter, students, community, and curriculum goals, and shall employ a variety of developmentally appropriate strategies in order to promote critical thinking, problem solving and the performance skills of all learners. [4.12]
Standard #5 (Assessment): Teachers shall understand and use multiple assessment strategies and interpret results to evaluate and promote student learning and to modify instruction in order to foster the continuous development of students.
Standard #6 (Learning Environment): Teachers shall understand individual and group motivation and behavior and shall create a supportive, safe and respectful learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
Standard #7 (Special Needs): Teachers shall adapt and modify instruction to accommodate the special learning needs of all students.
Standard #8 (Communication): Teachers shall use knowledge of effective verbal, nonverbal and written communication techniques and the tools of information literacy to foster the use of inquiry, collaboration and supportive interactions.
Standard #9 (Collaboration and Partnerships): Teachers shall build relationships with parents, guardians, families, and agencies in the larger community to support students’ learning and well-being. [9.7]
Standard #10 (Professional development): Teachers shall participate as active, responsible members of the professional community, engaging in a wide range of reflective practices, pursuing opportunities to grow professionally and establishing collegial relationships to enhance the teaching and learning process. [10.1, 10.3, 10.5]
Individual students within the framework of their respective research will address these standards and additional indicators as appropriate.
Course Policy and Expectations
Students will meet with the professor each week for the first 4-6 weeks. Then the professor will set up a modified schedule to allow for individual conferences. Classes will meet again when the second chapter is completed to share and compare research experiences and to discuss the remaining major concepts of research. Then at the final meeting, the PowerPoint presentations will be shown.
Students are to turn in one copy of their finished work, complete with the appropriate cover page (see sample in syllabus).
During the course students will be given deadlines to submit:
1. A problem statement and hypothesis (converted into a question)
2. Note cards
3. A literature review
4. A conclusion
5. An explanation of the proposed methodology
6. A finished written final project
7. A PowerPoint presentation of that project
8. Human Participants certificate
Grades will be based on:
1. Critical reading of all assignments, class preparation, class attendance, class participation
2. Note cards and major components of the final project (formulation of research questions and rationale, literature review, methodology, conclusion)
3. Human Participation Protection Education for Research certification
4. Final project
5. PowerPoint Presentation of the final project
6. Evaluation of written work will be based on the attached rubric.
Note: Reflection and thoughtful analysis weigh heavily in the instructors’ review of all work and class participation. See the end of this syllabus for Fairleigh Dickinson University and the School of Education’s policies on attendance and other matters of importance. Additionally, a rubric for the course is available on the professor’s website.
Course topics:
The purpose and value of research
Introduction to research in education and the social sciences
Problem formulation
Literature review
Hypothesis formulation
Methodology/Measurement/Data collection/Data Analysis
Citations and references
How to do on-line research
Research ethics
Rough copies (drafts) MUST be submitted via email for feedback.
All rough copies and completed chapters are to be submitted to the instructor via email. In this way, you can receive timely feedback.
Final Project Requirements
Your research question and rational for the study: February 7, 2013
Since the research process is recursive, a student may modify the original question as the project unfolds. However, students will be expected to make a commitment to the research topic by the second meeting of the course.
Introduction to your topic: (Chapter 1) Due: February 18, 2013
Introduction to your topic, the focus and purpose of the paper. This includes definitions at the end of the chapter. They may be altered/added to as your paper is written. (3-5 pages)
Completed Note Cards to be checked: April 29, 2013
Literature Review (Chapter 2) Due: April 8, 2013
You will summarize ideas from the articles and books you have consulted up to this point. Include a list of references in APA style. The details of a literature review will be explained in class. Please consult the Stringer book for more information. Since the literature review is a history of the topic, it reflects the journals, articles, books and other materials you have read. Students are expected to read and cite articles from scholarly journals although other sources can be used but should not constitute the bulk of the readings for the project. The final literature review should contain at least 10 articles from scholarly books and academic journals in addition to your other sources. (about 25 pages)
Recommendations and Conclusions. (Chapter 3) Due: April 29, 2013
(2-4 pages)
Action Research Proposal. (Chapter 4) Due: May 13, 2013
You will explain in 2-3 pages how you would implement your project design. You should include appendices such as interview questions, etc. Please consult the Stringer book and the on-line article for details. Using your growing knowledge of the topic, you will prepare a 2-3 page summary of what you think the conclusions of your study will be, as well as suggestions for further research. (An outline will be provided.)
Human Participants Certificate (hard copy) Due: _ _February 18_____
PowerPoint Presentation. Due: _ _April 29, 2013
Students will present their research project inn class using Power Point and or/materials of your choice. Your grade will be based on organization, subject knowledge, audience awareness and speech word choice.
Final Hard Copy. Due: __May 13, 2013
OVERVIEW
The FINAL PROJECT will contain the following sections:
Chapter l: The introduction of the problem that includes a statement of the problem, a hypothesis if appropriate, the importance of the problem, the rational for the topic and definitions of important terms (listed separately at the end of the chapter.) You may always include brief references to research that may have sparked your interest or contributed to the formulation of the research question.
Chapter 2: A review of the literature. The history of the topic. What has already been written on the topic and what does it say? Do all researchers agree on the problem and issues concerned? If not, what are the varying points of view? What are the similarities and differences? Is one camp more persuasive, more powerful, in the majority?
Chapter 3: Conclusion. Based on your reading and research, what do you expect the results to be? How does your study relate to others? What were the gaps in the research? What might be future research questions related to your study? Synthesize!
Chapter 4. Methodology: a plan for an action research project. You are to design a study that can produce data related to your problem statement. Who or what will you study and how? What do you hope to learn? How will you access these subjects? Design an appropriate questionnaire or formulate questions to obtain the information you will need. How many subjects will your study need? How will you collect the date? What criteria need to be established? What will be the limitations of your study? (See outline)
References – All work must follow APA format.
Proofread, proofread, proofread!
Note: You will submit one copy of your paper, stapled. (A binder or special cover is not required.)
Student Assessment and Evaluation (Grading Policies)
Student assessment and evaluation is performance based. Criteria for assessment include: demonstration of an understanding of the theory and concepts related to the topics of the course – demonstration of critical thinking, sufficient and appropriate evidence to support one’s position; creativity and development of strategies and procedures which reflect an understanding of the teaching/learning process; and effective written and verbal communication skills which includes correct usage and expression.
Rating Scale:
A = Exemplary performance, excellent understanding and demonstration of the knowledge and skills addressed.
B = Competent performance, very good understanding and demonstration of the knowledge and skills addressed.
C = Adequate performance, good understanding and demonstration of the knowledge and skills addressed, some minor flaws.
D = (Failure of course) inadequate performance, lacks a demonstration of an understanding of the knowledge and skills addressed, serious absence of addressing key parts of the assignment and serious flaws in substance and presentation of material.
Academic Integrity
“Fairleigh Dickinson University will not condone academic dishonesty in any form. To do so would be unfair to those students who perform honestly. Academic dishonesty undermines the confidence of the student in his or her ability to learn and perform and casts a shadow on the value of the academic process, past and present.”
FDU. Faculty manual. Madison, NJ: Fairleigh Dickinson University.
Final Project Syllabus – SPRING 2013Session / Session Date / Topic / Assignment Due
1 / January 28 / Intro & Overview
Action Research
What is a literature review?
Topic selection & Problem / (None due)
2 / February 4 / Hypothesis formulation
Note cards & Outlines: How to / Research question due with rationale (email)
3
NC / February 11 / Citations and References / Stringer Chapters 1,2,3
NIH certificate due
4 / February 18 / Synthesis and conclusions
Project outlines / Chapter 1 due (email)
5
NC / February 25 / Literature review
(written from note cards) / Stringer Chapters 4,5,6
6 / March 4 / Conferences begin / Stringer Chapters 7, 8,9
7 / March 11
8 / March 18
9 / March 25
10 / April 8 / Chapter 2 due
11 / April 15 / Class meets
12 / April 22 / Chapter 3 due
13 / April 29 / Class Meets
PowerPoint Presentations / Notecards due today
Chapter 4
14 / May 6
15 / May 13 / Final Project hard copy
due to Dr. Broz
You may contact Dr. Broz at any time to arrange for a private conference. You may meet with Dr. Broz any Monday from 5 to 6, or on Saturday mornings at 10 at Barnes & Noble, Deptford or Cherry Hill or Marlton (you need to schedule this by contacting Dr. Broz). Also, be sure to email all rough copies (drafts) in development to Dr. Broz for assistance with revision/editing and response. THIS IS A COURSE RQUIREMENT!
Course Requirements:
1. Maintain regular email contact with Dr. Broz
2. Bring completed note cards to class when assigned
3. Submit all in-progress chapters via email for evaluation
4. Submit all chapters to Dr. Broz via email
5. Hard copy final to Dr. Broz
6. Follow outline, including chapter headings and subheadings
Your paper must have a cover page which looks like the following example:
Title
By
Your Name
Nancy D. Broz, Ed. D.
Mentor
______
Signature Date
Submitted in Partial Fulfillment
Of the Requirements for the Degree
Masters of Arts in Teaching (MAT)
Fairleigh Dickinson University
Fall 2013