ELPS 600 SYLLABUS

The College of Education, as a professional school, promotes reflection, critical thinking and excellence in teaching through interdisciplinary studies in an inclusive learning community. It's graduates are well prepared to practice in an ever changing, multicultural world. Graduates assume service and leadership roles in educational programs and institutions, health and social institutions and public and private settings. The College establishes and maintains productive partnerships with community schools and agencies. The faculty is committed to excellence in teaching, scholarship, and collaboration with the community and professions. Guiding Values of All Activities in this Course: 1) An inclusive learning community; 2) High standards in the acquisition and application of professional knowledge and skills; 3) Creative, critical and reflective thinking and practice; and 4) Development of ethics and high standards for professional practice.

CATALOG DESCRIPTION

This course is designed to provide students with the foundations of educational research so that they will be able to understand professional journals and evaluate their own practices. This course is a core course for the graduate students in the Masters of Arts Program in Education.

COURSE GOALS

Instructional goals are to help students learn to identify, analyze and become conversant with educational research techniques and methodological options. Students will gain skills that a) ask scientific questions and formulate research problems; b) identify and analyze alternative research paradigms and the role of research design in obtaining trustworthy answers to scientific questions; and c) design, write, interpret and evaluate studies to empirically investigate scientific problems.

INSTRUCTIONAL METHODS

The course is conducted as a seminar in which students are responsible for participation in discussions based upon assigned readings, lectures and audio-visual materials. Students are also responsible for using computer technology and research orientations for course assignment and final research project.

COURSE OBJECTIVES: Upon completion of course, students should be able to:

Identify divergent aspects of major educational research designs and their applications;

Apply dimensions of educational research to school settings;

Describe the influences of diversity (ethnic, linguistic, gender, socio-economic and others) upon educational research design;

Be familiar with the printed and audio/visual media, both mainstream and alternative, whose focus relate to educational research;

Acquaint students with the potentials and limitations of educational research.

REQUIRED TEXT

John W. Creswell. (2002). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. Merrill Prentice Hall (New Jersey)

Betty M. Merchant and Arlette Ingram Willis. (2001) Multiple & Intersecting Identities in Qualitative Research. Lawrence Erlbaum Associates (New Jersey)

Students are expected to complete the weekly readings, all assignments, and e-mail participation. Assignments stress critical thinking skills and emphasize concepts and ideas rather than memorization of facts. Students are responsible for using computer technology and research skills for course assignments. All written assignments should be typed and presented to the instructor before the conclusion of the class. Late papers will be deducted two points for each day late.

1) CLASS PARTICIPATION -20 POINTS

Students postings in the class Bulletin Board to provide critical commentary on readings or on class discussions/activities are for extra credit.

a) classroom participation 15 points

b) 10-minute oral presentation on research topic 5 points

2) ACTIVITIES - 40 POINTS

a) participant observation activity (12 Points); b) interview activity (28 Points).

3) LITERATURE REVIEW ASSIGNMENT: - 90 POINTS

4) FINAL RESEARCH PROJECT - 50 POINTS

The final research project should be between 6-10 pages, including references. This project is due on the last class session. No late papers will be accepted. Students can choose any theme they want, (preferably one that is similar to your thesis or to your academic interests). The project must provide the parameters for conducting a research project and/or grant proposal. This involves original work based upon the various research paradigms presented during the course.

Jan. 4 - BASIC PRINCIPLES OF EDUCATIONAL RESEARCH

BASIC PRINCIPLES OF EDUCATIONAL RESEARCH

a) Research Applications (proposals, article analysis, grant writing);

GETTING STARTED: 1) Select Problem; 2) Build Research Questions/Hypothesis

OPTIONAL READINGS : 2-13; 18-42; 124-155

ASSIGNMENTS: NONE

LITERATURE REVIEW - PART 2: a) Hands-On Library/Research Skills

MEET AT LIBRARY 3:30

READINGS: pages 85-122

Jan. 10 - - RESEARCH FOUNDATIONS & DESIGN

a) Research Continuum: Qualitative, Qualitative/Quantitative & Quantitative Studies; b) 8 Types: Ethnographic, Descriptive/Content Analysis; Historiography; Causal-Comparative; Correlational; Action/Evaluation; Experimental; Quasi-Experimental

OPTIONAL READINGS: pages 42-82; 158-195; 209-218; 311-385; 440-464; 480-503; 520-539;

REQUIRED: Chaudhry

a) Choosing subjects; b) selecting instruments for data analysis; c) Coding from readings; categories and patterns; document review

d) Narrowing the focus; e) Informal to Formal

READINGS -Creswell: 196-199; 220-281

Required: Zurita; Merchant

a) Foundations

Creswell: 203-209; 395-426;

Required: Willis

a) Participant Observation Skills; b) Case Study; c) field notes

READINGS - Creswell: 199-203

Required: Henry

ASSIGNMENT - ACTIVITY # A - PO Field Notes and Write-Up. Field Notes - in Class.

a) Education as field of Inquiry and Practice; b) Role of Theory in Influencing research; c) cultural boundaries; d) stereotyping and ethnocentrism; e) non-verbal communications; f) reliability, validity, ethids; g) legalities

READINGS: Creswell: 13-15; 284-309

Required: Mehra

a) Evaluating Data and Projects; b) Dissemination; c) Quality of Data; d) Detecting Inconsistencies; e) Avoiding Bias; f) DRS Method

READINGS - Creswell: 602-622

Required: Kim

a) Quantitative Analysis - Survey, Tables, Statistics

Creswell: 559 - 580

Required: Enos

ASSIGNMENT - ASSIGNMENT# 1 - DUE

ACTIVITY B DUE

RESEARCH PROPOSALS DUE