EDUC600sp241.docx

Syllabus

EDUC 600: Research Methods in Education INSTRUCTOR: Dr. Timothy A. Goodale Office: Gilchrist Center Room 243

Office Hrs T//TH 11:00-3:00

And by Appointment Phone: 335-3767 (Office) [email protected]

“21st Century Professional Educators”

Course Description:

Students study the development and use of research, research methods, applied research, basic research, methods of reasoning, fallacies in reasoning, statistical methods, thesis writing, survey research, and evaluation of research. Students examine and discuss research to develop strategies for documenting their research. The APA format is the basis for reporting critiques and findings.

Required Text(s) and Materials :

Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Sixth Edition. John W. Creswell & Timothy C. Guetterman. ISBN-13: 9780134519340.

Additional Required Materials:

Electronic Resources:

You are not required to print the below documents. We may access many of them periodically throughout the semester:

NCPTS: North Carolina Professional Teaching Standards http://www.ncptsc.org/Final%20Standards%20Document.pdf NCDPI-SP: North Carolina (DPI) Standards for Elementary Teachers http://www.dpi.state.nc.us/docs/ihe/materials/specialtystandards.pdf NC Essential Standards http://www.ncpublicschools.org/acre/standards/new-standards/

APA Support 6th Edition http://owl.english.purdue.edu/owl/resource/560/01/

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COMPETENCIES

Learning Outcomes:

1. Distinguish between qualitative and quantitative paradigms of research.

2. Appraise research methods (e.g. such as qualitative, quantitative, single-case designs, action research)

3. Identify the role of theory in research.

4. Articulate and summarize researchable issues in education.

5. Successfully locate published research to create strategies that impact education.

6. Utilize APA citation and formatting for a variety of sources 7. Comprehend the role of ethics in research.

8. Examine how program evaluation and research findings can inform change, provide accountability and produce evidence-based practice.

9. Demonstrating competency is basic statistics to determine measurable outcomes for programs, interventions, and experiences in discipline.

10. Design a thorough research proposal to investigate the impact of an educational intervention within a K-12 school setting.

· Grading Scale

The Grading Scale is consistent with university policy and is as follows:

The student’s grade will be based on total points earned out of 1000 according to the following scale.

Points Earned Grade Equivalent

900-1000

A

800-899

B

700-799

C

600-699

D

Major Assignments/Projects

Assignment

Description

Points

Course Pre/Posttest

Participation and submission of pre/post assessment (50 pts each)

50

Chapter Quizzes

There are 10 major sections of the textbook. 10 quizzes will

be posted as we progress through the semester. These will be un-timed and you can use the book. 50 points each, lowest score dropped.

500

APA Format Assignment

You will be provided 10 different sources to cite in APA

format, assignment graded on accuracy

50

Introduction Section

1-page document that details Title, Statement of Problem, Purpose of Research, and Significance of Research

50

Background/Lit Review

3-4 pages that detail and cite related studies and findings and hypothesizes potential outcome of study and significance

100

Methodology

Proposed research plan that details chosen design, respondents/participants, sampling, instruments/measures

100

Analysis/Statistics

1 page document that indicates how exactly all the

information obtained in the research instruments will be used and analyzed.

100

Research Proposal

Based on Feedback from prior sections a final research proposal will be submitted with references cited as a final

exam.

50

Total

1000

Schedule

Week/Date

Topics

Assignments Due

1

Submit Course Pretest, Chapters 1-2

Course Pretest, Quiz 1 (Chapters 1-2)

2

Chapter 3

Quiz 2

3

Chapter 4

Quiz 3

4

APA Citation

APA Assignment

5

Online Tutorial – Intro/Lit review

Introduction Section

6

Chapter 10-11

Quiz 4

7

Chapter 12-13

Lit Review, Quiz 5

8

Chapter 14-15

Quiz 6

9

Chapter 16-17

Quiz 7

10

Online Tutorial: Methodology

11

Chapters 5-6

Quiz 8

12

Chapters 7-8

Methodology, Quiz 9

13

Chapter 9

Quiz 10

14

Overview Analysis and Statistics

15

Submit Course Posttest

Analysis/Statistics Section

16

Submit Final Research Proposal

Final Research Proposal, Posttest

Important Information

ECSU Department of Education Goals:

Culturally Relevant Pedagogy (InTASC Standard #3): is a student-centered approach to teaching in which the students' unique cultural strengths are identified and nurtured to promote student achievement and a sense of well-being about the student's cultural place in the world. Specifically, the Next Generation Science Standards, Lesson Plan, Interdisciplinary Unit Plan, and 5E Microteaching assignments, engaging laboratory and outdoor education assignments each require teacher candidates to focus on student

centered instructional strategies that maximize various elements of their potential student’s culture.

Diversity (InTASC Standard #2): understanding of individual differences and diverse cultures and communities are important elements of this class. Specifically, the Lesson Plan, Interdisciplinary Unit Plan, and 5E Microteaching assignments all require teacher candidates to account for diversity in the classroom and develop respective pedagogy and curricula to meet the varying needs of their future students.

Other Classroom Policies:

· Attendance Policy: Regular attendance is required for all scheduled class meetings. Each individual student is responsible for the assigned readings, class discussions, class lectures, handouts and activities.

Elizabeth City State University (ECSU) recognizes that regular and punctual class attendance is essential to each student's academic performance. Although all learning does not take place in the formal classroom, classroom instruction is the primary vehicle for the delivery of knowledge to students, the evaluation of achievement, the forum for intellectual exchange, the skill development, and the molding of attitudes which promote the attainment of goals resident in the teaching-learning process at ECSU. This policy is designed to encourage students to make the best grades of which they are capable, while discouraging absences. In short, all students are expected to attend all class meetings of all courses in which they are enrolled.

Class Absences Excused Absence

a. Religious Observances

· Students are allowed two (2) excused absences each academic year for religious observances required by the faith of a student.

· A student must submit written notice of the request for an excused absence to his/her instructor at least five (5) business days prior to the religious observance.

· A student shall be given the opportunity to make up any tests or other work missed due to an excused absence for a religious observance.

b. Participation in Official University Activities

· Students who participate in official university activities (i.e.athletic teams, the band, university committees, etc.) shall receive excused

absences to participate in the official university activities.

· Official documentation must be provided to the instructor prior to a student's participation in official university activities.

· A student shall be given the opportunity to make up any tests or other work missed due to excused absences to participate in official

university activities.

· Missed Assignments / Make-up Work: Assignments must be turned in on or before the due date. Late work will be penalized with a deduction of 10 points for each day the assignment is late.

· Student Conduct - Students preparing to become educators are expected to conduct themselves in an ethical manner consistent with North Carolina Professional Guidelines and Competencies.

· Communication with the instructor via e-mail is encouraged. However, face to face may be required for more intensive review of assignments or course content. These appointments will be scheduled by email.

· Drop Policy: Follow the printed guidelines in the ECSU Policy and Procedures Manual

Policy on Academic Honesty:

As members of the academic community, students are expected to recognize and uphold standards of intellectual and academic integrity. The examples and definitions given below are intended to clarify the standards by which academic honesty and academically honorable conduct are to be judged. The following list is merely illustrative and is not intended to be exhaustive.

· PLAGIARISM. Plagiarism is presenting another person’s work as one’s own. It includes paraphrasing or summarizing the works of another person without acknowledgement, including submitting another student’s work as one’s own.

· CHEATING. This involves giving or receiving unauthorized assistance before, during or after an examination.

· UNAUTHORIZED COLLABORATION. Submission for academic credit for a work, product or a part thereof, represented as being one’s own effort that has been developed in substantial collaboration with or without assistance from another person or source is a violation.

· FALSIFICATION. It is a violation to misrepresent material or fabricate information in an academic exercise or assignment.

· MULTIPLE SUBMISSIONS. It is a violation of academic honesty to submit substantial portions of the same work for credit more than once without the explicit consent of the instructor(s) to whom the material is submitted for additional credit. In cases where there is a natural development of research or knowledge in a sequence of courses, use of prior work may be desirable or even required.

Accommodation Statement:

ECSU is on record as being committed to both the spirit and letter of federal equal opportunity legislation; reference Public Law 92-112 - The Rehabilitation Act of 1973 as amended. With the passage of federal legislation entitled Americans with Disabilities Act (ADA), pursuant to section 504 of the

Rehabilitation Act, there is renewed focus on providing this population with the same opportunities enjoyed by all citizens.

The university is required by law to provide "reasonable accommodations" to students with disabilities, so as not to discriminate on the basis of that disability. Student responsibility primarily rests with informing faculty of their need for accommodation and in providing authorized documentation through designated administrative channels.

Any student in the class who has a disability that may prevent full demonstration of ability should contact the instructor personally before the end of the first week of classes so that a discussion can be held regarding accommodations necessary to ensure full participation and facilitate individual educational opportunities.

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