EDU 7901
THE LOST COURSE
FRIDAY, FEBRUARY 8, 2013 ---- NOW
MARCH 8, 2013
 GOALS:1.
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Meet and Greet
bernator@stjohns.edu
rbernato@gmail.com --- ONLY IN EMERGENCY
6318480316
6312187709
Housekeeping
 HOURS 3/8 5-9
 3/9 9-5
 3/10 9-5
HOUSEKEEPING
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3/17 9-5
WIN-WINS RE 3/17
RUN CLASS AS PROPOSED
SET UP ALTERNATIVE CLASS MEET DATES
FACE TO FACE MOODLE
 YOU CONSTRUCT THIS WITH ME
 BLACKBOARD CHAT
 YOU CONSTRUCT THIS WITH ME
 FACETIME
 SKYPE
 COMBINATIONS THEREOF?
 MY NON-NEGOTIABLES
 WE HAVE TO SATISFY THE TIME REQUIREMENT
 I CANNOT INTERACT FROM 3-23 TO 3/29
 PRETTY MUCH OPEN AFTER THAT
Decide
 By the end of this weekend
Syllabus
 Course Objectives: In this course we
 examine guidelines for research design in education and
issues related to research design. The objectives are
accomplished through reading texts on research design,
reflective articles, published research studies, and a practical
assignment where individuals engage in the design of a
research study.
 http://spring13edd.pbworks.com/w/page/62944720/Sylla
bus
Assignments
 ARTICLE ANALYSES OF 4 ARTICLES (AS ASSIGNED)
(TYPED) ARTICLES ONE AND TWO DUE FEBRUARY
23 Copland, M. A. (2000). Problem-based learning
and prospective principals’ problem framing ability.
Educational Administration Quarterly, 36(4), 585607.
 Marschall, M. (2006). Parent involvement and
educational outcomes for Latino students. Review
of Policy Research, 23(5), 1053-1076.
Assignments
 ARTICLES THREE AND FOUR DUE MARCH
23 Sirin, S. (2005). Socioeconomic status and
academic achievement: A meta-analytic review of
the research. Review of Educational Research, 75,
417-453.
 Dixon, L. Q., Zhao, J., Shin, J., Wu, S., Su, J, BugessBrigham, R., Gezer, M. U., & Snow, C. (2012). What
we know about second language acquisition: A
synthesis from four perspectives. Review of
Educational Research, 82(1), 5-60.
Guidelines
 The extent to which the author(S) develop a cogent rationale for the
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subject they are exploring
How clearly the author(S) have framed their problem statement and
research question(s).
How clearly the author(S) have linked the dimensions above to relevant
empirical research
How the method(s) the author(S) have used appear validly suited to
answer their research questions
How clearly the author(S) have demonstrated their data analyses and
have linked these to the problem statement and / or research questions
The depth to which the author(S) conclusions and recommendations
appear valid insofar as the data may suggest.
Your own recommendations about this particular research might be
expanded, improved, and / or updated.
Assignments – Mini Study
 (a) Research Questions & Hypotheses;
 Variables (Independent and Dependent) with levels (IVs) and operational
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definitions (DVs) (10 pts.)
(b) Target Population and Sample for study description with
relevant demographic information (5 pts.)
(c) Instrumentation (one to be constructed or selected) with Reliability
and Validity information (15 pts.)
(d) Procedures & Research Design (10 pts.)
(e) Review of Literature (appx. 5-6 relevant citations summarized) (20
pts.)
(f) Data Analysis and Results (20 pts.)
(g) Conclusions and Discussion with limitations of the study (10
pts.)
Presentation of Study to class (10 pts.)
Final APA style paper (use outline provided on page 6 and sample) (10 pts.)
Dissertation Draft
 Using the preparation for dissertation guide that Dr. Hughes
has distributed, rough draft develop your tentative
dissertation with the full understanding that your actual three
chapter proposal is always finally subject to you and your
Mentor’s guidance and development.
PBWORKS
 Pbworks.com
 Spring13edd
 Purpose(s)
Content vs. Process
Differentiate among forms of
Educational Research – 15 minutes
 a.
P. 20 – IT ISN’T LINEAR AND IT ISN’T
NEATb. http://www.edpsycinteractive.org/topic
s/intro/research.htmlc.
 P. 23 # 2 –WHAT DO YOU THINK?
 D. P. 24 – GET A BASELINE 9.
Practice and Writing Research
Questions – 45 minutes
 ONLINE 2.1-2.5 http://highered.mcgraw-
hill.com/sites/0078097851/student_view0/chapter2/interact
ive_activities.html#
 P.35
 http://www.theresearchassistant.com/tutorial
Identify and Assess Variables
Hypotheses
 Chapter 5
 http://allpsych.com/researchmethods/variables.html
 http://www.socialresearchmethods.net/kb/hypothes.htm
 ONLINE 5.1; 5.3; 5.4; 5.5; 5.6 http://highered.mcgraw-
hill.com/sites/0078097851/student_view0/chapter5/interact
ive_activities.html#
 P.87 – point out
 P.89 – mini study and/or diss
Assess sampling protocols
 http://www.gifted.uconn.edu/siegle/research/Samples/instr
uctornotessamples.htm
 http://www.socialresearchmethods.net/kb/sampling.htm
 ONLINE 6.1; 6.2; 6.5; 6.6 http://highered.mcgrawhill.com/sites/0078097851/student_view0/chapter6/interact
ive_activities.html#
 P.106-107 - review
 P.109 – model
 http://cie.asu.edu/volume6/number11/ - analyze for all
points
Identify Descriptive Statistics
 http://highered.mcgraw-
hill.com/sites/0078097851/student_view0/chapter10/main_
points.html
 http://davidmlane.com/hyperstat/index.html
 http://onlinestatbook.com/stat_sim/sampling_dist/index.ht
ml
 ONLINE 10.1-10.12 http://highered.mcgrawhill.com/sites/0078097851/student_view0/chapter10/interac
tive_activities.html#
 SPSS - DEMONSTRATE
 P.218 – http://cie.asu.edu/volume6/number11/
Frame out Mini – Study
Saturday
Identify inferential statistics
 http://highered.mcgraw-
hill.com/sites/0078097851/student_view0/chapter11/main_
points.html
 http://highered.mcgrawhill.com/sites/0078097851/student_view0/chapter11/key_te
rms.html
 http://davidmlane.com/hyperstat/logic_hypothesis.html
 http://www.statsoft.com/textbook/nonparametric-statistics/
 http://davidmlane.com/hyperstat/intro_ANOVA.html
 http://www.ruf.rice.edu/~lane/case_studies/instructor_rep
utation/index.html -WALK THROUGH T TEST
 ONLINE 11.1-11.6 – 1,2,4,6
 Table 11.2 - SAMPLING ERROR
 P.244 –
Evaluate Instrumentation
 Chapter 7
 http://highered.mcgraw
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hill.com/sites/0078097851/student_view0/chapter7/main_points.html
http://highered.mcgrawhill.com/sites/0078097851/student_view0/chapter7/key_terms.html
http://www.wmich.edu/evalctr/checklists/about-checklists/
http://pareonline.net/getvn.asp?v=5&n=12
http://ncme.org
 http://highered.mcgraw-
hill.com/sites/0078097851/student_view0/chapter7/problem_sheets.html
 ONLINE 7.1-7.6 - http://highered.mcgraw
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hill.com/sites/0078097851/student_view0/chapter7/interactive_activities.html
P. 114 - REVIEW
7.1 – POINT OUT
NOIR – 137 FF. WHAT IND OF DATA DOES THE INSTRUMENT GIVE YOU?
P.145
Summarize validity and reliability
 CHAPTER 8
 http://highered.mcgraw-
hill.com/sites/0078097851/student_view0/chapter8/main_p
oints.html
 http://highered.mcgrawhill.com/sites/0078097851/student_view0/chapter8/key_ter
ms.html
 http://allpsych.com/researchmethods/validityreliability.html
 ONLINE 8.1-8.3 - http://highered.mcgrawhill.com/sites/0078097851/student_view0/chapter8/interact
ive_activities.html#
 SPSS – MODEL
 http://www.slideshare.net/edithosb/reliability-and-validity
Identify and assess variables and
hypotheses –
Differentiate between internal and
external validity
 http://highered.mcgraw-
hill.com/sites/0078097851/student_view0/chapter9/main_p
oints.html
 http://highered.mcgrawhill.com/sites/0078097851/student_view0/chapter9/key_ter
ms.html
 CHAPTER 9
 ONLINE 9.3 - http://highered.mcgraw-
hill.com/sites/0078097851/student_view0/chapter9/i
nteractive_activities.html#
Assess quantitative statistical analysis
 CHAPTER 12
 http://highered.mcgraw-
hill.com/sites/0078097851/student_view0/chapter12/main_
points.html
 http://highered.mcgrawhill.com/sites/0078097851/student_view0/chapter12/key_te
rms.html
 ONLINE - http://highered.mcgrawhill.com/sites/0078097851/student_view0/chapter12/interac
tive_activities.html#
Assess experimental research
 CHAPTER 13
 http://highered.mcgraw-
hill.com/sites/0078097851/student_view0/chapter13/main_
points.html
 http://highered.mcgrawhill.com/sites/0078097851/student_view0/chapter13/key_te
rms.html
 P. 286 ff. - ANALYZE
 ONLINE 13.1 – 13.2 http://highered.mcgrawhill.com/sites/0078097851/student_view0/chapter13/interac
tive_activities.html#
Mastering principles of reviewing
literature
 CHAPTER 3
 http://highered.mcgraw-
hill.com/sites/0078097851/student_view0/chapter3/main_p
oints.html
 http://highered.mcgrawhill.com/sites/0078097851/student_view0/chapter3/key_ter
ms.html
 http://highered.mcgrawhill.com/sites/0078097851/student_view0/chapter3/proble
m_sheets.html
 Library models
Applying correlational research
 Chapter 15
 http://highered.mcgraw-
hill.com/sites/0078097851/student_view0/chapter15/main_
points.html
 http://highered.mcgrawhill.com/sites/0078097851/student_view0/chapter15/key_te
rms.html
 http://www.surveysystem.com/correlation.htm
 http://www.socialresearchmethods.net/kb/statcorr.htm
 ONLINE 15.1-15.8 1-3
 338-340 - model
Applying causal – comparative
research
Chapter 16
http://highered.mcgrawhill.com/sites/0078097851/student_view0/chapter16/main_points.html
https://www.mtholyoke.edu/courses/bpackard/stats/p201_ch8/index.htm
ONLINE 16.1; 16.4
Sunday 9-5
 Dissertation Madness
Applying Ethical Issues to Research
 CHAPTER 4
 ONLINE 8.1-8.3
OR WE WORK INSIDE OUT?
 FRIDAY
 Assess study articles
 SATURDAY
 Assess / Exchange Mini Studies
 Draft
 SUNDAY
 Assess / Exchange Dissertation Drafts
Plusses
Minuses
QUALITATIVE
MIXED METHODS