EDCI 6302: Practitioner Research Methodology
College of Education (COE) Mission Statement
 To prepare highly skilled professionals to assume roles and positions in teaching,
research, educational leadership, and human development.
 To provide undergraduate and graduate programs based on proven best practice,
knowledge acquisition, reflective inquiry, critical thinking, and respect for the
cultural and linguistically diverse learner.
 To continuously develop a dynamic local, state, national, and international,
dimension that promotes innovations and contributes to scientific educational,
economic, and social change.
College of Education (COE) Vision Statement
The vision of the College of Education is to be consistently recognized as fullyaccredited and as a nationally and internationally respected college in the areas of
science, mathematics, educational technology and intercultural dimension (language,
literacy, culture and interdisciplinary studies in regard to preparing teachers,
counselors, administrators, educational researchers, and professional at all levels, not
only for the school system but for other economical and service areas which require
training, human resources, development and life-long learning.
Teacher preparation programs of the College of Education will be central to the
mission of the University and will have national prominence. It will be at the
forefront in programs for English Language Learners and, through teacher
preparation, P-16 and life-long education initiatives will be a model for helping to
close the student achievement gap.
EDCI 6302: Practitioner Research Methodology
All of these will require the COE to be noted for the quality of its graduates, the
scholarship of its faculty, and the leadership and service they provide to the local,
regional, and national educational communities in the previously mentioned areas.
Note: Be advised that the College of Education conducts ongoing research
regarding the effectiveness of the programs. You will receive one survey in the final
semester prior to graduation regarding your program during your time here. A
second survey will occur within one year following graduation from or completion
of a program, and will be sent to your employer. This survey will focus on the
preparation received at UTB. Please remember that your response to these surveys
is critical to UTB excellence.
EDCI 6302: Practitioner Research Methodology
EDCI 6302-1: Practitioner Research Methodology
Fall, 2012
Instructor: Zhidong Zhang, Ph. D.
Telephone: (956) 882-5723
Email: Zhidong.Zhang@utb.edu
Office location: EDBC 2.304
Office hour: by appointment
Time: Thursday, 4:25 pm –7:05 pm
Lecture Location: FTBC
Course Description
This course is an introduction to practitioner research methodology with an
emphasis on the teacher as a researcher and on reflective teaching and teaching as
decision-making. This is a field-based course.
Rationale
"Teachers-as-researchers" is a phrase to describe what teachers do during practitioner
research. Practitioner research allows teachers to reflect on their own teaching practices.
As a result of this reflection, teachers are in an enhanced position for making
instructional and curricular decisions. Consequently, Practitioner Research has the
potential for becoming an agent of educational change. It helps to foster democratic
approaches to decision making.
Course Goals
The Students will become familiar with practitioner research methods in an area
of interest related to elementary or secondary education. This will involve reading,
interpretation and presentation of research through oral and written communication.
Students will engage in practitioner research. This will involve planning for their
research proposal, synthesizing research and examining their conceptual knowledge.
Student Learning Outcomes:
As a result of the students involvement in this course he/she is expected to gain
knowledge that prepares them to:
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gain an understanding of practitioner research principles.
plan and carry out a practitioner research project.
collect quantitative and/or qualitative data.
analyze quantitative and or qualitative data.
understand the use and limitations of action research.
be able to explain practitioner research as an educational tradition.
understand the implications of practitioner research.
EDCI 6302: Practitioner Research Methodology


become aware of the various types of qualitative research.
build a conceptual framework for practitioner research project.
Textbooks:
Johnson, A. P. (2012). Short guide to action research (Fourth ed.). New York, NY:
Pearson (JAP) ISBN-10: 0-13-268586-8
Reference book:
Mertler, C. A. (2009). Teachers as Researchers in the Classroom (2 nd, ed.). Thousand
Oak, CA: SAGE. (MCA) ISBN: 9781412968577
American Psychological Association. (2009). Publication Manual of the American
Psychological Association (6th ed.). Washington, DC: American Psychological
Association. (APA)
Galvan. J. L. (2006). Writing literature reviews: A guide for students of the social and
behavioral sciences (3rd ed.). Glendale, CA: Pyrczak Publishing. (GJ)
Teaching Sessions
 Introduction to research and practitioner research
 Editorial styles and action research for solving problems
 Development of a research problem in an action research
 Literature review
 Planning an action research plan and ethical issues and consent form
 Instruments of collecting data
 Data collection of action research, reliability and validity
 Descriptive, inferential techniques and correlation
 Quantitative practitioner research
 Qualitative practitioner research
 Reporting findings
 Writing a practitioner research report
 An action research project—thesis
MAJOR ASSIGNMENTS
Article Analysis
Students will select an empirical research article and will analyze the article focusing on
the research design and the relationships between theory, methods, and claims. Analysis
will be conducted to identify research questions, theoretical framing, research design and
methods for participant selection, data collection and data analysis. By analyzing research
methodology as reported in the article, the students will evaluate the strengths and
weaknesses of the research report and the claims the author(s) make. AERA research
reporting standards should be used in evaluating the research article.
Research proposals
EDCI 6302: Practitioner Research Methodology
An practitioner research proposal is a detailed plan for a practitioner research project. It
describes the aims of the project, why the research project is important and how the
project will be carried out. It is a written document that summarizes the prior literature,
identifies the research topic area and the research question to be answered, and specifies
the procedure that will be followed in obtaining an answer to these research questions.
A research proposal follows a simple, logical form of presentation. It is the formal
description of the procedure to be used in the study. Although there are many ways to
arrange the items within the proposal, the following is a common format used in the
proposals.
This practitioner research proposal is a double-spaced, 15 -20 page document. You have
to follow APA writing style with the list of references.
Class and homework assignments, quizzes, tests
In addition to the main assignments listed in the syllabus, students are responsible for
completing all in-class and homework assignments as well as taking tests and/or quizzes
as required by the course instructor. Sample assignments might include group work on
developing a research question, carrying out a mini-observation or interview, doing a
statistical analysis or its interpretation, completing assignments from the textbook, or
those developed by the professor. Quizzes and tests may also be used by the professor to
monitor student learning for each course unit, at midterms and/or the finals. Students are
required to fulfill all the assignments and tests or quizzes as required by the professor for
the course.
Contributions to the course & participation
Students are expected to come to all classes prepared and to participate in appropriate
ways. Contributions and participation will be in the form of discussions in class and/or
online as well as through writing responses. Appropriate participation and contributions
include, for example, sharing your knowledge and insights on topics being discussed,
posing questions, providing constructive critiques and feedback to the classmates and the
professor, posting comments on the course blackboard, and taking responsibility for your
own learning.
EVALUATION AND GRADE ASSIGNMENT (can be adjusted)
Research proposal
Homework/ assignments
Contributions to the course & participation
Test and examination
25%
37 %
13%
25%
Late assignments are not accepted except in extenuating circumstances at the discretion
of the instructor. If a student receives an unsatisfactory grade, the assignment can be
resubmitted within a week of receiving the grade. The resubmitted assignment can
receive 90% of the full score of the assignment.
Grading system
EDCI 6302: Practitioner Research Methodology
98-100
93-97.9
90-92.9
87-89.9
83-86.9
80-82.9
77-79.9
73-76.9
70-72.9
67-69.9
63-66.9
60-62.9
< 60
A+
A
AB+
B
BC+
C
CD+
D
DF
In this class attendance and participation are especially important. When deciding your
grade for this class, these factors will be considered:
1) Regular attendance, being on time to class and participation. Coming prepared
and ready to discuss the assigned readings and work consistently.
2) Participation in class discussion. (Contribute appropriately without straying too
often or dominating.)
3) Turning in all written assignment on time. See the professor if you do not turn in a
paper.
4) Papers showing depth, thought and careful effort.
Course grades:
A
Outstanding scholarship. Performance that significantly exceeds the requirements
and qualitative expectations of the course. Superior mastery of subject matter.
Initiative and self-direction leading to significant study and related activity
beyond course requirements.
B
Good Scholarship. Performance that fully meets all the requirements and
qualitative expectations of the course. Solid mastery of subject matter.
C
Marginal Scholarship. Performance that barely meets the requirements and
qualitative expectations of the course. Marginal mastery of subject matter. Does
not meet the expectations of graduate course work.
Note: Students are to turn cellular phones and pagers off during classroom sessions.
Note: Course assignments, due dates, etc are subject to change at the discretion of the
professor. Changes will be announced with ample time.
UTB/TSC Policies
SATISFACTORY ACADEMIC PROGRESS (SAP)
UTB/TSC monitors academic progress every fall and spring semester to identify
those students who are experiencing difficulty with their courses. Satisfactory
Academic Progress (SAP) is based upon two components: GPA of 2.0 or higher
and successful course completion of at least 70% of course work attempted.
EDCI 6302: Practitioner Research Methodology
Students remain in good standing with the university and Financial Aid when both
criteria are met. Students who do not maintain these required minimum standards
will be placed on probation or suspension as appropriate. The complete
Satisfactory Academic Progress policy and the Undergraduate Satisfactory
Academic Progress for Financial Aid policy can be found in the current
Undergraduate Catalog. For more information, please visit
http://www.utb.edu/vpaa/sap/Pages/Home.aspx
SCHOLASTIC DISHONESTY
Students who engage in scholastic dishonesty are subject to disciplinary penalties,
including the possibility of failure in the course and expulsion from the
University. Scholastic dishonesty includes but is not limited to cheating,
plagiarism, collusion, submission for credit of any work or materials that are
attributable in whole or in part to another person, taking an examination for
another person, any act designed to give unfair advantage to a student, or the
attempt to commit such acts. Since scholastic dishonesty harms the individual, all
students and the integrity of the University, policies on scholastic dishonesty will
be strictly enforced. (Board of Regents Rules and Regulations)
All scholastic dishonesty incidents will be reported to the Dean of Students. Do
not allow your peers to pressure you to cheat. Your grade, academic standing and
personal reputation are at stake. For a brief informative video on cheating and its
consequences click on “Academic Integrity at UTB/TSC” at this link:
http://www.utb.edu/sa/judicial/Pages/academicIntegrity.aspx
STUDENTS’ ACADEMIC RESPONSIBILITIES
Students are expected to be diligent in their studies and attend class regularly and
on time. Students are responsible for all class work and assignments. On
recommendation of the instructor concerned and with the approval of the Dean,
students may, at any time, be dropped from courses. This may result in a “W” or
“F” on the student’s permanent record.
EMERGENCY POLICY STATEMENT
In compliance with the Emergency UTB/TSC Academic Continuity Program,
academic courses, partially or entirely, will be made available on the MyUTBTSC
Blackboard course management system. This allows faculty members and
students to continue their teaching and learning via MyUTBTSC Blackboard
http://myutbtsc.blackboard.com, in case the university shuts down as a result of a
hurricane or any other natural disaster.
The university will use MyUTBTSC Blackboard to post announcements notifying
faculty members and students of their responsibilities as a hurricane approaches
our region. If the university is forced to shut down, faculty will notify their
course(s). To receive credit for a course, it is the student’s responsibility to
EDCI 6302: Practitioner Research Methodology
complete all the requirements for that course. Failure to access course materials
once reasonably possible can result in a reduction of your overall grade in the
class.
To facilitate the completion of class, most or all of the communication between
students and the institution, the instructor, and fellow classmates will take place
using the features in your MyUTBTSC Blackboard and UTB email system.
Therefore, all students must use Scorpion Online to provide a current email
address. Students may update their email address by following the link titled
“Validate your e-Mail Account” in MyUTBTSC Blackboard Portal. In the event
of a disaster that disrupts normal operations, all students and faculty must make
every effort to access an internet-enabled computer as often as possible to
continue the learning process.
Emergency Notification System
UTB/TSC has implemented an emergency communication system to provide
students, faculty, staff and visitors with important information in the event of an
impending threat. This system allows UTB/TSC to send time sensitive
notifications via telephones, computers, indoor speakers in classrooms and
laboratories, outside speakers, e-mail messages, and announcements on the
University’s home page: www.utb.edu. The notification methods used will vary
depending on the level of the emergency. Messages will communicate the current
situation and provide guidance for what action needs to be taken immediately.
AMERICANS WITH DISABILITIES ACT (ADA)
Students with disabilities, including learning disabilities, who wish to request
accommodations in this class should notify the Disability Services Office early in
the semester so that the appropriate arrangements may be made. In accordance
with federal law, a student requesting accommodations must provide
documentation of his/her disability to the Disability Services counselor. For more
information, visit Disability Services in the Lightner Center, call 956-882-7374 or
e-mail steve.wilder@utb.edu.
EDCI 6302: Practitioner Research Methodology
___________________________________________________________________
Week One: Aug. 29, 2013
Topic 1:
Introduction to action research
______________________________________________________________________
Week Two: Sept. 5, 2013
Topic 2:
Editorial styles
Action research for solving problems
______________________________________________________________________
Week Three: Sept. 12, 2013
Topic 3:
Research problems
______________________________________________________________________
Week Four: Sept. 19, 2013
Topic 4:
How to Use Library and Web Resources to Collect Research Information?
Literature review
______________________________________________________________________
Week Five: Sept. 26, 2013
Topic 5:
Planning an action research plan
Ethical issues and consent form
______________________________________________________________________
Week Six: Oct. 3, 2013
Topic 6:
Instruments of collecting data
Assignment six is due Oct. 10, 2013
______________________________________________________________________
Week Seven: Oct. 10, 2013
Topic 7:
EDCI 6302: Practitioner Research Methodology
Data collection of action research
Validity
______________________________________________________________________
Week Eight: Oct. 17, 2013
Topic:
Mid-term exam
______________________________________________________________________
Week Nine: Oct. 24, 2013
Topic 8:
Experimental research
Quasi-action research
______________________________________________________________________
Week Ten : Oct. 31, 2013
Topic 9:
Descriptive and inferential techniques
Correlation
______________________________________________________________________
Week Eleven: Nov. 7, 2013
Topic 10:
Non-experimental research
 Correlational research
 Causal-comparative research
Reading and Activities:
Chapter eight (JAP)
______________________________________________________________________
Week Twelve: Nov. 14, 2013
Topic11:
Qualitative action research overview (four qualitative research methods)
EDCI 6302: Practitioner Research Methodology
______________________________________________________________________
Week Thirteen: Nov. 21, 2013
Topic12:
Reporting findings
Writing a report
______________________________________________________________________
Week Fourteen: Nov. 28, 2013
(Thanksgiving Day, Web-enhanced session)
Topic 13:
Action research as Master’s thesis—from a report to a thesis
_____________________________________________________________________
Week Fifteen: Dec. 5, 2013
Topic 14:
Review
______________________________________________________________________
Week Sixteen: Dec. 12, 2013
Topic: Final Examination
______________________________________________________________________