KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDUC 8XXX: Quantitative Educational Research – Doctor of
Education
Department Bagwell College of Education
Degree Title (if applicable) ED.D.
Proposed Effective Date 2006-2007
Check one or more of the following and complete the appropriate sections:
XX New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
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Approved
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Department Chair
Date
School Curriculum Committee
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School Dean
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Vice President for Academic Affairs Date
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President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number EDUC 8XXX________________________________
Course Title _ Quantitative Research
Credit Hours 3-0-3
Prerequisites Admission to doctoral program and EDUC 8XXX: Educational
Research I
Description (or Proposed Degree Requirements)
This course is designed as a doctoral level examination and application of the quantitative research designs, descriptive
statistics, inferential statistics, and non-parametric tests traditionally utilized in social and behavioral research. Emphasis will be
placed on understanding the process of social and educational research in applied settings utilizing the experiences of designing,
conducting, and analyses of data. Candidates will conduct these analyses using SPSS, interpret their findings, and communicate
their results ethically, clearly and effectively.
III.
Justification
Doctoral students in education must possess and display the characteristics of professional leaders able to effectively design and
conduct educational research that positively influences educational practice and policy. To do so, candidates must be
knowledgeable about advanced topics in quantitative research design, statistics, and analyses. Additionally, candidates have a
responsibility to actualize and implement beliefs that research-based solutions exist for educational problems. This course
serves as the foundation for such ethical actions.
IV.
Additional Information (for New Courses only)
Instructor: TBD
Text: TBD
Prerequisites: Admission to Doctoral Program and EDUC 8XXX: Educational
Research I
Objectives:
Course objective
Candidates will be able to identify and explain key
methods of conducting quantitative research in
education.
Candidates will review and utilize common
sampling and univariate descriptive statistics in
applied problems.
Candidates will demonstrate several ways to use
descriptive scores obtained from sample data to
make predictions about how representative it is to
the population. They will learn and be able to
explain the appropriateness of generalizing their
findings from samples to the population at large.
Candidates will be able to explain key concepts
associated with bivariate correlation and conduct
common correlational procedures.
Students will be able to conduct and explain
appropriate statistical procedures for inferences
concerning bivariate correlations.
Candidates will learn and demonstrate how to
evaluate the variations that exist within and
between the means of several groups at a time,
given different conditions and circumstances.
Candidates will become familiar with the
interactions of independent variables with one or
more dependent variables through factorial
analysis.
Utilizing path analyses, candidates will understand
and derive the casual relationship between two or
more variables.
Candidates will be able to produce appropriate
ranked data and conduct common nonparametric
tests to determine the significance of the data.
Doctoral
KSDs
4f, 5f
4f, 5a
4f, 5a, 5b
4f, 5d, 5e
4f, 5a,
4f, 5a
4f, 5a
4f, 5a
4f, 5a
Instructional Methods:
Lectures
Guest Speakers
Applied and Stimulated Computer Applications
Collaborative Learning
-
Method of Evaluation:
Examinations
Applied Software Analysis
Research Critiques
Participation in Class
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
20,000 (or 25% of $60,000 and benefits)
5,000 (secretary and graduate assistant)
1,500 (computer and printer) and any needed software
500 (toner, paper etc)
1000 (conference)
1500 (for library)
300 (for library)
TOTAL
$29,300 + statistical software
Funding Required Beyond
Normal Departmental Growth
yes
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
EDUC
8XXX
Quant. Research
3-0-3
2006-2007
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
I.
Course Number: EDUC 8XXX
Course Title:
Quantitative Research II – Doctoral Level
College:
Bagwell College of Education
Semester:
Room:
II.
Instructor & Contact Info:
III.
IV.
V.
Class Meeting Time:
Texts:
Required:
1. Huck, S. W. (2004). Reading statistics and research. (4th ed.). Boston: Pearson/Allyn and
Bacon.
2. Campbell, D. T. and Stanley,J.C. (2005). Experimental and quasi-experimental designs for
research (paperback). New York: Houghton-Mifflin
3. Green, S. B. and Salking, N. J. (2004). Using SPSS for the windows and macintosh: Analyzing
and understanding data (4th ed.). New York: Prentice Hall
Catalog Course Description: EDUC 8XXX. 3-0-3. Prerequisite: Admission to Doctoral Program.
This course is designed as a doctoral level examination and application of the quantitative research designs, descriptive
statistics, inferential statistics, and non-parametric tests traditionally utilized in social and behavioral research. Emphasis will
be placed on understanding the process of social and educational research in applied settings utilizing the experiences of
designing, conducting, and analyses of data. Candidates will conduct these analyses using SPSS, interpret their findings,
and communicate their results ethically, clearly and effectively.
VI. Purpose and Rationale:
KENNESAW STATE UNIVERSITY’S CONCEPTUAL FRAMEWORK:
Collaborative development of expertise in teaching and learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing
expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability,
intent and expertise to facilitate high levels of learning in all of their students through effective, research-based
practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU
fosters the development of candidates as they progress through stages of growth from novice to proficient to expert
and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not
an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning
are entwined and that only through the implementation of validated practices can all students construct meaning and
reach high levels of learning. In that way, candidates at the doctoral level leaders for learning and facilitators of the
teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across
the college and university and extends collaboration to the community-at-large. Through this collaboration with
professionals in the university, the public and private schools, parents and other professional partners, the PTEU
meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service,
renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to
analyzing the teaching-learning process, the teacher education faculty at KSU believe that the concept of expertise is central to
preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers
progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their
teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued development.
Use of Technology : Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher preparation program, and all
candidates must be able to use technology to improve student learning and meet Georgia Technology Standards for Educators.
During the courses, candidates will be provided with opportunities to explore and use instructional media. They will master use
of productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional
materials, and create WWW resources.
Rationale for Course
Doctoral students in education must possess and display the characteristics of professional leaders able to effectively design and
conduct educational research that positively influences educational practice and policy. To do so, candidates must be
knowledgeable about advanced topics in quantitative research design, statistics, and analyses. Additionally, candidates have a
responsibility to actualize and implement beliefs that research-based solutions exist for educational problems. This course
serves as the foundation for such ethical actions.
VII.
Course Objectives:
The objectives of this course are consistent with the Bagwell College of Education KSDs for Doctoral Candidates.
Students will be able to:
Course objective
Doctoral
KSDs
Candidates will be able to identify and explain key
methods of conducting quantitative research in
education.
Candidates will review and utilize common
sampling and univariate descriptive statistics in
applied problems.
Candidates will demonstrate several ways to use
descriptive scores obtained from sample data to
make predictions about how representative it is to
the population. They will learn and be able to
explain the appropriateness of generalizing their
findings from samples to the population at large.
Candidates will be able to explain key concepts
associated with bivariate correlation and conduct
common correlational procedures.
Students will be able to conduct and explain
appropriate statistical procedures for inferences
concerning bivariate correlations.
Candidates will learn and demonstrate how to
evaluate the variations that exist within and
between the means of several groups at a time,
given different conditions and circumstances.
4f, 5f
4f, 5a
4f, 5a, 5b
4f, 5d, 5e
4f, 5a,
4f, 5a
NBPTS
Core
Proposition
PSC/NCATE
Standard
Candidates will become familiar with the
interactions of independent variables with one or
more dependent variables through factorial
analysis.
Utilizing path analyses, candidates will understand
and derive the casual relationship between two or
more variables.
Candidates will be able to produce appropriate
ranked data and conduct common nonparametric
tests to determine the significance of the data.
4f, 5a
4f, 5a
4f, 5a
VIII. Course Requirements and Assignments
1. Applied problem analyses
2. Work Samples with Critical Analysis
3. Analysis and Synthesis of Research
4. In-Class Quizzes
IX. Grading
93-100%
85-92 %
A
B
77-84%
C
69-76%
D
<69%
F
Assignments are due on date assigned. All written assignments must be typed in 12 point font with standard
margins. Work that is unedited or presented with little thought or planning will not be accepted.
X. Policies
Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of
diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula
for providing effective instruction and assessment within multicultural classrooms. One element of course work is raising
candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes
of multicultural populations influence decisions in employing specific methods and materials for every student. Among these
attributes are age, disability, ethnicity, family structure, gender, geographic region, giftedness, language, race, religion,
sexual orientation, and socioeconomic status. An emphasis on cognitive style differences provides a background for the
consideration of cultural context. (Confessions Assignment)
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled
under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of
services are available to support students with disabilities within their academic program. In order to make
arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443)
and develop an individual assistance plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address each of the
multicultural variables outlined above.
Professionalism- Academic Honesty: KSU expects that graduate students will pursue their academic programs in an ethical,
professional manner. Faculty of the M.Ed. in Adolescent Education program abide by the policies and guidelines established by
the university in their expectations for candidates’ work. Candidates are responsible for knowing and adhering to the guidelines
of academic honesty as stated in the graduate catalog. Any candidate who is found to have violated these guidelines will be
subject to disciplinary action consistent with university policy. For example, plagiarism or other violations of the University’s
Academic Honesty policies could result in a grade of “F” in the course and a formal hearing before the Judiciary Committee.
Professionalism- Participation, and Attendance: Part of your success in this class is related to your ability to provide peer
reviews and feedback to your editing groups regarding their research and their writing. Furthermore, responding effectively and
appropriately to feedback from your peers and the professor is another measure of one’s professionalism. In addition, since
each class meeting represents a week of instruction/learning, failure to attend class will likely impact your performance on
assignments and final exams. Please be prepared with all readings completed prior to class. We depend on one another to ask
pertinent and insightful questions.
XI. Course Outline Topics
`

Review of Sampling and Descriptive Statistics

General overview of Qualitative and Quantitative Research

Quantitative Research Designs (Experimental Research, Quasi-Experimental Designs, Factorial
Designs, Correlational Research, Ex Post Facto Causal-Comparative Designs, Survey Designs)

Inferential Statistics (Standard Error , Hypotheses testing, Statistical Significance, Confidence
intervals, Effect size, Power of a Statistical Test)

One Way ANOVA

Post Hoc Analyses (Fisher’s LSD, Duncan’s multiple range, Newman-Keuls, Tukey’s HSD, and
Scheffe)

Two-Way ANOVA

MANOVA

ANOVA with Repeated Measures

ANCOVA

Regression Analysis (bivariate, multiple, logistic)

Path Analyses

Non-Parametric Tests (Mann-Whitney U, Kruskal-Wallis, Wilcoxon)
XII. Websites:
http://www.readingstats.com/fourth/resources12.htm
http://library.uncfsu.edu/reference/quantitative_research_websites.htm
XII. References:
Agresti, A. & Finlay, B. (1997). Statistical Methods for the Social Sciences. Upper Saddle River, NJ:
Prentic Hall
American Psychological Association (2001). Publication manual of the American Psychological
Association (5thed.). Washington, DC: American Psychological Association.
Howell, D.C. (1999). Statistical Methods for Psychology. Boston, PWS Kent Publishing Co.
Jaeger, R. (1990). Statistics: A Spectator Sport. Newbury Park, CA; Sage.
Johnson, B., & Christensen, L. (2000). Educational research: Quantitative and qualitative approaches.
Needham Heights, MA: Allyn & Bacon.
Nicol, A., & Pexman, P. (1999). Presenting your findings: A practical guide for creating tables.
Washington, DC: American Psychological Association.
Moore, D.S. & McCabe, G.P. (1993). Introduction to the Practice of Statistics, 3nd ed. New York:
W.H. Freeman Morgan, S., Reichert, T., & Harrison, T. (2002). From numbers to words: Reporting
statistical results for the socialsciences. Boston, MA: Allyn and Bacon.
Norusis, M. (2003). SPSS 13.0: Guide to data analysis. Upper Saddle River, NJ: Prentice-Hall.
Jane E. Miller. 2004. The Chicago Guide to Writing About Numbers. The Effective Presentation of Quantitative
Information. Chicago: University of Chicago Press.
Kazdin, A. (2003). Methodological issues and strategies in clinical research (3nd ed.). Washington, DC:
AmericanPsychological Association.