College of Education|
Winthrop University
EDUC 640: Educational Research, Design and Analysis 3 credits
Short Form of Syllabus
Instructor: Mark W. Dewalt, Ph.D.
Office: Withers 106 Phone: 803 323-2151
E-mail:
dewaltm@winthrop.edu
Web site:
http://coe.winthrop.edu/dewaltm/
Appointments may be scheduled for many other times. Please call, email, or see the instructor.
Catalog Description: Principles, methods, and procedures for conducting educational research. The development of a proposal outlining a study, project or practicum will be required.
Required text: Patten, M. (2002). Understanding research methods: An overview of the essentials.
(4th Edition) Los Angeles: Pyrczak Publishing.
Suggested text: American Psychological Association. (2001) Publication manual of the American
Psychological Association (5th ed.). Washington: Author.
Relationship to the Educator as Leader Model: The effective educational leader must have a well-rounded knowledge of educational research and evaluation. As research and evaluation in public education, health professions, and clinical counseling take on an increasingly important role, teachers, coaches, counselors, administrators and health professionals must be knowledgeable about theoretical concepts as well as knowledgeable of practical applications. This course will allow the educational leader to use reflective practice skills to assess her/his ability to design and conduct educational research and evaluation. The class will prepare the student to make important leadership decisions in regards to research and evaluation.
The Conceptual Framework for the advanced education programs at Winthrop is organized into three concepts: Leadership, Scholarship, and Stewardship. This course will allow the student to learn, understand and demonstrate many of the learning outcomes for Organizing Concept II: Scholarship. As stated in the framework, “The educational leader is a critical inquirer of educational research, able to generate meaningful questions and determine strategies to answer these questions. “ The Learning Outcomes for the advanced educational leader are:
*demonstrates an understanding of research terminology, concepts and practices in the literature.
*analyzes, synthesizes, interprets, and disseminates current and historical research practices.
*integrates knowledge and practice derived from professional research into various professional settings to enhance individual growth.
*generates research questions that focus on extending current thought and theory and interprets and applies results of research.
*generates research questions that focus on the application of content knowledge and methodologies.
*demonstrates an understanding of a variety of research methodologies, measurements, analysis procedures and interpretation/communication of results.
*selects and applies appropriate methodologies and analyses to answer research questions.
*demonstrates use of technology to answer research questions.
*uses technology resources to collect, analyze, synthesize and evaluate information and data.
*appreciates the value of using research to inform practice.
*enhances specific knowledge in content areas.
*models life-long learning.
Student knowledge and skills in the above areas will be assessed using the course requirements. A rubric to measure each of the above will be completed for each student at the end of the term.
Dispositions will also be addressed in this course. At the mid point of the course, each student will complete the Dispositions Assessment form. At the end of the course the professor will complete another form for each student. The form will address the following dispositions:
*Advocates full and appropriate access to public education and human services for people with special needs and their families.
*Examines and makes appropriate professional decisions based on an advanced understanding of ethics and laws.
*Appreciates the value of using research to inform practice
*Models life-long learning
*Promotes an appreciation and understanding of diversity in families and society.
*Advocates for the development of individuals to their full potential.
*Displays overall dispositions/behavior consistent with expectations of the profession.
*Respect and cooperation with others.
Reference to National Standards: Leaders in the fields of education, health, athletics and counseling are expected by all national boards and accrediting groups to keep abreast of current research in their respective fields. This course will help the Educational Leader to be able to read and understand published research. The course meets the following Research and Program Evaluation criteria of CACREP: 7a, b, c, d, & e. The course meets the following International Reading Association standards: 11.5 Interpret research findings related to the improvement of instruction and communicates these to colleagues and the wider community; 14.2 Conduct research with a range of methodologies (e.g., ethnographic, descriptive, experimental, or historical; 16.3 Interact with and participate in decision making with teacher, teacher educators, theoreticians, and researchers. The course meets Standard I.F.3 of the National Council for Accreditation of Teacher Education (NCATE). Standard I.F.3 states: “Candidates in each advanced program develop the ability to use research, research methods, and knowledge about issues and trends to improve practice in schools and classrooms.” The course meets the following ELCC Guidelines:
Standard 2: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.
2.1.a. Candidate assesses school culture using multiple methods and implements context-appropriate strategies that capitalize on the diversity (e.g., population, language, disability, gender, race, socio-economic) of the school community to improve school programs and culture.
2.3.c Candidate demonstrates an understanding of how to use appropriate research strategies to promote an environment for improved student achievement
Standard 3: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.
3.1.a Candidate demonstrates the ability to optimize the learning environment of all students by:
-applying appropriate models and principles of organizational development and management;
-applying principles of research and data driven decision-making with attention to indicators of equity, effectiveness, and efficiency.
Standard 6: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal and cultural context.
6.1.a Candidate acts as informed consumers of educational theory and concepts appropriate to school context and can demonstrate the ability to apply appropriate research methods to a school context.
Goals of the Course: The focus of the course is to give the educational leader the skills necessary to analyze published research as well as learn the skills necessary to conduct educational research and evaluation. Students will learn the usefulness and limits of educational research and evaluation to enable them to incorporate the skills in the areas of education, health, coaching, administration, and counseling.
Broad Goals of the course include understanding and applying six key concepts so that research and evaluation can inform practice and inquiry:
1. The logic of research and evaluation
2. The limits and strengths of various research designs
3. How to design a research study
4. How to understand and use descriptive statistics
5. How to understand inferential statistics
6. How to organize and collect data
Topics covered in the course:
1. Scientific approach to research in education and counseling
2. The research problem
3. Review of literature
4. The hypothesis
5. Instrumentation
Validity
Reliability
6. Research Methods
Experimental
Causal-comparative
Descriptive
Action research
Historical
Case Study
Single-subject
Qualitative
7. Statistical analysis
Descriptive statistics
Sampling and inferential statistics (parametric and non-parametric)
Effect sizes
8. The research proposal
9. Analyzing, interpreting and reporting results
10. Ethical standards and human subjects guidelines
11. Needs assessment
12. Program evaluation
13. Using the computer for data entry and analysis
14. Student selected topics