EDUCATION 502: RESEARCH DESIGN

Summer 2006

Instructor:  Gary T. Nelson    
 Telephone:  434-395-2187 (Office)
 434-391-3992 (Home)                                

 E-mail:  nelsongt@longwood.edu     

 Course description

An examination of methodology in educational research with emphasis on the historical, descriptive, developmental and experimental methods. Designed application and use by teachers, supervisors, administrators, counselors, and librarians.  Required within the first nine hours of the programs in which this course is a requirement. 3 credits. 

 Textbook

Gay, L.R., Mills, G. E., & Airasian, P. W. (2006).  Educational Research; Competencies for Analysis and Application. 8^th Edition.  Prentice Hall/Pearson Publishing Co.

Text Website: http://www.prenhall.com/gay/

Other sources:

Primary and secondary sources will be posted in Blackboard under ‘Course Documents’ and ‘External Links.’

CORE COURSE OBJECTIVES:

Note:  TC Codes are NCATE Teacher Competency Outcomes

NCATE-Educators as Reflective Citizen Leaders, Professional Educators Outcomes

TC 1 Plan for Instruction, TC 3 Evaluation and Assessment TC 6Communication Skills

Upon completion of the course the student will be able to:

Knowledge based objectives

1)      Identify the characteristics of the major types of research approaches.

2)      Identify the characteristics of a hypothesis as well as appropriately create a hypothesis given a specific type of research.

3)   Select, narrow and operationally define a  research problem in an area of student         

       interest.

4)      Use an on-line search methodology for the Review of the Related Literature.

5)      Identify issues related to research ethics and the legal basis for conducting research.

6)      Identify the components of a research plan.

7)      Identify the major types of sampling as well as the relationship to the concept of chance in statistics.

8)      Identify the major sources and types of measuring instruments as well as characteristics of validity and reliability. (TC 3)

9)      Identify the major types of research (quantitative/qualitative, historical, descriptive, correlational, causal-comparative, experimental) as well as the salient features and the strengths/weaknesses of each approach. (TC 3)

10)  Identify the various measurement scales as well as appropriate uses. (TC 3)

11)  Identify various inferential statistics including statistical significance and interpretation(s). (TC 3)

12)  Identify errors in research designs, interpretations, and analysis given both general consumer research as well as research from juried journals. (TC 1,3)

13)  Identify issues of control in group and single subject designs.

14)  Identify, using the Qualitative approach, methods for data collection and data analysis

Skills based objectives:

15)  Write an original APA style research proposal using the components of a research plan using a topic selected by the student and approved by the instructor. (TC 3,6)

16)  Use a simple statistical package to calculate data for descriptive statistics and tests of significance.  (TC 1,3)

Disposition based objectives

17)  Develop an appreciation for a critical thinking style regarding research designs 

      and methodologies as applied to professional articles as well as general consumer

      research.

Non Core Objectives

18)  As appropriate, use an action-research approach to write a research proposal using a  

      topic selected by the student and approved by the instructor.

Additional Skills based objective

NCATE 2.2

Use qualitative and quantitative data to inform decisions, to plan and assess school programs, to design accountability systems, to plan for school improvement, and to develop and conduct research.

Other course objectives:

1.  To distinguish between opinion articles and reports of systematic research.
2.  To explore trends and issues related to research design.
3.  To develop an understanding of the various components of research design and of the relationships among those components.
4.  To gain familiarity with a variety of qualitative and quantitative data collection and analysis techniques.
5.  To evaluate the strengths and weaknesses of a particular research report.
6.  To identify a research problem within your field of concentration, to generate appropriate research questions, and to explore the choice of an appropriate methodology and design.
7.  To explore issues in designing a clearly-focused, defensible research project.
8.  To  write an original APA style research proposal using the components of a research plan using a topic selected by the student and approved by the instructor.
9.  To use se a simple statistical package to calculate data for descriptive statistics and tests of significance.
10. Identify issues of control in group and single subject designs.

Course requirements

1. All assigned readings are to be completed before posted discussions.
2. Homework will be assigned regularly
3. Each student will complete an original research proposal (see below).

 Blackboard Activities

All course interactions will be conducted using the Blackboard Discussion Boards and Chat Room. Further information will be sent by e-mail prior to the beginning of the course.

 Research Paper

Prepare an original design for an action research study relative to your own topic of interest. Use the criteria and information presented in the course to prepare your design. The format below should be used to guide the writing of your paper. Your design will be assessed in terms of suitability for the topic, focus of the question, defensibility of the design, and scholarly writing

Suggested length: 15-20 pages; maximum: 20 pages.

Written assignments(except homework assignments) are to follow APA form and style. Remember the three cardinal virtues of writing: SIMPLICITY, CLARITY, and PARSIMONY. Papers exceeding the maximum length are subject to penalty. (I stop reading after the maximum length.)

SECTION I: DEFINING THE PROBLEM/RESEARCH PURPOSE

l. Introduction and Background of the Problem (e.g., educational trends related to the problem, unresolved issues)

        A. The introduction sets the stage for the statement of the problem.
        B. Deals with the general status of the problem area (describe your site, city, program).
        C. Usually one or two paragraphs in length.
        D. Do not mention your specific problem (study), but relate to the broad problem area.
        E. Be careful about value judgments
        F. Give credit for others’ ideas and statements that you use.

2. Statement of the Problem Situation (basic difficulty-area of concern) or Statement of Need
A. Should answer: "What is the researcher trying to accomplish by doing the study?"
B. Should be established on the basis of need by
     l. Recognized researchers
    2. Society
    3. Recognized authorities

Why are YOU doing this study?

3. Purpose of the Study (one sentence)

        A. Answers the following questions:
             l. How can the researcher use the results of the study?
            2. How can the profession use the results of the study?

4. Statement of Hypotheses or Research Questions to be Answered (list of hypotheses or research questions)

A. If the study is an experimental study, it is recommended that the hypothesis be stated as the null since statistical treatment is easier to handle.
B. The hypothesis implicitly states the problem and identifies the kind of solution that is needed.
C. If the study is a descriptive type study, research questions should identify the problem in question form. Typically these questions ask "what was" or "what is". Relationship questions ask "what is the relationship between two or more variables?"
 
SECTION II: REVIEW OF RELATED LITERATURE (Conduct an ERIC search and list a bibliography)

5. Literature Related to the Research Problem (LIST specific research articles in bibliography format)

A. Select materials which most directly bear on the problem. Include recent literature in both content and method.
B. Each reference should contain complete biographical information such as author, title, publisher, date, etc.

C. Follow APA style.

SECTION III: METHODOLOGY OR PROCEDURES

6. Description of Research Methodology or Approach (eg., experimental, quasi-experimental, correlational, descriptive, non-experimental, etc) (Hint: Use your textbook to get the right words here)

7. Research Design

A. If the independent variables are to be manipulated in experimental fashion, has it been indicated how this will be done?

B. Are all hypotheses or research questions accounted for in the design plans?

C. If the study is not an experimental study, describe the type of design (survey design, etc.)
 

8. Pilot Studies (as they apply to the research design, development of instruments, data collection techniques and characteristics of the sample)

       A. Describe the pilot test of a questionnaire (if appropriate)
       B. Describe that the instrument will be reviewed by experts--name them

9. Selection of Subjects

       A. Who was selected to participate—were they randomly selected?

 B. Is the sample size consistent with the method to be employed (e.g., so that follow-up of drop-outs and non-returns is practical?)

C. If not experimental, describe who will get the questionnaire; how will you get their names, do you know the approximate numbers???)
 

10. Instrumentation (tests, measures, questionnaires)

       A. Attach draft copies of instruments or samples of instruments that are to be used.

B. Identify provisions that were made for the development and validation of researcher-developed instruments (e.g., field test or panel of expert review)
 

11. Field, Classroom or Laboratory Procedures (instructions to subjects or distribution of materials)

       A. Defines what steps are to be taken to accomplish the research.

12. Analysis (statistical tools)

A. List the statistics you would use to analyze the data you collect from this study.
                                           

Grading              

Blackboard activities                                         30%

Homework assignments                                    20%

Research paper                                                40%

Class participation                                            10%

Attendance policy

Since this is an online course, attendance will be taken through Blackboard interactions. It is expected that the student will participate in daily discussions and assignments that are posted on Blackboard.

Honor Code

Honorable and professional behavior is expected.  Cheating, plagiarism, and misrepresentation can not be tolerated.  Please see the University Honor Code in the Graduate Catalog.  All work, in or out of class, must be pledged.

Accomodation

Students who require accommodations in assessment must provide appropriate documentation and discuss specifics with the instructor at the start of the semester.

Technology

All students will need access to the Internet to access and use Blackboard. In addition, the research paper must be typed in Microsoft Word and submitted electronically.

CLASS SCHEDULE:

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