EDUC 502: Research & Design
Fall 2011
Instructor: Peggy L. Tarpley, Ph.D. Office: Hull 263
Office Telephone: 434.395.2337
Office Hours: Mornings M-R by appointment
Fax: 434.395.2148
Email: tarpleypl@longwood.edu Classroom: Communication Studies & Theater Arts Building 205
COURSE DESCRIPTION: An examination of methodology in educational research with
emphasis on the historical, descriptive, developmental and experimental methods. Designed for
application and use by teachers, supervisors, administrators, counselors, and librarians.
TEXTS:
Required:
Clark, V. L. & Cresswell, J. W., Understanding research: A Consumer’s Guide (2010),
Boston: Merrill/Pearson with LearningLab
Recommended:
Publication Manual of the American Psychologoical Association (6th ed.)
Washington, D. C.: American Psychological Association
COURSE OBJECTIVES:
Course objectives and assignments are coded to Longwood University’s Department of Education
& Special Education’s Conceptual Framework.
Conceptual Framework:
I=Content Knowledge
II=Planning
III=Learning Climate
IV= Implementation/Management
V= Evaluation and Assessment
VI=Communication
VII=Technology
VIII=Diversity
IX=Professional Dispositions
COURSE OBJECTIVES:
Knowledge: The student will be able to:
1. identify the types of educational research (I)
2. explain the format of quantitative and qualitative studies as reported in published articles (I)
3. identify general and more specific research problems and their possible sources (I)
4. explain the difference in research hypotheses and null hypotheses (I)
5. define and identify various types of research variables (I)
6. identify and explain the sections of a research article and the purposes of those sections (I)
7. explain sampling procedures for both quantitative and qualitative studies (I)
8. explain various concepts of educational measurement such as measures of central tendency,
measures of variability, validity, reliability and fidelity of implementation (I)
9. explain types of educational measures such as observations, interviews, questionnaires, and
tests (I)
10. explain nonexperimental research designs (descriptive, comparative, correlational, survey,
causal-comparative, ex post facto) (I)
11. explain experimental research designs (single subject, single group, nonequivalent groups,
true experimental) (I)
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12. understand basic inferential statistics (null hypotheses, significance levels, Type I and II
errors, confidence intervals, effect size) (I)
13. explain specific inferential statistical tests (t-test, ANOVA, Chi-square) (I)
14. explain the characteristics, types, and methods involved in qualitative research (I)
15. explain mixed-methods research (I)
16. explain action research (I)
Skills:
1.
2.
3.
4.
The student will be able to
locate and review literature on a topic of interest (VII)
read and critique research articles and correctly interpret the results ()
judge research studies and articles for credibility and usefulness (VII)
formulate a research proposal in an area of interest (V)
Dispositions: The student will be able to:
1. appreciate the importance of research in informing practice (IX)
2. exhibit curiosity as well as problem solving and critical thinking skills to explore an area of
research interest (IX)
3. understand the ethical use of research for decision-making in the classroom
COURSE SCHEDULE:
August 23:
Reading Assignment: Clark & Cresswell Chapter 1
 Introductions
 Review of syllabus and assignments
 Introduction to the research Process
 In class analysis of research studies
 Homework assignment
____________________________________________________________________
August 30:
Reading Assignment: Clark & Cresswell Chapter 2
 The journey to an answer: SI
 Approaches to Research: Quantitative and Qualitative
 Stages of the research
 In class analysis of research studies
DUE- Homework assignment discussion
____________________________________________________________________
September 6:
Reading Assignment: Clark & Cresswell Chapters 3
 Library Services (meet at the Library Atrium at 5:00 pm)
 Problem Statements and their importance
 In class analysis of research studies
_____________________________________________________________________
September 13:
Reading Assignment: Clark & Cresswell 4
 Literature Review: How and Why
 Research Standards
 Proposal Topic of Interest
1st Test – Chapters 1-4 (20) on blackboard after class (send as word document attachment to
email to Dr. Tarpley by 16th at 5:00 pm; will discuss in class on 9/20)
_____________________________________________________________________
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September 20:
Reading Assignment: Clark & Cresswell Chapter 5 & 6
 Identifying the Intent of a Study
 Differences in Quantitative and Qualitative Studies
 Variables in a Quantitative Study
 Qualitative Central Phenomenon
 Evaluating the Purpose
DUE - Proposal Topic of Interest and 1st Article Critique
_______________________________________________________________________
September 27:
Reading Assignment: Clark & Cresswell Chapter 6 continued
Possible Article Evaluation on blackboard
 Quantitative Research Designs:
o True Experimental
o Quasi-Experimental
o Single-Subject
o Correlational
o Survey
________________________________________________________________________
October 4:
Reading Assignment: Clark & Cresswell Chapter 7
 Quantitative Data Collection
o Participants & Sites
o Instrumentation
o Procedures
o Evaluating the data collection
DUE – Bibliographic Citations
________________________________________________________________________
October 18:
Reading Assignment: Clark & Cresswell Chapters 8 & 9
 Data Analysis and Results in Quantitative Studies
 Qualitative Research Designs:
o Narrative
o Phenomenologic
o Grounded Theory
o Case Study Ethnographic
Test 2 – Chapters 5-8 Quantitative in class (10 points)
________________________________________________________________________
October 25:
Reading Assignment: Clark & Cresswell Chapter 9 & 10
 Chapter 9 continued
 Qualitative Data Collection
o Participants & Sites
o Types of Information
o Observations
o Issues
o Evaluating the data collection
nd
DUE – 2 Article Critique
________________________________________________________________________
November 1:
Reading Assignment: Clark & Cresswell Chapter 10 & 11
 Chapter 10 continued
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
Data Analysis, Results, and Reporting Qualitative Data
DUE – Hypotheses
November 8:
Reading Assignment: Clark & Cresswell Chapter 11 & 12
 Chapter 11 continued
 Mixed Methods Research
o Triangulation
o Explanatory
o Exploratory
o Embedded
November 15:
Reading Assignment: Clark & Cresswell Chapter 13
 Action Research
 How did Action Research develop?
Test 3 – Chapters 9-12 (10 points) in class
____________________________________________________________________
November 22:
Reading Assignment: Clark & Cresswell Chapters 13
 Action Research Designs
o Practical
o Participatory
 Planning and Evaluating Action Research
DUE – Article Critique #3
________________________________________________________________________
November 29:
Reading Assignment: Clark & Cresswell Chapter 14
 Interpreting Research
 Conclusions
 Back Matter
DUE – Completed Proposals
________________________________________________________________________
EXAM Tuesday December 7
COURSE REQUIREMENTS:
All assignments can be submitted via Blackboard, email attachment in Microsoft Word, or by hard
copy on or before their due date. Credit may be deducted for unexcused late submission. If you
encounter technological difficulties, contact the instructor to arrange for alternate submission or call
the HELP desk (395-HELP) for assistance.
ASSIGNMENTS:
*Homework Assignments: Application of readings and classwork may be assigned as
homework. Some of these assignments may come from the text.
*Tests: Tests will be objective in format, primarily multiple choice. They will be available via
Blackboard for approximately one week. Once you begin the test, you will need to complete it in
one setting. Tests are closed-book, closed-notes, and considered pledged. To prepare for the tests,
you should read the relevant chapters prior to the class session in which they are discussed and ask
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questions regarding anything for which you need further clarification. Tests will be scheduled
according to the material covered and announced with ample time for study. (I)
*Article critiques: **Target length for each critique is 4-6 pages. First, briefly summarize your
reading. Then, and most important, critique the reading for soundness of the research and
practicality or usefulness for your research.
For critique #1 use Dissertation and locate a dissertation relevant to a topic/area of interest to you.
Give full bibliographic citation in APA format for each.
**Target length for each critique is 4-6 pages
-For #2, an article from one of the Special Education Journals listed in the syllabus(or Counseling
journals)
-For #3, the article should be located using ERIC;
--In each critique, give full bibliographic citation in APA format as a reference page.
--In conclusion, give your overall judgment of the credibility and usefulness of the findings.
(I, V, VI, VII)
*Research proposal: Construct a research proposal on a Special Education topic of interest to
you. Your proposal should follow APA format.
--Target length 9-12 pages (maximum of 15) excluding references, completed IRB forms, and
division research request.
--Complete proposal is due on or before November 29
--Preliminary element due dates:
 Research topic— September 20
 Bibliographic citations for five resources that you are likely to use—October 4
 Research questions/hypotheses—November 1
(I, V, VI, VII, IX)
A rubric for the proposal will be given and discussed in the second class session.
COURSE EVALUATION: Grades for the course will be determined as follows:
Class participation
10
Homework Activities
10
Tests (3)
40
Article reviews/critiques (3)
21
Research proposal
to be explained in class
The following grading scale will be used for all SPED majors 6-point scale:
A 95-100% B 89-94%
C 83-88%
ATTENDANCE: Attendance of all class sessions is required. If you find that you cannot attend
a session, notify the instructor before the class meets.
ACCOMMODATIONS:
Any student who feels s/he may need an accommodation based on the impact of a physical,
psychological, medical, or learning disability should contact Dr. Maggie Butler privately. If you
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have not already done so, please contact the Office for Disability Services (103 Graham Building,
434-395-2391) to register for services.
TECHNICAL ASSISTANCE:
Longwood provides a toll-free number (877-267-7883) for distance education students to reach
User Support Services, the Library Reference Desk, and the Graduate Studies Office.
EVALUATION OF THE INSTRUCTOR:
At the conclusion of the course, each student will have the opportunity to evaluate the course
instructor.
HONOR CODE:
Each student is expected to follow Longwood University’s policy for the Honor Code. See the
latest edition of the Longwood University Graduate Catalog, available online at
http://www.longwood.edu/graduatestudies/
PROGRAM REMINDER INFORMATION:
Beginning with the Fall 2005 semester, prospective applicants are allowed to enroll in up to nine
credit hours (3 courses) prior to being admitted to a degree or licensure only program and have
those hours apply to the admitted program. Students should submit an Application for Graduate
Admission promptly (no later than the completion of six credit hours [2 courses]) to avoid having
course work in excess of the nine credit hours not apply once admitted. Application materials are
available by contacting the Office of Graduate Studies (434-395-2707 or graduate@longwood.edu)
or on our web site at www.longwood.edu/graduatestudies/apply.htm
RESOURCES
Books
Agresti, A., & Finlay, B. (2008). Statistical methods for the social sciences. (4th ed.). Old Tappan,
NJ: Allyn & Bacon.
Bogdan, R. C., & Biklen, S. K. (2003). Qualitative research for education: An introduction to
theories and methods (4th ed.). Boston: Pearson.
Cipani, E. (2009). Becoming an evidence-based practitioner: Practical research methods for
educators. New York: Springer
Dillman, D. A. (2007). Mail and internet surveys: The tailored design method (2nd ed.).
Hoboken, NJ: John Wiley & Sons.
Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and
application. (9th ed.) Upper Saddle River, NJ: Merrill.
Leedy, P. D., & Ormrod, J. E. (2010). Practical research: Planning and design. (9th ed.). Boston:
Pearson.
Maxwell, J. A. (2005). Qualitative research design: An interactive approach (2nd ed.). Thousand
Oaks, CA: Sage.
McMillan, J. H. (2008). Educational research: Fundamentals for the consumer (4th ed.). Boston:
Pearson
McMillan, J. H., & Wergin, J. F. (2010). Understanding and evaluating educational research (4th
ed.). Boston: Pearson.
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Mitchell, M. L., & Jolley, J. M. (2009). Research design explained (7th ed.). Florence, KY:
Wadsworth.
Nichols, B. (2008). Improving student achievement: 50 research-based strategies. Columbus, OH:
Linworth.
O’Neill, R. E., McDonnel, J.J., Billingsley, F. F., & Jenson, W. R. (2011). Single case research
designs in educational and community settings. Boston: Pearson.
Patten, M. L. (2009). Understanding research methods: An overview of the essentials (7th ed.).
Glendale, CA: Pyrczak.
Patten, M. L. (2010). Proposing empirical research: A guide to the fundamentals (4th ed.).
Glendale, CA: Pyrczak.
Useful Specific Databases:
Dissertation
Education Research Complete
ERIC
Mental Measurements Yearbook
PyscINFO
Research Journals in Field (sample listing):
American Journal on Intellectual and Developmental Disabilities
Autism
Behavioral Disorders
Exceptional Children
Exceptionality
Journal of Applied Research in Intellectual Disabilities
Journal of Emotional and Behavioral Disorders
Journal of Learning Disabilities
Journal of Special Education
Journal of Special Education Leadership
Journal of Special Education and Rehabilitation
Journal of Special Education Technology
Learning Disabilities
Learning Disabilities Research and Practice
Remedial and Special Education
Special Education
Teacher Education
Teacher Education and Special Education
Web Sites:
AERA Ethical Standards for Research
http://www.aera.net/uploadedFiles/About_AERA/Ethical_Standards/EthicalStandards.pdf
American Educational Research Association (AERA)
http://www.aera.net
Council for Exceptional Children
http://www.cec.sped.org
Education Resources Information Center (ERIC)
http://www.eric.ed.gov
Institute of Education Sciences (IES)
http://ies.ed.gov
LD Online
http://www.ldonline.org
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Longwood University Human and Animal Subjects Research Review Committee
http://www.longwood.edu/staff/lawsel/HSC.html
National Center for Education Statistics (NCES)
http://www.nces.ed.gov
VCU Digital Archive: Electronic Theses and Dissertations
https://digarchive.library.vcu.edu/community-list
Virginia Educational Research Association (VERA)
http://sites.google.com/site/vaedresearchassociation/
What Works Clearinghouse
http://ies.ed.gov/ncee/wwc/
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