Syllabus (AKA: the CONTRACT)

Syllabus (AKA: The CONTRACT) READ & HEED!! EDLD 801 - WRITING FOR RESEARCH - SPRING 2007 PRELIMINARY DRAFT VERSION—SUBJECT TO CHANGE

Instructor: Stephen J. Caldas, Ph.D. Office: 115-B Girard Hall Phone: 482-5744 e-mail: [email protected] Office Hours—Mon: 2:00 – 5:00; Tues/Thurs: 2:00-4:30; Wed: 2:00 – 4:00 Email address: [email protected]

Credit Hours: 3 Classroom 204 FGM Class Times: Monday: 5:00-7:50

Course Description and Objectives This course is an introduction to the basic principals of writing research articles and proposals. Over the course of the semester the student will complete, in steps, a basic research conceptual and/or review article. This article will constitute in large part or in its entirety the Ed.D. program qualifying paper. To help the student conceptualize the broader approach to writing in the scientific tradition, the subject matter content of the course will include an overview of the philosophy of science.

Conceptual Framework: The Responsive Professional

The conceptual framework of the UL Lafayette College of Education is designed to expand upon the institution’s commitment to be a responsive university. Teacher candidates are expected to demonstrate knowledge, skills, and dispositions associated with the four elements of a Responsive Professional. Responsive Professionals demonstrate expertise in knowledge and practice. They are reflective practitioners who respect diversity and demonstrate a commitment to professionalism.

Books  Pine, Ronald C. (2005). Science and the Human Prospect, New York: Pearson. (mandatory) updated edition available free online at: http://www.hcc.hawaii.edu/~pine/book1-2.html . Call 800.922.0579 to order for $64.00 from Pearson.  Johnson, B., & Christensen, L. (2004). Educational Research: Quantitative, Qualitative, and Mixed Approaches (2nd Ed.). New York: Pearson. (optional. available @ Follett’s for $102.50)  Publication Manual of American Psychological Association, 5th Edition (mandatory: available at UL & Follett’s Bookstores)

Grading Procedures 2

 Qualifying Paper (QP) 25% of grade  Assignments 25% of grade  Mid-term Exam 25% of grade  Final Exam 25% of grade

Note: your assignment grade can be boosted by correctly answering my pop reading quizzes (2 pts per quiz).

Final Exam Exemption

Note: If the student is satisfied with his/her semester grade on the last night of class, he/she does not have to take the final exam. In this case, the research proposal, assignments, and mid-term will each constitute 33.3% of the final course grade.

Plagiarism

According to the 2003-2005 UL undergraduate bulletin, plagiarism “is a specific kind of cheating. It occurs when a student passes off as his own the ideas or words of another person, when he presents as a new and original idea or product anything which in fact is derived from an existing work, or when he makes use of any work or production already created by someone else without giving credit to the source. In short, plagiarism is the use of unacknowledged material in the preparation of assignments” (p. 427). Thus, for this course, plagiarism is committed when using the direct words of another author without providing a proper citation, including page number (or Web site) and date of publication. The minimum penalty for an act of academic dishonesty, including plagiarism, is a zero for the assignment. The maximum penalty is expulsion from UL (from 2003-2005 Undergraduate Bulletin, UL). I will vigorously enforce this policy (and have on several occasions).

Course Structure

The course lectures will aid preparing the student to write a professional-level research paper, which will constitute all or part of the program qualifying paper. Any course readings are simply a supplement to the lectures, not a replacement for them. Classroom interaction is essential. ALL assignments and the research proposal must be word processed and formatted according to APA, 5th Edition guidelines. Late assignments are accepted only in cases of excused absences. Late assignments will be reduced one letter grade (or approximation thereof) per day. Please TURN OFF ALL CELL PHONES BEFORE ENTERING CLASS! NO TEXT MESSAGING IS PERMITTED!!!

Attendance

Students will be expected to attend all scheduled sessions of the course. When the student must unexpectedly miss a class, it is his/her responsibility to contact the instructor as soon as possible BEFORE the next class meeting, or if possible, before the class to be missed. Only those absences due to documentable illness, family emergency, school business, or similar circumstances will be excused. A student who misses more than 10% of class meetings— whether excused or unexcused—may either be asked to withdraw from the course with no 3 credit awarded, or may be issued a failing grade for the course (read attendance policy in UL Student Handbook).

Course Activities

 Students will write a conceptual and/or review type research paper of publishable quality that addresses an educational problem or issue. This paper will in large part constitute the Qualifying Paper for the Ed.D. program. A classroom presentation of the paper will be made.

Course Topics

 The following topics will be covered in classroom discussion and lectures, though not necessarily in the order presented: Intellectual traditions, philosophy/history of science, theory, paradigms, journal article quality, plagiarism, publication strategies, APA formatting guidelines

Grading Scale

93-100 = A 82-92 = B 71-81 = C 60-70 = D < 60 = F

Course Reading & Assignment Schedule Complete following assignments by listed date: Thursdays 5:00-7:50 Jan 22  Introduction: course expectations and syllabi  distribute and discuss description of organization of Qualifying Paper

Jan 29  (QP research topicsa & 1 page bio due: turn in on 2 different sheets of paper. NOT ACCEPTED AS E-MAIL ATTACHMENTS!!)  discuss QP guidelines & bibliographies  discuss plagiarism, give examples  READ CHAPTER 1 IN PINE: Our Cosmological Roots

a Research topic choice: Describe an educational problem or issue you would like to research (or continue researching). See provided list of topics for ideas, or suggest your own research problem. TURN IN TYPED ONE-PAGE STATEMENT OF YOUR RESEARCH PROBLEM TO ME ON DATE BELOW. In your statement include 3 to 4 questions you’d like to explore the answers to. State why you think your problem/issue is important to study. No handwritten assignments accepted. EVER. 4

Feb 5  technical writing guidelines & APA Format  Overview of the Philosophy of Science, Paradigms  on-line research databases and Journal Citation Reports  READ CHAPTER 2 IN PINE

Feb 12  Overview of Theory and Theory Development  READ CHAPTER 3 IN PINE

Feb 19  NO CLASS: MARDI GRAS!!! Feb 26  ANNOTATED BIBLIOGRAPHIES DUE. 30 source minimum (30 points)b  READ CHAPTERS 4 IN PINE

Mar 5  READ CHAPTER 5 IN PINE  READ QUALIFYING PAPER GUIDELINES (to be discussed in class)

Mar 12  READ CHAPTER 6 IN PINE  Turn in a 6-10 page synopsis of your literature review, to include reference to all of the sources in your bibliography (30 points)

Mar 19  READ CHAPTER 7 IN PINE Mar 26 NO CLASS MEETING: USE TIME TO POLISH UP ROUGH DRAFTS OF QP Fri Mar 30  TURN IN 3 COPIES OF ROUGH DRAFTS OF YOUR QP (30 POINTS) BY 4:00 PM IN DR. CALDAS’ OFFICE OR MAILBOX Apr 2  Peer Papers Distributed in class  READ CHAPTERS 8 & 9 IN PINE Apr 9 NO CLASS! SPRING BREAK Apr 16  my reviews of your rough drafts returned  turn in your peer reviews (5 points per review)  Mid-Term Exam  peer reviews returned after mid-terms

b Bibliographies: Find total of at least 30 articles/books/other sources (limit 2 Internet websites; must have at least 5 books) on your educational problem/issue. Photocopy the title page of each source you use (or print WebPage). Write the correct citation for each source adhering to the format of the 5th Edition of the APA manual. Under each bibliographic citation type (or key in) a one paragraph summary of each source. 5

Apr 23  final drafts of QP due (along with 2 peer and 1 professor review)  presentations  READ CHAPTER10 IN PINE Apr 30  Last Class  Presentations and Best Paper Award  READ CHAPTER 10 IN PINE May 7  Likely date for cumulative final. 6

COMPREHENSIVE EXAM

DRAFT DOCUMENT SUBJECT TO CHANGE

DESCRIPTION

All students in the doctoral program will be required to successfully complete the Comprehensive Exam component of the doctoral program of study. The Comprehensive Exam for the EdD in Educational Leadership consists of a written Qualifying Paper (QP) and an Oral Exam pertaining to the QP and related issues. The Comprehensive Exam will be administered by the student’s Comprehensive Exam Committee.

The purpose of the comprehensive exam is to determine, in part, student preparation, qualifications and potential to pursue original research in the form of the doctoral dissertation. The dissertation is the undertaking of an independent research effort that is creative, scholarly, and of high quality. Consequently, the exam involves not only an evaluation of the student's ability to apply, analyze, and synthesize the knowledge, skills and professional attitudes developed in doctoral program course work, but it is also an evaluation of the student’s ability to use these competencies in a creative and scholarly manner. The comprehensive exam allows judgment of the student’s ability to think judiciously and critically about the theoretical, empirical, and practical aspects of a topic related to educational leadership. There are additional competencies that contribute to the faculty’s determination that the student is appropriately qualified to advance to candidacy for the doctoral degree. These competencies and skills are further described in these guidelines.

Regardless of the topic of the qualifying paper portion of the exam selected by the student, the competencies demonstrated in a Comprehensive Exam are the same. Students learn about writing the QP and demonstrate competencies in developing a critical analysis of the literature in EDF 801 Writing for Research. Therefore, prior to entering the EDF 801 course, students should have reviewed significant theoretical and empirical literature about their topic and have a level of expertise or sufficient knowledge base about the topic area. Foundational skills necessary for successful performance in EDF 801 include, but are not limited to: writing, APA, critical reading, critical thinking, critical writing, critiquing theory and empirical studies, research, statistics, information literacy, computer applications. Students will select a topic for the QP in EDLD 801. Following completion of EDLD 801, students may change their QP topic.

The Comprehensive Exam Committee

The Comprehensive Exam is administered by The Comprehensive Exam Committee. This Committee has four primary responsibilities: 1. approval of the topic for the qualifying 7 paper, 2. conduct of the oral examination, 3. approval of the QP, and 4. approval of the successful completion of the Comprehensive Exam. The Comprehensive Exam Committee consists of the student’s QP Advisor and two additional EdD graduate faculty members. Following successful completion of EDF 801, the respective EdD Coordinators for Educational Leadership are notified of the student’s readiness for a QP Advisor. The QP Advisor and other members of the Comprehensive Exam Committee are appointed by the EdD Program Coordinator. The committee must include at least one faculty member from each of the consortium universities.

As with many forms of comprehensive exams, students do not have a choice in deciding who writes questions or who will serve as evaluators. While the QP topic area may be considered in the assignment of QP Advisors, the equality of distribution of QP committee assignments among the faculty is considered as well. Regardless of who is assigned as QP Advisor, each member of the Comprehensive Exam Committee must know the competencies to be demonstrated, which are applicable to all students, regardless of the topic. The Comprehensive Exam Committee is not to be confused with a Dissertation Committee, although members of the Comprehensive Exam Committee may also serve on the student’s dissertation committee.

Description and Overview of the Qualifying Paper

A topic for the QP should be selected that is sufficiently narrow to permit an in-depth investigation, relevant to an area of advanced study/educational leadership that guides a range of inquiry, results in an extensive search of scholarly literature, and generation of questions for further inquiry. The topic may be related to the intended topic of the student’s dissertation.

The Qualifying Paper (QP) is a substantial review of approximately 40-50 pages (excluding front and back matter) focusing on a critical analysis of the literature on a topic (also known as a research review, a review article, or literature review). The review is both descriptive and evaluative of an area of inquiry of scholarly work done in the past. The review generally identifies some topic, theme, or point to emphasize that evolved as a result of readings. Occasionally a research question is proposed to guide the review. The review is a report of primary or original scholarship of mostly written documents. It is not merely a summary of the literature, but a thoughtful and comprehensive analysis and synthesis that places the topic in the context of work in the field. A good review results in a synthesis of the literature, formulating conclusions and recommendations and thus placing the topic in an updated context of established work in the discipline.

The Oral Exam of the Qualifying Paper

With the advice and consent of the QP Advisor, the student must request an oral exam pertaining to the Qualifying Paper and related issues. The exam will be conducted by the student’s Comprehensive Exam Committee, facilitated by the student’s QP Advisor. This is a closed hearing. The examining committee may ask the student questions regarding any aspect of the QP. Upon completion of the exam, the committee will determine whether the student has successfully completed the Comprehensive Exam. A candidate who fails the examination must register in the Graduate School for at least one additional semester or summer session before 8 being given a second examination. No candidate will be permitted a third examination. The QP Advisor will notify the EdD Program Coordinator of the decision of the committee. The student may not request an Oral Exam of the QP until they have completed a minimum of 42 credit hours of coursework in the doctoral program plan of study. Completion of the Comprehensive Exam is a requirement for Candidacy to the Doctoral Degree.

Competencies Demonstrated by the Comprehensive Exam

Students who are successful in completing the comprehensive exam demonstrate several competencies and skills that contribute to the graduate faculty’s determination that the student is appropriately qualified to conduct original research in the form of the doctoral dissertation. These competencies and skills include:

1. Critical Thinking and Scholarly Inquiry a. Search, read, interpret, analyze, critique (appraise), integrate and synthesize research literature pertaining to selected topic b. Generate implications for future research, theory and practice through analysis of empirical, theoretical, critical/analytic, and methodological literature c. Facilitate the application of theory to practice d. Use and contribute to a variety of knowledge bases developed to deal with contemporary, as well as future problems and issues e. Cultivate a comprehensive understanding of the dynamics of educational change to be able to distinguish its causes, effects, magnitude and cultural significance.

2. Mature, Professional, and Effective Writing Style a. Write a scholarly paper at a level commensurate with advanced graduate study b. Use APA Editorial Style c. Develop an effective writing style that is at a level commensurate with advanced graduate study: organized, understandable, smooth, cohesive, explicit, concise, and grammatically correct (language use and sentence structure); avoids bias in language; and is in APA manuscript style

3. Accountability and Responsibility a. Understand ethical responsibilities of providing accurate information and communicating effectively. An explicit expectation is for the student to understand the importance of complying with copyright rules, regulations, and laws and complying with all prescriptions and proscriptions concerning intellectual property.

4. Technology, Computer Applications, and Information Literacy in Scholarly Inquiry a. Use technology in scholarly inquiry mastering information literacy skills (information seeking and retrieval methods) and computer applications to document information logically, efficiently, and ethically 9

II. Organization of the Qualifying Paper

The quality of the presentation demonstrates critical thinking and scholarly inquiry. Follow guidelines for developing a critical review of the literature, distributed in EDF 801.

Pages preceding the Introduction include: Title page (example follows) Qualifying Paper Approval Page (Example follows) Abstract (100-200 words - Review APA textbook (5th edition) pp. 12-15 and focus on preparing an Abstract for a theoretical or review article, p. 14): Include the: Topic, Purpose, Sources, and Conclusions Table of Contents

Six Sections of the Qualifying Paper include: Introduction, Review of Literature, Discussion, References, Bibliography, and Appendix

1. Introduction Organized with the following subtitles: Topic Overview and Purpose Organization of the Review, Scope, and Library Research Plan Interest, Significance, and Rationale for the Critical Analysis

2. Review of the Literature About . . . (Insert Topic) Organized by subtitles reflected in introduction 1.) Organized in a logical, meaningful, and orderly manner with appropriate level subheadings to connect main ideas, pertinent themes and topics 2.) Elicits competence in reading, summarizing, interpreting, analyzing, critiquing and integrating research literature pertaining to selected topic that is substantially significant and more than superficial investigation. 3.) A good review of the literature is more than simply a summary of the research. It is both a critical evaluation of the existing research and a synthesis of that work. The literature is synthesized in some logical manner. Opposing views, contradictory findings, and gaps in the literature (what questions are being suggested) are presented, bringing clarity to the issues. 4.) Areas of agreement and disagreement are reported. 5.) Minor studies that have similar results, methodologies, strengths and/or weaknesses are grouped together. 6.) Major studies or seminal writings are discussed in detail. 7.) Organizes, integrates and synthesizes the literature on the topic. 8.) Contains few "anecdotes" or "opinion articles and "critically appraises" past empirical studies and other theoretical, methodological, and analytic/critical areas of inquiry. Review conveys to the reader what knowledge and ideas have been established on a topic. 9.) "Weaknesses" in existing studies are discussed & important "gaps" in the literature presented. 10

10.) Clarity integrates and synthesizes related facts and content of primary reports into a comprehensive view. New knowledge is created from existing theory & research findings on topic 11.) Thorough, pertinent to the research topic, problem or question, based on recent studies, 12.) Mostly primary sources, and few "secondary sources" all which are adequately paraphrased (with few strings of quotations) 13.) At least 50 references from a variety of sources. Scholarly peer-reviewed journals including empirical studies, theoretical articles, research reviews, and methodological studies are the primary sources used in the review literature. 14.) Distinguishes between an author’s theorizing and suggesting versus author’s research findings. 15.) Body of the review is objective and avoids: vague generalities, bias, opinions, conclusions, or recommendations

3. Discussion The discussion contributes new knowledge in terms of providing a better, clearer, more complete understanding of the topic and areas of future inquiry. New literature is not introduced. It is organized into three sections

Organized with the following subtitles Summary and Interpretations 1.) A brief summary, interpretation and evaluation of others’ findings, theories, opinions and conclusions are discussed (Synopsis). 2.) An explanation is made as to how these findings guide professional practice, theory or conceptual development on the topic. Important findings are presented. 3.) The state of the art of the literature on the topic is described (research status). The following is included from the perspective of the author (student): i. Explain whether you agree with the research evidence, theories, descriptions or opinions? Why or why not? ii. Are alternative explanations possible? iii. Why there are contradictions in the research (if there are any)? Conclusions 1.) Conclusions address the major theoretical problems, issues, and questions that need to be developed and/or examined further (the major gaps in the literature) 2.) Conclusions address the major empirical problems, issues, and questions that need to be developed and/or examined further (the major gaps in the literature)

Recommendations 1.) Based on conclusions (and gaps in the literature), recommendations are developed in the following areas of scholarly inquiry: 11

i. Empirical ii. Theoretical iii. Critical/analytic, or iv. Methodological in nature 2.) Strategies for further inquiry (qualitative methods, quantitative, or a mixed methodology) are developed to address the specific recommendations.

4. References 1). All references cited in the review must be included in this section. Complete bibliographic information must be provided for each source, according to APA (5th Ed.). 2). Includes at least 50 references. 3). Reference and/or bibliography list should include the following types and forms of literature relevant to the topic: i. One non-periodical (Book representing theoretical literature), one non- periodical (chapter in a book), at least 15 empirical studies (at least three that are quantitative in nature and three qualitative studies), one theoretical article, one critical analysis review; one methodological study, one journal abstract, one Dissertation Abstract, and one Government document. ii. At least one periodical must be a hard copy and at least one periodical must be electronic.

5. Bibliography This includes all literature consulted or reviewed, but not cited in the paper. Complete bibliographic information must be provided for each source, according to APA (5th Ed.).

6. Appendix (Follow APA for Appendices) Include “relevant” supplemental material and copyright permissions.

Important APA Manual, 5th Edition, Formatting Guidelines (which you MUST adhere to; smart students use as checklist)

$ ALL direct quotes must be in quotations marks, and the page number MUST be given for direct quotes. Note: there will be extremely heavy penalty for violating this rule. $ don’t right justify (not a religious term) $ grammatical/spelling errors completely unacceptable $ the source of all information which is not common knowledge must be cited $ all sources listed in reference section must be cited in-text, and all in-test citations must be listed in your reference section (which should be entitled “References”) $ refer only to authors’ last names in text $ list only author’s last name and initials in reference section $ unless there is good reason to do so, do not refer to title of source (e.g., article, book) in- text $ abstracts are 120 to 150 words long, and should be on separate page (after title page) $ papers must have page numbers and running heads (upper right-hand corner) $ avoid use of “contractions” $ avoid use of the pronoun “I”: use sparingly $ use 1" margins all around $ title of paper goes on title page and on the first page with text (after abstract page) $ plagiarism is absolutely forbidden in any form, and will result in ZERO $ there is only one space between sentences $ font size is 12 point $ EVERYTHING is double-spaced (weird looking, but hey, I didn’t write APA regs.) $ don’t include annotations in reference section of paper: just sources 13

Possible Research Issues and/or problems can relate to the following:

— school uniforms — block scheduling —efficacy of teaching techniques —NCLB — efficacy of remediation programs — discipline policies —merit teacher pay — religion in public schools — legal rights of students — legal rights of teachers — special education — bilingual education — drug/alcohol abuse/policies in schools — Attention Deficit Disorder — “504" diagnosis and modifications — education for the handicapped — standardized testing issues — sexual harassment in the schools — school desegregation issues — school finance issues — multicultural education — affirmative action in higher education — “inclusion” policies — grading policies/issues — compensatory education — federal involvement in education — prison education — the black-white achievement gap in education — sports issues in education — teacher unions — home schooling — technology in schools — education of Limited English Proficient (LEP) Students — sexuality education — grading policies — vouchers — school administration — financing education — Louisiana’s LEAP testing program — Louisiana’s school accountability program — physical education 14

— “reform” schools (i.e., “boot camps”, alternative schools, etc.) — computer technology and schools — violence in schools — university teacher preparation programs (like the one you’re in) — homosexuality and schools (eg., curriculum, policies, teacher/student gay rights, etc) — child abuse