Child and Family Development
CFD 790: Research Methods and Program Development
Spring, 2016
Instructor Contact Information
Alyson Shapiro
Office: EBA 420A
Office hours: Mondays 2:30 – 3:40; Tuesdays 2:30 – 3:40, and by appointment
Phone: (cell) 619-458-4415, (office) 619-594-0934
Email: ashapiro@mail.sdsu.edu
*Note that email and calling the instructor’s cell phone are the best ways to contact Dr.
Shapiro
Section and Enrollment Information
Class meeting: Mondays 4:00 – 6:40 p.m.
Class location: NE 273
Schedule number: 20626
Enrollment policies: Class enrollment is restricted to CFD Masters program students and
approval of the graduate program advisor is required.
Course Description
This course focuses on research in child and family development. Material covered
includes: criteria and procedures for conducting research, development of programs
pertaining to children and families, conducting literature reviews, proposal development,
and planning steps for implementation.
This course is an introduction to thesis research and project design. Students will be
introduced to a variety of methodologies (quantitative, qualitative, mixed method, and
action research). The class will cover all stages of the development of a proposal process
for either a research or program development project. This process includes: literature
review, identification of a problem or research question, and planning steps for study or
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project implementations. The course will also cover ethical standards, research design, and
methods gathering data and evaluating results.
In summary, the purpose of this class is to:
1. Provide students with an understanding of research design components
2. Expose students to a range of inquiry/ research tools
3. Prepare students for thesis and project proposal defenses.
Student Learning Outcomes
At the end of this course, students will be able to:
1. Critically read and evaluate research reports, and be able to describe key aspects of the
research report (e.g. research questions, key findings, implications)
2. Describe the logic behind the foundations, assumptions and goals of science
3. Demonstrate an understanding of basic research methods associated with social and
educational science
4. Identify, describe and discuss each step of the research process
5. Select the most appropriate research design for a given research problem and explain
both the rationale for the choice and the limitations of the design
6. Identify ethical issues regarding research with human subjects
7. Write a professional quality thesis or project proposal, which includes:
a. A literature review framed in theory and linking background research with the
research question or project topic
b. A methods section with a plan for collecting data with an appropriate sample to
answer the research question or implement and evaluate the proposed program
c. A plan for analyzing the data collected from the research project or program
evaluation.
Course Materials
Required Textbook
American Psychological Association. (2009). Publication manual of the American Psychological
Association (6th ed.).
Creswell, J.W. (2013). Research design: Qualitative, quantitative and mixed methods
approaches 4th ed. Thousand Oaks, CA: Sage. (ISBN: 1452226105)
Perry, G., Henderson, B., & Meier, D. (2012). Our inquiry, our practice: Undertaking, supporting,
and learning from early childhood research(ers). National Association for the Education
of Young Children, Washington, D.C.
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Supplementary Online Readings
There will be several online readings that are required for this course. These readings will be
organized within folders indicating the week each reading is scheduled. Readings will be
available at least one week before the readings are due. A list of these readings is posted on
the course blackboard page and periodically updated.
Course Website
The website for this course is the SDSU course blackboard page for this course. Students are
required to check the blackboard site regularly for updated readings, announcements, and
other materials. Exams, detailed assignment instructions, and some lectures will be available
only online, so students must have computer and Internet access for this course.
Connecting this course with your Thesis or Project Chair
This course is intended to facilitate your writing of a professional quality draft of your thesis
or project proposal. It is critical that you communicate with your Thesis or Project Chair
regarding all major aspects of your proposal (i.e. research question or project focus,
theoretical framework, the literature to review, methods, and plan for evaluation). The
ultimate decision regarding the acceptability of your proposal for the purposes of your
progress toward your degree will be made by your chair and your committee members. I will
be grading your work and offering feedback solely for the purposes of this Research Methods
course. The proposal draft you have completed at the end of this class will likely require
further revisions, additions, and editing as you continue to work with your chair and
committee. There are critical junctures at which I recommend you communicate with your
committee chair for feedback and approval outlined below.
• After you have developed your preliminary research questions or project focus you
should meet with your chair, get feedback and incorporate that feedback into your
revision before proceeding to the next step.
• After you complete a literature outline or literature map you should meet you’re your
committee chair and get feedback about additional research to review.
• Once you have identified your research methods or approach to your project you
should meet with your chair to discuss the research or project design.
• At the conclusion of the class, please share your proposal with your Committee Chair.
DO NOT expect that the proposal turned in for this class will be a final proposal. Your
committee will have suggestions as to how to revise your proposal. The paper for
this class, therefore, should be considered an important building block in your
proposal development.
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Assessment and Grading
Below is a grading overview. Detailed instructions and grading rubrics for each assignment
will be available on blackboard as the due date for each assignment approaches
Assignments and Exams
Assignment or exam
Points possible
Academic honesty quiz
10
Assignments
45
Human Subjects training certificate (upload SDSU certificate)
5
Class participation
30
Exams (40 points each)
80
Annotated Bibliography and Literature Map
50
Literature Review
50
Thesis or Project Proposal
100
PowerPoint presentation
30
TOTAL
400
Final Grades
Your grade will be based on the following criteria
•
93% - 100%=A
•
80%-82%=B-
•
67%-69%=D+
•
90%-92%=A-
•
77%-79%=C+
•
63%-66%=D
•
87%-89%=B+
•
73%-76%=C
•
60%-62%=D-
•
83%-86%=B
•
70%-72%=C-
•
Less than 60%=
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Grading Policies
•
Blackboard submissions: all written assignments should be submitted through
turn- it-in. If you have difficulty uploading your assignments, please email your
written assignment to the instructor immediately as well as continuing to try to
upload the document to insure that your assignment is counted as being turned in
on time.
•
Late policy: all work is expected on the assigned due date. Assignments will not be
accepted if turned in more than 1 week late, and 5% will be deducted for each
day that an assignment is late (up to one week). Exams must be taken at the
scheduled times. Make-up exams will only be given if scheduled in advance or in the
event of extraordinary circumstances with supporting documentation.
•
Academic honesty: students will receive a zero for any assignment with indications
of academic dishonesty (e.g. plagiarism, cheating). If there is more than one instance
of academic dishonesty, students will receive a failing grade for the course. All
indications of academic dishonesty will be reported to the SDSU Center for Student
Rights and Responsibilities for disciplinary action that may result in dismissal from
the University. Plagiarism is the use of others’ words and/or ideas without clearly
acknowledging their source. Plagiarism, intentional or unintentional, is considered
academic dishonesty.
•
Extra Credit: students have the opportunity to earn up to 15 points of extra credit.
Options for obtaining extra credit will be posted on the course blackboard page.
Course Requirements
Below is an overview of the major course requirements. Detailed information and grading
rubrics for assignments/papers will be available on the course blackboard page.
Assignments
There will be several assignments. Typically the assignments will be introduced in class and
due the following week and should be submitted both online and brought to class for the
purpose of reviewing and discussing the assignments in class.
Academic Honesty Quiz
There will be one quiz on academic honesty/correct citation on the course
blackboard page in a folder with a material explaining academic honesty in addition
to the quiz (10 points). Please review all material prior to taking the quiz.
Human Subjects Training Certificate
Please submit a copy of your CITI human subjects training certificate on the course
Blackboard page. Instructions for completing the training will be posted online for students
who have not already completed this training as well as an assignment link.
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Class participation
Class participation is a vital aspect of this course. I foster an environment of mutual respect
in my classes, and I encourage students to ask questions and contribute freely to
discussions. Participation includes: engaging in class exercises, actively engaging in class
discussions, commenting on and critiquing class readings, asking questions regarding
material you don’t fully understand, giving brief updates regarding your research or
intervention project proposal (as well as giving a presentation at the end of the semester),
and weekly participation in your research group. At the beginning of the semester, students
will be assigned to a small research group based on your interests. You will meet as a group
most weeks (during class time) to discuss your progress and any challenges you are
experiencing. I will meet briefly with each group during this time to answer questions and
help facilitate your progress.
Course Writing Assignments
Annotated Bibliography and Literature Map: Approximately the first half of the semester,
students will be expected to identify and read 3 to 4 articles a week that are related to the
research question or problem you will be addressing in your proposed project or thesis. As
you identify and read these articles you will add them to your annotated bibliography. The
readings can be theoretical, peer reviewed research articles (in family science, educational,
or other social science journals), meta-analyses, or methodological articles (to inform your
research or project design). Websites summarizing information for lay audiences are NOT
considered academic sources for the annotated bibliography or final thesis or project
proposal. National or global statistics from reports on database websites ARE acceptable
sources of statistics (e.g. the Center for Disease Control, the World Health Organization). You
will write a brief summary and critique of each article in addition to the citation information
in your growing annotated bibliography. Note that you are expected to continue reading
relevant articles to continue to inform your proposal until your chair you have summarized
the majority of relevant research for your final proposal. You will also create a map of the
literature reviewed by organizing the literature by themes and sub themes. This will serve
as a guide to help you organize your literature review.
Introduction and Literature Review (10 – 20 pages): Students will draw on the
summaries from their annotated bibliography to write an introduction and literature review
focused on their research question or social problem addressed through a proposed project.
The literature review should reflect the most current thinking on the issue as well as
landmark studies, and should clearly relate to your chosen focus for your thesis or project.
The literature review should include:
• An introduction that describes the social problem or gap in knowledge and the
proposed research question or project
• A main literature review section that includes: 1) guiding theoretical framework(s),
and 2) a review of studies relevant to your topic grouped by topics and subtopics.
• A proposed project/study section that summarizes the research reviewed with a
focus on how it relates to the proposed research question or project including how
the proposed study addresses the need or gap in the literature outlined.
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Thesis or project proposal (15 – 30 pages plus references and appendices): The thesis
or project proposal is the major assignment for the class. It will include:
• Abstract (briefly summarizing your proposal)
• Introduction section (integrating feedback)
• The literature review previously submitted with any edits or changes based on
feedback from the committee chair, suggestions made by Dr. Shapiro, peer feedback,
and continued readings. This section will also be expended to end with an overview
of the research question and proposed methods that builds on the research reviewed.
• A method section including information on the proposed sample, overview of
research or intervention project, study design or program evaluation plan, the data to
be collected, methods for collecting the data, plan for analyzing the data to address
the research question (thesis) or evaluate the implementation of the project
(project).
• References
• Appendixes (optional)
PowerPoint presentation
All students will give a short presentation of their proposed thesis or project using
presentation software (e.g. PowerPoint) and will answer questions regarding their proposal.
Exams
There will be two exams (midterm and final) covering course material. Each will consist
of a combination of multiple choice, short answer, and essay format questions. Exams will
only be given on alternate dates in cases of extreme circumstances (e.g. hospitalization)
when documentation of those extreme circumstances is submitted. Exams will be given
on the course blackboard page.
Course Policies
•
Blackboard: students will need to check the course blackboard page regularly for
readings and updated instructions. Written assignments must be turned in using
turnitin unless otherwise indicated (and will be checked electronically for plagiarism).
•
Cell phones and other electronic devices (ipads, computers): cell phones should be
turned off or turned to silent (or vibrate) during class. Computers and ipads may be
used to take notes or refer to class readings, but should not be used for other purposes
during class. Please do not email, text, or use facebook during class.
•
Readings: students should come to each class prepared to discuss the readings
assigned for that day.
•
Discussion etiquette: students are expected to discuss issues during class in a manner
that is respectful of both their fellow students and of the populations examined. Please
keep any personal information shared confidential, listen to others contributions, and
make contributions about your opinions in a respectful manner.
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•
Computing needs. Students are responsible for their own computing needs and solving
computer related problems. The SDSU library has computers students can access and
can provide help regarding computer related problems. Instructional Technology
problems that you encounter do not constitute an acceptable excuse for non-completion
of course work.
•
Student Work Samples. Your work may be selected by the instructor to keep on file.
The work that is selected with be used solely for the purposes of evaluation from higher
education accreditation institutions (e.g., NCFR, NAEYC, NCATE).
Students with Disabilities
If you are a student with a disability and believe you would benefit from accommodations
for this class, it is your responsibility to contact Student Disability Services at 619-5946473 (Calpulli Center, Suite 3101). To avoid any delay in the receipt of accommodations,
you should contact Student Disability Services as soon as possible. Please note that
accommodations are not retroactive, and that accommodations based upon disability
cannot be provided until you have presented your instructor with an accommodation
letter from the Student Disability Services.
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Course Activities and Schedule
Please note that this course schedule is tentative and subject to change. The topics
and readings in particular may vary based on the material covered in each class.
Please check the course blackboard class regularly for updates on course schedule
and reading materials. Please also note that the first 15 minutes of class time will be
a question and answer period, and that lecture will begin promptly at 4:15.
Date
Topic
1/25
Welcome
Overview of Course
Theses, Projects, and Timelines
Choosing a project/thesis focus
2/1
Introduction to the Proposal
Readings
Cresswell Ch. 2, 5 & 6
Research/Project Objectives
Assignments / Activities
Refine Research/ Project topic
Start literature review search
Reviewing the Literature
2/8
2/15
Framing question/ focus with theory
Academic honesty quiz due
Cresswell Ch. 3
Critiquing articles
Research or project objective due
Creating Annotated bibliographies
Read 3 articles and add to annotated
bibliography
Discussion of article critiques
Online readings
Literature maps
2/22
Qualitative, Quantitative, Mixed
Methods, and teacher/action research
Read 3 articles and add to annotated
bibliography
Cresswell Ch. 1 & 7
Writing introduction and literature
review sections
Mediation and Moderation
3/7
Review of Mediation and Moderation
Peer and individual feedback on
introductions and literature reviews
Draft of literature map due
Read 4 articles and add to annotated
bibliography
Peer review of literature map
2/29
Article critique assignment due
Online Readings
Read 4 articles and add to annotated
bibliography
Start introduction and literature
review sections
Mediation and moderation
homework due
Annotated Bibliography and
literature map due
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Date
Topic
3/14
Midterm Exam (online – no class)
3/21
Methods section
Readings
Midterm Exam
Cresswell Ch. 8 & 9
Quantitative and Qualitative research
design
Literature Review due
Start writing Methods
3/28
Spring Break - NO CLASS
4/4
Project Development and evaluation Cresswell Ch. 10
Teacher/action research
Assignments / Activities
Perry Ch. 8 & 9
4/11
Qualitative research design &
methods
4/18
Statistics and quantitative methods
Online readings
Rough draft of methods for peer
review
11/18
Ethics
Cresswell Ch. 4
Final proposals due
Presentations
APA publication manual
pp. 11-20
4/25
Student presentations
Renew and Refuel Wellness
Conference (Extra Credit) – office
hours cancelled for this day
5/2
Student presentations
Student presentations
5/9
Final exam (online – no class)
Final exam
IRB training due
Extra credit due
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