ELPS 600 SYLLABUS

The Michael B. Eisner College of Education as a professional school is committed to advancing learning, teaching and student success. This is accomplished using a developmental approach to promote reflection, critical thinking and excellence in an inclusive learning community. Its graduates are well educated , highly skilled and caring persons who are lifelong learners prepared to practice in an ever changing, multicultural world. They are committed to promoting achievement of all students as a primary measure of successful educational practice. Graduates assume service and leadership roles in public and private educational, health, and social programs and institutions. The College establishes and maintains productive partnerships throughout campus and with community schools and agencies. The faculty is committed to excellence in teaching, scholarship, service, and collaboration with the community and professionals. The values for faculty and students that form the foundation of this Conceptual Framework include the following that we value: (1) high standards in the acquisition and application of professional knowledge and skills; in subject matter, pedagogy and technology; (2) achievement of students at all levels and advance their success in accordance with national, state and national standards; (3) inclusive learning community; (4) creative, critical and reflective thinking and practice; and (5) ethical practice by caring professionals. THEME: Advancing learning, teaching and student success

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. (2004). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. Merrill Prentice Hall

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

The course is conducted as a seminar in which students are responsible for class and bulletin board discussions based upon assigned readings, lectures and videos. Students are expected to come to class prepared to discuss the week's readings. Students are also responsible for using computer technology and research skills for course assignments. Assignments stress critical thinking skills and emphasize concepts and ideas rather than memorization of facts. Type all assignments and present them to the instructor before the conclusion of the class. Late papers will be deducted two points for each day late. Three unexcused absences will result in an automatic fail from this course.

(A) 200 - 180 (A-) 179.5 - 176.5 (B+) 176 - 173 (B) 172.5 - 152.5 (B-) 152 - 149

(C+) 148.5 - 145.5 (C) 145 - 125 (C-) 124.5 - 121.5 (D+) 121-118 (D) 117.5 - 97.5

TOTAL POINTS: 200

1) CLASS PARTICIPATION 10% 20 POINTS

a) classroom participation 15 points

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

2) ACTIVITIES 21% 42 POINTS

(14 points each): a) field note-taking activity; b) participant observation activity ; c) mapping activity. All activities are in-class activities with no make-ups.

3) Interview ASSIGNMENT: 25% 50 POINTS

4) RESEARCH PROPOSAL 44% 88 POINTS

The final research project should be between 6-10 pages, including references. This project is due in two parts. The first part is the Literature Review and is due on August 8. This includes Parts 1,2,3 of the Research Plan. The second part is the Research Proposal which includes parts 4 & 5 and is due on the last day of class. 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.

PART 1: DUE 8/8 Literature Review (Parts 1, 2, 3) 50 POINTS

PART 2: DUE Last Day Research Proposal (Parts 4 & 5) 38 POINTS

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