CIMT610 Syllabus CIMT 610 RESEARCH IN EDUCATION 2011 Summer II Syllabus

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Emphasis in the course is on giving students a basic introduction to the fundamentals of educational researchwhat it involves, what types exist, and how to design and conduct such research. No prerequisites exist other than graduate-level standing. I. Required Text. Fraenkel, J. R., & Wallen, N. E. (2007). How to design and evaluate research in education, 7th Ed. New York: McGraw-Hill. Available for purchase in the bookstore. II. Topics Covered in the Course. Chapter 1-The Nature of Research Why research is of value Ways of knowing Sensory Experience Agreement with others Expert Opinion Logic The Scientific method Types of research Experimental research Correlational research Causal-comparative research Action research General research types Quantitative and Qualitative Research Meta-analysis Chapter 2-The Research Problem What is a research problem Research questions Characteristics of good research questions Feasible Clear Significant Investigate relationships Chapter 3-Variables and Hypotheses The importance of studying relationships Variables What is variable Quantitative Versus Categorical variables Independent versus dependent variables Moderator variables Extraneous variables

CIMT610, Dr. Noble Corey 2011

CIMT610 Syllabus

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Hypotheses What is a hypothesis Advantages of stating hypotheses in addition to research questions Disadvantages of stating hypotheses Significant hypotheses Directional versus non-directional hypotheses Chapter 5-Locating and Reviewing the literature The value of a literature review Types of sources Steps involved in a literature search Define the problem as precisely as possible Look through one or two secondary sources Select the appropriate generate references Formulate search terms Search the general references Obtain primary sources Doing a computer search An example of a computer search Researching the world wide web Interlibrary loan Writing the literature review report Meta-analysis Chapter 7-Instrumentation What are data Key questions Validity, reliability, and objectivity usability Means of classifying data-collection instruments Who provides the information Where did the instrument come from Written response versus performance Examples of data-collection instruments Researcher-completed instruments Subject-completed instruments Unobtrusive measures Types of scores Raw sources Derived scores Which scores to use Norm-referenced versus criterion-referenced instruments Norm-referenced instruments Criterion-referenced instruments Measurement scales Nominal scales Ordinal scales Interval scales CIMT610, Dr. Noble Corey 2011

CIMT610 Syllabus Ratio scales Measurements scales reconsidered Preparing data for analysis Scoring the data Tabulating and coding the data Chapter 8-Validity and reliability The importance of valid instruments Validity Content-related evidence Criterion-related evidence Construct-related evidence Reliability Errors of measurement Test-retest method Equivalent-forms method Internal-consistency methods The standard error of measurement Scoring agreement Validity and reliability in qualitative research Chapter 9-Internal validity What is internal validity Threats to internal validity Subject characteristics Loss of subjects Location Instrumentation Testing History Maturation Attitude of subjects Regression Implementation Factors that reduce the likelihood of finding a relationship How can a researcher minimize these threats to internal validity Two points to emphasize Chapter 10-Descriptive Statistics Statistics versus parameters Two fundamental types of numerical data Quantitative data Categorical data Techniques for summarizing quantitative data Frequency polygons Skewed polygons Histograms and stem-leaf plots The normal curve Averages CIMT610, Dr. Noble Corey 2011

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CIMT610 Syllabus Spreads Standard scores and the normal curve correlation Techniques for summarizing categorical data The frequency table Bar graphs and pie charts The cross-break table Chapter 11-Inferential statistics What are inferential statistics The logic of inferential statistics Sampling error Distribution of sample means Standard error of the mean Confidence intervals Confidence intervals and probability Comparing more than one sample The standard error of the difference between sample means Hypothesis testing The null hypothesis Hypothesis testing: an review Practical versus statistical significances One-and Two-tailed tests Use of the null hypothesis: an evaluation Inference techniques Parametric techniques for analyzing quantitative data Nonparametric techniques for analyzing quantitative data Parametric techniques for analyzing categorical data Nonparametric techniques for analyzing categorical data Summary of techniques Power of a statistical test Chapter 12-Statistics in Perspective Approaches to research Comparing groups: quantitative data Relating variables within a group: quantitative data Comparing groups: categorical data Relating variables within a group: categorical data A recap of recommendations Chapter 13-Experimental Research The uniqueness of experimental research Comparison of groups Manipulation of the independent variable Randomization Essential characteristics of experimental research Control of extraneous variables Group designs in experimental research

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CIMT610, Dr. Noble Corey 2011

CIMT610 Syllabus

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Weak experimental designs True experimental designs Quasi-experimental designs Factorial designs Control of threats to internal validity: a summary Evaluating the likelihood of a threat to internal validity in experimental studies Control of experimental treatments Chapter 18-The nature of qualitative research What is qualitative research General characteristics of qualitative research Philosophical assumptions of qualitative and quantitative research Postmodernism Steps in qualitative research Approaches to qualitative research Generalization in qualitative research Internal validity in qualitative research Ethics and qualitative research Qualitative and quantitative research reconsidered Chapter 23-Mixed-methods research What is mixed-methods research Why do mixed-methods research Drawbacks of mixed-methods studies A brief history Types of mixed-methods designs The exploratory design The explanatory design The triangulation design Other mixed-methods research design issues Steps in conducting a mixed-methods study Evaluating a mixed-methods study Ethics in mixed-methods research Chapter 24-Action research What is action research Basic assumptions Types of action research Practical action research Participatory action research Levels of participation Steps in action research Identifying the research question Gathering the necessary information Analyzing and interpreting the information Developing an action plan Similarities and differences Sampling in action research CIMT610, Dr. Noble Corey 2011

CIMT610 Syllabus Internal validity in action research Action research and external validity The advantages of action research Chapter 25-Preparing Research Proposal and Reports The research proposal The major sections of a research proposal or report Problem to be investigated Background and review of related literature Procedures Budget General comments Sections unique to research reports Some general rules to consider Format Comments about qualitative research report An outline of a research report

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III. Reading Assignments. The reading for this course includes: (1) material in the textbook; (2) workbook; and (3) Webbased resources. The amount of reading to be done is not heavy; normally you will have 3 chapters per week to read in the textbook and workbook activities. V. Overall Structure of the Course. In the first part of the course, you will learn the basic concepts of educational research through reading about the concepts in the textbook. In the second part of the course, you will further your understanding of these concepts by reading some actual studies and preparing a brief literature review. As an ongoing project, you will be completing an individual research proposal. VI. Problem Sheets. From time to time, you will be asked to complete various guideline sheets (called "problem sheets") to help you understand the fundamentals of research and to apply them to your own work. A copy of the problem sheet that corresponds to a particular chapter can be found at the end of that chapter in the textbook.

CIMT610, Dr. Noble Corey 2011

CIMT610 Syllabus VII. Weekly Assignments. Week Topic Reading in Text Chapter 1, 2, and 3 1 2 3 3A 4 5 5A 5B Chapter 5, 7, and 8 Chapter 9, 10, and 11 Test 1 Chapter 12, 13, and 18 Chapter 23, 24, and 25 Test 2 Test 3

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Problem Sheet/Assignment 1.1, 1.2,1.3, 1.5, 2.1, 2.3, 3.1, 3.3, 3.4, and 3.6 5.1, 5.2, 5.3, 7.1, 7.2, 7.3, 7.4, 8.1, 8.3, 8.4, and 8.5 9.1, 9.2, 9.3, 10.2, 10.3, 10.5, 10.7, 10.8, 10.9, 10.10, 11.1, 11.4, 11.5, and 11.6 Chapters 1, 2, 3, 5, and 7 12.1, 12.2, 12.3, 13.1, 13.2, 13.3, 13.4, 18.1, 18.2, and 18.3 23.1, 23.2, 23.3, 23.4, 24.1, 24.2, and 25.1 Chapters 8, 9, 10, 11, and 12 Chapters 13, 18, 23, 24 and 25

VIII. Requirements. A. Completion of all written assignments to be handed in for credit. B. Design a research proposal for a study. One of the best ways to learn about research is to think about doing it, and hence, the major assignment in the course is to design a proposal for a research investigation that you would be able to conduct. (The best way to learn research is probably to do a small piece of research. Time constraints prevent this option, however, and you will be asked to do the next best thingprepare a research proposal for such a study.) The research you design may be any one of several types, all of which will be discussed and explained early on in the course. Many students find this to be the most enjoyable and interesting part of the course. To help you prepare for this assignment, you will be given a number of problem sheets which will teach you how to design the proposal. Specific details and guidelines for doing this project will be handed out later in the semester. CIMT 610 2011 Summer 2 Calendar Assignment 1 (Chapter 1, 2, and 3) due: July 17 Assignment 2 (Chapter 5, 7, and 8) due: July 24 Assignment 3 (Chapter 9, 10, and 11) due: July 31 Test 1 due: July 29 July 30 Week 4 Aug 1 Aug 7 Week 5 Aug 8 Aug 11 Assignment 4 (Chapter 12, 13, and 18) due: August 7 Assignment 5 (Chapter 23, 24, and 25) due: August 11 Test 2 due: August 8 August 9 Test 3 due: August 10 August 11

Week 1 July 11 July 17 Week 2 July 18 July 24 Week 3 July 25 July 31

CIMT610, Dr. Noble Corey 2011