Office Hours: Tuesdays & Wednesdays 12:00 to 2:00 pm; Other times by appointment

Course Purpose:

This is an introductory, overview course in educational research procedures, designed for K-12 school professionals. As such, this course has one overarching goal: to increase and sharpen your understanding of basic research concepts and procedures. Our attainment of this goal together will facilitate your ability and skill in two critical areas for 21st century school professionals and leaders:

1. Your ability and skill in critically evaluating published research, so that as educational leaders, you are better able to inform decision-making around curriculum, instruction, and/or assessment practices in your school and/or district;
2. Your ability and skill in conceptualizing, designing, and carrying out educational research in your classroom, department, school, or district that serves to inform and improve practice, and that helps build your capacity in using research for self-, program-, and school evaluation.

Thus, the course will emphasize practical issues related to planning, conducting, and interpreting research. We also hope to develop your interest in research related to your particular field, or to educational research in general.

Course Structure
This is a face-to-face course, supported by online materials and tools that meets on a periodic basis during the semester. Meeting dates are listed in the syllabus.
The course is organized in ten modules that are to be completed in sequence. The modules involve online interaction and participation. A variety of technology-based tools, designed to be similar in format in every module, will become more familiar as you complete module one.
Each module contains a list of objectives that will help you gauge your expectations. When each module is complete, review the objectives. If you have not met one or more of the objectives, review the related material.
Each module contains notes, reading assignments, activities, and exercises. The activities will be checked and contribute to your overall grade. The exercises are provided to give you additional practice. The activities may be completed in groups, or individually. Two reviews of empirical research articles will be completed individually. Last, the major course project (a research proposal) may be completed individually or in groups.
You will post some activities on the WebBoard. Others will be emailed directly to the course instructor. Credit will only be awarded to those who submit the activity on time and as directed. Activities and due dates are found on the syllabus. Assignments are to be completed by midnight of the date due. Each day that you are late will result in a loss of 20% of the point(s) available for that assignment.
Guidelines for the review of articles are provided. Questions concerning these or any other issues should be posted on the WebBoard. I will be monitoring the WebBoard and will respond as quickly as I can. Students are encouraged to respond to each other’s questions as well.
Much of our communication will be done via email. I will use a University-based distribution list frequently to send out notices. Therefore, you will need to take responsibility to check your University email regularly or to request that the postmaster forward your mail to another site.
Course Objectives:
1. Demonstrate an awareness of the philosophical origins of measurement and research
2. Understand the role of research in classroom instruction
3. Understand the concepts and methods of research
4. Understand the process and advantages of an Internal Review Board in overseeing ethical behavior in research
5. Demonstrate knowledge of the basic types of research (e.g., qualitative, survey, causal comparative, correlation, quasi-experimental, and experimental)
6. Demonstrate knowledge of validity (internal and external) as it relates to research studies
7. Demonstrate knowledge of reliability and validity of instruments used to collect data
8. Demonstrate ability to interpret and apply results of studies to classroom instruction
9. Develop personal interests in research related to particular fields of specialty

Topical Course Outline:

Resources:
Mertens, D. M. (1998). Research methods in education and psychology. Thousand Oaks, CA: Sage.
Hewitt-Gervais (Conley), C. Custom Course packet for EDF 6481. Ft. Myers, FL: Florida Gulf Coast University.

Course Web Pages and WebBoard:
http://ruby.fgcu.edu/courses/amcconne/EdResearch/
http://courses.fgcu.edu/~201
http://www.fgcu.edu/support/webboard/ (WebBoard Tutorial)

Course Policies:
Assignments are to be completed by midnight of the date due. Attendance at course meetings and active participation are expected. Collaborative/cooperative learning is encouraged.

Grading Criteria:
Module Assignments 40%
Two Critiques of Articles (@ 15% each) 30%
Research Proposal 30%
Total 100%

Course Assessment:
The instructor will assess the course using the following:
Formative assessment - students will be asked to complete a survey midway through the course
Summative assessment - students will be asked to complete a survey at the end of the course

Additional References:
Borg, W. R. & Gall, M. D. (1989) Educational research: An introduction, 5th edition. New York, NY: Longman.

Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.

Gay, L. R. & Airasian, P. (2000). Educational research: Competencies for analysis and application, 6th edition. Upper Saddle River, NJ: Merrill.

Guba, E. G. & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In Handbook of Qualitative Research, N. K. Denzin & Yvonna Lincoln, editors. Thousand Oaks, CA: Sage.

Huberman, A. M. & Miles, M. B. (1994). Data management and analysis methods. In Handbook of Qualitative Research, N. K. Denzin & Yvonna Lincoln, editors. Thousand Oaks, CA: Sage.

Mertens, D. M. (1998). Research methods in education and psychology. Thousand Oaks, CA: Sage.

Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.

Vockel, E. L. & Asher, J. W. (1995). Educational research, 2nd edition. Englewood Cliffs, NJ: Merrill.

Yin, R. K. (1994). Case study research: Design and methods, 2nd edition. Thousand Oaks, CA: Sage.