DEPARTMENT OF EDUCATIONAL LEADERSHIP
RSCH7100
RESEARCH METHODOLOGY IN EDUCATION
3 SEMESTER HOURS

REQUIRED TEXTBOOKS

American Psychological Association (1994). Publication of the American Psychological Association (4^th ed.). Washington, DC: Author.

Gay, L. R. (1996). Educational research: Competencies for analysis and application (5^th ed.). Englewood Cliffs, NJ: Prentice-Hall, Inc.

OPTIONAL TEXTBOOKS/READINGS

Gay, L.R. (1996). Student study guide to accompany educational research: Competencies for analysis and application (5^th ed.). Englewood Cliffs, JN: Prentice-Hall, Inc.

Lecture Notes

COURSE DESCRIPTION

This course provides a study of methods used to conduct educational and educationally-related research and includes critical analysis of selected research articles and research design. Emphasized is the ability to use research and research methods to improve practices in educational and educationally-related settings.

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK PRINCIPLES

1. The educational leader understands the central concepts, tools of inquiry, and structures of the fields of knowledge taught and creates learning experiences that make these aspects of subject matter meaningful for students.

8. The educational leader understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
9. The educational leader is a reflective practitioner who continually evaluates, using qualitative and quantitative resources, the effects of choices and actions on others (students, families, and other professionals in the learning community), and actively seeks opportunities to grow professionally.

SPECIFIC COURSE OUTCOMES

This course is designed to introduce the student to the meaning and use of research in diverse educational settings Attention will be focused upon developing the skills, knowledge, and strategies needed to conduct critical evaluations and use the findings of published research in educational settings, as well as to design and to propose research studies. RSCH 7100 also has been developed to introduce the student to the use of statistics and their use in educational research settings. Special attention will be given to the use of microcomputers for statistical computation.

All course objectives are designed to enhance the student’s ability to become a consumer of educational research. By the end of the semester, the student will be able to:

1. Describe the role of educational research in educational improvement.
2. Define terms and concepts commonly utilized in educational research.
3. Identify research terms and concepts when reading various types of educational research.
4. Demonstrate knowledge of the types and purposes of measuring instruments.
5. Identify the criteria for selection of a measuring instrument.
6. Calculate basic statistical operations related to the research process
7. Identify appropriate statistical procedures and tests to use for different hypotheses.
8. Interpret meanings of statistical information found in articles.
9. Explain the difference between statistical and practical significance.
10. Use the microcomputer in the research process.
11. Demonstrate skill in writing in the format of the American Psychological Association.
12. Demonstrate basic skills with the ERIC retrieval system information.
13. Demonstrate how to utilize effectively the library and its resources as part of the research process.
14. Identify the different research paradigms used in educational research.
15. Identify the different research designs used in educational research.
16. Identify and describe the major threats to internal validity of findings.
17. Identify and describe the major threats to external validity of findings.
18. Describe the major ways to control extraneous variables.
19. Identify and describe the major sections and subsections of a research report.
20. Demonstrate knowledge of how to evaluate research reports using the scientific method.
21. Demonstrate knowledge of the major steps involved in conducting a research study.
22. Identify ethical and legal considerations involved in conducting and reporting educational research.
23. Apply the guidelines for presenting papers professionally.

MASTER’S PROGRAM OUTCOMES:

1. Frame, analyze, and resolve problems using appropriate problem solving techniques and decision making skills.
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 action-based research.
3. Analyze and interpret educational data, issues, and trends for school boards, educational committees, and other groups, outlining possible actions and their implications.
4. Demonstrate competence in the application of action-based research and development for the improvement of school programs.

COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS

1. Students are to attend and participate in all classes. This behavior is expected of all students enrolled in graduate-level classes.
2. Read and be accountable for all class assignments. These readings are in accordance with the class schedule. Each assignment covers a specified amount of information that may not be covered in class lectures, however, the lectures and texts supplement and complement each other. You are responsible for assigned readings, whether covered in class or not. It is suggested that you read sections to be covered before class. Read all handouts carefully.
3. In a group (3 – 5) or individually, develop a researchable question, proposal introduction, and define the terms to be used in a research proposal which can be used in either a Master’s Thesis, RSCH 8000, or a Specialist’s thesis.
4. In a group (3 – 5_ or individually, conduct an integrated literature review, write a directional and null hypothesis(es), a description of subjects, instrumentation, and procedures on a topic agreed upon by the instructor.
5. Completion of announced quizzed, a mid-term and a comprehensive final examination.
6. One (1) critique of an approved educational research article by the instructor.

COURSE EVALUATION

EVALUATION INSTRUMENTS//METHODS

Research Project
Examinations and Quizzes
Class Activities
Oral Presentation

SCHEDULE OF EVALUATION

MIDTERM EVALUATION DATE

FINAL E XAM DATE/TIME

GRADING SCALE

189 – 210 = A

168 – 188 = B

147 – 167 = C

126 – 146 = D

145.9 & below = F

INSTRUCTORS

Dr. John R. Slate

Dr. Tony Onwuegbuzie

Dr. Robert Schwartz

Dr. Mary H. Watson

ATTENDANCE POLICY

Students are to attend and participate in all classes. This behavior is expected of all students enrolled in graduate level classes. Two points will be deducted for each hour a student is late to class, 10 points for each class missed, and 2 points for each calendar day an assignment is late. Students who miss 20% or more of the classes are subject to dismissal from the course. If you miss a second class, you must schedule an appointment with the professor(s) to discuss your continuation in the course.

SPECIAL NEEDS STATEMENT

Students requiring classroom accommodations or modifications because of a documented disability should discuss this need with the professor at the beginning of the quarter. Students not registered with the Special Services Program must contact the Special Services Office in Nevins Hall, Room 1115. The telephone number is 245-2498.

COURSE SCHEDULE

COURSE OUTLINE