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Syllabus
Course Prefix/Number: EDF7489
Course Title: Advanced Research: Mixed Methods
Course Credit Hours: 3
Lead Instructor Name and Contact Information:
Instructor: Thomas J. Kramer, Ph.D.
Professor Professional and Community Leadership
Phone: UWF – 474-2949; Cell: 850-375-7019;
Email: tkramer@uwf.edu
Prerequisites/Corequisites: This course is meant for Ed.D students who have successfully
completed EDF7407 (Inferential Statistics II), EDF6475 (Qualitative Research Methods I), and
EDF6481 (Educational Research). If you are have not successfully completed these courses you
are not prepared to complete this course. Please do not register for it. If you are currently
registered then you need to drop it. There will be no exceptions.
Course Description: Identify a potential dissertation topic, analyze and synthesize research on
the topic, and produce a concept paper for the dissertation to be presented to the dissertation
committee. Study the application of both qualitative and quantitative research methodologies
towards addressing a research problem. Apply concepts from educational research in
synthesizing current research articles for the development of a research project. Gain expertise in
educational research that will facilitate student research agendas for action research, thesis
research, and dissertation research.
Purpose of the Course:
The Empowered Professional Making a Difference is the theme of the Professional Education
Unit’s conceptual framework. This theme focuses learning experiences on activities that permit
the candidate to examine what he/she does and to make a difference in the instructional process.
The subject matter, class activities, and skill development of this course were selected to assist
your professional growth in one or more of the following Empowered Professional Making a
Difference characteristics: a) critical thinker, b) lifelong learner, c) counselor/mentor, d)
decision maker, e) problem solver, and f) ethical/moral professional.
The State of Florida has responded to national and state initiatives in education reform and
accountability by creating legislative policies relative to the preparation of educators. Florida’s
Uniform Core Curricula outline the knowledge, skills and dispositions that candidates require to
be successful in Florida’s educational system.
To monitor your progress in this teacher preparation program, Key Assignments are required.
Key Assignments are specific learning activities that directly relate to the course and program
learning outcomes. A passing grade (70% or higher) is required on each of the student learning
outcomes identified on the assignment in order to receive a grade for the course and advance in
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the teacher education program. (Specific details are provided in your Teacher Education
Handbook.)
Student Learning Outcomes:
Participants in this class will learn to
 Define mixed methods research and distinguish it from other forms of research.
 Describe the six different types of mixed method designs.
 Analyze articles using a rubric to indentify the characteristics of mixed method studies.
 Write clear statement of the problem, purpose and research questions.
 Develop a research proposal for a mixed methods study.
 Present their research proposal to a subset of class members.
 Provide useful feedback to class members concerning the strengths and areas for
development regarding their research proposal.
NCATE Standards:
http://ncate.org/Standards/NCATEUnitStandards/UnitStandardsinEffect2008/tabid/476/Default.a
spx
Standard 1: Candidate Knowledge, Skills, and Professional Dispositions
Candidates preparing to work in schools as teachers or other school professionals know and
demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and
professional knowledge and skills, and professional dispositions necessary to help all students
learn. Assessments indicate that candidates meet professional, state, and institutional standards.
ADVANCED EDUCATIONAL LEADERSHIP - ELCC
http://www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf
Standard 6.0:
Candidates who complete the program are educational leaders who have knowledge and ability
to promote the success of all students by understanding, responding to, and influencing the
larger political, social, economic, legal and cultural context
Program Learning Outcomes:
Students who successfully complete the program for the Ed.D. in Curriculum and Instruction
will be able to demonstrate the following:
Content
· Articulate and apply the content and practices central to the areas of specialization.
Critical Thinking
· Develop and analyze educational, organizational, or public policy.
Project Management
· Conduct high quality research pertinent to local, regional, state, and national needs.
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Course Alignments by Assessments, Outcomes, and Standards:
Project
Conceptual
Program
Name and
Framework
SLOs
Assessment
Outcomes
Tool
(Characteristics)
Research
Critical Thinker
Content
Proposal
Critical
Thinking
Project
Management
NCATE
Standard 1
Indicator
1a
SPA
ELCC
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Topics & Tentative Schedule: To Be Announced.
Texts:
Crestwell, J. W. and Plano Clark, V. L. (2011). Designing and conducting mixed methods
research (2nd ed.) Sage: Thousand Oaks, CA. (Abbreviated as DCMMR)
Plano Clark, V. L. and Crestwell, J. W. (2008). The mixed methods reader. Sage: Thousand
Oaks, CA. (Abbreviated as T MMR)
APA version 6.
Structure of the Course:
This is a hybrid course which is a combination of online and face-to-face. For the online portion
there will be weekly assignments to be done and put in a drop box. There will also be a
discussion forum. Each week there will be readings, usually a chapter from DCMMR and one
or more chapters from TMMR. There will be questions to answer. In several weeks there will
be additional tasks to perform such as evaluating an article.
We will meet face-to-face in Pensacola on Tuesday, Jan. 11 and Tuesday, Mar. 1 from 5:30 to
8:30. The first meeting will be an overview of the course and an introduction to Mixed Method
Research and its history. The second meeting will focus on initiating the write up of a mixed
methods proposal, hopefully in preparation for your dissertation.
We will meet again April 19 and 26 in small groups. Each of you will only be required to attend
one of these meetings although you may attend both. In these meetings each of you will present
a power point presentation of your dissertation proposal.
I assume you are wondering: who will present on April 19? I will ask for preferences at our first
meeting. If I don’t get enough for the first date I will randomly assign them.
You will need to develop an area of interest for a research proposal and study. Ideally it will be
your dissertation area or something closely related. If you don’t have a topic or interest area then
you need to start thinking and reading. I am assuming you have ideas that came from the other
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two research courses I mentioned above. We will discuss this in detail in the first class meeting.
Our face-to-face meetings are scheduled in room 121 in bldg. 77 on the Pensacola campus
Grading/Evaluation System:
To Be Provided.
References/Bibliography: Available upon request.
Special Technology Utilized by Students:
Each UWF Student is expected to:



Activate a UWF ArgoNet email account
Access email two to three times weekly
Have basic word processing knowledge
Plagiarism Policy: (Word Format) | (PDF Format) | (RTF Format)
Student Handbook: (PDF Format)
Statement of the University Policy on Academic Conduct: The Student Code of Conduct sets
forth the rules, regulations and expected behavior of students enrolled at the University of West
Florida. Violations of any rules, regulations, or behavioral expectations may result in a charge of
violating the Student Code of Conduct. It is the student’s responsibility to read the Student Code
of Conduct and conduct themselves accordingly. You may access the current Student Code of
Conduct at http://www.uwf.edu/judicialaffairs.
Expectations for Academic Conduct/Plagiarism Policy: Academic Conduct Policy: (Web
Format) | (PDF Format) (RTF Format)
Assistance: Students with special needs who require specific examination-related or other
course-related accommodations should contact the Student Disability Resource Center (SDRC),
sdrc@uwf.edu, 850.474.2387. SDRC will send an email to the instructor that specifies any
recommended accommodations.
UWF TurnItIn notice: UWF maintains a university license agreement for an online text
matching service called TurnItIn. At my discretion I will use the TurnItIn service to determine
the originality of student papers. If I submit your paper to TurnItIn, it will be stored in a
TurnItIn database for as long as the service remains in existence. If you object to this storage of
your paper:
1. You must let me know no later than two weeks after the start of this class.
2. I will utilize other services and techniques to evaluate your work for evidence of
appropriate authorship practices.
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Syllabus Notice of Change: Although this syllabus is intended for multiple audiences and
incorporates the minimum course criteria, the content of this syllabus may change based on
individual instructor’s specifications. Any modifications to this syllabus will be announced
during the first week of the semester.