“Expanding Minds, Engaging Hearts, Enhancing Communities”
California State University, Bakersfield
School of Social Sciences and Education
EDSP 688 Research in Special Education
Winter, 2014
Instructor:
Email:
Phone:
Office:
Office Hours:
Yeunjoo Lee, Ph.D.
ylee@csub.edu
661-654-6478
EDUC 219
M: 3-4:30
Tu: 2-4
W: 2-3:30
Or by appointments
School of Social Science and Education Mission
In support of the university’s mission of excellence, the mission of the School of Social Sciences
and Education (SSE) is to address local, regional and state needs by providing high quality
undergraduate and graduate programs in the social sciences and education. The SSE is
committed to advancing human development and knowledge, encouraging healthy and
productive lifestyles, and enhancing the quality of life for all people, particularly those with
intellectual, emotional, learning and physical exceptionalities. The school pledges to prepare
future leaders, professionals and community advocates. Together, we will work toward
increasing the community’s understanding and acceptance of complex social, political, racial and
gender issues toward creating positive social change. We will provide students with excellent
classroom instruction, faculty –guided research experiences and experiential learning
opportunities to prepare them for career success and for life-long learning to meet the changing
demands of society.
The faculty and staff of the SSE are committed to supporting quality measures identified in the
CSUB mission statement featuring faculty/staff excellence and diversity, student experiences,
community engagement, and organizational “best practices.”
Candidate Dispositions
Candidates preparing to work in schools as teachers or other professional school personnel know
and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions
necessary to help all students learn.
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Professional Collaboration: Candidates will participate in action-oriented collaboration
that will enable them to learn from others and provide leadership in partnerships with all
stakeholders.
Reflective Practitioner: Candidates are reflective, life long learners who apply problem
solving and critical thinking strategies and the respectful appreciation of differing points
of view.
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Ethical Professional: Candidates’ actions are based on accepted professional standards of
conduct and reflect insight and awareness with respect to diverse perspectives, opinions,
obligations and ethical responsibilities of the profession.
Student/Client Centered: Candidates, throughout their programs, will prioritize the needs
of the students/clients they serve by maintaining trusting relationships built upon caring,
nurturing (respective) and meaningful interactions.
Professional Leader: Candidates, throughout their programs, will be strong, determined,
professional leaders with a clear instructional focus using effective communication skills
and a willingness to take risks to ensure the advancement, safety, and welfare of all
students in our communities.
Professional Competence: Candidates will maintain high programmatic outcomes that
reflect research-based practices, principles of learning differentiation, and standards
based instruction.
Required readings:
Johnson, A. (2012). A Short Guide to Action Research (4th ed.). Upper Saddle River, NJ:
Pearson.
*Banda, D., & Therrien, W. (2008). A teacher’s guide to meta-analysis. Teaching Exceptional
Children, 41(2), 66-71.
Babki, A., Provost, M. (2004). Teachers as Researchers. Intervention in School and Clinic, 39(5),
260-268.
*Cook, B., Tankersley, M., Cook, L., & Landrum, T. (2008). Evidence based practices in special
education: some practical considerations. Intervention in School and Clinic, 44, 69-75.
Parker, B. (2006). Instructional Adaptations for Students with Learning Disabilities. Intervention
in School and Clinic, 42, 56-58.
Week 3 APA writing style
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http://www.apastyle.org/learn/index.aspx
APA Format Citations-Sixth (6th) Edition (a Youtube video):
http://www.youtube.com/watch?v=9pbUoNa5tyY&annotation_id=annotation_320539&feature=i
v
Week 6 Plagiarism
 http://www.plagiarism.org (read articles in the website).
 Rutgers library video modules:
http://library.camden.rutgers.edu/EducationalModule/Plagiarism/whatisplagiarism.
html
Recommended Readings:
American Psychological Association. (2009). Publication Manual of the American
Psychological Association (6th ed.). Washington, DC: American Psychological
Association.
The Special Education MA Program Handbook:
(http://www.csub.edu/sse/specialed/documents/Prelim%20MA%20handbook.Oct.2012.pdf)
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The School of Social Sciences and Education Graduate Studies Policies and Thesis, Project,
Examination Guide Handbook. (
http://www.csub.edu/SSE/graduate_studies/documents/graduate_handbook.pdf )
Required Membership
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www.Livetext.com

www.Turnitin.com
Course Description:
The seminar course will review, analyze, interpret, and apply specific topical research in special
education. Students will select a research topic, formulate a research question, develop a
research proposal, analyze the literature, and propose appropriate research methodology to fill a
gap in the research or contribute to the literature in the area of special education. This course
prepares teachers to be scholars who know how to identify quality educational research and to
summarize the contents.
COURSE OBJECTIVES/COMPETENCIES (Matching CTC Standards)
References to CCTC Clear Education Specialist program standards are noted in the set of
parentheses.
1. The student will select a specific area(s) of interest to be addressed in their university and
non-university activities to include, but not limited to, transition, inclusive education, early
childhood, multicultural studies, sex education, behavioral intervention, deaf-blind, serious
emotional disturbance, technology, augmentative communication, assessment (1, 3, 6, 7).
2. The student will gain knowledge and skills of validated practices that maximize academic
learning time, teacher-directed instruction, student success, and content coverage (5, 6).
3. The student will demonstrate knowledge of and ability to interpret, apply, and disseminate
current and emerging research, theory, legislation, policy and practice (1, 5, 6)
4. The student will demonstrate knowledge and application of current and emerging theories
and research related to the education of students with and without disabilities and/or students
from culturally and linguistically diverse backgrounds (1, 4, 5, 6).
5. The student will demonstrate knowledge of research, issues, law, policies, and procedures
related to non-biased and non-discriminatory screenings and referral assessment for students
(2, 3, 4, 6).
GENERAL INFORMATION:
a. Request for modifications: If you require instructional modifications due to a
DOCUMENTED disability (by Student Disability Services), please make an appointment
to see me after the first class or before the second class meeting.
b. Assignments are due at 4 pm on the assigned due date. Late assignments will
automatically lose 20% of its assigned credit. No assignments will be accepted one week
after assigned due dates.
c. Blackboard: This course is accompanied by Blackboard, a course management tool
(http://bb.csub.edu/). You will be able to check and/or download lecture notes, course
related forms, study guides, and class announcements on Blackboard. You can also send
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and receive e-mails with the instructor and other classmates through the Blackboard. If
you have technical difficulties, please contact the CSUB Web services at 661-654-2307
(Do not call the instructor).
d. If you do not have an access to the Blackboard, you can self-enroll to the BB course. Go
to the following link to get the instruction:
http://www.csub.edu/els/BB9/files/course_access/how_to_enroll.pdf (Option 3)
e. All assignments should be written in APA format (6th edition). For example, 12 fonts,
one-inch margins, and double space.
“All culminating activities must adhere to the most recent edition of the Publication Manual
of the American Psychological Association. The latest edition is available to purchase from
the bookstore (School of Social Sciences and Education Graduate Studies Policies and
Thesis, Project, Examination Guide Handbook)”

APA writing style guide
o http://www.apastyle.org/learn/

Students are expected to do all work assignments without unauthorized assistance and not
to give unauthorized assistance. Cheating is not limited to examination situations alone,
but arises whenever students attempt to gain an unearned academic advantage, i.e.
submission of the same, or essentially the same paper or assignment for credit in two
different courses without receiving approval. Plagiarism consists of the misuse of
published or unpublished works of another by claiming them as one’s own. It may
consist of handing in someone else’s work, copying or purchasing a composition, using
ideas, paragraphs, sentences, or phrases written by another, or using data and/or statistics
compiled by another without giving citation. Students who choose to violate the
standards of ethical conduct will be dealt with as outlined in CSUB 2013-2015 (p. 85)
catalogue. See the instructor if you need a copy of this information.
f. All students are required to register to www.turnitin.com.
a. Turnitin.com is “a proprietary system that instantly identifies papers containing
unoriginal material and acts as a powerful deterrent to stop student plagiarism
before it starts (www.turnitin.com , 2014).”
b. Go to www.turnitin.com and click on the “New Users Click Here button.” Under
the “New Students start here” section click on the “Create a user profile” link.
c. Turnitin.com Class ID is 7362792, and the course enrollment password is
“edsp688” (case sensitive).
g. CSUB library information
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Check the CSUB library webpage (http://www.csub.edu/library/). The database at CSUB
library has several full text journals.
When you choose database, use ERIC or Ebsco database. They contain many education
related journals.
If you live out of Bakersfield and want to access to the CSUB library, check the webpage
( http://www.csub.edu/library/distance/distance.shtml ).
I will keep your paper until the end of the spring quarter, 2013. If you want your paper
back, please pick it up before the end of the spring quarter.
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TENTATIVE COURSE ASSIGNMENTS:
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All assignments must be typed or word-processed and double-spaced.
Students should submit hard copy assignments at the beginning of the class.
A penalty for late submission is 20% of total points for the assignment.
Assignments which are submitted 7 days after a due date will not be accepted.
1. Attendance
 You are required to attend all class sessions.
 Each unexcused absence results in a penalty of 5% deduction from your total score.
2. Weekly assignments/class activities.
 There will be announced and unannounced weekly assignment or class activities. Each
student is required to complete activities.
3. Blackboard/Turnitin.com
 Register to both websites by Jan. 14
4. Passage of the Human Subjects Protection Training and Exam.
 See Appendix A to access the HSPT Blackboard course.
 Review the training manual and take the Human Subjects Protection Exam.
 Submit the test result to Instructor.
 If you have already passed the test, please bring the verification to the instructor.
 You will not be able to complete this course without passing the HSP test.
****Select #5 (Literature Review Track) OR #6 (Action Research Track)***
Requirements for a Literature Review Track
5-a. The first 4 pages of the literature review.
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Submit the title page, the first 4 pages of your literature review, and the list of the references
to http://www.turnitin.com
Submit a hard copy of your assignments to the instructor including a title page, the first 4
pages of your literature review, and a list of references.
The first 4 pages of your literature review is not the summary of your final paper. It should
include an introduction, a purpose statement, and a beginning part of your literature review.
The draft should be as written as a final draft. That means it should not contain any
mechanical errors and no first-person statement. Please check the Literature Review
CHECKLIST (in the Appendix) before submitting the first 4 pages.
The list of references should include at least SEVEN data based and empirical studies
selected from peer reviewed journals.
Your draft and the list of references should follow the APA writing guidelines (6th edition).
For example, it should have a title page with running head, headings in a correct format, etc.
A grading rubric for this assignment is located on the Blackboard main page.
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5-b. Final Project (Signature Assignment)
Requirements for Literature Review
 Each student will need to select a topic, review related literature, and submit a final paper
 In a literature review, you will include at least 10 articles, including at least 9 original
research studies in your interest area(s). The selected articles studies should be current,
data-based, and empirical studies. You should select the studies from referred journals.
 The literature review should be 9-10 pages, not including your reference list and appendices.
 It will be helpful if a student identifies his/her chair of the M.A. Committee prior to or at the
beginning of this course. Each student can discuss potential exam questions with his/her
M.A. committee, and select a topic for a literature review.
 When you have difficulty locating research articles, consult with Instructor.
 It is strongly suggested to meet with a librarian at least once during your research. The
librarians know wonderful tools to search the best articles for your research. They will also
show you how to find the original peer-reviewed research articles.
 You should submit the CHECKLIST in the Appendix with your literature review.
Requirements for Action Research Track
6-a. Action Research Proposal (See Appendix B)
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Select a research question and conduct action research.
Research topics could include conducting a survey, examining the effects of a teaching
procedure or a behavior management strategy, studying the effects of support strategies for
English Learners with disabilities.
Review the Action Research guideline (Appendix B) and complete an action research
proposal using the format.
6-b. Final Action Research written report.
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Review Appendix B at the end of the syllabus and complete the final action research report.
Sample: http://www.csuchico.edu/teacher-grants/documents/Example_1_Poster.pdf
7. Presentations
 Prepare a one-page handout and distribute to students in this class.
 A handout should include the summary of your literature review and important
references.
 Your presentation will be the maximum of 15 minutes.
GRADING SCALES
Assignment
Weekly assignments/class activities
Turnitin/Blackboard Registration
Due dates
1/14
6
Points
15 X #
10
My points
HSP test
The first 4-pages of the literature
review/Action Research Proposal
Literature Review/Action Research
Final Project Presentation
Total
GRADING POLICY
A = 94% and higher
B = 83% -86%
C = 73% -76%
F = 59% and below
1/21
2/11
20
30
3/4
3/4, 3/11
100
20
A- = 90% -93%
B- = 80% -82%
C- = 70%-72%
B+ = 87% -89%
C+ = 77% -79%
D = 60% - 69%
TENTATIVE CLASS SCHEDULE
The schedule, readings, and assignments are subject to change.
Week 1
1/7
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Topics
Overview of the course and software
(BlackBoard, Turnitin.com, and LiveText).
What is research/action research?
Introduction to Action Research
Purpose and Process of Literature Review
Considerations in writing reviews.
HSP Test
Readings
Ch 1 and 2
Assignments
Week 2
1/14
 Library Orientation Session
 Human Subject Protection Test
 Selecting a topic of literature review/action
research.
 General guidelines of analyzing literature.
 What is Meta-Analysis?
 Using action research for solving problems.
Banda &
Therrien.(2008)
Ch 3 and 4
Parker, B. (2006).
Register to
Blackboard/
Turnitin.com
Week 3
1/21
 APA writing styles
 Analyzing and synthesizing literature.
 Writing literature review
Ch. 5
Take HSPT test –
send the results to
instructor.
Week 4
1/28
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Ch. 6 and 7
Babki, A., Provost,
M. (2004).
Week 5
2/4
 Guidelines of writing a first draft.
 Guidelines for developing a coherent essay.
 APA writing guidelines (the 6th edition)
Valuable approaches for editing.
APA writing guides.
MA degree overview
Research methods
Methods of collecting and analyzing data
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Ch. 7 and 8
http://www.apastyle.
org/learn/index.aspx
Individual or a
small group
meeting
 Research method: Measurements
 Incorporating feedback and refining the
first draft.
 Qualitative design in action research.
APA Format
Citations-Sixth (6th)
Edition (a Youtube
video):
http://www.youtube.
com/watch?v=9pbU
oNa5tyY&annotatio
n_id=annotation_32
0539&feature=iv
Week 6
2/11
 Critical interpretation and analysis of
Research Studies
 Plagiarism
 Understanding Statistics
 Evaluating, describing, and proposing
research
 Reporting findings in action research.
Ch. 9, 10.
Rutgers library video
modules:
http://library.camden
.rutgers.edu/Educati
onalModule/Plagiari
sm/whatisplagiarism.
html
A 4-pages of LR
or Action Research
Proposal (submit it
to Turnitin).
Week 7
2/18
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Ch. 11 and 12
Individual or small
group meeting
Week 8
2/25
 Self-Editing
 Guidelines for style, mechanics, and
language usage.
 Incorporating feedback and refining the
first draft.
 Understanding Meta-analysis
 Writing titles and abstracts
 Presenting action research.
Ch. 13
Bring your paper
to class for a peer
review.
Week 9
3/4
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Ch. 14 and 15.
Cook et al. (2008)
Literature Review
and Checklist Due
to Turnitin.com
and Livetext
Week 10
3/11
Guidelines for writing a first draft.
Guidelines for developing a coherent essay.
Evidence Based Practices
Planning for action research.
Writing an action research report
Writing literature review.
APA writing guidelines.
Peer-Editing of a professional paper.
Preparing a reference list.
Evidence based practices
Action research as Master’s project
 Final Project Presentation
 Putting it all together.
Accommodations for Students with Disabilities (for Bakersfield campus)
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Project
presentation
Project
presentations
To request academic accommodations due to a disability, please contact the Office of Services
for Students with Disabilities (SSD) as soon as possible. Their office is located in SA 140, and
they may be reached at 661-654-3360 (voice), or 661-654-6288 (TDD). If you have an
accommodations letter from the SSD Office documenting that you have a disability, please
present the letter to me during my office hours as soon as possible so we can discuss the specific
accommodations that you might need in this class.
Accommodations for Students with Disabilities (for AV campus)
To request academic accommodations due to a disability, please contact the Office of Services
for Students with Disabilities (SSD) as soon as possible. Their office is located in Bldg. 200, and
they may be reached at 661-952-5061 (voice) or 661-952-5120 (tdd). If you have an
accommodation letter from the SSD Office documenting that you have a disability, please
present the letter to me during my office hours so we can discuss the specific accommodations
that you might need in this class.
Academic Honesty
There are certain forms of conduct that violate the university’s policy of academic integrity.
Academic dishonesty (cheating) is a broad category of actions that involve fraud and deception
to improve a grade or obtain course credit. Academic dishonesty (cheating) is not
limited to examination situations alone, but arises whenever students attempt to gain an unearned
academic advantage. Plagiarism is a specific form of academic dishonesty (cheating) which
consists of the misuse of published or unpublished works of another by claiming them as one’s
own. Plagiarism may consist of handing in someone else’s work as one’s own, copying or
purchasing a pre-written composition and claiming it as one’s own, using paragraphs, sentences,
phrases, words or ideas written by another without giving appropriate citation, or using data
and/or statistics compiled by another without giving appropriate citation. Another example of
academic dishonesty (cheating) is the submission of the same, or essentially the same paper or
other assignment for credit in two different courses without receiving prior approval from the
instructors of the affected courses. Source: 2011-2013 CSUB Catalog, p.78
PROFESSIONAL LIABILITY INSURANCE
As of August 1, 2006, the CSU Chancellor’s Office of Risk Management is requiring all students
in various fields, including the Credential Program to purchase Professional Liability Insurance.
This fee may be paid at the Cashier’s window or online.
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Appendix A
PLEASE NOTE: Once you are finished with the test a screen will come up indicating if
your score is high enough for certification. If you need evidence of your certification
print the screen that shows your score.
How to Enroll in the HSPT Tutorial Course
The HSPT Exam is available via Blackboard at bb.csub.edu. Your Blackboard
username is the same as your myCSUB Net ID and the password is the last five
digits of your CSUB ID number.
For assistance in using Blackboard, contact E-Learning Services at 661-654-2315 or
lmssupport@csub.edu
To access the course:
1.
2.
3.
4.
5.
Log in to Blackboard (bb.csub.edu)
Click the Courses tab
Below Course Search, type in HSPT Tutorial
Click Go
Next to the Course ID
(SSuter_HSPT_Tutorial) use the Action link
and select Enroll.
6.
Verify that this is the correct course (HSPT Tutorial), click Submit. On the
next page click OK to proceed. You are now enrolled in the HSPT Tutorial
Blackboard course.
IMPORTANT: Make sure each answer is saved on the exam before
submitting or it will count as not completed.
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Appendix B
ACTION RESEARCH PROJECT GUIDELINES
Most school districts have regulations regarding research in their district, it is the student’s
responsibility to secure necessary approvals from the principal of the school where they intend to
conduct their research and to secure the necessary consent from parents and staff.
Overview
Description of what you plan to study:
What is your topic? What are the research questions that will guide your study?
Sample: I plan to study the impact of more frequent contact with at-risk students and
their parents. My sub questions will include:
Research question one: Does increased contact lead to improved academic
performance?
Sub-questions:
Does it improve student motivation?
Does it promote parent involvement in the students’ school life?
Is it perceived to be beneficial by both students and parents?
Description of your “treatment” or plan of action:
What is the plan, when will it take place, and how will it be designed?
Sample: I will identify ten at-risk students in my 3rd and 4th period classes. The students
will be selected based upon observed poor academic performance and/or attitude during
the first quarter, as well as responses to a researcher-designed survey administered at
the end of the first quarter. At the beginning of the 2nd semester, I will explain to the
students and their parents that I will be working closely with them in an effort to improve
the student’s grade and interest in class. I will meet with the students during the first
week of the semester to help them set their goals and create a plan of action. The
treatment will include weekly conferences with the students regarding their grade and
behavior, tutoring sessions, attending their extra-curricular activities, talking to their
other teachers and counselor (if this is deemed necessary(, and weekly contact with
parents via email, notes home, or phone calls to five them and update and get their input.
This will last during the 3rd quarter (although I may continue it through the 4th quarter
even after the research project is completed).
Data collection:
What kind of data will you collect? When and how will you collect it?
Sample:
- I will keep track of their grades during the 2nd and 3rd quarter (homework, labs, quizzes,
tests, participation points).
- I will keep track of homework completion rates during the 2nd and 3rd quarter. I will
track attendance at the tutoring and review sessions that I implement in the 3rd quarter. I
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will design a student survey which delves into their motivation levels, and administer that
survey to all of the students at the end of the 1st quarter as well as to the sample students
at the end of the 3rd quarter. During the second and third quarter, I will also collect
anecdotal data regarding their motivation levels.
- The researcher-designed pre and post student survey will also delve into students
perceptions of parent involvement During my contact with parents during the 3rd
quarter, I will also collect anecdotal data regarding parent involvement.
The researcher-designed student post-survey will delve into sample students’ perceptions
regarding the benefit of the treatment. I will also design and administer a parent post-survey to
gauge the sample parents’ perceptions of treatment benefit.
Action Research Proposal Format
General Guidelines:
 Do not identify a specific student, teacher, school district or city by name.
 Do not refer to yourself in the first person (I, my, etc).
 For this paper, you may use the term “data” as a singular or plural term
 The rough draft must be resubmitted when turning in the final draft
 Must be in APA 6th edition format
Format:
1. Statement of Purpose:
Write a brief statement about the purpose of your research study.
2. Description of the Problem:
Identify and describe the problem that you have observed in practice. Be specific and
thorough in your description. Add data to support your assertions (i.e.: number who are
failing, tardy, etc.)
3. Literature Review:
Summarize a minimum of four peer reviewed sources that pertain to the problem that you
will study. For each resource, you must describe how the research is relevant to your
study (including specific ideas you might be taking from that research and incorporating
into your own research design).
5. Methods/Procedures
This section is longer and should be typed with the following subsection headings:
Participants and Settings: Describe the participants targeted for the study (sample size,
demographics, how chosen); this includes information regarding any comparison group if
that is part of the study. Remember, do not identify the site or any individuals by name.
Instruments: Describe the measures used to collect your data. Specify if each
instrument was designed by you (the researcher) or by another person/company. If it was
researcher-designed, describe the process by which it was developed. Copies of the
actual instrument(s) must be included in the appendix.
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Treatment/Intervention: Some of you will be doing studies involving the
implementation of a treatment. This independent variable needs to be described in detail.
5. Data Collection Procedures:
 Organize this section by research question.
 For each research question, you must describe the following: What qualitative and/or
quantitative data will you collect to determine your project’s impact? How will you
collect it?
 Describe any instruments you will use to collect the data such as surveys, interview
questions, etc.
 Draft copies of the researcher-designed instruments must be attached to this proposal
as appendices.
 In the body of the paper, refer to where these items can be found in the appendix.
6. Data Analysis Procedures:
Organize this section by research question .
How will you analyze the data?
7. References:
Cite all literature in the body of the paper (with parentheticals) and on the reference page
using APA (American Psychological Association) format.
Final Action Research Final Report and Presentation
General Guidelines:
 Never identify a specific student, teacher, school, district or city by name.
 Do not refer to yourself in the first person (I, my, etc.), except in the last section
 The paper should be written in the past tense, except the last section
 For this paper, you may use the term “data” as a singular or plural term.
 Do not use the term “significant” when referring to your data results unless you did a
test for statistical significance
 Proofread your paper carefully for spelling and grammatical errors, use APA 6th edition
formatting
1. Title Page: Title of study, name, affiliation:
2. Introduction and Literature Review (from the proposal)
Provide introduction and research questions.
 Identify and describe the problem that you have observed in practice.
 Provide a literature review with at least 4 peer reviewed sources that pertain to the
problem.
 In your literature review, describe how the research is relevant to your study.
3. Data Collection and Analysis Procedures (from the proposal)
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4. Findings
This is where you lay out the data. This section must be organized according to your
research questions. (Restate research question #1 and then discuss/present the data for
that question. Then do the same for each subsequent research question in your study.)
When presenting your data for each research question, begin with a narrative which
describes the data table that is to follow. This narrative should be an objective
description of the data — what it is, how it was obtained, how it is organized for display,
etc. You do not state any subjective conclusions about the data in this section. The
conclusions should be presented in section seven of the paper.
Each data table must be numbered and titled. Tables should not be carried over to
another page; begin the table on the top of the next page if it will not fit in its entirety at
the bottom of an existing page. Sample data tables will be made available for you to
review prior to the due date.
3. Discussion
In this section, you need to discuss what the findings. In other words, what do you make
of this data? As with the previous section, this section must be organized according to
the research questions. (Restate research question #1, make a concluding statement and
then describe why you came to this conclusion. Then, restate question #2, and so on.)
Since this is action research, there were likely numerous variables that may have
impacted your data — we will call these confounding factors. For each research
question, you will be expected to discuss possible confounding factors and how they may
have influenced the data.
Just a note, the data is what it is. Sometimes it is not what we wanted it to be. You need
not have found that your treatment led to noticeable student improvement for the study to
be successful. We are looking only at your ability to analyze the findings honestly,
thoroughly, and appropriately.
6. References (Updated):
7. Appendix
The appendix should include copies of your data collection instruments.
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