Shawnee State University Department of Education

Preparing “Learner-Centered, Inquiring Professionals”

EDUC 5504 (Tentative Syllabus Draft)

Educational Data Analysis

Spring 2010

Instructor--Valerie Myers, Ph.D.
Associate Professor of Education / Office Hours:
First Eight Weeks
Tuesday 11:45 A.M.-1:45 P.M.
Wednesday 3:00-4:00 P.M.
Thursday 11:45 A.M-12:45 P.M.
Second Eight Weeks:
Tuesday 3:00-5:00 P.M.
Wednesday 3:30-4:30 P.M.
Thursday 4:00-5:00 P.M.
Other times by appointment (online/F2F)
Office—233 Massie Hall
Office Phone –740-351-3101
Cell Phone – 419-603-6755
E-mail: v
Skype username: myvallee
Adium/IM username: DrValSSU
Facebook:

Required Textbook/Readings

Salkind, N. J. (2008). Statistics for people who (think they) hate statistics (3rd ed.). Los

Angeles: Sage.

Additional journal articles and online sources as needed to demonstrate key statistical concepts

Course description

Examines measurement techniques, quantitative and qualitative data collection methods, and statistical and qualitative data analysis techniques. Emphasis is on the understanding and application of descriptive and inferential statistics in educational research and K-12 classrooms.

Course objectives

The student will be able to:

  • Interpret and use descriptive statistics
  • Identify types of reliability and validity and demonstrate understanding of their importance in measurement
  • Identify appropriate research questions and apply related concepts
  • Demonstrate understanding of and interpret probability
  • Demonstrate understanding of and interpret inferential statistics
  • Use calculators, Excel and SPSS to compute statistics
  • Analyze the use of statistics in research articles
  • Demonstrate basic understanding of basic research terminology and concepts such as the scientific method, quantitative and qualitative research, types of research studies, independent and dependent variables, null and research hypothesis and types of measurement instruments
  • Interpret data analyses found in refereed journal articles

Alignment of learning objectives with the program goals and NBPTS, ESB standards:

M.Ed C & I Program goals / National Board of Professional Teaching Standards / Ohio
Teacher Standards / NCATE Standard I: Candidate Performance (Advanced level)
Domain 5 Professionalism:
Program graduates model ethical, reflective, and inquiring professional practice. / Teachers think systematically about practice & learn from experience
  • Modeling best practices
  • Renewal of learning theories/issues
  • Examination of practice
/ Professional responsibility and growth:
Teachers assume responsibility for professional growth, performance, and involvement as an individual and as a member of a learning community / Professional and pedagogical knowledge and skills:
Teacher candidates can apply the professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards to facilitate learning.

Technology use to impact student learning

A Blackboard course site will be developed to assist the course delivery. Interactive features of the site, including the Discussion Board, Digital drop box, Grouping, and Emailing, and Lecture Capture may be used. The Elluminate live! software will be used for synchronous class meetings.

Diverse needs of all learners

Students with special needs should contact the instructor within the first week to discuss possible accommodations during the course of study. Students are encouraged to use study groups and cooperative learning approaches to complete assignments. Special tutoring sessions may be established for additional help on assignments, if needed.

Main topics covered in the class

  • Descriptive statistics
  • Measures of central tendency
  • Measures of variability
  • Distributions
  • Correlation coefficients
  • Reliability and validity in measurement
  • Research questions and concepts
  • Difference between a sample and a population
  • Importance of the null and research hypotheses
  • Criteria for judging a good hypothesis
  • Using probability in research
  • Normal distributions
  • Computing and interpreting z scores
  • Inferential statistics
  • Tests of significance and why significance is important
  • Type I and Type II errors
  • Interpreting and computing the t test for dependent and independent means
  • Understanding and interpreting inferential statistics
  • Use of calculators, Excel and SPSS to compute statistics
  • Basic research terminology
  • Quantitative and qualitative research
  • Dependent and independent variable
  • Null and research hypothesis
  • Appropriate application of statistics in a research study

Instructional methods

This course will incorporate modeling, lecture, face-to-face and online threaded discussion, guided and independent practice activities, cooperative learning, demonstration and use of statistical software and introduction of mnemonic techniques for remembering key information.

Course requirements (assignments)

  1. Class attendance and participation/synchronous events (50 points)

Effective learning requires you to be an active participant in the construction of your own knowledge base. This requires you to have active, involved, quality participation in class, whether in the traditional or online classroom, including entering into discussions, asking questions, and offering thoughts and ideas for further exploration. If you are not present in class, this type of learning will not occur.

Points will be awarded based on the percentage of classes in which you are present and participating. Only serious illnesses, school activities and/or family events/emergencies will be likely to receive excused absences. Excused absences require a written explanation from the student explaining the emergency and should include a doctor’s excuse when absence due to illness is extensive. Absences should be reported to the professor via e-mail.

  1. Mid-Term and Final (400 points):

Two tests will be given during the course of the semester, each covering the key statistical concepts covered in classes. The second one will be taken during finals week and may have sections that are comprehensive.

  1. Research Article Analyses (200 points)

You will be required to find and read two research articles and complete an analysis of the data found in each study. You will be given specific questions to answer regarding each article. Your discussion of the statistical findings in the article should demonstrate your mastery of statistical concepts discussed in the class.

  1. Collaborative Participation/Asynchronous or Tutoring Sessions (100 points)

You will be expected to participate in discussion boards, blogs, tutoring sessions or study groups in such a way as to support the learning of your classmates. I will not be looking for specific answers to specific questions, but rather efforts on your part to ask and/or answer questions in the discussion forum, to work together in group study sessions, or to share insights about what you are learning via blogs.

I will not be setting up specific questions for you to answer in the discussion forum; I will simply set up forums sessions that will allow you to socially construct your own learning (with help from me as needed). I may suggest topics to discuss from time to time, but you will not be required to respond. When it comes to grading, let me preface my grading remarks with the following statement: These are really points for you to lose rather than points for you to earn. If you engage in the supportive activities I have already observed from this class, the points will be freely awarded. However, I know that busy schedules require you to sometimes set priorities. Therefore, I will set the following parameters for earning the points so you will be able to make decisions about what you can and cannot afford time to do.

Earn single “credits” in the following way:

  • 1 credit =
  • a blog
  • participation in one study group or tutoring session OR
  • two discussion forum items (e.g. asking a question and giving a response to someone else, two responses, or two questions)

Credits needed (over the course of the whole 8 weeks) for specific grades:

  • 5 credits=A (90-100 pts.)
  • 4 credits=B (80-89 pts.)
  • 3 credits=C (70-79 pts.)
  • 2 credits=D (60-69 pts.)
  • 1 credit=F (50-59 pts)._
  • No participation=F ( 0 pts.)

I will retain the range within each set of points per grade for my own qualitative evaluation, e.g.:

  • Were the questions/responses helpful in clarifying key concepts?
  • Did the blog/discussion forum response expand an idea in a useful way or give insight into your learning/understanding?

Grading system

A = 94--100%A- = 90 - 93%

B+ = 87 -- 89% B = 83 -- 86% B- = 80 – 82%

C+ = 77 -- 79% C = 73 -- 76%C- = 70 – 72%

D+ = 67 -- 69% D = 63 -- 66%,D- = 60 – 62%

F = below 60%

“A” represents excellent work, with little room for improvement.

“B” represents good work, with a few minor problems or modest deficiencies in terms of the content or presentation of the assignment.

“C” represents average work, with more than one serious flaw in terms of content or presentation of the work.

“D” represents below average work, with substantial problems demonstrated with the clarity and presentation of content.

University disability statement

Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 as amended in 2008 require Shawnee State University to provide reasonable accommodations for students with documented disabilities that would not compromise the integrity of the academic program. Students seeking accommodations must meet with the Coordinator of Disability Services, Student Success Center, Massie Hall, 740-351-3276. After meeting with the Coordinator, students are required to meet with their instructors to discuss the student’s needs related to their disabilities. If a student chooses not to make a timely request for disability accommodations and/or fails to meet with the Coordinator of Disability Services and the professor, no disability accommodation(s) will be provided.

Professional Conduct:

Professional conduct and courtesy in class and during activities is expected at all times. This includes turning off cell phones during F2F class sessions (unless you have made arrangements with the professor to receive an emergency call, in which case you should leave the room). Students are expected to be aware of and follow the University Plagiarism Policy.