to increase the likelihood of future use of educational research to guide professional practice.

Transcription

1 The University of Texas Pan American Department of Educational Psychology College of Education Syllabus Introduction to Research ESPY R Spring 2015 Room Assignment: EDCC 2.102C Reduced Seating Course Instructor: Stephanie Brickman, Ph.D. Office: College of Education Complex Dept. Phone: Office Phone: Office Hours: Wed: 2:00 4:00; Thurs: 2:00-4:00, or by appointment. If these times are not convenient for you please to make an appointment. Required Texts and Materials Gall, M.D., Gall, J.P. & Borg, W. R. (2007). Educational Research: An Introduction (8th ED.). Boston: Allyn and Bacon. Optional: APA (2009) Publication manual of the American Psychological Association (6 th ed.). Washington, DC: American Psychological Association. You may also access APA on-line. Course Name, Number and Description as it appears in the Graduate Catalogue: Introduction to Research (ESPY R). A study of research methods in education including settings that culminates in successful completion of a research project/paper. Students will also demonstrate skills in the utilization of research facilities and be introduced to graduate programs in Education. Course Overview This course is designed to provide graduate students with basic knowledge and skills in quantitative and qualitative educational research to help them become competent as both consumers and producers of educational research. Course Goals to understand the nature of educational research and the various research methodologies used by educators; to become an intelligent consumer of educational research and comprehend the concepts and language of those educators who conduct original research; to develop the skills used in the measurement, evaluation and analysis of a given piece of research; and

2 to increase the likelihood of future use of educational research to guide professional practice. Southern Association of Colleges Objective: Students will demonstrate knowledge of, and skills in measurement and evaluation concepts, assessment principles, and procedures, and placement processes. CACREP Standards Understands how to critically evaluate research relevant to the practice of school counseling Knows basic strategies for evaluating counseling outcomes in school counseling (e.g., behavioral observation, program evaluation). Knows current methods of using data to inform decision making and accountability (e.g., school improvement plan, school report card). Understands the outcome research data and best practices identified in the school counseling research literature. Texas Administrative Code use counseling-related research techniques and practices to address student needs; demonstrate effective communication through oral, written, and nonverbal expression applies research-based practice to improve the school guidance and counseling program. Knowledge Base: Nature of Educational Research Developing a Research Proposal Ethical, Legal, and Human Relations Issues in Educational Research Reviewing the Literature Selecting a Sample Quantitative Research Design Experimental Research Design Qualitative Research Design Statistical Techniques General Measurement Issues Questionnaires & Interviews Observations Course Objectives By the end of the semester the student will be able to demonstrate knowledge and skills in measurement and evaluation concepts and assessment principles as they pertain to educational research and prescribed by the SAC Objective.

3 1. State an educational research problem select a research problem characterized by both practicality and interest state a research problem as the relationship between two or more variables 2. Human subjects demonstrate a thorough mastery of the legal and ethical issues involved when conducting research with human participants. describe the role and function of the Institutional Review Board (IRB). 3. Review Literature identify literature sources and their characteristics conduct a literature review of the empirical literature regarding an area of educational interest demonstrate the technique of reviewing and abstracting research articles 4. Construct a Hypotheses identify testable hypothesis construct operational definitions of variables 5. Use Sampling Methodology define a population demonstrate random sampling establish specifications for stratified random sample determine sample size 6. Select appropriate Research Design identify when various types of quantitative design are appropriate to use identify when various types of qualitative design are appropriate to use identify how to construct experimental design including pre-experimental designs, true experimental design and quasi-experimental design describe qualitative research methodology, including various data sources describe procedures for conducting a qualitative study including data analysis and report preparation 7. Select Appropriate Statistical Analyses for Research Design. descriptive statistics a t-test a Pearson product-moment correlation analysis a Spearman rank-order correlation a Chi-square choose a statistical test appropriate for the research question asked. 8. Develop a Research Proposal Proposals (Term Project) will be developed by research teams. Each research team will consist of 2 to 3 students depending on class size. Each team will write a scholarly research proposal including an introduction, method section, plus identify appropriate analyses and the expected practical implications of conducting the research. Please note that the study will not be conducted, only proposed. Learning Activities Chapter tasks will be assigned each week. Complete the on-line Ethics for Human Subjects Training.

4 Use of Library Instruction will be provided in class. A research proposal will be prepared requiring students to work as a research team. There will be four exams covering approximately 2 to 4 chapters each Other activities will be assigned as determined by mastery of students Teaching Methods and Techniques: This is a Reduced Seating Course and will use Blackboard. There will be reading assignments and chapter tasks to complete each week. This helps ensure that students will stay current throughout the semester. Campus meetings are mandatory Powerpoints will be provided when appropriate to aid learning. Chapter objectives to help study for exams will be provided for each chapter. You will complete an On-line Ethics Course/Certificate: You will have weekly reading assignments and on-line chapter activities You will receive feedback for successful Term Project Completion Assessment to be Used: on-line Exams Research Proposal (Term Project) on-line weekly activities Course Requirements All assignments must be scholarly written, typed and submitted on or before the assigned due date, on Blackboard. Always save a copy of what you submit. Late assignments will not be accepted. Additional assignments may be assigned based upon perceived mastery of students. One Research Proposal: must be completed by the assigned due date. There will be no data collection, only a proposal of research study. Collection of real data will result in failure of term project, (no exceptions) Plagiarism of any part of the term project will result in action according to University policy. If students are found to be working on an on-line exam together, or sharing questions and answers they will be given a 0 for that exam. Exams will evaluate course content knowledge and application of knowledge. Projects will evaluate evaluation, synthesis and application of research skills. Each Student s grade will be based on a point system according to the following criteria: On-line weekly activities 45 points

5 On-line Ethics Certificate = 50 points Exam 1 = 50 points Exam 2 = 50 points Exam 3 = 50 points Exam 4 = 30 points Research Proposal = 100 points Grading Scale: A B C Academic Integrity As members of a community dedicated to honesty, integrity, and mutual respect in all interactions and relationships, the students, faculty, and administration of our university pledge to abide by the UTPA Academic Integrity guidelines. See Americans with Disabilities Act (ADA) Students with disabilities are encouraged to contact the Disability Services office for a confidential discussion of their individual needs for academic accommodation. It is the policy of the University of Texas-Pan American to provide flexible and individualized accommodation to students with documented disabilities that may affect their ability to fully participate in course activities or to meet course requirements. To receive accommodation services, students must be registered with the Disability Services office (DS), University Center #108, or disabilityservices@utpa.edu. Appeal Process STUDENT ACADEMIC RESPONSIBILITIES AND APPEALS The purpose of this policy is to provide students with fair notice of their academic responsibilities, and their rights to appeal final grades or misunderstandings. Handbook of Operating Procedures Section: Mandatory Course Evaluations period (Apr 15 May 6) Students are required to complete an ONLINE evaluation of this course, accessed through your UTPA account ( you will be contacted through with further instructions. The evaluation window closes at 11:59 pm on May 6 th, the last day of Spring classes. Students who complete their evaluations by May 6 th will have priority access to their grades.

6 Weekly Schedule Jan. 20 Introduction of Chapter 1 Jan.27 Feb. 3 Feb. 17 Feb. 24 Chapter 1 Chapter 1 Activity due Jan. 26 Research Topic Discussion Chapter 2 Chapter 2 activity due Feb. 2 Term Project Research Topic On-line Ethics training due No-class meeting Chapter 4 Chapter 4 activity due Feb. 23 March 3 Exam 1 (chapters 1, 2 & 4) Reference List for Proposal Due March 10 Chapter 6 Chapter 6 activity due March 16 Introduction of Proposal Due Spring Break March March 24 Chapter 15 Chapter 15 activity due March 23 March 31 Exam 2 on-line/ Literature Review Due April 7 Chapter 10 Chapter 10 activity due April 6 April 14 Chapter 11 Chapter 11 activity due April 13 April 21 Exam 3 on-line Method Section due April 28 Chapter 12 Chapter 12 activity due April 27 May 5 Chapter 13 Chapter 13 activity due May 4 Proposals Due (electronically) May 12 Final Exam on-line