Professor: James R. Martindale, Ph.D.
Email: jrm7e@virginia.edu
Phone: 434.982.1866
Office: “Virtually” anywhere!
Office Hours: Whenever you can email or call!
Meeting Time: Tuesdays 8:30-10:00pm
Classroom: Wherever you’re comfortable!
Credit Hours: 3
Contact Hours: 48
Prerequisites: None
Catalog Description: The development of basic skills required in the understanding, planning and executing of a research study; introduction to analysis of quantitative and qualitative data.
|
|
||
|
|
||
|
|
||
|
|
||
|
|
EAF 410 is a first graduate-level course in research methods and statistics as applied to the field of education. The course (a) emphasizes qualitative and quantitative methodological approaches; (b) introduces descriptive and inferential statistics; (c) enables students to become more effective consumers of research; (d) prepares students for subsequent and related courses; and (e) provides a foundation for students to be able to conduct original research that may lead to theses, dissertations, or other products.
Illinois State University has a historic and enduring commitment to educate leaders who will be responsive to the moral and intellectual demands a democratic society places on them. This course provides students with a general knowledge and basic understanding of research methods, statistics, and measurement. It encourages contagious intellectual enthusiasm and creativity, an orientation that requires a seriousness of purpose and reverence for learning.
Technology components:
As a part of this course, students make use of a variety of technological tools. These include computer databases and the Internet that are accessed to locate relevant research articles, and word processing packages to type and format class assignments.
Although no specific standard is fully addressed or attained in EAF 410, the class does enable students to develop research-related skills and knowledge relevant to the attainment of specific ELCC/NCATE standards.
Upon completion of this course, students will be able to:
a. Identify a variety of research designs among both qualitative and quantitative paradigms.
b. Understand the concepts of internal and external validity.
c. Identify a researchable problem.
d. Use a research library and other public sources of data and research.
e. Demonstrate ones’ ability to critically analyze and interpret published research (through literature reviews and/or article critiques).
f. Understand the issues related to testing, particularly the concepts of test score validity and reliability.
g. Correctly calculate and interpret basic descriptive statistics.
h. Begin to understand the logic of statistical inference and hypothesis testing.
i. Be able to interpret basic inferential statistics.
j. Write according to APA guidelines.
Given the objectives above, the specific standards and the particular elements of those standards addressed in or related to the content of this course are:
Standard 1: Candidates who complete the program are educational leaders who promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning that is shared and supported by the school community.
1.1 Develop a Vision
1.2 Articulate a Vision
1.3 Steward a Vision
Standard 2: Candidates who complete the program are educational leaders who promote the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth
2.2 Provide Effective Instructional Program
2.3 Apply Best Practice to Student Learning
Standard 4. Candidates who complete the program are educational leaders who promote the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
4.1 Collaboration
4.2 Respond to Community Interests and Needs
Standard 6: Candidates who complete the program are educational leaders who have the knowledge and skills to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
6.1 Understand the Larger Context
Date
|
Topics and Readings
|
|
08/21/07 |
Introductions, policies and course syllabus |
|
08/28/07 |
Introduction to educational research Creswell, chapters 1-2 |
|
09/04/07 |
Research problems, Reviewing the literature, Research questions Creswell, chapters 3-5 |
|
09/11/07 |
Collecting quantitative data Creswell, chapter 6 |
|
09/18/07 |
Analyzing quantitative data Creswell, chapter 7 |
|
09/25/07 |
Quantitative data analysis (continued) Creswell, chapter 7 |
|
10/02/07 |
Experimental Designs Creswell, chapter 11 |
|
10/09/07 |
Correlational designs Creswell, chapter 12 |
|
10/16/07 |
Inference I Review Creswell, ch. 7, 11 &12, selected readings |
|
10/23/07 |
Inferential II Review Creswell, ch. 7, 11 &12, selected readings |
|
10/30/07 |
Inferential III Review Creswell, ch. 7, 11 &12, selected readings |
|
11/06/07 |
Collecting qualitative data Creswell, chapter 8 |
|
11/13/07 |
Analyzing qualitative data Creswell, chapter 9 |
|
11/20/07 |
Thanksgiving Break—No class! |
|
11/27/07 |
Qualitative research designs Creswell, ch. 14 & 15 |
|
12/04/07 |
TBA |
|
12/11/07 |
Finals week |
Students are expected to have read the assigned materials before attending each class so that they are able to actively participate in the discussions.
All work must be turned in ON TIME unless prior arrangements have been made with the instructor.
Activities
|
Due Date (Tentative)
|
Evaluation %
|
|
Library Assignment |
09/14/07 |
10 |
|
Literature Review |
09/14/07 |
15 |
|
Descriptive Statistics Cases |
10/19/07 |
25 |
|
Inferential Statistics Cases |
11/16/07 |
30 |
|
Analysis of Qualitative Data |
12/11/07 |
20 |
|
90-100 |
A |
|
80-89 |
B |
|
70-79 |
C |
|
60-69 |
D |
|
59 and Below |
F |
Creswell, J.W. (2005). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (2nd ed.). New Jersey: Pearson.
American Psychological Association, (2001). Publication manual of the American Psychological Association. (5th ed.). Washington DC: American Psychological Association.
American Psychological Association. (2000). Publication manual of the American Psychological
Association. (5th ed.). Washington, DC: American Psychological Association.
Ary, D., Razavieh, A., & Jacobs, L. (1996). Introduction to research in education (5th ed.). New
York: Wadsworth
Babbie, E. (2001). The basics of social research (2nd ed.) New York: Wadsworth
Frankel, J.R. (2000). How to design and evaluate research in education (4th ed.) New York:
McGraw Hill.
Students will write a critical review of the empirical literature on a problem related to best practice, curriculum, improving the instructional process, or another area related to improving student learning and professional growth. (Students not seeking principal certification may select a literature review topic that goes beyond the choice above.). The review is an application/synthesis activity. As such, it addresses the following standards: 1.1, 1.2, 1.4, 2.2, 2.3, 4.1, 4.2, 6.1.
Principalship students should send this assignment to their portfolio site as well as to me.
Students use the State ILSI (Illinois School Improvement Site) to find the State Test and Demographic data for their school and district over the last 3 years. Students use the web-based program to analyze their school achievement data by different subgroups (race, income, gender, mobility). In addition, they compare their data to schools with similar race, income, and mobility characteristics. Students will write a summary of their findings and make recommendations based on any discrepancies or patterns they found. (2.3)
Students select a topic of interest to their PTO or Parent Advisory Group. Students use the Internet, ERIC, and library resources to write a summary of the research findings on the topic and present it to the PTO. (4.1)
Students select a standardized test that could or is used by their school for a particular population. They use the ERIC Assessment and Evaluation web site as well as Mental Measurement Yearbook to read reviews about the instrument and about the proper use and interpretation of standardized tests. Students summarize how well the test meets suggested criteria from the field as well as if the test is being used as it was initially intended. Based on the summary, students should offer recommendations to the school for implementation. (1.3)
Multiple assessment methods are used in determining student performance: Faculty will evaluate students’ performance based upon at least two of the following:
1.
Literature
review of a school-based problem* (*for those seeking principal certification)
2.
Assessment
designed to test students’ knowledge of course content
3.
Assignments
that require students to calculate and/or interpret data
4.
Students’
demonstration of their ability to search and acquire research and data from
library and other public resources
5.
Class
participation and contribution to discussion
This course will be presented using a variety of delivery systems: The class can combine lecture, discussion, student presentation, practical “field” experience, Interactive Television, and web-based learning.
Contemporary Texts
American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: American Psychological Association.
Bernhardt, V. (2000). Designing and using databases for school improvement. Larchmont, NY: Eye on Education.
Firth, E., & Pajak, E. (Eds.) (1998). Handbook of research on school supervision. New York: Simon & Schuster.
Fitz-Gibbon, C. (1996). Monitoring education: Indicators, quality and effectiveness. New York: Cassell.
Fraenkel, J. R., & Wallen, N. E. (2000). How to design and evaluate research in education (4th ed.). Boston: McGraw-Hill
Haller, E. J. (2001). Using educational research: A school administrator's guide. New York: Longman.
Hilton, T. L. (1992). Using national databases in educational research. Hillsdale, NJ: Erlbaum.
Holcomb, E. (1999). Getting excited about data: How to combine people, passion, and proof. Thousand Oaks, CA: Corwin.
Holcomb, Z. C. (1997). Fundamentals of descriptive statistics. CA: Pyrczak Pub. Co.
Holcomb, Z. C. (1992). Interpreting basic statistics. CA: Pyrczak Pub. Co.
Lagemann, E., & Shulman L. (Eds.) (1999). Issues in education research: Problems and possibilities. San Francisco: Jossey-Bass.
Levesque, K. et al. (1998). At your fingertips: Using everyday data to improve schools. Arlington, VA: American Association of School Administrators.
Lyman, H. (1997). Test scores and what they mean (6th ed.). Boston: Allyn & Bacon
Murphy, J., & Louis K. (1999). Handbook of research on educational administration (2nd ed.). San Francisco: Jossey-Bass.
Popham, W. (2000). Modern educational measurement: Practical guidelines for educational leaders (3rd ed.). Boston: Allyn & Bacon.
Sagor, R. (2000). Guiding school improvement with action research. Alexandria, VA: Association for Supervision and Curriculum Development.
Smith, M. L., & Glass, G.V. (1996). Research and evaluation in education and the social sciences. NJ: Prentice-Hall, Inc.
Stufflebeam, D., Madaus, G., & Kellaghan, T. (2000). Evaluation models: Viewpoints on educational and human services (2nd ed.). Boston: Kluwer.
Tanner, D. (2000). Research review for school leaders. Mahwah, N.J.: Lawrence Erlbaum Associates,
Tucker, M., & Codding. J. (1998). Standards for our schools: How to set them, measure them, and reach them. San Francisco: Jossey-Bass.
|
Administrator’s Notebook |
Journal of Curriculum and Supervision |
|
American Education |
International Review of Education |
|
American Educational Research Journal |
Journal of Education |
|
American Journal of Education |
Journal of Education Finance |
|
The American School Board Journal |
The Journal of Educational Research |
|
American Secondary Education |
Journal of Rural and Small Schools |
|
Contemporary Education |
Journal of Staff Development |
|
Education and Urban Society |
Multicultural Education |
|
The Education Digest |
NASPA Journal |
|
Education Week |
NASSP Bulletin |
|
Educational Administration Quarterly |
Phi Delta Kappan |
|
Educational Assessment |
Planning & Changing |
|
Educational Evaluation & Policy Analysis |
Principal (Reston, Va.) |
|
Educational Leadership |
Principal Leadership (High School Ed.) |
|
Educational Policy |
Principal Leadership (Middle School Ed.) |
|
Educational Record |
Research in Education |
|
Educational Research |
The Review of Education |
|
Educational Research Quarterly |
Review of Educational Research |
|
Educational Researcher |
Rural Educator |
|
Educational Studies |
School Administrator |
|
Educational Technology |
Schools in the Middle |
|
Equity & Excellence in Education |
Sociology of Education |
|
ERIC Review |
Studies in Educational Evaluation |
|
Harvard Educational Review |
|