Excellence ~Integrity ~ Caring

California State University, Bakersfield School of Education

EDSP 688 Research in Special Education Winter, 2010

Instructor: Yeunjoo Lee, Ph.D. Phone: (661) 654-6478

Fax: (661) 654-3029 E-Mail: [email protected]

Class Meetings: 6:00 – 8:30 on Thursdays Location: ITV 3:30-5:30 on Tuesdays and Office Hours Thursdays Office EDU 219 3-4 on Wednesdays

Candidate Dispositions

Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn.

 Professional Collaboration: Candidates will participate in action-oriented collaboration that will enable them to learn from others and provide leadership in partnerships with all stakeholders.  Reflective Practitioner: Candidates are reflective, life long learners who apply problem solving and critical thinking strategies and the respectful appreciation of differing points of view.  Ethical Professional: Candidates’ actions are based on accepted professional standards of conduct and reflect insight and awareness with respect to diverse perspectives, opinions, obligations and ethical responsibilities of the profession.  Student/Client Centered: Candidates, throughout their programs, will prioritize the needs of the students/clients they serve by maintaining trusting relationships built upon caring, nurturing (respective) and meaningful interactions.  Professional Leader: Candidates, throughout their programs, will be strong, determined, professional leaders with a clear instructional focus using effective communication skills and a willingness to take risks to ensure the advancement, safety, and welfare of all students in our communities.  Professional Competence: Candidates will maintain high programmatic outcomes that reflect research-based practices, principles of learning differentiation, and standards based instruction.

Required readings:

1  American Psychological Association. (2009). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.

 The School of Education Graduate Studies Policies and Thesis, Project, Examination Guide Handbook. ( http://www.csub.edu/soe/graduate_studies/documents/graduate_handbook.pdf )

 Galvan, J. (2009). Writing Literature Reviews: A Guide for Students of the Social and Behavioral Sciences (4th ed.). Los Angeles, CA: Pyrczak Publishing.

 *Banda, D., & Therrien, W. (2008). A teacher’s guide to meta-analysis. Teaching Exceptional Children, 41(2), 66-71.

 *Cook, B., Tankersley, M., Cook, L., & Landrum, T. (2008). Evidence based practices in special education: some practical considerations. Intervention in School and Clinic, 44, 69-75.  *Horner, R., Carr, E., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-179.

 Articles with * are located in the “e-Readings” folder of BlackBoard.

 Livetext.com membership: You can purchase the livetext membership at the CSUB runner bookstore.

 Turnitin.com (free registration)

Course Description: The seminar course will review, analyze, interpret, and apply specific topical research in special education. Students will select a research topic, formulate a research question, develop a research proposal, analyze the literature, and propose appropriate research methodology to fill a gap in the research or contribute to the literature in the area of special education.

COURSE OBJECTIVES/COMPETENCIES (Matching CTC Standards)  The student will select a specific area(s) of interest to be addressed in their university and non-university activities to include, but not limited to, transition, inclusive education, early childhood, multicultural studies, sex education, behavioral intervention, deaf-blind, serious emotional disturbance, technology, augmentative communication, assessment (9, 10, 11, 12, MM-17, MS-17) (CLAD 19).  The student will utilize validated practices that maximize academic learning time, teacher- directed instruction, student success, and content coverage (MM/MS-13).  The student will demonstrate knowledge of and ability to interpret, apply, and disseminate current and emerging research, theory, legislation, policy and practice (MM/MS-15).  The student will demonstrate knowledge and application of current and emerging theories and research related to the education of students with and without disabilities and/or students from culturally and linguistically diverse backgrounds (MM/MS-15) (CLAD 19).

2  The student will participate actively within the school district and local community to facilitate the development of policies and implementation of practices that reflect current information in special education, including multicultural education (MM/MS-15) (CLAD 19).  The student will demonstrate knowledge of research, issues, law, policies, and procedures related to non-biased and non-discriminatory screenings and referral assessment for students (MM/MS-18) (CLAD 19).

GENERAL INFORMATION: a. Please read RIGHTS AND RESPONSIBILITIES OF STUDENTS provided at the end of this syllabus. b. The instructor does not accept any assignment one week after an assigned due date. c. Blackboard: This course is accompanied by Blackboard, a course management tool (http://bb.csub.edu/). You will be able to check and/or download lecture notes, course related forms, study guides, and class announcements on Blackboard. You can also send and receive e-mails with the instructor and other classmates through the Blackboard. If you have technical difficulties, please contact the CSUB Web services at 661-654-2315 (Do not call the instructor). d. If you do not have an access to the Blackboard, you can self-enroll to the BB course. Go to the following link to get the instruction: http://www.csub.edu/els/Blackboard %209/Student_Resources/item1242.html e. Your Blackboard UserID is the initial of your first name and last name (“ylee”). Your initial password is last five digits of your student ID without any dashes between numbers (e.g., 56789). For example, my userID is “ylee” and password is last five digits of my SS#. f. All assignments should be written in APA format (6th edition). For example, 12 fonts, one- inch margins, and double space.

“All culminating activities must adhere to the most recent edition of the Publication Manual of the American Psychological Association. The latest edition is available to purchase from the bookstore (School of Education Graduate Studies Policies and Thesis, Project, Examination Guide Handbook, 2005, p.13)”

 APA writing style guide i. http://www.apastyle.org/learn/index.aspx

 Students are expected to do all work assignments without unauthorized assistance and not to give unauthorized assistance. Cheating is not limited to examination situations alone, but arises whenever students attempt to gain an unearned academic advantage, i.e. submission of the same, or essentially the same paper or assignment for credit in two different courses without receiving approval. Plagiarism consists of the misuse of published or unpublished works of another by claiming them as one’s own. It may consist of handing in someone else’s work, copying or purchasing a composition, using ideas, paragraphs, sentences, or phrases written by another, or using data and/or statistics compiled by another without giving citation. Students who choose to violate the standards of ethical conduct will be dealt with as outlined in CSUB 2009-20011 (p. 82-83) catalogue. See the instructor if you need a copy of this information.

3 g. All students are required to register to www.turnitin.com.  Turnitin.com is “a proprietary system that instantly identifies papers containing unoriginal material and acts as a powerful deterrent to stop student plagiarism before it starts.”  Go to www.turnitin.com and click on the “New Users Click Here button.” Under the “New Students start here” section click on the “Create a user profile” link.  Turnitin.com Class ID is 2988560, and the course enrollment password is “edsp688” (case sensitive). h. CSUB library information

 Check the CSUB library webpage (http://www.lib.csubak.edu/). The database at CSUB library has several full text journals.  When you choose database, use Wilson Web and/or Ebsco database. They contain a lot of education related journals.  If you live out of Bakersfield and want to access to the CSUB library, check the webpage ( http://www.csub.edu/library/distance/distance.shtml ).  I will keep your paper until the end of the spring quarter, 2010. If you want your paper back, please pick it up before the end of the spring quarter.

TENTATIVE COURSE ASSIGNMENTS:

 All assignments must be typed or word-processed and double-spaced.  Students should submit hard copy assignments at the beginning of the class.  A penalty for late submission is 10% of total points for the assignment.  Assignments which are submitted 7 days after a due date will not be accepted.

1. Week 2, 3, and 5 assignments.  See the course schedule.

2. A Passing score on the Human Subjects Protection Training and Exam.  Visit the following website: http://www.csub.edu/grasp/irbhsr/ Click the link “Human Subjects Protection Training” on the left bar.  You may also access the HSPT site from Blackboard main page.  Review the training manual and take the Human Subjects Protection Training and Exam test.  It is recommended to print a hard copy or save an electronic copy of the test with your answers.  If you have already passed the test, please bring the verification to the instructor.  The IRB/HSR office will send you an email with your test results (pass/fail). You will need to forward the email to the instructor.  You will not be able to complete this course without passing the HSP test.

3. The first 4 pages of the literature review.  Submit the title page, the first 4 pages of your literature review, and the list of the references to http://www.turnitin.com

4  Also, submit a hard copy of your assignments to the instructor (via Blackboard)(i.e., the title page, the first 4 pages of your literature review, and a list of the references).  The first 4 pages of your literature review is not the summary of your final paper. It should include an introduction, a purpose statement, and a beginning part of your literature review. The draft should be as written as a final draft. That means it should not contain any mechanical errors and no first-person statement. Please check the Literature Review CHECKLIST (in the Appendix) before submitting the first 4 pages.  The list of references should include at least SEVEN data based and empirical studies selected from peer reviewed journals.  Your draft and the list of references should follow the APA writing guidelines (6th edition). For example, it should have a title page with running head, headings in a correct format, etc.  A grading rubric for this assignment is located on the Blackboard main page.

4. Final Project

 Submit an electronic version of your final project and a checklist (See Appendix A) to Turnitin.com and Livetext.  Submit a hard copy to the instructor on or before the due date.  Please check a grading rubric in LiveText before submitting your review.  You have three choices for the final project. a. A review of literature (For all students). b. A research proposal: (For MA research track students) c. A project proposal: (For MA project track students)

Requirements for Literature Review  Each student will need to select a topic, review the related literature, and submit a final paper  The textbook by Galvan (2006) tells you how to write a review of literature step by step. It also contains sample reviews of literature in the appendices.  In the literature review, you will include at least 10 articles, including at least 9 original research studies in your interest area(s). The selected articles studies should be current, data-based, and empirical studies. You should select the studies from peer-reviewed journals.  The literature review should be 10 or less, not including your reference list and appendices.  It will be helpful if a student identifies his/her chair of the M.A. Committee prior to or at the beginning of this course. Each student can discuss potential exam questions with his/her M.A. committee, and select a topic for a literature review for EDSP 688.  When you have difficulty locating research articles, consult with the instructor.  It is strongly suggested to meet with a librarian at least once during your research. The librarians know wonderful tools to search the best articles for your research. They will also show you how to find the original peer-reviewed research articles.  You should submit the CHECKLIST in the Appendix with your literature review.

Requirements for A Research Proposal Track  A research proposal: Students should submit a research proposal. A proposal will be about 10-12 pages without reference lists and appendices.  Research proposal should include a literature review and the description on your study.

5 o The description of research should include (a) research questions, (b) participants, (c) independent/dependent variables, (d) data collection and analysis procedures, and (e) research methodology.  Literature Review: In the literature review, you will include at least 7 articles, including at least 6 research studies in your interest area(s). Research studies should be current, data based and selected from peer-reviewed journals. The literature review is necessary to justify your research. Your research should be driven by data in literature and the needs in the field. In addition, literature could provide the specifics regarding the research.  As a master’s student, you are expected to understand the background and need for your research. The proposal for your research should be justified and driven by data in the literature and the need in the field.  When you have difficulty locating research articles, consult with the instructor.  It will be helpful if the student identifies his/her chair of the M.A. Committee prior to or at the beginning of this course. Each student can discuss potential research topic with his/her MA committee to complete this requirement.

Requirements for A Project Proposal  A project proposal: Students should submit a project proposal. The proposal should include the review of related literature and the description of the project. The proposal will be around 10-12 pages without reference lists and appendices.  Literature Review: As a M.A. student, you are expected to understand the background and need for your project. In the literature review, you will include at least 7 articles, including at least 6 research studies in your interest area(s). Research studies should be current, data based and selected from peer-reviewed journals. The literature review will be a part of your project proposal.  Description of Project: The proposal should include the salient points from the literature review to justify the project. The description of project should include (a) description of audience, (b) detailed description of your project, (c) a table of contents in your project, and (d) the brief version of your project.  It will be helpful if the student identifies and communicates with his/her chair of the M.A. Committee to ensure that the chair approves the project topic. A project should make a novel contribution to the field. Examples of successful projects range from creating a handbook for teachers on various topics, creating a multimedia driving lesson, to a school-wide resource book for parents of children and youth with special needs.  When you have difficulty locating research articles, consult with me. I may be able to direct you to appropriate sources.

5. Presentation  Prepare an one-page handout about your literature review. Share it with other students.  A handout should include the summary of your literature review and important references.  You will present your paper in a small group (about 5-6 people). The instructor will assign your group members.  Your presentation will be the maximum of 15 minutes.

GRADING SCALES Assignment Due dates Points My points 6 Weekly assignments Week 2 (enroll to turnitin.com) Jan. 14 5 Week 3 (Blackboard discussion) Jan. 21 5 Week 5 (Blackboard quiz) Feb. 5 5 HSP test Jan. 29 20 The first 4-pages of the literature Feb. 12 30 review Literature Review/project/thesis Mar. 8 100 proposal Literature Review Checklist Mar. 8 5 Final Project Presentation Mar. 4 15 Total

GRADING POLICY A = 94% and higher A- = 90% -93% B+ = 87% -89% B = 83% -86% B- = 80% -82% C+ = 77% -79% C = 73% -76% C- = 70%-72% D = 60% - 69% F = 59% and below

TENTATIVE CLASS SCHEDULE

Week 1: Jan. 7 (Required Meeting)

 Overview of the course and software (BlackBoard, Turnitin.com, and LiveText).  What is research?  Purpose and Process of Literature Review  Considerations in writing reviews.  HSP Test

Reading:  Chapter 1 and 2.

Week 2: Jan. 14 (Required Meeting/Library)

 Library Orientation Session  HSP Test.  Selecting a topic of literature review.  General guidelines of analyzing literature.  What is Meta-Analysis?

Reading:  Chapter 3 and 4  Banda & Therrien (2008)

Assignments  Enroll to www.turnitin.com by Jan. 14. 7 Week 3: Jan. 22

 Critical Issues in Special education  Critical interpretation and analysis of Research Studies. (Qualitative vs. Quantitative)  Building Tables to summarize literature.

Reading:  Chapter 5, 6, and 7

Assignments:  Submit your topic to Blackboard Discussion board by Jan. 21.  Post your discussion to Blackboard why meta-analysis is important and how you will use the results of meta-analysis for your students by Jan. 21.

Week 4: Jan. 29

 Critical Issues in Special education  Critical interpretation and analysis of Research Studies. (Qualitative vs. Quantitative)  Analyzing and synthesizing literature

Reading:  Chapter 5, 6, 7, and 8

Assignments:  Take a HSP Test by January 29th.

8 Week 5: Feb. 5

 Individual or a small group meeting with the instructor.  Guidelines of writing a first draft.  Guidelines for developing a coherent essay.  APA writing guidelines (the 6th edition)

Reading:  Chapter 9 and 10  http://www.apastyle.org/learn/index.aspx  APA Format Citations-Sixth (6th) Edition (a Youtube video): http://www.youtube.com/watch? v=9pbUoNa5tyY&annotation_id=annotation_320539&feature=iv

Assignments:  Take an APA writing styles quiz in BlackBoard by February 5.  Individual or group meetings with instructor.

Week 6: Feb. 12

 Critical interpretation and analysis of Research Studies (Single Subject Research Design).  Plagiarism

Reading:  Horner et al. (2005)  http://www.plagiarism.org (read articles in the website).  Rutgers library video modules: http://library.camden.rutgers.edu/EducationalModule/Plagiarism/whatisplagiarism. html  Avoiding Plagiarism: Mastering the art of scholarship: (http://www.csub.edu/studentconduct/documents/plagiarismresource.pdf ,CSUB Dean of Student Life Office).

Assignments:  Submit the first 4-pages to turnitin.com and BlackBoard by February 12.  Individual or group meetings with instructor.

9 Week 7: Feb. 19  Guidelines for writing a first draft.  Guidelines for developing a coherent essay.  Evidence Based Practices

Reading:  Chapters 9 and 10  Cook et al. (2008)

Assignments  Work on your literature review.  Individual or group meetings with instructor.

Week 8: Feb. 26  Self-Editing  Guidelines for style, mechanics, and language usage.  Incorporating feedback and refining the first draft.

Reading:  Chapter 11, 12, and 14

Assignments  Work on your literature review.  Individual or group meetings with instructor.

Week 9: Mar. 4 (Required Meeting)  Writing literature review.  APA writing guidelines.  Peer-Editing of a professional paper.  Preparing a reference list.  Final Project Presentation

Reading:  Chapter 13 and 14.

Assignments  Bring your paper to class for a peer review.  Project presentation

10 Week 10: Mar. 12

Assignments:  Submit your Literature Review and Checklist Due to Turnitin.com and Livetext (by March 8th).

Accommodations for Students with Disabilities (for Bakersfield campus)

To request academic accommodations due to a disability, please contact the Office of Services for Students with Disabilities (SSD) as soon as possible. Their office is located in SA 140, and they may be reached at 661-654-3360 (voice), or 661-654-6288 (TDD). If you have an accommodations letter from the SSD Office documenting that you have a disability, please present the letter to me during my office hours as soon as possible so we can discuss the specific accommodations that you might need in this class.

Accommodations for Students with Disabilities (for AV campus)

To request academic accommodations due to a disability, please contact the Office of Services for Students with Disabilities (SSD) as soon as possible. Their office is located in Bldg. 200, and they may be reached at 661-952-5061 (voice) or 661-952-5120 (tdd). If you have an accommodation letter from the SSD Office documenting that you have a disability, please present the letter to me during my office hours so we can discuss the specific accommodations that you might need in this class.

RIGHTS AND RESPONSIBILITIES OF STUDENTS

From CSUB Catalog 2009-11, pages 82-83

Academic Integrity. The principles of truth and integrity are recognized as fundamental to a community of teachers and scholars. The University expects that both faculty and students will honor these principles and in so doing will protect the integrity of all academic work and student grades. Students are expected to do all work assigned to them without unauthorized assistance and without giving unauthorized assistance. Faculty have the responsibility of exercising care in the planning and supervision of academic work so that honest effort will be encouraged and positively reinforced.

There are certain forms of conduct that violate the university’s policy of academic integrity. Academic dishonesty (cheating) is a broad category of actions that involve fraud and deception to improve a grade or obtain course credit. Academic dishonesty (cheating) is not limited to examination situations alone, but arises whenever students attempt to gain an unearned academic advantage. Plagiarism is a specific form of academic dishonesty (cheating) which consists of the misuse of published or unpublished works of another by claiming them as one’s own. Plagiarism may consist of handing in someone else’s work as one’s own, copying or purchasing a pre- written composition and claiming it as one’s own, using paragraphs, sentences, phrases, words or ideas written by another without giving appropriate citation, or using data and/or statistics compiled by another without giving appropriate citation. Another example of academic dishonesty (cheating) is the submission of the same, or essentially the same paper or other 11 assignment for credit in two different courses without receiving prior approval from the instructors of the affected courses.

When a faculty member discovers a violation of the university’s policy of academic integrity, the faculty member is required to notify the CSUB Dean of Student Life and CSUB Student Conduct Coordinator and the student(s) involved. A course grade of ‘F’ may be assigned or another grade penalty may be applied at the discretion of the course instructor. Additional academic sanctions are determined by the student conduct coordinator. Academic sanctions may include disciplinary probation, suspension, permanent expulsion from the university or from the California State University system, administrative hold on the release of records, and withholding a degree. Disciplinary probation shall be noted on the student’s formal academic record only for the duration of the probationary period. Disciplinary suspension and expulsion are a part of the student’s permanent record.

The student may pursue a formal hearing or make a settlement agreement with the student conduct coordinator. CSUB Dean of Student Life and CSUB Student Conduct Coordinator shall conduct an investigation, confer with the faculty member, students and any witnesses identified, and review all evidence. The student is entitled to a formal hearing scheduled by the CSUB Dean of Student Life and CSUB Student Conduct Coordinator, in which the evidence of the alleged violation shall be presented before an impartial Hearing Officer (appointed by the President) and the student shall be present to provide an explanation or defense. The Hearing Officer shall submit a written report to the President

12 containing the findings, conclusions, and recommendations. Alternatively, a settlement agreement may be made with the CSUB Dean of Student Life and CSUB Student Conduct Coordinator. The settlement agreement will specify the academic sanctions, the length and terms of disciplinary probation or suspension, and the conditions the student is expected to meet in order to remain in good standing (e.g., training or regular meetings with the CSUB Dean of Student Life and CSUB Student Conduct Coordinator). All sanctions are reported to the instructor reporting the incident, the student’s Chair, and the student’s Dean.

Any repeated violation of academic integrity shall result in more serious academic sanctions. Normally, this will include suspension or expulsion from the university with a note on the student’s permanent record.

Academic Freedom. Freedom to pursue truth and to achieve personal and intellectual development is essential to CSUB’s community of scholars. The University is firmly committed to such freedom for both students and faculty. Academic freedom is the University’s guarantee of freedom of expression by all students and faculty under the First Amendment. For the achievement of academic freedom, a necessary condition for such pursuit is an acceptance of the spirit of inquiry and appreciation for diverse ideas, viewpoints, cultures, and life-styles. Acceptance must be demonstrated not only in the classroom but in all other areas of the campus. The achievement of academic freedom, however, must occur within a respect for law and the protection of the opinions and dignity of others.

Civility and Respectful Conduct. The classroom is essential for the achievement of academic freedom, the pursuit of truth, and the development of students. Because of its importance, students are expected to exhibit respect for the views of others, the professionalism of the instructor, and the goals of academic freedom whenever they are in the classroom.

Faculty are obligated to recognize and respect student diversity, ideas, perceptions, and opinions. At the same time, faculty have a fundamental responsibility to maintain the integrity of the learning environment. When confronted by unreasonable disruption in the classroom, faculty are expected to initiate actions to correct such conditions. Such actions may result in disciplinary action ranging from removal from the classroom to formal disciplinary sanctions, including probation, suspension, or expulsion.

PROFESSIONAL LIABILITY INSURANCE As of August 1, 2006, the CSU Chancellor’s Office of Risk Management is requiring all students in various fields, including the Credential Program to purchase Professional Liability Insurance at the cost of $16 per Academic Year (or the designated current rate). This fee may be paid at the Cashier’s window or online.

Holistic Scoring Rubric for Written Reports

The following holistic scoring categories will be used to evaluate and grade written products submitted for completion of the course. Products reflecting a grade of (A or A-) equal a Superior Performance indicating the product is comprehensive; product represents clear evidence of logical analysis of information presented; product may contain minor misconceptions or extraneous information that does not significantly detract from the overall product; product is well organized using required headings and sub-headings, is paginated and is easy to follow; all 13 information is clearly stated; reasoning is sound and based on a thorough understanding of the program, need, or concept; information is appropriate to the assignment.

Products reflecting a grade of (B+, B or B-) equal an Advanced Performance indicating the product is generally comprehensive; product may lack a few significant details indicating some misunderstanding; product presents general evidence of logical analysis; product contains supporting information that is generally accurate, but may be incomplete or vague; product is generally organized and easy to follow, but contains minor amounts of irrelevant information and mechanical errors; product reflects a general understanding of the program, need or concept.

Products reflecting a grade of (C+, C, or C-) equal a Satisfactory Performance, indicating the product is somewhat incomplete, lacks critical details or major points; limited evidence of logical analysis; limited amount of supporting information is provided; inaccurate; irrelevant or biased information is used; product is somewhat disorganized and hard to follow; Reasoning or conceptualization is based on partial understanding or the program, need or concept; product contains erroneous information.

Products reflecting a grade of (D+, D or D-) equal a Marginal Performance indicating the product is mostly incomplete; product represents a very limited, if any, lack of logical analysis; many inaccuracies or invalid ideas or recommendations exist; statements are unsupported or product is extremely illogical; product is disorganized and considerable is needed to understand it; product represents a marginal overall effort.

Products reflecting a grade of (F) equal an Unsatisfactory Performance indicating the product exhibits major problems with conceptualization, organizational and mechanics; product does not meet set requirements.

14 Appendix A Literature Review Checklist

Name: ______* Submit this checklist with your literature review.

Yes No Does your title represent what you discussed in the paper? Did you use the person first language? Is your paper well organized? Did you check the APA writing style for the title page? Did you check the APA writing style for the headings? Did you check the APA writing style for the references? Does your paper contain three or more direct quotes? If yes, can you paraphrase those? Did you do the grammar and spell check? Did you summarize the practical information in the paper that you learned from your review of literature? Did you use qualifiers (e.g., very, a lot, much and so on) in your paper? Did you spell out the acronyms when they are introduced for the first time in the paper? Is your paper well focused? Were you consistent using words throughout paper? (e.g., children or students?) Did you maintain the principle of parsimony, concise, and simple wordings?

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