Dr. Carolyn Talbert-Johnson
114A Chaminade
(937) 229-3082 – Office
Email: Carolyn.johnson@notes.udayton.edu
EDT 667
EDUCATIONAL RESEARCH SEMINAR
TERMS OFFERED:
I, II
CATALOGUE DESCRIPTION: In this course students apply the principles of research design
by implementing a research study in an educational setting. The findings are presented in a
public forum. This course is the capstone learning activity of the Master’s Degree.
ACADEMIC CREDIT: 3 semester hours
PREREQUISITES:
EDT 660
COURSE GOAL: This course taken at the end of the Master’s program, is designed to enhance
the learner’s understanding and ability to apply sound principles of inquiry. Each course in the
sequence builds on the previous experience and culminates in the completion of a thesis or
research study.
The School of Education in conjunction with the University of Dayton’s Vision 2005 has adopted a
school wide theme of “Building Learning Communities Through Critical Reflection.” The goal for
the faculty in the School of Education is to become a learning community of its own, model that
learning community and mentor others in their quest for a learning community. This can happen
when we work with the human services within the larger community of public, Catholic, and
private learning institutions.
The University of Dayton’s Department of Teacher Education has adopted a theme that is
integrated throughout our entire program of study. The theme of “Teacher as Reflective
Decision Maker in a Pluralistic Society” is an appropriate choice, considering that the complex
needs of students from many different backgrounds demand that teachers have as much
preparation for this challenge as possible.
Course content and assignments are geared toward enhancing this theme. As the student
proceeds with this course, the knowledge and skills learned and the attitudes acquired or
reinforced will be in harmony with this theme. For example, the student will enhance a research
knowledge base which will enable the student to design research and complete a research
proposal that will result in a thesis that contributes to the body of knowledge in our profession.
COURSE OBJECTIVES:
Knowledge
The candidate will be able to:
1.
identify research questions that are educationally significant and researchable [NBPTS
Proposition 1]
2.
describe the various methodologies that are used to address research questions [NBPTS
Proposition 1]
3.
recall selected principles pertaining to instrumentations and measurement [NBPTS
Proposition ]
4.
identify appropriate use of statistical procedures [NBPTS Proposition ]
5.
6.
7.
8.
Skills
1.
2.
3.
4.
5.
6.
7.
8.
9.
describe the data collection techniques associated with research that [NBPTS Proposition]
addresses questions that are from the positivist and interpretivist paradigms
identify the components of a research proposal, including introduction, review of
literature and /or theoretical framework, and methodology [NBPTS Proposition 1]
describe appropriate procedures for maintaining an ethical and professional
stance while conducting research, including protection of subjects/participants [NBPTS
Proposition 2]
describe the principles and practices underlying teacher/action research [NBPTS
Proposition 1]
The candidate will be able to:
employ a variety of data collection techniques [NBPTS Proposition 1]
interpret numerical data through selected statistical procedures [NBPTS Proposition 3]
apply interpretive techniques to a set of qualitative data [NBPTS Proposition 3]
use computer software to manage and analyze both quantitative and qualitative data
[NBPTS Proposition 3]
articulate a research question that is in accordance with sound principles of
research [NBPTS Proposition 1]
develop a methodology that supports the investigation of the question(s) posed by your
research [NBPTS Proposition 1]
develop a research proposal that addresses a research question or problem of
educational significance and importance [NBPTS Proposition 2]
interpret research findings in sound and ethical ways [NBPTS Proposition 3]
present research findings to enhance a community of scholar-practitioners [NBPTS
Proposition 5]
Dispositions
The candidate will be able to:
1.
Value educational research as an important way of coming to know in our place of
practice [NBPTS Proposition 2]
2.
appreciate the diverse ways in which all members of a learning community
address questions of importance and topics of concern [NBPTS Proposition 5]
COURSE TOPICS:
Teacher/action research
Research design
The components and format of a research proposal
Questions that are addressed through quantitative and qualitative methodologies
The review of the literature in a proposal
The development of an appropriate methodology to address the research questions(s)
Statistics programs for computers (e.g., Excel)
Qualitative data programs for computers (e.g., HyperQual)
Analyzing, interpreting, and evaluating research findings
Displaying data in appropriate format
INSTRUCTIONAL TECHNOLOGY:
Various instructional technologies will be used in this course to enhance and illustrate the
research germane to specific issues in the field of education.
INSTRUCTIONAL PROCEDURES:
Lectures, problem-solving sessions, student presentations, large and small group discussion,
independent inquiry, peer conferencing, and self-study will be the methods employed to
successfully meet the course objectives. Students will use internet sites as a resource for
developing knowledge base and gathering resources for research project. Students will use
computer applications to manage data.
Student Evaluation Criteria:
1.
It is the student’s responsibility to come to class prepared.
2.
Late assignments may or may not be accepted at the discretion of the course
instructor. Even if late assignments are accepted, penalties may apply.
3.
Attendance, participation, and professionalism are an important part of your
grade. Regular and prompt attendance in class is required. Absences and
tardiness will result in a loss of points. Additionally, educators are expected to
demonstrate professionalism by participating in class learning experiences,
interacting in a mature manner with the instructor and peers, submitting
work in a timely and professional manner, and demonstrating an interest in
school-age students and the impact of research on practice.
A
AB+
B
95-100
93-94
91-92
87-90
BC
F
FIELD-BASED CLINICAL EXPERIENCES:
85-86
75-84
74 and below
None
REQUIRED TEXT:
None
SUPPLEMENTAL RESOURCES:
American Psychological Association. (2001). Publication manual of the American
Psychological Association (5th ed.). Washington, DC: Author.
Hubbard, R.S., & Power, B.M. (2001). The art of classroom inquiry: A handbook for
teacher-researchers. Portsmouth, NH: Heinemann.
Slavin, R.E., (2007). Educational research: In the age of accountability. Boston: Pearson.
Graduate Attendance Policy for Department of Teacher Education:
One absence (or equivalent, base don a 15 week course): student and professor come to
agreement regarding completing course requirements. Two absences (or equivalent, based on a
15 week course); professor has prerogative to lower grade. More than two absences (or
equivalent, based on a 15 week course): student must drop the class or, at the instructor’s
discretion, make arrangements to successfully complete the course.
Plagiarism Statement
Plagiarism is defined in the University of Dayton Student Handbook. Plagiarism involves:

quoting directly from any source of material including other students’ work and
materials from research consultants without appropriately citing the source and
identifying the quote

knowingly citing an incorrect source

using ideas (other than information that is common knowledge) from any course
or material including other students’ work and materials from research consultants
without citing the source and identifying the borrowed material/ideas

faculty may establish additional guidelines for plagiarism
Ignorance is no excuse for plagiarism. Students should be aware of their own responsibilities in
appropriately quoting and citing sources used.
Additional information on plagiarism is available through the U.D. Roesch Library website
(http://library.udayton.edu/fags/how/plagiarism.php).
Students should be aware that the University has access to software designed to
detect plagiarized passages and work. This software will be applied randomly or at
the instructor’s discretion. Detection of plagiarized passages or work can result in
disciplinary action.
To request academic accommodations due to a disability, please contact the Office for Students
with Disabilities, 002 Albert Emanuel Hall, (937) 229-3684. If you have a self identification form
from the Office for Students with Disabilities indicating that you have a disability which requires
accommodation, please present it to the instructor so we can discuss the accommodations you
might need in class.
DATE OF SYLLABUS:
August, 2008
The University of Dayton
Department of Teacher Education
Post Baccalaureate Initial Licensure Benchmarks
The following benchmark requirements are in effect for all post-baccalaureate teacher licensure
candidates:
Benchmarks:
Failure to meet a benchmark listed below results in a candidate being withdrawn from a
licensure program. The candidate can be re-admitted after the benchmark has been met, with
approval from the Program Coordinator or Chair of the Department of Teacher Education.
Grade point averages are monitored every term in 2 areas. The criteria are as follows:
1.
Cumulative grade point averagae must be > 2.75
2.
Grade point average in professional education courses must be > 2.75
Other benchmarks include:
1.
Grade of C or lower in an EDT course
2.
Students must pass PRAXIS II content exam prior to registering for EDT 509
If a candidate has failed the PRAXIS II examination 3 times, the candidate
will not be able to continue in the program.
3.
4.
Students must successfully complete EDT 507 to continue in the program.
Attendance:
One absence (or equivalent, based on a 15-week course); student and
professor come to agreement regarding completing course requirements.
Two absences (or equivalent, based on a 15-week course); professor has
prerogative to lower grade.
More than two absences (or equivalent, based on a 15-week course); student
must drop the course or, at the professor’s discretion, make arrangements to
successfully complete the course.
Concerns about candidate progress related to professionalism, attendance, and field experiences
will be noted on the Candidate Progress Concerns Form.
Licensure Benchmarks:
Passing the all required PRAXIS II exams are required for licensure in Ohio, but is not a program
benchmark.
Acknowledgement
I have read the Benchmarks statement and agree to the terms.
Candidate Signature
Date