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Georgia On My Line

Master of Education with a Major in Accomplished Teaching

EDAT 7100  Research Methodology in Education Syllabus

Course Description
This course provides a survey of educational and educationally-related research methods incorporating an applied approach to research design. Emphasized is the ability to read, interpret, conduct, and report research to improve practice in educational settings.

Course Introduction
As a student, teacher, or administrator, consider how many times you have heard, “evidence-based practice” or “according to the research.” It seems that every new idea in education is research-based, but what does that really mean? This course is designed to help you locate, interpret, and critically evaluate the research that supports such claims.

For many students, the study of educational research can seem daunting and perhaps irrelevant. It is my goal to make this course applicable for you by using examples from your own work settings to teach you the value of informed practice. I am happy to serve as your guide for this course. Please do not hesitate to call, email, or drop by anytime. I became an educator for many of the same reasons that you did. I love what I do and am thrilled to be working with you.

Required Texts: (Two required)

Title: Writing Literature Reviews: A Guide for Students of the Social Sciences
Author: Galvan, J. L.
Publisher:  Pyrczak Publishing
Edition/Year: 3rd/2006
ISBN: 1-884585-66-3
Additional information: This is an approachable guide that will help you plan, write, and evaluate your Literature Review.

Title: Understanding Research Methods: An Overview of the Essentials
Author: Mildred L. Patten
Publisher: Pyrczak
Edition/Year: 6th/2007
ISBN: 1-884585-73-6
Additional information : This text reduces research methods and related concepts (standard deviation, etc) into manageable summaries. It is a good resource for practitioners learning introductory concepts related to reading and comprehending research.

Optional Texts: (Two Recommended)

Title: Publication Manual of the American Psychological Association
Publisher:American Psychological Association (APA)
Edition/Year: 5th/2001
ISBN:1557987912
Additional information: While purchasing the guide is recommended, The OWL at Purdue is an excellent online guide that should suffice for most requirements in this course.

Title Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative
Author Creswell, J. W.
Publisher Prentice Hall
Edition/Year 2nd/2004
ISBN 013112790X
Additional information This text is a good overall reference guide. there is no need to purchase this text, but if you have access to a library, I would suggest checking to see if they carry any editions that you could check out.

Required Software/Hardware
Students will need access to a few basic programs to complete the assignments, these include: Microsoft Word*, Microsoft Excel, and Adobe Acrobat (a .pdf reader). I use Microsoft Office 2003. If you need an accommodation please let me know so that we can work out alternative arrangements. *Note to Microsoft Vista/Microsoft Office 2007 users. Currently, I do not have access to Microsoft Office 2007. When you save files in Word 2007, the file extension has to be changed to .doc (default in Word 2007 is .xml). I am unable to read files in .xml format. To save your file correctly, click “Save as” and choose the .doc extension.

Learning Objectives
At the end of this course, the successful student will be able to:

  1. Explain and distinguish among different approaches used for conducting educational research
  2. Utilize various technologies to aid in interpreting, conducting, and reporting educational research
  3. Compose a literature review in the format of the American Psychological Association (APA).
  4. Conduct a comprehensive research study to complete an Evidenced-Based Project.
  5. Think like a researcher.

PSC and BOR Data Management Content
(Specifically addressed in this course) 

  1. Examine data driven decision making/data interpretation based on Georgia assessment.
  2. Interpret measurement and assessment strategies for standards based achievement.
  3. Set benchmarks and design rubrics for assessment.
  4. Use data to design and adjust instruction.
  5. Review formative and summative assessment processes.
  6. Use data to plan for continuous improvement.
  7. Use data and needs assessments to identify root causes.
  8. Put into practice a variety of instructional research methodologies.
  9. Read and interpret research.
  10. Identify “good” research.
  11. Identify best practices [evidence-based].
  12. Understand data aggregation and disaggregation.
  13. Review, interpret, and utilize basic research statistics.
  14. Introduce qualitative and quantitative research.
  15. Build safe, secure, healthy, and supportive learning climates.
  16. Act fairly, impartially, and sensitively to diverse populations.
  17. Act with integrity and honesty.

Course Assignments
This course is divided into 15 modules, or classes. Students are to complete all activities and assignments as listed under each class. Most classes contain a checklist and overview, a list of readings, several content pages, one or more assignments, and a discussion question. There are four basic types of assignments in this course. After each type of assignment, you will see an abbreviation in capital letters. This designates the type of assignment. The four types of assignments are described below.

Description of Course Activities

Class Assignments (CA)   Students are to complete class assignments as designated. A compilation of completed assignments is due on the date stated in the course outline. CAs are to be completed individually. There are 10 CAs, valued at 3 pts/each, for a total of 30 points.
Discussion Question (DQ) Assignments   Students are to respond to discussion questions for each class. Discussion questions will only be available for one week, before they are closed. To obtain the maximum 1 point, students must post a response (.5 points), as well as comment on at least one classmate's response (.5 points). DQs are to be completed individually. There are 15 DQs, valued at 1 pts/each, for a total of 15 points.
Literature Review (LR) Assignments   Each student is expected to write a literature review for this course. Students may work as individuals or in groups. In terms of length, each individual, dyad, or triad will prepare an introduction and literature review of 6-8 pages/12 peer-reviewed references (1 person), 8-10 pages/15 peer-reviewed references (2 people), or 12-15 pages/20 peer-reviewed references (3 people). Length guidelines do not include the cover page or references. All written work must adhere to APA 5th Edition Style. Each student will also complete two peer evaluations. Students are expected to use the Track Changes feature in Microsoft Word for evaluations. A demonstration will be provided. There are five components to the LR. These include: Draft 1 (5), Peer Evaluation 1 (5), Draft 2 (5), Final Copy (5) Peer Evaluation 2 (5), for a total of 25 points.
Evidenced-Based Project (EBP) Assignments   Working in groups (assigned or self-selected), students will complete an evidence-based project using test score data (CRCT, EOCT, Postsecondary Data, etc.). Student groups will submit, via email, a final report. The final report should contain no less than eight pages, including a cover sheet.There are five components to the EBP. These include: Completed Project (15), Executive Summary Presentation (10), and Group Member Evaluation (5), for a total of 30 points.

Feedback

Microsoft Track Changes   Students are expected to be familiar with the Track Changes feature in Microsoft Word for feedback and revisions. A link to tutorials for students new to this function can be found in the References section of the course home page.

Policies

Late Assignments   All assignments and discussion topics have due dates and close the day they are due. A few assignments will be turned in outside of the Class Assignment system. Late assignments are subject to a minimum 1 point deduction for each day past the due date.
Plagiarism and Cheating   The full text of this policy is available in the College of Education Dean’s Office, EC room 227, or online. The following penalties will be enforced, as stated in the Policy: First Offense: The student will earn a “0” on the assignment, test, project, etc. Second Offense: The student will earn the letter grade “F” for the course. Third Offense: The student will earn the letter grade “F” for the course, and further action involving referral of the matter (with documentation) to the appropriate college (university) officials within the administrative structure will be taken. (Please also see page 39 of the VSU Student Handbook.) Professional ethics, behavior, and quality are expected in all products and performances. Content copied and pasted from Web sites or other sources will not be considered original student work and may not be used under any circumstances without the use of quotation marks and proper APA citations. Any attempt to present the work of another as your own will result in failure in the course.
Special Needs Statement   Valdosta State University is an equal opportunity educational institution. It is not the intent of our institution to discriminate against any applicant for admission or any student or employee of the institution based on the sex, race, religion, color, national origin, handicap, veteran status, or sexual orientation of the individual. It is the intent of the institution to comply with Title VI of the Civil Rights Act of 1964 and subsequent executive orders as well as the Title IX in Section 504 of the Rehabilitation Act of 1973. Students requesting classroom accommodations or modifications because of a documented disability must contact the Access Office located in room 1115 Nevins Hall. The phone numbers are 229.245.2498 (voice) and 229.219.1348 (tty).

Section Instructor: James Biddix
E-mail jpbiddix@valdosta.edu