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EDU 2300 – Research Seminar in Education

Tuesday and Thursday,

10:00 am to 11:15 am

BARTLY 2046

Credit Hours: 3

Professor: Dr. Edward Garcia Fierros

Phone: 610 519-6969

Email: edward.fierros@villanova.edu

Office: St. Augustine Center for the Liberal Arts Room 359

Office Hours: by appointment – please email me at Edward.fierros@villanova.edu or leave me a phone message

URL: http://www.homepage.villanova.edu/Edward.Fierros

Course Description: Analysis of diverse types of educational research; familiarization with research resources and literature survey procedures; evaluation of educational research; its implications for, and application to, educational practice; emphasis on the scientific methods of investigation; development of competency to conduct a research study and write a research paper. This course provides students an opportunity to become acquainted with the various approaches to inquiry in educational research and to design a small scale research project. Students will also learn how to locate, analyze and use both qualitative and quantitative research reports.

Required Texts: In addition, to the Ary textbook, there will be course readings available via my course website. Because this is a research course, selected readings will not be provided rather it will be up to you to find, obtain, read, and report on articles.

Ary, D., Jacobs, L.C., Razavieh, A., & Sorenson, C. (2006). Introduction to Research in Education, 7^th Edition. New York, NY: Thomson Wadsworth. (A.K.A. ARY)
Readings as assigned.

Writing Intensive: EDU 2300 is a Writing Intensive (WI) course requiring from 20 to 30 pages of your best educational research writing. Your writing activities will include the evaluative drafting process, however, there will be a clear focus on the writing style requirements of the American Psychological Association (APA).

Course Overview: The emphasis in this course will be on research that you can use in your future classroom. Each of you will be expected to think about a research topic related to your subject content area. You will then learn how to formulate several possible research hypotheses, decide on an appropriate approach to gathering data to test your hypotheses, analyze the results, and present a final write-up.

The overall goal is to expose you to the process of conducting research that will be useful and meaningful to you and your future classroom.

Course Objectives:

The student will be able to:

1. Demonstrate how the research process can be effectively used to answer educationally relevant questions.

2. Understand the theoretical and practical principles of research;

3. Describe the principles and phases of action research;

4. Develop the skills and understandings for evaluating published educational research studies;

5. Know the requirements of completing a research study.

6. Consider how educational research can be used to meet teacher education standards.

7. To use correct APA style when citing references including pages numbers!

8. Explain the basic principles of educational measurement and the types of educational measures.

9. Students will be able to articulate at least three criteria that distinguish good research from poor research.

10. Design an appropriate action research proposal.

Pennsylvania Teacher Performance Standards:

A. Managing the instructional environment including:

creating a climate that promotes fairness,
establishing and maintaining a rapport with students,
communicating clear, challenging learning expectations to each student,
establishing and maintaining consistent standards of classroom behavior,
creating a safe environment conducive to learning,
using the instructional time effectively

B. Planning instruction which promotes problem analysis, critical thinking, creativity, leadership development and decision-making based upon:

subject matter, organization and integration of content and the relationship of content to educational, career and life goals,
students and their learning, motivation, supervision and guidance with emphasis on human behavior and development, individual differences, diversity and the special needs of the exceptional student,
the community, and community resources,
current educational standards and practices

C. Selecting, analyzing or modifying teaching methods, learning activities and instructional materials, resources and technologies that meet the learning needs of diverse learners, and which are aligned with the goals of the lesson

D. Assessing, evaluating, implementing, adapting and assimilating teaching methods, learning activities and instructional materials, resources and technologies to strengthen the effectiveness and quality of instruction and meet the learning needs of diverse learners

E. Monitoring student progress and performance and adjusting instructional strategies through a variety of assessments and evaluation tools in order to provide student feedback, and strengthen the effectiveness and quality of instruction for improved student learning.

Interstate New Teacher and Assessment Support Consortium (INTASC) STANDARDS:

1. Content Pedagogy

The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

7. Planning

The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

8. Assessment

The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

9. Reflective Practice: Professional Growth

The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. The candidate:

uses classroom observation, information about students and research as sources for evaluating the outcomes of teaching and learning and as a basis for experimenting with, reflecting on and revising practice.
uses professional literature, colleagues and other resources to support self-development as a learner and as a teacher.
consults with professional colleagues within the school and other professional arenas as support for reflection, problem-solving and new ideas, actively sharing experiences and seeking and giving feedback.

COURSE FORMAT:

The course will include multiple instructional approaches including: lecture, discussion, small group activities, field study, presentations, engagement with technology and critical reflection activities.

Students will be asked to conduct thoughtful discussion of the material assigned for the day’s reading. The course experience will be cooperative in nature with students working in small groups toward resolution of issues and debates raised in class and in the readings. These are not intended to exhaust the potential themes in the course, only to suggest some possible directions for exploration.

COURSE REQUIREMENTS:

Demonstrate understanding of the material in the text during class discussions; In-class participation, attendance, and professionalism (i.e., in-class activities)	10%
Reading Quizzes	20%
Field Placement Reflections	10%
Article Critiques	15%
Mid-Term Examination	20%
Final Research Project	25%
Total Score	100%

Tentative Calendar – The professor reserves the right to change the syllabus at any time during the semester. It is your responsibility to note these changes.

Dates	Topic	Required Readings (to be read before class) ¿ = Available via Fierros’s Homepage
What is Research and Why Should We Do It? The term “research” is often used rater loosely in our society. But what exactly do we mean when we talk about “research”? What is that separates research from other ways of knowing?
1/15	Syllabus Review - Questions?	Review Syllabus Complete Course Pre-Test
1/17	Paradigms of Research	Ary, Chapter 1 p. 1-23. Kuhn, The Structure of Scientific Revolutions, 2^nd Edition. Chicago, IL: University of Chicago Press. p. 1-51. “Kuhn Scientific Revolutions Chapter 1”
1/22	Paradigms of Research	Allison, P. & Pomeroy, E. (2000, Fall). How shall we “know?” Epistemological concerns in experiential education. The Journal of Experiential Education, 23. (2). p. 91-98. ¿ “Allison Pomeroy Know” · What is Research? Activity
1/24	Types of Research; Research Terminology	Ary, Chapter 2. p. 24-44.
1/29	Qualitative vs. Quantitative Research	Ary, Chapter 3, p. 45-66. Thomas, R.M. (2005). Research Methods, Qualitative & Research Methods, Quantitative. Teachers doing research: An introductory guidebook. Boston, MA: Pearson. p. 45-90. Thomas QualQuan1a Thomas QualQuan1b
Ethics and Access Professional societies serve and important function for researchers and society in general. These societies are bound together by a shared devotion to a particular code of conduct, known as ethics. Within the field of Educational Research, there is an established code of conduct that is shared by all legitimate researchers. This section will discuss how the necessity of ethical codes, and whether or not they are truly necessary. 1/31 - Group Assignment. You will be assigned to one of 3 groups. Each group will read and focus on their specific reading assignment. Each group member will then write a brief reaction to their reading. Then each group will share a short summary of their experiment and present the ways the experiment supports or violates ethical standards. The audience will expected to play Devil’s advocate if everyone seems to be on the same side. In other words, what were the benefits to the study? What were the consequences? Was it worth it?
1/31	Ethics in Educational Research Ethics Presentation	APA Guidelines for Ethical Research (http://www.apa.org/ethics/code.html) Stanford Prison Study (http://www.prisonexp.org/) Participant Commentary- Do the Ends Justify the Means: The Ethics of Deception in Social Science Research http://www.onlineethics.org/CMS/research/rescases/gradres/gradresv1/justify/justify-c1.aspx
2/5	Selecting and Refining a Topic	¿ Millman, J. (1998, Summer). Strategies for identifying a research topic in educational measurement. Educational Researcher. Washington, DC: American Educational Research Association. p. 37-39. Millman Article Ary, Chapter 4, p. 67-95
2/7	No Class Conducting Library Searches Literature Reviews Work on Research Problem Defining the Research Problem Assignment Due Tuesday February 14. The first step in any research project involves brainstorming about the topic area you wish to investigate. All of us have had experience in educational settings, and we all have ideas about how things might have been done better. What are some ideas that you have about how to improve education? Consider a potential research problems that you might want to explore this semester. Submit topic along with methodological approaches you might use to investigate your research. Note the possible pros and cons in answering each of your research questions. McMillan, J.H. (2004). Educational research: Fundamentals for the consumer. 4^th Edition. Boston, MA: Pearson Allyn& Bacon. p.49-76. ¿ “McMillanReviewLiterature” Review of Research in Education (EJournal available via Falvey Library Website) U.S. Regional Educational Laboratories http://www.relnetwork.org/
2/12	Research problems, variables, and hypotheses.	Hypotheses:http://www.socialresearchmethods.net/kb/hypothes.htm Ary, Chapter 5 – The Hypothesis, p. 95-115.
2/14	Descriptive Statistics	Ary, Chapter 6 – Descriptive Statistics, p. 116-165.
2/19 Article Critique #1 Due	Descriptive Statistics	Elementary Statistics Primer: What are variables? http://www.statsoftinc.com/textbook/esc.html#What%20are%20variables
2/26	Sampling and Inferential Statistics	Ary, Chapter 7, Sampling and Inferential Statistics p. 166-215.
Please submit this 1-2 page paper on 2/26. Write a 1-2 page paper describing a research problem you would like to investigate. Discuss at least two hypotheses related to the question that you might consider investigating in your current study. Make sure that the hypotheses meet the criteria for good hypotheses outlined in the course readings.
2/28	Mid-Term Examination
3/4	Spring Break
3/6	Spring Break
3/11	Sampling and Inferential Statistics	Data Collection http://gse.gmu.edu/research/tr/TRcollection.shtml.
3/13	What is Action Research?	What is Action Research? (Read only first page) http://carbon.cudenver.edu/~mryder/itc/act_res.html Ary, Chapter 17 – Action Research, 537-568.
3/18 1-2 page paper due	Validity & Reliability	Ary, Chapter 9 – Validity and Reliability. p. 242-283.
3/20	Validity & Reliability	Johnson & Christenson. (2003). Foundations of Research. Boston, MA: Allyn Bacon Longman. p. 226-261. ¿ Johnson Christenson Validity1a ¿ Johnson Christenson Validity1b
3/15	Qualitative Design	Marie C. Hoepfl, M.C. (1997). Choosing qualitative research: A primer for technology education researchers. Journal of Technology Education, 9. (1). http://scholar.lib.vt.edu/ejournals/JTE/v9n1/hoepfl.html
3/20	No Class	Holy Thursday
3/25	Data Collection	Data Collection http://gse.gmu.edu/research/tr/TRcollection.shtml
3/27	Project Application & Field Study	Work on Projects & Field Study
4/1	Instrumentation; Survey Research	Ary, Chapter 14, Survey Research, p. 399-447
4/3	Instrumentation; Survey Research	Williamson, J.B., Karp, D.A., Dalphin, J.R., & Gray, P.S. (1982). The research craft: An introduction to social research methods. 2^nd Edition. p. 125-162. ¿ “Williamson Survey”
4/8	Qualitative Research: Defining, Selecting, and Planning	Ary, Chapter 15, Qualitative Research: Defining, Selecting, and Planning. p. 448-488.
4/10	Qualitative Research - Quantitative Design – Causal-Comparative Research	¿ Porter, A.C. (1997). Comparative Experiments in Education Research in Methods for research in Education 2^nd Edition. Washington DC: American Educational Research Association. p. 523-585. Porter A Portert B
4/15* Article Critique #2 Due	Qualitative Research	Ary, Chapter 16, Qualitative Research: Data Analysis, Rigor, & Reporting. p. 489-536.
4/17	Experimental and Quasi-Experimental Research	¿ Best, J.W. & Kahn, J.V. (2006). Research in education, 10^th Edition. Boston, MA: Allyn & Bacon. p. 164-215 Best and Kahn A Best and Kahn B
4/22	Research Project Draft Due – In developing your Research Project (i.e., rough draft, project introduction/rationale, & literature review) you will explore various approaches for finding out what has been done already in your research area. Your paper will be exchanged with a fellow classmate so that they can critique your work. In-Class Peer Critique (Counts as Critique #3)
4/24	Educational Research Conference
4/29	Educational Research Conference No Class Tuesday – Deemed Friday Class
5/1	Educational Research Conference

Late Assignments: If you must turn in an assignment late, you are expected to notify me in advance or to be able to provide some proof of your trouble. If you do not satisfy these criteria, submit your assignment! Assignments/papers that are late will be docked 10% of their value for each day they are late.

Grading: Your course grade will be based upon a standard conversion of the total points you have earned into a corresponding letter grade, as follows:

A = 93% and above    B+ = 87-89.49%         C+ = 77-79%     D = 60-69%
A - = 90-92%               B    = 83-86                 C = 73-76          F = 59% and below
                                   B - = 80-82                  C - = 70-72

Writing Guidelines: The course reflection papers will be graded using the following guidelines:

Exceptional 10 -9

Thoughtful, accurate, and thorough discussion.

Answers include analysis or synthesis of the topic(s).

Adequate 8 –7

Limited but accurate discussion

Summary information from texts and resources with limited analysis.

Inadequate 7 and below

Lacks understanding and/or not accurate discussion

Limited summary and analysis from text and resources about the topic.

Academic Integrity: As a community committed to the Augustinian ideals of truth, unity and love, Villanova University prides itself on maintaining the highest standards of academic integrity and does not tolerate any form of academic dishonesty or misconduct. Dishonesty (including plagiarism) in any assignment, test or examination is punishable by the grade of F and is to be reported, through the deans, to the Vice President for Academic Affairs. A second offense will result in the dismissal of the student from Villanova University.

Students with Special Needs

The Office of Learning Support Services, in conjunction with faculty, provides reasonable accommodations for students with various special needs. Often students are hesitant to request support since they have done so well through high school and are now part of a competitive university. However, disabilities are not something that you outgrow - it is something that you learn to master.

In order to obtain accommodations, students must register with the Learning Support Office by submitting current documentation. To ensure confidentiality, students must complete a Request for Accommodation Form each semester at Villanova in order to receive accommodations during that semester. Nothing can be shared with your professors without your permission. Call or email the office for an appointment. Phone: 610-519-5636 E-mail: nancy.mott@villanova.edu

Reading Quizzes

Weekly reading quizzes will be administered via WebCT.

Mid-Term Examination

Your mid-term examination will include multiple-choice, short-answer constructed response, and extended constructed response items (i.e., questions).

Final Project - Research Proposal – Due May 3, 2008

Students will design a small-scale research study and describe it in a research proposal consisting of the following parts:

1) A statement of purpose

2) Selection and defense of research problem (i.e., the significance of the topic; hypothesis); a rationale for why it should be studied

3) Review of the related research literature description of the data collection methods which includes design, selection of subjects, instruments, and procedures

4) Methods and data analysis;
a. description of proposed data analysis
b. proposals for possible implementation plans and how they would be evaluated.

5) Description of how the results could be disseminated; specific selection of an outlet for communicating results (e.g. conference presentation, research article)

Your Research Proposal should be in American Psychological Association (APA) style, 12-15 pages long, typed and double-spaced.

Field-Service Reflection (10%) – Due 4/8

Cross-Cultural Field Experience in the Community

Each of you will be required to make at least 2 visits to the Villanova University Tutoring Center at Overbrook High School during its hours of operation.

This course requires a field experience component in order to help candidates meet the State of Pennsylvania’s teacher education requirements. There are many opportunities to experience cultural diversity of the Delaware Valley. Students are required to investigate the cross-cultural events in the community, to participate in at least one of the events, and to reflect on what they experience in that event. Here are some possibilities

a) Visit a school setting where children interact in a naturalistic environment. Pay attention to what children do with one another that they find most fun and satisfying. Notice the ways they get one another’s attention, the ways they try to win approval, and the ways they are marginalized. Observe as well their communication patterns. Consider your future role as a group leader and think about what you could do to organize their experiences so they would learn. Beyond techniques, what would you hope to facilitate?

b) Ask a number of experienced group leaders, faculty, or teachers how they handle a situation when someone is talking too much, or taking up more than his or her fair share of time. When the situation can’t wait until the session is over, how do they intervene in a way that gets the point across, but in a way that is not offensive?

Article Critiques

The article critique you write (i.e., qualitative, quantitative, or mixed-methods) will be determined by the article you choose to evaluate. Your article critique must be drawn from a scholarly journal. You must submit the article citation to me for approval. The article citation must be submitted in the correct APA style. The critique must be at least 2 pages in length and generally follow the guidelines listed below.

Quantitative Research Article Critique Guidelines

Describe problem statement.

Does the problem statement clearly communicate the study's purpose?

Is the hypothesis clearly stated?

Does the author provide operational definitions of the variables?

Sample Section

Is the study's population properly defined, described, and delimited?

Is the method of sampling properly described?

Instrumentation

Does the author describe the types of instruments used to assess the subjects?

Were instrument reliability and validity discussed?

Procedures

Is there a description of the procedures used to administer the instruments?

Does the author identify any of the study's administrative or procedural limitations?

Statistical Techniques and Results

Were appropriate statistical techniques used, and significance levels reported?

Were tables and graphs presented in a clear and understandable fashion?

Is there any evidence that the author took liberties with the generalizability of the findings?

Qualitative Research Article Critique Guidelines

Describe problem statement.

Does the problem statement clearly communicate the study's purpose?

Were the participants properly and completely described?

Was the setting properly and completely described?

Were the circumstances under which the data were collected completely described?

Were the ways in which the themes were developed for analysis described?

Organization of the Data

Was the research question/paradigm described adequately so you knew what is being asked, (i.e., what type of study is it?).

What types of methodological tools were employed, i.e. case study, interview, observation, document analysis?

Were the tools adequately described so you knew what the authors measured?

What types of categorical analyses of data were utilized?

Interpretation of the Data

Was sufficient descriptive information given to allow the reader to conclude that the author's interpretations were grounded in the data?

Does the researcher address internal validity through “triangulation”, that is, verification of findings via other documentation / other sources / other researchers?

Does the author acknowledge as a limitation the lack of generalizability of the study's findings, and/or suggest a replication study?

Does the author make suggestions for future research based upon the study's findings and critique the author's own findings in the present study?

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