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1 EDFS EDUCATIONAL RESEARCH Fall 2013 (ECTR 213) Instructor: Michael Skinner, Ph.D. Class Hours: Monday: 4:00 6:45 p.m. Office: #221, 86 Wentworth Street Office Hours: Tuesday: 2:00 5:00 p.m. Thursday: 2:00 4:00 p.m. (or, by appointment) Phone: FAX: Text Required Items Gay, L.R., Mills, G.E. & Airasian, P. (2012). Educational research: Competencies for analysis and application (10th Ed.). Upper Saddle River, NJ: Pearson/Merrill. A packet of materials needed for this course should be purchased at SASE-INK. Copies of the syllabus, guided reading prompts, PowerPoint presentations and additional course materials are available on OAKS. Optional Items If you purchase your text at the C. of C. Bookstore, a CD-ROM/code number is provided with the text that allows you to access MyEducationLab. This site provides practice pre- and post-tests, study plans, exercises, and activities for building research skills. Note that this resource is optional. I will be using activities and exercises that I have designed, many of which are included in the material that you purchase from SASE-INK. If you purchase your text from a different vendor (e.g., Amazon.com), you can purchase access to the MyEducationLab website separately. You will need to logon to < > to purchase this resource. The cost is $ the Course ID is CRSCDHY A second (and free) option is to access the website from the 8 th edition of the text at < >. Several chapter numbers will not match since this is created to be consistent with a previous edition. However, most of the information is the same and the practice questions are relevant to course content. Course Description The goal of this course is to provide you with the skills and knowledge needed to appropriately implement and critically consume educational research. The course includes an in-depth study of methods used in different types of research and student involvement in the process of critically evaluating research design, implementation, and reporting.

2 EDFS Educational Research, Fall 2013 Page 2 Course Objectives After successfully completing this course, you should be able to: Objective School of EHHP Standards II South Carolina Standards ISTE Standards Describe and state the major steps involved when conducting educational research. Describe and provide examples of hypotheses II for educational problems/topics. Prepare and evaluate a research plan. I,II,VI,VII 3d,5c Describe and use sampling techniques. II Describe and provide examples of different II types of reliability and validity. Describe and provide examples of the process II,VI,VII of instrument selection. Define, describe, and provide examples of II,VI specific research methodologies, including: qualitative, survey (descriptive), correlational, experimental, action, and causal-comparative. Define, and, given a data set, calculate, the following descriptive statistics: measures of central tendencies, measures of variability, measures of relative position, and measures of relationship. Describe and explain the steps involved in writing and preparing a research report. Critically evaluate an existing research report or write an original research proposal. II I,II,V,VI,VII I,II,III,VI, & VII 3c,3d 5c,5d GUIDED READING OBJECTIVES ARE PROVIDED FOR EACH CHAPTER IN THE COURSE PACKET AND ON OAKS. QUIZ AND EXAM QUESTIONS WILL RELATE TO THESE OBJECTIVES. IT IS TO YOUR ADVANTAGE TO USE THEM AS STUDY GUIDES. Activities and Point Values Quizzes 15 pts. - Lowest Dropped) In-Class Exercises 3 pts.) (Unannounced & can be made-up only under specific circumstances) 30 Final Exam Research Article Critique or Proposal * 50 Total: 255 (DETAILED DESCRIPTIONS OF ALL ASSIGNMENTS, ALONG WITH SCORING RUBRICS, ARE INCLUDED IN THE COURSE NOTEBOOK.)

3 EDFS Educational Research, Fall 2013 Page 3 * Note that MTLA faculty require students in the MTLA program to complete the proposal assignment in preparation for the required research project in MTLA 705. Grading Contingencies Grade % Range Point Spread A B B C C F... 73% & Below 187 & Below Honor System The honor code of the College of Charleston will be followed in this course. The honor code of the College can be found in the publication titled: Student Handbook: A Guide to Honorable Conduct. Copies of this document are provided to students at orientation and are also available in the Office of Student Affairs. Students with Disabilities If there is a student in this class who has a documented disability and has been approved to receive accommodations through the Office of Disability Services, please feel free to come and discuss this with me during my office hours or at another mutually agreeable time. Additional Information 1. A typical class session will include a quiz (if scheduled), a break, lecture/discussion, and other activities, including exercises, designed to facilitate your mastery of course material. Exercises and practice critiques must be completed in class, unless otherwise designated, to receive credit. 2. Your lowest quiz score will be dropped. 3. With some exceptions, make-up examinations and quizzes will not be given. If you have a conflict with an examination or quiz time, see me as soon as possible. 4. To receive full credit, assignments must be handed in on time. On time is defined as the beginning of the class session at which the assignment is due. 5. Class attendance is expected. Examples presented in class will serve to extend and clarify material presented in the text. Students are responsible for all content and assignments for each class. 6. If, for medical or serious personal reasons, you will miss several classes in a row, your instructor should be informed of the reasons. A student may be dropped

4 EDFS Educational Research, Fall 2013 Page 4 from a course for excessive absences (i.e., more than 15% of the scheduled classes). 7. Office hours are posted outside of my office door and in this document. I am available during these times to provide additional help that you feel you need to achieve course objectives. Please note, however, that this is not a substitute for a class session you missed.

5 EDFS Educational Research, Fall 2013 Page 5 Course Calendar DATE TOPIC ASSIGNMENT Aug. 26 Course Introduction Chapter 1 Sept. 2 Problem Selection & Planning Chapters 2, 3, & 4 9 Problem Selection & Planning Chapters 2, 3, & 4 Library Demonstration 16 Sample Selection Chapter 5 (QUIZ #1) 23 Instrumentation Chapter 6 (QUIZ #2) 30 Correlational Research Chapter 8 (QUIZ #3) Research Rep. Or Problem Statem. Due Oct. 7 Causal-Comparative Research Chapter 9 (QUIZ #4) 14 No Class Fall Break 21 Experimental Research Chapter 10 (QUIZ #5) Sign-up for Conference 28 Experimental Research Chapter 10 Nov. 4 Survey Research Chapter 7 (QUIZ #6) 11 Qualitative & Action Research Chapter 14,16,20 (QUIZ #7) 18 Qualitative & Action Research Chapter 14,16,20 25 Descriptive Statistics Chap. 12 (QUIZ #8) Dec. 2 Prepare for Final Examination Be There Critique or Discuss Research Critiques & Proposals Dec. 11 (Wednesday) Final Examination (4:00-7:00 p.m.) Proposal Due

6 EDFS Educational Research, Fall 2013 Page 6 COURSE POLICIES AND PROCEDURES Course policies and procedures apply to all EDEE and EDFS courses and all PEHD teacher education courses above the 200 level. 1. GRADING SCALES: UNDERGRADUATE AND GRADUATE UNDERGRADUATE GRADING SCALE GRADUATE GRADING SCALE Letter Grades Percentage Range Grade Points Letter Grades Percentage Range Grade Points A % 4.0 A % 4.0 A % 3.7 B % 3.5 B % 3.3 B 85-88% 3.0 B 86-88% 3.0 C % 2.5 B % 2.7 C 77-80% 2.0 C % 2.3 F 0-76% 0 C 79-81% 2.0 C % 1.7 D % 1.3 D 72-74% 1.0 D % 0.7 F 0-69% 0.0 A grade of 76 or below is considered a failing grade for all graduate courses. There are no grades of D in graduate courses. There are no minus grades in graduate courses. 2. PROFESSIONAL BEHAVIORS/DISPOSITIONS: Students are responsible for all content and assignments for each course and are expected to demonstrate professional behaviors consistent with our EHHP professional dispositions: We believe that all children can learn We value and respect individual differences We value respectful human interactions We exhibit and encourage intellectual curiosity, enthusiasm about learning, and a willingness to learn new ideas We are committed to inquiry, reflection, and self-assessment We value collaborate and cooperative work We are sensitive to community and cultural contexts We engage in fair, responsible, and ethical practice 3. ATTENDANCE: Class attendance and punctuality are expected professional behaviors. A student may earn a failing grade for excessive absences equaling more than 15% of class meetings or 2

7 EDFS Educational Research, Fall 2013 Page 7 weeks of class (15% of classes meeting 3 x weekly = 6 absences; 2 x weekly = 4 absences; 1 x weekly = 2 absences). In addition, students are responsible for meeting specific attendance requirements outlined in each course syllabus. 4. MISSED COURSE ASSESSMENTS: If a student misses a course assessment (e.g., quiz, test, examination, assignment) other than the final examination for a legitimate reason (as determined by the instructor), the instructor has the discretion to administer a make up. It is the responsibility of the student to make arrangements with the instructor for any make up work. 5. DUE DATES: All due dates for scheduled course assignments and assessments are listed in each course syllabus. Changes are announced in class. The instructor determines consequences related to late work. It is suggested that students have a reliable class contact for course information in case of absences. 6. FINAL EXAMINATIONS: The course final examination (test, performance, project) only takes place during the college-specified period. Undergraduate students with more than two finals scheduled on one day may arrange an alternate time for one exam with Undergraduate Academic Services. Graduate students apply to the Graduate School for changes. 7. COURSE PAPERS: All course papers will be word-processed using the most current style guide published in the Publication Manual of the American Psychological Association. 8. HONOR SYSTEM: All courses in the School of Education, Health, and Human Performance are conducted under the College of Charleston Honor Code found in the Student Handbook at Students are responsible for reading, understanding, and adhering to the Code of Conduct. Ignorance is no excuse. Both students and faculty are responsible for reporting violations to Student Affairs. Conviction of an Honor Code violation results in a grade of XF for the course in which the violation occurred. For help clarifying paraphrasing vs. plagiarism, see the following websites: https://www.indiana.edu/~istd/example1paraphrasing.html, and 9. ADA ACCOMMODATIONS: In compliance with the Americans with Disabilities Act (ADA), all qualified students are entitled to reasonable accommodations. The instructor must be notified during the first week of class of any accommodations needed. 10. MISSION: The mission of the School of Education, Health, and Human Performance at the College of Charleston is the development of educators and health professionals to lead a diverse community of learners toward an understanding of and active participation in a highly complex world. Our mission is to be a community of diverse teacher leaders who ensure exemplary learning and wellness opportunities for all individuals. Professionals who can make the Teaching- Learning Connection through attaining the three Elements of Teacher Competency (ETC) create these opportunities for learners. The ETCs organize the EHHP standards for effective teaching. Students are expected to understand the Elements of Teacher Competency and the EHHP standards as they relate to their preparation to become a teacher leader.

8 EDFS Educational Research, Fall 2013 Page 8 ETC1: Understanding and valuing the learner Standard 1: Evidence theoretical and practical understanding of the ways learners develop ETC2: Knowing what and how to teach and assess and how to create an environment in which learning occurs Standard II: Demonstrate understanding and application of the critical attributes and pedagogy of the major content areas Standard III: Evidence a variety of strategies that optimize student learning Standard IV: Demonstrate an understanding of the continuous nature of assessment and its role in facilitating learning ETC3: Understanding ourselves as professionals Standard V: Participate in informed personal and shared decision making that has as its focus the enhancement of schooling and the profession Standard VI: Communicate effectively with students, parents, colleagues, and the community Standard VII: Show an understanding of the culture and organization of schools and school systems and their connection to the larger society

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