TECHNIQUES OF RESEARCH
EDUK 598-115
Spring 2015
Room 312 Warrior Hall
T 6:00 pm-9:00 pm
Instructor: Dr. Stephen Anderson
Address: Department of Professional Education and Policy Studies
1001 Warrior Hall
Killeen, TX 76549
Office:Phone:254.519.8740 or Mobile: 512.508 0848
Email:
Office: 322N
Office Hours: Mon., 1:30-4:00; Tues., 1:30-4:00; Wed.; 1:30-4:00; Fri., 10:00-11:00
Class Meeting: Tues., 6:00 pm-9:00 pm, Warrior Hall, Room 312
Appointment times available upon request
You may call me or email me or stop by my office anytime
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1.0 Course Overview and Description:
Fundamental concepts and tools of research and their application to psychological and educational problems are studied in this course. Major topics included are: rationale of research, classification of research, analysis of problems, library skills, sampling, appraisal instruments, descriptive and inferential statistics, representative research designs, evaluation of research and research reports, and development of research proposals.
2.0 Course Objective:
Techniques of Research is a required course for all options in the Master of Education degree. It is an introductory course designed to assist the beginning graduate student in the acquisition of an understanding of research process and methodology. Special attention is given to the development of a higher level of skill for locating, evaluating, and documenting library materials than is typically required of the undergraduate. Students are provided opportunities for the development of their abilities for analytical methodology and to demonstrate their understanding of the research process through the development of a satisfactory proposal for conducting original research on an approved topic.
Students will analyze, synthesize and evaluate professional literature, support effective educational practices and policies as derived from current research, and conduct action research.
2.1 Student Learning Outcomes:
- Identify and compare the characteristics of the following models of quantitative and qualitative research models survey, correlation, causal-comparative, experimental, case study, ethnographic and action. (Quizzes, Presentations, Exams)
- Describe and identify the major steps involved in conducting a scientific research study (the research question(s), sample, method of data collection, method of data analysis, and major findings and conclusions). (Quizzes, Presentations, Exams)
- Describe the purpose of and procedure for selecting quantitative and qualitative sampling techniques, methods of collecting data, methods for controlling validity, reliability and generalizability and statistical measures. (Quizzes, Presentations, Exams)
- Write an action research proposal that includes: the development of an appropriate research topic, specific research questions, a critical review of literature, the research model, sample selection, procedure for collection and analysis of data, and procedures to ensure the validity and reliability of the findings. (Proposal)
- Communicate features of the proposed study in a professional manner to a group of professional educators. (Proposal)
2.2 Competency Goals Statements (Certification or Standards)
Course Competencies for TExES:
Reading Specialist
DOMAIN IV—PROFESSIONAL KNOWLEDGE AND LEADERSHIP
Competency 013 (Theoretical Foundations and Research-Based Curriculum)
The reading specialist understands and applies knowledge of the theoretical foundations of literacy and of research-based reading/literacy curriculum.
Applies knowledge of convergent research on reading and literacy instruction for all students, and identifies sources for locating information about convergent research on reading and literacy instruction.
Applies knowledge of the foundations of basic research design, methodology, and application to critically review research on reading and to select research findings for the purpose of improving reading instruction.
Competency 014 (Collaboration, Communication, and Professional Development)
The reading specialist understands and applies procedures for collaborating and communicating with educational stakeholders and for designing, implementing, evaluating, and participating in professional development.
Knows how to communicate research findings and make recommendations based on a convergence of research evidence to colleagues and the wider community.
Knows how to communicate local data and information related to literacyissues and, when appropriate, make recommendations to district staff and community stakeholders.
Knows how to expand knowledge of literacy through a variety of professional activities (e.g., reading professional publications, participating in conferences), and recognizes the value of participating in local, state, national, and international professional organizations whose mission is the improvement of literacy
Principalship
DOMAIN I—SCHOOL COMMUNITY LEADERSHIP
The principal knows how to apply organizational, decision-making, and problem solving skills to ensure an effective learning environment.
The principal knows how to implement procedures for gathering, analyzing, and using data from a variety of sources for informed campus decision-making, frame, analyze, and resolve problems using appropriate problem-solving techniques and decision-making skills. Use various types of information (e.g., demographic data, campus climate inventory results, student achievement data, emerging issues affecting education) to develop a campus vision and create a plan for implementing the vision
DOMAIN II—INSTRUCTIONAL LEADERSHIP
Competency 004
The principal knows how to facilitate the use of sound, research-based practice in the development,implementation, and evaluation of campus curricular, co-curricular, and extracurricular programs
Competency 005
The principal knows how to facilitate the development of a campus learning organization that supports instructional improvement and change through ongoing study of relevant research and best practice.
The principal knows how to facilitate the implementation of sound, research-based instructional strategies, decisions, and programs in which multiple opportunities to learn and be successful are available to all students.
School Counselor
DOMAIN II—PLANNING AND IMPLEMENTING THE DEVELOPMENTAL GUIDANCE AND COUNSELING PROGRAM
Competency 004 (Program Management)
The school counselor understands how to plan, implement, and evaluate a developmental guidance program, including counseling services, which promotes all students' success.
Knows how to apply research-based practice to improve the school guidance and counseling program.
DOMAIN III—COLLABORATION, CONSULTATION, AND PROFESSIONALISM
Competency 010 (Professionalism)
The school counselor understands and complies with ethical, legal, and professional standards relevant to the profession.
The beginning school counselor knows how to use research, technology, and other resources to facilitate continual professional growth and improve the school guidance and counseling program.
Educational Diagnostician
DOMAIN I—STUDENTS WITH DISABILITIES
Competency 001
The educational diagnostician understands and applies knowledge of federal and state disability criteria and identification procedures for determining the presence of an educational need. The beginning educational diagnostician:
Knows how to access information on the cognitive, academic, communicative, physical, social, and emotional characteristics of individuals with various disabilities.
Knows how to gather and use background information regarding the educational/developmental (e.g., behavioral, social, academic), medical, and family history of individuals with disabilities.
DOMAIN II—ASSESSMENT AND EVALUATION
Competency 004
The educational diagnostician selects and administers appropriate formal and informal assessments and evaluations. The beginning educational diagnostician:
Applies knowledge of basic terminology and statistical concepts (e.g., standard error of measurement, mean, standard deviation) used in assessment and evaluation.
Demonstrates knowledge of standards for test norming, reliability, and validity procedures used in standardizing assessment instruments and sources of measurement error.
Competency 005
The educational diagnostician applies skills for interpreting formal and informal assessments and evaluations. The beginning educational diagnostician: analyzes the uses and limitations of various types of formal and informalassessment and evaluation data.
Demonstrates knowledge of the appropriate application and interpretation of derived scores (e.g., standard scores, percentile ranks, age and grade equivalents, stanines, T-scores, z-scores).
DOMAIN IV—FOUNDATIONS AND PROFESSIONAL ROLES AND RESPONSIBILITIES
Competency 008
The educational diagnostician understands and applies knowledge of professional practices, roles, and responsibilities and the philosophical, legal, and ethical foundations of evaluation related to special education.
Knows organizations and publications relevant to the field of educational diagnosis, and demonstrates awareness of the importance of engaging in activities that foster professional competence and benefit individuals with exceptional learning needs, their families, and/or colleagues.
3.0 Required Reading & Textbooks:
Gay, L. R., Mills, G. E. and Airasian, P. (1012). Educational research: Competencies for analysis and
applications. 10th ed. New York: Pearson.
Galvan, J.L. (2013). Writing literature reviews, 5th ed. Glendale, CA: Pryczak Publishing.
Patten, M. L., (2009). Understanding research methods: An overview of the essentials. 9th ed. Glendale, CA: Pyrczak Publishing.
Publication Manual of the American Psychological Association, 6thEd (2009). Washington, DC.
A student of this institution is not under any obligation to purchase a textbook from a university-affiliated bookstore. The same textbook may also be available from an independent retailer, including an online retailer.
4.0 Course RequirementsProfessional Standards for the Department of Curriculum and Instruction
Communication
- Communicate appropriately and effectively with colleagues, supervisors, students, parents and members of the community. Uses good oral and written communication skills
- Work collaboratively with colleagues, mentors, and supervisors to achieve the local, state, and national goals of education. Shows courtesy to peers, public school students and teachers, and the professor
- Demonstrate commitment to the teaching profession and exercise leadership for the advancement of the profession and public education. Show enthusiasm in class for learning and the educational process.
- Be responsible, punctual, regular in attendance, and prepared to participate in all aspects of professional development. (details above).
- Assume responsibility for utilizing professional teaching practices and constantly strive to improve through professional growth. Accepts constructive feedback and demonstrates a willingness to make improvements in attitude and performance if needed.
- Uphold the Code of Ethics for Texas Educators and abide by local, state, and federal rules, regulations, and policies.
- Demonstrate respect and maintain ethical conduct in relations with professional colleagues, students, parents, and members of the community. Exhibit honesty and personal integrity. Violations of ethics will result in failure of this course.
Include a statement on the technology requirements for the successful completion of the course and when applicable, information on how to access these resources (for example, how to obtain a certain software through University site license).
This course will use the TAMUCT Blackboard Learn learning management system.
Logon to to access the course.
Username: Your MyCT username
(xx123 or everything before the "@" in your MyCT e-mail address)
Initial password: Your MyCT password
Check browser and computer compatibility by using the “Test Your Browser” button, found in the “Check Your Browser” module on your Blackboard dashboard, once you have logged in.
Technology Support. For technology issues, students should contact Help Desk Central.
24 hours a day, 7 days a week:
Email:
Phone: (254) 519-5466
Web Chat:
When calling for support please let your support technician know you are a TAMUCT student.
For issues related to course content and requirements, contact your instructor.
Technology issues are not an excuse for missing a course requirement – make sure your computer is configured correctly and address issues well in advance of deadlines.
Computer Usage Policy:The University reserves the right to limit, restrict or deny access to its technology resources, as well as to take disciplinary and/or legal action against anyone in violation of these regulations or applicable law.Use the following link to view the acceptable computer use policy:
Assessments:
Complete IRB (5 Pts.).
Students will complete and submit an IRB for their research.
Research Topic (5 Pts.).
Students will submit their research topic.
Introduction (5 Pts.).
Students will turn in a proposal introduction.
Literature Review (5 Pts.).
Students will turn in a literature review at least 17 articles).
Research Questions and Methodology(5Pts.).
Students will submit research questions for their research and what kind of methodology they may chose for their research. No more than 3 questions.
Conclusion (5 Pts.)
Students will submit a conclusion for their proposal.
25Quizzes (2 Pts. Each: 50 Pts.).
2 Articles Analyses (5 Pts. Each).
Rubrics provided
Final Proposal (5 Pts.)
Due April 30,2015. Rubric Will Be Provided.
Professional Grade(10 Pts.).
Professionalismis defined as class attendance, timely assignments, academic honesty, respectful behavior in class and on line, cooperative collaboration with peers and professionals, commitment to becoming a reflective professional educator and flexibility in professional situations. In case of emergencies, make prior arrangement with the instructor.
General professional behavior expectations:
Communication:
Communicate appropriately and effectively with colleagues, supervisors, students, parents, caregivers and community members using various forms.
Collaboration:
Work collaboratively with colleagues, mentors and supervisors to achieve the local, state, and national goals of education.
Commitment:
Demonstrate commitment to the teaching profession and exercise leadership for the advancement of the profession and public education; be responsible, punctual, regular in attendance, and prepared to participate in all aspects of professional development.
Professional Development:
Take responsibility for utilizing professional teaching practices and
constantly strive to improve through professional growth.
Ethical Conduct:
Uphold the Code of Ethics for Texas Educators and abide by local, state, federal rules, regulations, and policies; demonstrate respect and maintain ethical conduct in relations with professional colleagues, students, parents and members of the community.
5.0 Grading Criteria
A---93 to 100
B---80 to 92
C---70 to 79
D---60 to 69
F---0 to 59
6.0CompleteCourse Calendar:
The instructor reserves the right to change the schedule.
Week and Date / Topics / Assignments / AssessmentsWeek 1, 1/20. / Form Groups. Group Activity. Discuss Assignments. Discuss Syllabus, Research Students Form Groups.
Introduction and Research Topics. / Gay, Chapters 1 and 2. / Introduction to Patton.Students Do In Class. Quizzes 1 and 2 Patten, Topics 1 and 7.
Week 2, 1/27 / No Class / Student Work on Research Topics and Questions
Week 3, 2/3 / Proposal.
Research Topic.
Reviewing the Literature. Preparing and Evaluating a Research Plan. / Gay, Chapters 3 and 4.
1st Article Analysis Assigned. Students Research Articles in the Library During Class. / Research Topic Due (5 Pts.)
Students Work On Topics 3 and 4 Quizzes Patten Topics 14 and 16.
Week 4, 2/10 / No Class / Students Work on Article Analyses.
Student Gather Articles for Their Literature Reviews.
Week 5, 2/17 / Selecting a Sample.
. / Gay, Chapters 5.
Student Present Article Analysis in Class. / Students Work on Quizzes 5 and 6, Patton, Topics24 and 25 in class. Pts.). Article Analysis Due (10 Pts.).
Week 6, 2/24 / Selecting Measuring Instruments. / Gay, Chapter 6.
Students Work on Their Literature Reviews in Class. / Students Work on Quizzes 7 and 8, Patten, Topics 8 and 31.
Week 7, 3/3 / Quantitative Methods Chapters 7 to 13
Survey Research.
Correlational Research. / Gay, Chapters 7 and 8.
Students Work on Literature Reviews, Research Methods and Questions in Class. / Students Work on Quizzes 9 and 10, Topics35 and 36 in Class.
Week 8, 3/10 / Correlational Research.
Causal-Comparative Research. / Gay, Chapters 9 and 10. / Students Work on Quizzes 11 and 12, Topics 11 and 12 (Pyrczak, Making Sense of Statistics) in Class.
Research Questions and Methodology Due (5 Pts.).
Week 9, 3/17 / Single-Subject Experimental Research.
Descriptive Statistics. / Gay, Chapters 11 and 12. / Students Work on Quizzes 13 and 14. Patten, Topics 41, 54 and 55.
Literature Reviews Due (10 Pts).
Week 10, 3/24 / Inferential Statistics.
Qualitative Methods, Chapters 14 to20.
QuantitativeData Collection. / Gay, Chapters 13
Gay, Chapter 14. / Introduction Due (5 Pts.).
Students Work on Quizzes 15 and 16, Patten, Topics 47 and 70.
Week 11,3/31 / Narrative Research.
Ethnographic Research. / Gay, Chapters 15 and 16. 2nd Article Analysis Assigned. Students Research Articles in the Library During Class. / Patten Quizzes 17 and Topic 18. Patten, Topics
71 and 72.
Week 12, 4/7 / Case Study Research.
Qualitative Research: Data Analysis and Interpretation / Gay, Chapters 17 and 18. / Students Work on Quizzes 19 and 20. Patten, Topics 73 and 74. Conclusion Due (5 Pts.).
Week 13, 4/14 / Mixed Methods Research: Integrating Qualitative and Quantitative Methods.
Action Research. / Gay, Chapters 19 and 20. Students Present 2nd Article Analysis in Class / Students Work on Quizzes 21 and 22. Patten, Topics 9 and 10. 2nd Article Analysis Due(10 Pts.).
Week 14, 4/21 / Preparing a Research Report.
Evaluating a Research Report. / Gay, Chapters 21 and 22. / Students Work on Quizzes 23 and 24. Patten, Topics 75 and 76.
Rough Draft ofFinal Proposal Due.
Week 15, 4/28 / Students Work on Final Drafts in Class.
Students Take Strengths/Quest Survey. / Students work on Quiz 25. Patten Topic 81.
Complete IRB (5 Pts.).
Week 16, 5/5 / Discussion of final Proposals. / Final Proposal Due (5 Pts).
Week 17, 5/12 / Students Present Final Proposals.
7.0 Drop Policy
If you discover that you need to drop this class, you must go to the Records Office and ask for the necessary paperwork. Professors cannot drop students; this is always the responsibility of the student. The record’s office will provide a deadline for which the form must be returned, completed and signed. Once you return the signed form to the records office and wait 24 hours, you must go into Duck Trax and confirm that you are no longer enrolled. Should you still be enrolled, FOLLOW-UP with the records office immediately? You are to attend class until the procedure is complete to avoid penalty for absence. Should you miss the deadline or fail to follow the procedure, you will receive an F in the course.
8.0 Academic Integrity
Texas A&M University -Central Texas values the integrity of the academic enterprise and strives for the highest standards of academic conduct. A&M-Central Texas expects its students, faculty, and staff to support the adherence to high standards of personal and scholarly conduct to preserve the honor and integrity of the creative community. Academic integrity is defined as a commitment to honesty, trust, fairness, respect, and responsibility. Any deviation by students from this expectation may result in a failing grade for the assignment and potentially a failing grade for the course. Academic misconduct is any act that improperly affects a true and honest evaluation of a student’s academic performance and includes, but is not limited to, cheating on an examination or other academic work, plagiarism and improper citation of sources, using another student’s work, collusion, and the abuse of resource materials. All academic misconduct concerns will be reported to the university’s Office of Student Conduct. Ignorance of the university’s standards and expectations is never an excuse to act with a lack of integrity. When in doubt on collaboration, citation, or any issue, please contact your instructor before taking a course of action.