Iowa State University Educational Leadership and Policy Studies RESEV 550XA: Educational Research

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1 Iowa State University Educational Leadership and Policy Studies RESEV 550XA: Educational Research Meeting Times: Wednesdays: 2/27, 3/6, 3/13, 3/27, 4/3 from 5:30pm-9:30pm Saturdays: 4/13, 4/20, AND 5/4, 9am-5pm Classroom location: FFA Building, Room 212, Ankeny, DMACC Instructor Dr. Daniel D. Liou Address N232B Lagomarcino, Iowa State University, Ames, IA Telephone Office: (515) Fax: (515) Office Hours April 20 9am-5pm and by appointment Course Objectives As a result of this course, students will be able to articulate: A. The importance of research and how it benefits educational decision-making and practice. B. How to develop an original research project. C. Strategies on ways to collaborate with schools on research studies that are relevant to the local communities. D. Ways to carry out a research project in a classroom, school, or a local community. E. A deeper analysis of the school system through critical inquiry. F. An understanding of how to use research to advocate for policy and organizational change and community organizing. G. The use of research to drive leadership decisions and to inform and improve practice. H. Ability to present research results in public settings and professional conferences. I. Ability to further integrate research into K-12 curriculum across core subjects. Course Description Assignments/Course Expectations Students are expected to maintain high standards of ethical and professional conduct in this course, including being fully prepared prior to coming to class. Students are expected to regularly and appropriately contribute to class discussions. Students are expected to submit graduate-caliber work, and represent original ideas fairly and honestly. Students are also expected to engage with a diverse range of ideas to contribute to class discussions. All written 1

2 assignments must be typed, 12-point font, double-spaced and adhering to the latest edition of the Publication Manual of the American Psychological Association (APA): All papers due in class must be submitted in hard copies unless the class is scheduled on Blackboard. If the class is online then students are expected to submit their assignment by on the date that is due: Academic honesty Academic honesty is an expression of an ethic of interpersonal justice, responsibility, and care. It demands that students pursue knowledge with integrity, original ideas and effort. Thus academic dishonesty, including plagiarizing the work of others, cheating on assignments, lack of citing appropriate sources on individual or group papers, or violating copyright laws will make the individual subject to discipline that may range from a failing grade for this class to dismissal from the university. To instill a classroom climate of honesty and integrity, the APA style citation is required for all written assignments: Class Attendance Attendance is mandatory. Only one work-related excused absence will be permitted before points are deducted from the student s overall grade. Absences will be considered excused for university-required events, medical, or other emergency situations as directed by University policy. Late to class (10 minutes after) on two occasions will be considered as one absence. It is the responsibility of the student to request makeup assignments from the instructor when an excused absence occurs. Therefore, written documentation from the student is required in order to makeup any missed assignments due to an excused absence. The student then has one week from the excused absence to submit the missed assignment. Students presence and participation are critical to the success of this class. Students also must demonstrate mastery in the reading assignments and the ability to relate ideas to relevant sources in order to receive participation points for the week. Late Assignments No late assignments will be accepted unless approved 48 hours in advance of the due date for university, medical or emergency situations only. Those who have unexcused absences are still expected to submit their assignment on time via . Those who have been excused by the instructor will be provided with 48 hours to submit their assignment(s). Students with Disabilities I wish to fully include persons with disabilities or special needs in this course. If you require special accommodation to enable your participation, please contact me as soon as possible. The following expectations will determine the course grade: 2

3 Attendance and Class or Online participation 20 points Regular and punctual class attendance is expected at all classes. Students should come to class well prepared - having completed the readings and written assignments and be ready to actively engage in class discussions. Students are expected to contribute interesting, insightful comments, build on comments of others, raise good questions, listen, and respond respectfully and appropriately to others. Students are expected to reflect on the readings and critically examine one s own assumptions and practice as an educator. Classroom activities will be based on the value of respect for differences of opinions. Students are encouraged to bring additional research materials that are relevant to the week s topic to share. Online Participation Wednesday meetings: Blackboard will be open for presentation and discussion from Wednesday at 9am to Friday at 9pm. Saturday meetings: Blackboard will be open for presentation and discussion from Saturday at 9am to Monday at 9pm. Online activities can include, but not limited to: -Discussions about the readings -Individual progress report on the final paper -Field notes At times, the instructor will send s through Blackboard, so please update your address and check for messages regularly. Weekly assignments (40 Points): 1) Research Proposal (5 points) 2) Peer review assignments (5 points) 3) Online human subjects certification (5 points) 4) Annotated bibliography (5 points) 5) First draft of final paper (5 points) 6) Ethnography exercise (5 points) 7) Research protocols (5 points) 8) Final research paper presentation (5 points) Research Proposal: The Research Proposal should include the following: 1. An introduction of the topic 2. Why is this topic relevant to you as a researcher, your school, and the students 3

4 that you serve? 3. What are other experts, politicians, educators, and stakeholders saying about your topic? (Identify the existing assumptions, tensions and debates.) 4. What does the quantitative data say about this topic at your school? 5. As a result, what are your research questions? 6. What is your research design? How will you implement this design? How many participants will you be observing and interviewing? How did you go about to choose your participants? Is the project doable? 7. Do you have any hypothesis on what the outcomes are? 8. How will you go about to connect your research to influence practice? 9. As a future principal, what do you hope to learn and accomplish through your research project? Peer Review: Students will also use their presentation as a way to team up for peer review to ensure quality in each student s final paper assignment. The writing process for the final paper should be ongoing throughout this course, so peer reviewers should exchange papers and ideas on a bi-weekly basis to ensure progress, quality, and accountability. Students will be required to send the instructor evidence of peer review by April 20. Final Research Paper 40 points Each student is expected to conduct an original research project and write a scholarly paper about a school or community setting of her or his choice. For example, students can choose to research their own or other people s school and study a specific policy or effective practices that are most significant to the school community. The paper should be 20 pages, typed and doublespaced. It needs to include a cover page, a title, 250-word abstract, introduction, significance, research question, literature review, theoretical framework, methods, data, analysis, conclusion and recommendation, and list of references. For data and supportive evidence you may use interviews, school or local newspapers, student records, minutes from school and/or district meetings, and other artifacts. The final research paper is due May 6 by Final Research Presentation 5 Points Students are expected to make an in-class 20-minute PowerPoint presentation on their research on May 4, There is no make up for the final exam should a student decides to miss class that day. Final Grade: No late papers will be accepted. A= Points B=80-89 Points C=70-79 Points 4

5 D=60-69 Points F=59 or below Required Textbooks: Title: The Basics of Social Research Author: Earl R. Babbie ISBN: Publisher: Thomson Wadsworth Date: 2008 Title: Qualitative Research Design Author: Joseph A. Maxwell ISBN: Publisher: SAGE Publications, Incorporated Publication Date: October 28, 2004 Title: Writing Ethnography Fieldnotes Authors: Robert M. Emerson, Rachel I. Fretz, and Linda L. Shaw ISBN: Publisher: University of Chicago Press Date: 1995 Course Outline Date Topics Readings Writing Assignment 2/27 Course Overview Rist, R. (2000). Student Social Class and Teacher Expectations: The Self-Fulfilling Prophecy in Ghetto Education. Design: An Interactive Approach. Chapters 1 3/6 Researcher s Positionality and Conceptual Framework Babbie, E. (2010). The Basics of Social Thomson/Wadsworth Publishers. Chapters 1 Design: An Interactive Approach. Chapters 2 School achievement data (5 points) Press. Chapter 1 3/13 5

6 Babbie, E. (2010). The Basics of Social Thomson/Wadsworth Publishers. Chapters 2 Research proposal due (5 points) Design: An Interactive Approach. Chapter 3 Press. Chapter 2 3/27 Research Questions & Lit Review Babbie, E. (2010). The Basics of Social Thomson/Wadsworth Publishers. Chapters 4 Online human subjects certification (5 points) Design: An Interactive Approach. Chapter 4 Please bring laptop to class Press. Chapter 3 4/3 Survey Research Babbie, E. (2010). The Basics of Social Thomson/Wadsworth Publishers. Chapters 9 Please bring laptop to class Design: An Interactive Approach. Chapter 5 Press. Chapter 4 4/13 (Saturday) Data Collection, Generative Themes Babbie, E. (2010). The Basics of Social Thomson/Wadsworth Publishers. Chapters 10 Annotated bibliography due (5 points) Design: An Interactive Approach. Chapter 6 Press. Chapter 5 4/20 (Saturday) Data Analysis Babbie, E. (2010). The Basics of Social Ethnography exercise (5 points) 6

7 Thomson/Wadsworth Publishers. Chapters 13 or 14 (depending on the method you re using for the final paper) Design: An Interactive Approach. Chapters 7 Press. Chapter 6 Peer Review Feedback (Draft with track changes will be submitted to peerreviewers) 5 points. 5/4 (Saturday) Final Paper Presentation Babbie, E. (2010). The Basics of Social Thomson/Wadsworth Publishers. Chapters 15 In-class presentation (5 points) Press. Chapter 7 5/6 Final Paper Submission Final paper due (40 points) Standard #1: An educational leader promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. (Shared Vision) a. In collaboration with others, uses appropriate data to establish rigorous, concrete goals in the context of student achievement and instructional programs. b. Uses research and/or best practices in improving the educational program. c. Articulates and promotes high expectations for teaching and learning. d. Aligns and implements the educational programs, plans, actions, and resources with the district s vision and goals. e. Provides leadership for major initiatives and change efforts. f. Communicates effectively to various stakeholders regarding progress with school improvement plan goals. 7

8 Standard #2: An educational leader promotes the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional development. (Culture of Learning) a. Provides leadership for assessing, developing and improving climate and culture. b. Systematically and fairly recognizes and celebrates accomplishments of staff and students. c. Provides leadership, encouragement, opportunities and structure for staff to continually design more effective teaching and learning experiences for all students. d. Monitors and evaluates the effectiveness of curriculum, instruction and assessment. e. Evaluates staff and provides ongoing coaching for improvement. f. Ensures staff members have professional development that directly enhances their performance and improves student learning. g. Uses current research and theory about effective schools and leadership to develop and revise his/her professional growth plan. h. Promotes collaboration with all stakeholders. i. Is easily accessible and approachable to all stakeholders. j. Is highly visible and engaged in the school community. k. Articulates the desired school culture and shows evidence about how it is reinforced. Standard #3: An educational leader promotes the success of all students by ensuring management of the organization, operations and resources for a safe, efficient and effective learning environment. (Management) a. Complies with state and federal mandates and local board policies. b. Recruits, selects, inducts, and retains staff to support quality instruction. c. Addresses current and potential issues in a timely manner. d. Manages fiscal and physical resources responsibly, efficiently, and effectively. 8

9 e. Protects instructional time by designing and managing operational procedures to maximize learning. f. Communicates effectively with both internal and external audiences about the operations of the school. Standard #4: An educational leader promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs and mobilizing community resources. (Family and Community) a. Engages family and community by promoting shared responsibility for student learning and support of the education system. b. Promotes and supports a structure for family and community involvement in the education system. c. Facilitates the connections of students and families to the health and social services that support a focus on learning. d. Collaboratively establishes a culture that welcomes and honors families and community and seeks ways to engage them in student learning. Standard #5: An educational leader promotes the success of all students by acting with integrity, fairness and in an ethical manner. (Ethics) a. Demonstrates ethical and professional behavior. b. Demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance. c. Fosters and maintains caring professional relationships with staff. d. Demonstrates appreciation for and sensitivity to diversity in the school community. e. Is respectful of divergent opinions. Standard #6: An educational leader promotes the success of all students by understanding the profile of the community and responding to, and influencing the larger political, social, economic, legal and cultural context. (Societal Context) 9

10 a. Collaborates with service providers and other decision-makers to improve teaching and learning. b. Advocates for the welfare of all members of the learning community. c. Designs and implements appropriate strategies to reach desired goals. 10

11 11

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