Instructor: M. Susan Burns Office: Thompson 1252 Telephone: address: Office hours: By appointment

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1 College of Education and Human Development Early Childhood Education Program 4400 University Drive, MS 4C2, Fairfax, Virginia Phone: ; Fax: ; ECED 585.DL2 & 600 Research in Early Childhood Education (3:3:0) Spring 2015 Thursdays, 5:30-8:10pm Hybrid course with in-person meeting days on 1/22, 1/29, 2/5, 2/12, 2/19, 2/26, 3/5 5:30 8:10 pm Arlingn Founders Hall 481 Instrucr: M. Susan Burns Office: Thompson 1252 Telephone: address: Office hours: By appointment Course Description Develops fundamental concepts, principles, and methods of research in early childhood education, with emphasis on interpreting and applying research results. Critiques research and uses findings in educational settings. Nature of Course Delivery This course utilizes a distributed learning format requiring active participation of all students. Students are expected complete all class readings prior each session so as engage in active dialogue, productive learning, and critical reflection. Activities will include instrucr presentation, small-group and large-group discussions and work, videos, and whole class sharing support course content. In addition, a Blackboard (Bb) online component of coursework is required. Learner Outcomes This course is designed enable students do the following: 1. Describe the basic concepts, principles, and techniques of educational research in early childhood education 2. Identify the underlying cognitive processes involved in conducting educational research as a form of thinking and problem solving 3. Explain the basic skills in the analysis and interpretation of research data 4. Demonstrate the skills associated with the critical reading and evaluation of the educational research literature 5. Participate in collaborative action research 6. Demonstrate the ability articulate in a written paper guiding principles for a unified perspective and its implications for teaching practices and advocacy-bringing gether research, theory, and critical analysis of current issues.

2 2 Professional Standards This course is aligned with the standards established by the National Association for the Education of Young Children (NAEYC) and the Council for Exceptional Children (CEC). Required Reading American Psychological Association. (2009). Publication Manual (6 th ed.). Washingn, DC: American Psychological Association. Goodwin, W.L., & Goodwin, L.D. (1996). Understanding quantitative and qualitative research in early childhood education. New York, NY: Teachers College Press. Thomas, R. M. (2005). Teachers doing research: An introducry guidebook. New York, NY: Pearson. Additional articles, chapters and sections of chapters as indicated on the course schedule will be on the library website through e-reserves or e-journals or through Bb. George Mason University Policies and Resources for Students Academic integrity (honor code, plagiarism) Students must adhere guidelines of the George Mason University Honor Code [See Mason Students are responsible for the content of university communications sent their George Mason University account and are required activate their account and check it regularly. All communication from the university, college, school, division, and program will be sent students solely through their Mason account. Students must follow the university policy for Responsible Use of Computing [See Counseling and Psychological Services The George Mason University Counseling and Psychological Services (CAPS) staff consists of professional counseling and clinical psychologists, social workers, and counselors who offer a wide range of services (e.g., individual and group counseling, workshops, and outreach programs) enhance students personal experience and academic performance [See Office of Disability Services Students with disabilities who seek accommodations in a course must be registered with the George Mason University Office of Disability Services (ODS) and inform their instrucr in writing at the beginning of the semester Students must follow the university policy stating that all sound emitting devices shall be turned off during class unless otherwise authorized by the instrucr. The Writing Center (Optional Resource) The George Mason University Writing Center staff provides a variety of resources and services (e.g., turing, workshops, writing guides, handbooks) intended support students as they work construct and share knowledge through writing [See University Libraries (Optional Resource) The George Mason University Libraries provide numerous services, research ols, and help with using the library resources [See

3 3 Professional Dispositions Students are expected exhibit professional behaviors and dispositions at all times. Core Values Commitment: The College of Education and Human Development is committed collaboration, ethical leadership, innovation, research-based practice, and social justice. Students are expected adhere these principles. Collaboration Collaboration is an important human activity that involves shared responsibility in promoting healthy, productive lives, and educational success. We commit ourselves work ward these goals in genuine partnerships with individuals, families, community agencies, schools, businesses, foundations, and other groups at the local, regional, national, and international levels. Ethical Leadership In all professions represented by the college, leadership is an essential component denoting ability and willingness help lead professional practice higher levels. We commit ourselves practice ethical leadership through deliberate and systematic attention the ethical principles that guide all leaders in a moral society. Innovation We have a hisry of creating dynamic, innovative programs, and we are dedicated continue creating innovative approaches in all areas of our work. We commit ourselves seeking new ways advance knowledge, solve problems, improve our professional practice, and expand on our successes. Research-Based Practice The best practice in any discipline is based upon sound research and professional judgment. We commit ourselves basing our instruction, scholarship, and policy recommendations on wellestablished principles that, wherever possible, emerge from research and reflection on its implications for professional practice. Social Justice Social justice embodies essential principles of equity and access all opportunities in society, in accordance with democratic principles and respect for all persons and points of view. We commit ourselves promoting equity, opportunity, and social justice through the college's operations and its missions related teaching, research, and service. For additional information on the College of Education and Human Development, Graduate School of Education, please visit our website [See General Requirements Course Requirements 1. The completion of all readings assigned for the course is assumed. Because the class will be structured around discussion and small group activities, it is imperative that students keep up with the readings and participate in class.

4 4 2. Attendance in class and/or online is important students learning; therefore, students are expected make every effort attend class sessions and/or complete online modules within the designated timeframe. Absences, tardiness, leaving early, and not completing online modules in the designated timeframe may negatively affect course grades. If, due an emergency, students will not be in class, they must call the instrucr and leave a message or send an before class. The following policy is from the university course catalog: Students are expected attend the class periods of the courses for which they register. In-class participation is important not only the individual student, but also the class as a whole. Because class participation may be a facr in grading, instrucrs may use absence, tardiness, or early departure as de fac evidence of nonparticipation. Students who miss an exam with an acceptable excuse may be penalized according the individual instrucr s grading policy, as stated in the course syllabus. 3. In line with Mason s policy that students should not be penalized because of observances of their religious holidays, students shall be given an opportunity make up, within a reasonable time, any academic assignment that is missed due individual participation in religious observances. It is the student s responsibility inform the instrucr of any intended absences for religious observations in advance of the class that will be missed. Notice should be provided in writing as soon as possible. 4. During face--face and live online meetings, cell phones, pagers, and other communicative devices are not allowed in this class. Students must keep them swed away and out of sight. Lapps or tablets (e.g., ipads) may be permitted for the purpose of taking notes only. Engaging in activities not related the course (e.g. gaming, , chat, etc.) will result in a significant deduction in their participation grade. 5. It is expected that assignments will be turned in on time. However, it is recognized that students occasionally have serious problems that prevent work completion. If such a dilemma arises, students should speak the instrucr prior the assignment due date (when possible). If the student does not communicate with the instrucr, a late penalty will be applied. 6. Mason is an Honor Code university; please see the Office for Academic Integrity for a full description of the code and the honor committee process. The principle of academic integrity is taken very seriously and violations are treated gravely. What does academic integrity mean in this course? Essentially this: when responsible for a task, students will perform that task. When students rely on someone else s work in an aspect of the performance of that task, they will give full credit in the proper, accepted form. Another aspect of academic integrity is the free play of ideas. Vigorous discussion and debate are encouraged in this course, with the firm expectation that all aspects of the class will be conducted with civility and respect for differing ideas, perspectives, and traditions. When in doubt (of any kind), students will ask for guidance and clarification. Written Assignments All formal written assignments will be evaluated for content and presentation. The American Psychological Association, Sixth Edition (APA) style will be followed for all written work. All written work unless otherwise noted must be completed on a word processor and should be proofread carefully. (Use spell check!) If students are not confident of their own ability catch errors, they should have another person proofread their work. When in doubt, they should check

5 5 the APA manual. Portions of the APA manual appear at the Style Manuals link on the Mason library web guide at Students may consult the Writing Center for additional writing support. Students will do the following: 1. Present ideas in a clear, concise, and organized manner. (Avoid wordiness and redundancy.) 2. Develop points coherently, definitively, and thoroughly. 3. Refer appropriate authorities, studies, and examples document where appropriate. (Avoid meaningless generalizations, unwarranted assumptions, and unsupported opinions.) 4. Use correct capitalization, punctuation, spelling, and grammar. Grading Criteria A = A- = B+ = B = B- = C = F = < 70 Grading Policy All CEHD undergraduate and graduate students are held the university grading policies as described in the Academic Policies section of the current catalog, which can be accessed at Those students enrolled in a CEHD Licensure Graduate Certificate program, however, must earn a B- or better in all licensure coursework. A degree-seeking graduate student will be dismissed after accumulating grades of F in two courses or 9 credits of unsatisfacry grades (C or F) in graduate courses. A 3.0 grade point average is required for completion of the graduate degree. Specific Course Assignments Assignments Attendance & Participation (15 points distributed across classes) Reflections R1: Ethics-5 points R2: Quantitative Methods-5 points R3: Qualitative Methods-5 points R4: Brown Lecture-5 points R5: Synthesis and Mixed Methods Action Research Project ARP 1: Initial proposed ARP ideas-5 points ARP 2: Quantitative Research Article Review-5 points ARP 3: Qualitative Research Article Review-5 points ARP 4: Methods-5 points ARP 5: Review of Literature-5 points ARP 6: Graphic and Preparation for Discussion-5 points ARP 7: Intensive Discussion-15 points ARP 8: Poster Session on ARP-30 points Attendance and Participation

6 6 Because active participation and engagement are imperative for optimal learning, preparation for and participation in in-class activities will be evaluated based on the following criteria: Students attend class, arrive on time, and stay for the entire class period. Students complete readings and prepare for class activities prior class as is evidenced by their ability discuss and write about the concepts presented and examined in the texts as well as participate fully in related activities. Students are actively involved in in-class and online learning experiences as is evidenced by (1) participating in all activities, (2) engaging in small and large group discussions, (3) using lapps and other electronic devices only support discussion and learning and not for non-academic uses during class time, (4) completing written work related the activities, and (5) supporting the participation and learning of classmates. Students show evidence of critical reflective thinking through in-class and online discussions, activities, and written reflections. This includes all reflections associated with online classes. Note: To determine whether the campus is closed due inclement weather, call or go Bring Research Notebook All Classes Human Subjects Online Ethics Training and Reflection Complete Mandary Training for Persons Conducting Research Using Human Subjects. Information is available online: The training takes between two and five hours and can be accessed from While going through the registration process the student will need indicate interest in human subjects research courses ; enroll in a basic course ; and, becoming part of Group 1. Print completion certificate and place it in your research notebook. Write a reflection on the training and your assigned readings related ethics (i.e., Mertens & McLaughlin pages Goodwin & Goodwin page 118 first full paragraph on ethics). Action Research Project (ARP) Students enact information presented in this class through the development of an action research project. First students think of an individual or small group project they want implement. Options include 1) surveying GMU ECE student s experiences with distance education 2) examining first and second grade teachers discussions of early writing 3) implementing an action research project in your classroom 4) varied pics using videos from web Each includes an associated literature review, development of research questions and data collection methods, data collection and analyses and recommendations based on the findings. ARP 1: Initial Proposed ARP Ideas

7 7 Now that you have had a bit think about action research of interest, revisit the research ideas addressed in class #1 and reflect on an idea that you want pursue in the course. ARP 2: Quantitative Research Article Review Students will complete a thorough analysis/critique of one quantitative research article (study should be a survey, correlational, causal-comparative, experimental, or single subject design) article from a peer-reviewed journal on a pic(s) of your ARP. Can use form available on Bb. ARP 3: Qualitative Research Article Review Students will complete a thorough analysis/critique of one qualitative research article (study should be an ethnography, content analysis, narrative research design, or based on focus group, in-depth interview, or field observation data) article from a peer-reviewed journal on your pic(s) of ARP. Can use form available on Bb. ARP 4: Method Students will draft a method section of their action research of interest (see APA manual pages ) Sections that are mandary include participants, measures, research design, and intervention (if the project includes an intervention.) ARP 5: Review of Additional Research Articles on Your ARP Topic Summarize an additional 5 peer-reviewed, research articles. Include documentation of questions addressed, children and families studied, methodologies employed, questions asked, findings, and how the findings relate your ARP pic. Information included in a chart (example available on Bb.) ARP 6: Graphic and Preparation for Discussion Put articles from ARP 2, 3, and 5 in 1 table. Prepare a graphic that depicts and integrates the findings of the 7 references from ARP 2, ARP 3 and ARP 5. ARP 7: Intensive Discussion Each student has a discussion board on her/his pic of interest. She/he posts 1) the table including all 7 research articles reviewed for the literature review and 2) a graphic that depicts and integrates the findings from these 7 articles. Every student is required review the graphic and table of articles of 5 other students in the class and comment on at least 2 points/aspects of the other students tables and graphics. Comments are responded by the student who posted the initial graphic and literature review. Write a comment on what you learned from others posting on their graphic and table. ARP 8: Poster Session on ARP

8 8 Prepare an attractive and functional poster that includes all aspects of your ARP. Typical posters include research questions, a brief introduction that gives the reasons for selecting pic, an idea of the project setting, related research, method, data analysis, conclusions, and implications Posters will be presented online and peers and instrucr will evaluate using a common rubric. These evaluations will provide the basis for the grade for ARP 8. Brown Lecture The Brown Lecture was inaugurated commemorate the 50th anniversary of the Brown v. Board of Education decision. Students watch a Brown Lecture on-line webcast ( stbrownlectures/tabid/11090/default.aspx) Identify and watch a lecture Post the following reflection o Present the main conclusions undersod from lecture o Relate the findings practice in early childhood education (birth 3rd grade) o Comment on why it is important for organizations such as the American Research Association share research findings with a public audience. Course Schedule Date Class Topics and Activities Assignments & Readings Due 1/22 Overview of class-syllabus-research notebook Discussion of Action Research Project (ARP) What are your interests? Brainsrming Questions concerning Ethics reflection and ARP 1 Overview of library resources, Anne Driscoll, MS, MIS, Education Liaison Librarian Thomas pages 1 12 Goodwin & Goodwin Ch 1

9 9 1/22 1/29 1/29 1/29 2/5 2/5 2/5 2/12 2/12 2/12 2/19 Human Subjects Online Ethics Training and Reflection Questions regarding on-line class on human subjects? Exempt information New understandings from Human Subjects training and reading Discussion of ARP 1 Research Questions Activity APA format Questions concerning ARP 2 Quantitative Methods Questions regarding on-line class Discussion of ARP 2 ARP work anyone thinking of quantitative methods for ARP? Questions concerning ARP 3 Qualitative Methods Questions regarding on-line class Discussion of ARP 3 ARP work anyone thinking of qualitative methods for ARP? Questions concerning ARP 4 AERA Brown Lecture Mertens & McLaughlin pages (on Bb) Goodwin & Goodwin page 118 first full paragraph on ethics Reflection on ethics training and assigned readings should be completed in research document) by 4:30pm on 1/29 Thomas finish Ch 2 Goodwin & Goodwin Ch 2 ARP 1 should be completed in research document) by 4:30pm on 1/29 Thomas Ch 5 Goodwin & Goodwin Ch 3 Reflection on online class and assigned readings should be completed in research document) by 4:30pm on 2/5 Thomas Ch 3 Goodwin & Goodwin Ch 4 ARP 2 should be completed in research document) by 4:30pm on 2/5 Thomas Ch 4 Goodwin & Goodwin Ch 5 Reflection on online class and assigned readings should be completed in research document) by 4:30pm on 2/12 Thomas Ch 6 Goodwin & Goodwin Ch 6 ARP 3 should be completed in research document) by 4:30pm on 2/12 Thomas Chs 4, 5 Continued work, especially data collection, on ARP Reflection on online class and assigned readings should be completed in research

10 10 2/19 2/19 2/26 2/26 2/26 3/5 3/5 3/12 3/16 Method and data collection finalized Discuss ARP 4 Questions concerning ARP 5 Synthesis and Mixed Methods Literature review activity on ARP 5 Small group discussions of ARP progress, problems and solutions Discussion of ARP 6 and On-Line Discussion (ARP 7) ARP 6: Graphic and Preparation for Discussion ARP 7: Intensive discussion Final directions for posting ARP 8 Small group meetings and work finalize poster ARP 8: Poster Session document) by 4:30pm on 2/19 Review Thomas Chs 6, 7 Review Goodwin & Goodwin Chs 2, 3, 4, 5, 6 ARP 4 should be completed in research document) by 4:30pm on 2/19 Goodwin & Goodwin Ch 7 Reflection on online class and assigned readings should be completed in research document) by 4:30pm on 2/26 Thomas Ch 8 & 9 ARP 5 should be completed in research document) by 4:30pm on 2/26 ARP 6 should be submitted on Bb (pho or document) by 4:30pm on 2/27 ARP 7a) review the graphic and table of articles of 5 other students in the class and comment on at least 2 points/aspects of the other students tables and graphics completed by 4:30pm on 3/3 ARP 7b) comments are responded by the student who posted the initial graphic and literature review completed by 4:30pm on 3/5 ARP 7c) each person writes a comment on what he/she learned from others posting on their graphic and table and posts this comment by 4:30pm on 3/5 Bring any questions you have regarding your ARP assignment and poster Poster on line by 4:30pm on 3/12 Posters reviewed (details forthcoming) by 4:30pm on 3/16