Spadoni College of Education
Coastal Carolina University
Syllabus
EDUC 607 D1: Research for Today’s Schools
Conceptual Model:
The Master of Education degree program is designed to offer educational practitioners an opportunity for
professional growth and to develop Master Teachers who are able to provide leadership in their teaching areas.
The conceptual underpinning of all graduate programs in the Spadoni College of Education is the Teacher as
Reflective Practitioner. Reflective practitioners are teachers who work as scholars in the classroom with the
ability to make sound decisions using information at hand; but who also have the ability to gather, analyze, and
utilize new information as needed. The competency strands that serve as the conceptual underpinning of our
graduate programs reflect standards outlined by the National Board for Professional Teaching Standards and
incorporate our College commitment to the Teacher as Reflective Practitioner. Each competency stand has
multiple indicators that are taught and assessed throughout the program and mastery evidence/artifacts
comprise the content of a final required portfolio.
Course Information:
Name:
Office Location:
Office Hours:
Dr. Douglas Smith, email – dsmith@coastal.edu
Prince Hall 105 - C, Ph – 349-2664
Regular office hours are Tuesday and Thursday from 9:00 AM – 12:00 noon. Skype
(Dr.Smith) office hours are available by appointment only and include both the regular
office times and limited additional times by request. I am also available by office
phone (843-349-2664) cell phone (number available upon request if needed), and
email (dsmith@coastal.edu). I check and respond to email and phone messages
several times per day Monday – Friday, once on Saturday (typically morning), and not
at all on Sunday. This response schedule does not apply during University holidays or if
I am out of town on University business. IF YOU SEND AN EMAIL AFTER SATURDAY
MORNING ON A WEEKEND, I WILL LIKELY NOT GET IT UNTIL MONDAY MORNING.
Meeting:
There are no face to face course meetings for this class. It is 100% online and
is conducted through the course website.
Course Description: Study of the principles of education research and how research can improve instruction
and assessment in PK-12 environments. The course focuses on identifying and defining
research questions, reviewing and critiquing existing research, developing mixedmethods research designs, collecting and analyzing authentic data, using the results of
research to guide instructional decisions, and the communication of research results.
Intended Audience: Master of Education program candidates
Prerequisite:
Graduate student standing
Credit Awarded:
3
Course Calendar:
Please see the Course Plan and Pacing guide link on the course website
Conceptual Framework
The overarching theme of the Conceptual Framework for all educator preparation programs is "The
Educator as Reflective Practitioner." The initial and advanced teacher education programs and the
advanced program in educational leadership focus on the development of knowledge, skills, and
professional dispositions to ensure that all candidates are well prepared and meet all institutional,
state, and professional standards at the completion of their program. The Conceptual Framework
describes the shared vision of teaching, learning, and the preparation of teachers and school leaders.
It outlines our philosophy and commitment to the education profession; guides programmatic
decisions; and ensures coherence among curricula, field experiences, clinical practice, and the unit’s
assessment system. The Conceptual Framework reflects our commitment to integrate technology,
demonstrate professional behavior and dispositions, engage in reflective practice, work with diverse
populations, and apply content and pedagogical knowledge to the teaching and learning process.
Unit Assessment associated with this course: Research Project
Text/Other Required Materials/Resources:
Required Text: Fraenkel, J.R., and Wallen, N.E., and Hyun, H. (2012). How to Design and Evaluate
Research in Education, 8th Ed. New York, NY: McGraw-Hill.
Required Software: Most program candidates must make a one-time purchase of LiveText which is
done through the Bursar’s Office. Check with your program coordinator to see if this is a requirement for you
for this course. In addition, this course requires internet connectivity, email, access to Moodle, the Microsoft
Office programs, Word and Excel, and may require some Web 2.0 download – depending upon the individual’s
computer.
Course Goals/Objectives (Standards/Alignment Information)
CCU
1. Students will be
o Engage in reflective practice
able to devise
o Work, [adapt assessments] for diverse populations
and carry out
o Apply content and pedagogical knowledge to the teaching and learning process
research in a
class.
ADEPT
1B. Establishing appropriate learning goals for all students
1D. Developing appropriate processes for evaluating and recording students’ progress and
achievement
3B. Gathering, analyzing, and using assessment data
3C. Using assessment data to reflect student progress and achievement
7C. Providing appropriate instructional feedback to all students
CCU
2. Students will be
o Engage in reflective practice
able to use and
o Work, [adapt assessments] for diverse populations
interpret the
o Apply content and pedagogical knowledge to the teaching and learning process
educational
research in their
ADEPT
fields of interest. 1B. Establishing appropriate learning goals for all students
1D. Developing appropriate processes for evaluating and recording students’ progress and
achievement
3. Students will be
able to critically
analyze and use
published
research to
address
educational
problems.
4. Students will be
able to create
valid and reliable
assessment
instrumentation.
5. Students will be
able to analyze
data from
assessment
instruments and
use the
information to
improve
instruction.
6. Students will be
able to write a
research report
and present
their findings to
their peers using
standard
formatting and
practices.
3B. Gathering, analyzing, and using assessment data
3C. Using assessment data to reflect student progress and achievement
7C. Providing appropriate instructional feedback to all students
CCU
o Engage in reflective practice
o Work, [adapt assessments] for diverse populations
o Apply content and pedagogical knowledge to the teaching and learning process
ADEPT
1B. Establishing appropriate learning goals for all students
1D. Developing appropriate processes for evaluating and recording students’ progress and
achievement
3B. Gathering, analyzing, and using assessment data
3C. Using assessment data to reflect student progress and achievement
7C. Providing appropriate instructional feedback to all students
CCU
o Engage in reflective practice
o Work, [adapt assessments] for diverse populations
o Apply content and pedagogical knowledge to the teaching and learning process
ADEPT
1B. Establishing appropriate learning goals for all students
1D. Developing appropriate processes for evaluating and recording students’ progress and
achievement
3B. Gathering, analyzing, and using assessment data
3C. Using assessment data to reflect student progress and achievement
7C. Providing appropriate instructional feedback to all students
CCU
o Engage in reflective practice
o Work, [adapt assessments] for diverse populations
o Apply content and pedagogical knowledge to the teaching and learning process
ADEPT
1B. Establishing appropriate learning goals for all students
1D. Developing appropriate processes for evaluating and recording students’ progress and
achievement
3B. Gathering, analyzing, and using assessment data
3C. Using assessment data to reflect student progress and achievement
7C. Providing appropriate instructional feedback to all students
CCU
o Engage in reflective practice
o Apply content and pedagogical knowledge to the teaching and learning process
ADEPT
1B. Establishing appropriate learning goals for all students
1D. Developing appropriate processes for evaluating and recording students’ progress and
achievement
3B. Gathering, analyzing, and using assessment data
3C. Using assessment data to reflect student progress and achievement
Attendance/Administrative Procedures:
A. Administrative requirements: This is a graduate-level course. As such, candidates bear personal
responsibility to be informed, up-to-date, and timely regarding due dates, requirements,
assignments, submissions, and all other matters pertaining to the class. All assignments for the
course are submitted electronically via either the course website ( Moodle) or through LiveText
and all assessments will be submitted through an outside provider specified in the course plan and
pacing guide. Please visit the course calendar and see the course plan and pacing guide for due
dates and times for all course requirements. While there is some latitude in the timing of
assignment submission, it is not usually helpful in the long term to students if late submission is
allowed. In most cases, late assignments will be penalized. This decision is left to the instructor’s
discretion.
Technology Issues:
Because all of the course activities and assessments depend upon successful use of technology to
meet basic requirements, candidates are expected to utilize computer technology in ways that permit
timely submission and adequate completion of assignments/assessments. Unless a CCU system
failure prevents completion of coursework, “technology issues” will NOT be an acceptable reason for
any student’s lack of class participation or timely submission of assignments/assessments.
B. Academic Requirements and Evaluation of Students. There are six areas of expectation for the
course where points toward the class grade may be accumulated. The values of each of these
components of the course are specified in the grade book section of the course website.
1.
2.
3.
4.
5.
6.
11 Problem Sheets
8 Chapter Tests
3 Discussion Fora
Literature Review Document
Final Research Presentation
Final Research Report
Disabling Conditions
If students have documentation that supports the need for special accommodations due to a disabling
condition, they should provide that documentation to the instructor as soon as possible. Qualifying
documentation should be endorsed/approved by the CCU Office of Disability Services in order for
students to qualify for special dispensation with the requirements of this course. Appropriate sources
of documentation should be obtained from and/or reviewed by the CCU Coordinator for Disability
Services (located in Indigo House room 113, telephone number 843-349-6561.) For specific
information about the CCU Office of Disability Services, please see www.coastal.edu/disabilityservices.
Critical Information about Academic Honesty
Coastal Carolina University is an academic community that expects the highest standards of honesty, integrity
and personal responsibility. Members of this community are accountable for their actions and reporting the
inappropriate actions of others, and are committed to creating an atmosphere of mutual respect and trust.
In this course, students are expected to approach their studies with strong commitment to honesty, integrity
and responsibility. A primary character trait/disposition of a strong teacher is this investment in scholarly
appropriateness. Therefore, any occurrence of academic dishonesty will be dealt with in order to support and
sustain the environment of academic strength that is expected from students.
Students are encouraged to familiarize themselves with University policy regarding these issues. Specific
statements within the Coastal Carolina University Code of Student Conduct clearly indicate that behaviors
related to academic dishonesty (i.e., plagiarism, cheating, falsifying course documents, forging course
documents, etc.) are strictly prohibited. Students should access the Code of Student Conduct so that they
clearly understand the University policies and sanctions associated with them.
Specific information about academic dishonesty can be found at the following CCU website:
http://www.coastal.edu/conduct/documents/codeofconduct.pdf.
Students are encouraged to recall and place importance upon the CCU Academic Integrity Pledge that all
students are required to endorse through their behaviors and participation within all courses and academic
activities: “On my honor, I pledge that I will take responsibility for my personal behavior and that I will actively
oppose every instance of academic dishonesty as defined in the Code of Student Conduct .”
Academic Requirements and Evaluation
The academic requirements for this course consist of:
Final Research Report
Final Research Presentation
Discussion for a (3 @ 15 ea.)
Literature Review
Chapter Tests
Problem Sheets
Grading Scale based on percentages:
A
93 - 100%
B+
90 – 92.999%
B
86 – 89.999%
C+
83 – 85.999%
(100 points)
(50 points)
(45 points)
(20 points)
(8 varying in point value)
(11 at 5 points each)
Total
C*
D+
D
F
100 points
50 points
45 points
20 points
225 points (approx., – see grade book)
55 points
470 points (approximately)
79 – 82.999% (Passing grade for a graduate course)
76 – 78.999%
72 – 75.999%
0 – 71.999%
Please note:
The final Research Report is due via LiveText for all M.Ed. L+T program candidates (NOT MOODLE.) If you are NOT
an M.Ed. L+T program candidate (for example if you are in the Educational Leadership program or if you are a nondegree seeking graduate student) then you should use the assignment link on the course website to submit the
report. LiveText is a required piece of software for all M.Ed. L+T program candidates and there will be an
assignment attached to your account so that you may submit this report. Because this is a major program
assessment, if you are a program candidate, your final course grade will not be processed until you have submitted
this assessment in LiveText. If you are in a program that requires the use of LiveText and you have not purchased
LiveText, please arrange to do so through the CCU Bursar’s office.
The Research Report must follow this outline (excerpted from your course text)
Introductory Section – Consists of Title page, Table of Contents, List of Figures, List of Tables
Main body
I.
Problem investigated
a. Purpose of the study (including assumptions)
b. Justification of the study
c. Research question and hypotheses
d. Definitions of terms
e. Brief overview of the study
II.
Background and review of related literature – Note: this section should NOT be a listing of articles…it should
take the form of a brief research paper including:
a. Theory, if appropriate
b. Studies directly related
c. Studies tangentially related
III.
Procedures
a. Description of the research design
b. Description of the sample
c. Description of instruments (including scoring procedures; reliability; validity)
d. Explanation of the procedures followed (the what, when, where, and how of the study)
e. Discussion of internal validity
f. Discussion of external validity
g. Description and justification of the statistical techniques or other methods of analysis used
IV.
Findings - Description of the findings pertinent to each of the research hypotheses or questions
V.
Summary and Conclusions
a. Brief summary of the research question being investigated, the procedures employed, and the results
obtained
b. Discussion of the implications of the findings – their meaning and significance
c. Limitations – unresolved problems and weaknesses
d. Suggestions for further research
References – This section includes an APA formatted listing of all of the documents and information sources to which you
actually made reference in your report. It is NOT a bibliography (which would also include related readings, perhaps not
referenced in the body of your work.)
Appendices – These can be tables, graphs, charts, samples of student work, samples of assessment instruments used, etc.
This section is where you will provide your reader with ancillary materials or information that supports your narrative.
For instance, if in your narrative you say that student work showed an increase of understanding about a certain concept
from pre- to post testing and you provide a graph of the class means for each administration, then you might want to
append some samples of student work that demonstrate your point. Decisions about what to put in this section are
more a matter of art than of science. If you are not sure, please ask.