Course: ED 627 Educational Research

Course: ED 627 Educational Research Instructor: Dr. David Marvel Mode of Instruction: Classroom -based Office Hours: TBA

I. Catalog Course Description and Credit Hours of Course: This course is designed to introduce the learner to the methods of educational research and to provide experience in reading and interpreting research articles. It is a required course for those enrolled in the Master of Arts in Secondary Education. Topics: Techniques of Educational Research; selection of topics and problems, data gathering, interpretation and preparation of reports. The role of teacher as researcher will also be explored.

II. Prerequisite (s): NA

III. Textbook and/or Required Readings:

Vierra, A., Pollock, J. (1998). Reading Educational Research Scottsdale, AZ: Gorsuch Scarisbrick, Publishers Third Edition

IV. Technology Needed: Access to a computer and a reliable internet connection V. Alignment Matrix - Educational Research S

Assessment Ensuring that the F t ( S S a C I r T t N n t a A o

Course Objective a Objective has been met a e m d S T n M n l n a a a O c e d A d c r s e e w a h E a k d S p t o r e r a t

The candidate will demonstrate the d M u r r d k

) e knowledge and skills necessary to answer l t these questions: What is quantitative research? 5a, 5b, 4, 5, 8 4, 5, 6, Homework, Quiz 5c, 8a, 7, 8, 9 8b, 4c What are variables? 5a, 5b, 4, 5, 8 4, 5, 6, Homework, Classwork, Quiz, 5c, 8a, 7, 8, 9 Analysis of Research, Research 8b, 4c Proposal How do you manage and control 5a, 5b, 4, 5, 8 4, 5, 6, Homework, Classwork, Quiz, variables? 5c, 8a, 7, 8, 9 Analysis of Research, Research 8b, 4c Proposal What is validity? 5a, 5b, 4, 5, 8 4, 5, 6, Homework, Classwork, Quiz, 5c, 8a, 7, 8, 9 Analysis of Research, Research 8b, 4c Proposal What is reliability? 5a, 5b, 4, 5, 8 4, 5, 6, Homework, Classwork, Quiz, 5c, 8a, 7, 8, 9 Analysis of Research, Research 8b, 4c Proposal How do you manage and control 5a, 5b, 4, 5, 8 4, 5, 6, Homework, Classwork, Quiz, validly and reliability issues? 5c, 8a, 7, 8, 9 Analysis of Research, Research 8b, 4c Proposal What are descriptive statistics? 5a, 5b, 4, 5, 8 4, 5, 6, Homework, Classwork, Quiz, 5c, 8a, 7, 8, 9 Analysis of Research, Research 8b, 4c Proposal What are inferential statistics? 5a, 5b, 4, 5, 8 4, 5, 6, Homework, Classwork, Quiz, 5c, 8a, 7, 8, 9 Analysis of Research, Research 8b, 4c Proposal Essential Questions for this Course

What are the What is the What is Chapter 1 characteristics nature of quantitative of quality quantitative research? educational educational research? research? What are Chapter 1, 2 variables? How do you Chapter 1, 2 manage and control variables? How do issues What is Chapter 3, 5 of validity and validity? reliability affect educational research? What is Chapter 3 reliability? How do you Chapter 3, 4, 5 manage and control validly and reliability issues? What is the What are What are: When given a data set be Chapter 6 power of descriptive mean able to calculate mean, research statistics? median median, mode, range and statistics and mode standard deviation and what are the range calculate a z score for a limitations? SD given raw score. Z Scores Normal Curve When given a z score, be Chapter 6 able to relate it to the normal curve in terms of percentiles and discuss the significance of the score and percentile with the student's parents.

What are Normal Curve When given a research Chapter 6, 7, inferential Probability study, define and discuss 8 statistics? Significance the significance of Type I Type I, II and Type II errors and their errors relationship to the "p" Hypotheses value in the study.

When given a study using a Chapter 6, 7, difference hypothesis, a t 8 value and its corresponding p value, tswbat, state the dependent and independent variables, explain what (if anything) the researchers found, and make appropriate recommendations of what should be done in the "real world" as a result of these findings. The student should be aware of the difference between mathematical and practical significance as they make these recommendations VI. Relationship of the Conceptual Framework to Standards An increasing emphasis on professional standards for educators reinforces the relevance of the School of Education’s vision of an informed, reflective and responsive professional educator as the grounding tenants of our Conceptual Framework. As the lists of expected achievement indicators, competencies, and dispositions issued by government and professional groups become more extensive, only an informed professional who actively reflects on his/her teaching and is responsive to student, family and community needs will be capable of meeting the intent of those standards. The general theme of our vision is that each of these areas strives to nurture and prepare professional educators so that they can meet the needs of diverse learners. Efforts include continuous endeavors to creatively incorporate technology throughout individual subject area fields, promoting understanding and appreciation for diversity, and support of the development of literacy skills needed in an increasingly complex society.

VII. Basis for Student Evaluation:

Assignment Points Due Date Active and relevant class participation 25 On-going Analysis of Research - 3 articles 25 End of Course Research Proposal 25 End of Course Quizzes 25 End of Course Total Points 100 ASSIGNMENTS

Assignment #1 - Analysis of Research

Read three educational research reports and prepare an analysis of the report which includes, in summary/outline form,

Statement of the Problem

Statement of Hypothesis (state this in the null form )

Methods/Procedures Description of Subjects Instruments Design Controls Limitations Statistical methods

Data Reporting and Elementary Analysis

Conclusions (can include) Further analysis of data Conclusions based on analysis Practical recommendations Areas for further research/questions raised /questions unanswered

In your opinion was this a good study? Why or why not? Assignment #2 - Developing a Research Plan/Proposal

Submit a research plan, using APA style, which includes:

Chapter 1 Introduction (~ 1.5 pgs) Establish need for the study Overview of the study Statement of the Problem Statement of Hypothesis

Chapter 2 Review of the Literature (~ 2 pg) Summarize the findings of at least three studies related to your research interest (These articles should be the ones you used for the “Analysis of Research” project)

Chapter 3 Methods/Procedures (~ 1.5 pgs) Description of Subjects Instruments Design/Procedures Controls Limitations Statistical methods

Chapter 4 Data Reporting and Elementary Analysis (~.75 pg)

Chapter 5 Conclusions - Assume that you are able to reject the null hypothesis. (~1.5 pg)

Further analysis of data Conclusions based on analysis Practical recommendations Areas for further research/questions raised /questions unanswered Quizzes

There will be periodic announced quizzes on specific content knowledge from the book and class discussions. There will be objectives handed out prior to each quiz.

VIII. Expectations of Students: Students will be expected to complete the following course requirements: A. Complete all assignments and turn them in on assigned due dates. B. Actively participate in class activities, projects, and discussions. C. Accomplish thoughtful, critical analyses of the assigned readings. D. Attend class regularly, arrive on time and remain until class is dismissed. E. Behave in a professional and mature nature in all interactions with faculty and fellow students.

IX. Grading Scale

Final Grades will be determined as follows:

A = 100-95 B- = 80-82 A- = 90-94 C+ = 77-79 B+ = 87-89 C = 73-78 B = 83-86 F = below 73

X. Academic Policy Statement: Honesty in academic endeavors is a central tenet of the UAS philosophy. One may feel proud of accomplishments and success attained honorably through hard work. Knowledge gained in this way often leads to later success in professional pursuits and in personal life. Unfortunately, academic stress and anxiety sometimes impact the individual in ways that produce dishonest behavior, or taking an “easier” route to fulfilling academic responsibilities. Infractions of academic dishonesty can lead to serious consequences. Refer to the UAS Student Handbook for more details. Programs offered through the Learning Center and the Student Resource Center address topics such as study skills and time management to reduce stress and thus help to prevent dishonest behavior.

XI. Student with Disabilities: To aid college students who experience a documented physical, cognitive, and/or psychiatric disability. Disability Support Services are available on all UAS campuses. The University of Alaska Southeast is committed to equal opportunity and programmatic access for students with disabilities (See University of Alaska Regents Policy: www.alaska.edu/bor/policy/policy.xml). For further information on disability support services and guidelines about documentation please visit our website at www.uas.alaska.edu/dss www.uas.alaska.edu/dss or: In Juneau: (907)796-6000 In Ketchikan: (907) 228-4505 In Sitka: (907) 747-7716 Early contact with this program promotes a positive educational experience

XII. Civility and Harassment Intellectual honesty, mutual respect, and freedom from discrimination, intimidation, harassment and violence against persons or property are central to the UAS mission. Acts of intolerance and abusive behaviors which violate these basic values will not go unchallenged within our academic community. UAS is committed to standards promoting speech and expression that fosters the maximum exchange of ideas and opinions. Ideally, discourse is open, candid, and characterized by mutual respect and dignity. It is the goal of the University to foster a campus climate which promotes the ideals of civility and appreciation for the uniqueness of each member of our academic community.

XIII. Dispositions for Professional Educators 1. Abide by a philosophy of education and remain flexible to revising it based on new research and teaching experience. 2. Appreciate unique thinking processes of learners at different stages of development. 3. Appreciate multiple perspectives and value individual differences. 4. Commit to professional discourse about content knowledge and student learning of content. 5. Value assessment and instruction as integrated processes. 6. Commit to ensuring student well being and development of self-regulation and group interaction skills. 7. Recognize the school as an integral part of the community and value parents as partners in promoting student learning. 8. Value professional ethics, democratic principles, and collaborative learning communities. 9. Value technology as a tool for student and teacher lifelong learning. Tentative Content Outline -

I expect this to change; I am planning on changing it; it will change. One of the philosophies of curriculum development states that you cannot construct an entire curriculum in a vacuum, i.e., in the absence of the learners for which it is intended. This course does not exist independently of the learner.

June 6 - Intro --Registration Syllabus and assignments Chapter 1 - Reading Research

June 7 - Library Research

June 8 - Chapter 2 - Reading Research

June 9 - Chapter 3 - Reading Research

June 10 - Library Research ******************

June 13 - Chapter 4- Reading Research

June 14 Chapter 5 - Reading Research

June 15 - Quiz 1 - Chapters 1,2,3 Beginning Statistics

June 16 - Chapter 6 - Reading Research Sts gather height data (inches) calculate mean, SD then test %s, and Z

June 17 - Beginning Statistics Plot height data to show curve pull samples (2,5,10) to change curve shape Research Project Presentations/discussions Quiz 2 - Chapters 4,5

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June 18 - Chapter 7 - Reading Research Quiz 3 - Beginning Statistics June 19 - Chapter 8 - Reading Research Change Theory Statistics - T Test Quiz 4 - Chapters 6,7,8

June 20 - Change Simulation

June 21 - Quiz 5 – Beginning Statistics Change Simulation