CFD 370: Research and Evaluation
Department of Child and Family Development
College of Education
San Diego State University
Spring, 2014
Instructor: Dr. Diana Schaack
Email: dschaack@mail.sdsu.edu
Phone: 619-594-3384
Office: EBA Building, room 411
Office Hours: Wednesday from 2:00 – 5:00 and appointments as requested
Class Meeting Time/Location: Mondays and Wednesdays; 11:00-11:50
Technology Support: http://www-rohan.sdsu.edu/~students/stylesheet.cgi?main.htm
Student Disability Services: http://www.sa.sdsu.edu/sds/index.html
Course Description
This course focuses on the fundamentals of research design and methods. The class focuses
on developing an understanding of differences in research traditions, becoming a “wise”
consumer of educational and psychological research, exploring different techniques used to
collect data and different techniques used to analyze and interpret data. The class will
primarily involve lectures, group discussion, and opportunities for students to practice
what we discussed in class. In addition, class will not be held on Fridays, instead as an
applied component of the course, students will be required to work with a CFD professor,
for at least 15 hours over the course of the semester, on a research project.
Required Texts
Frankel, J., Wallen, N, & Hyun, H. (2012). How to design and evaluate research in
Education (8th Edition). New York, NY: McGraw Hill.
Learning Outcomes: An understanding of:
Different research traditions used in the social
sciences; and the different types of studies
employed in quantitative and qualitative
research
How to read research articles and the different
sections comprised of a research article
The ethics involved in research
How to pose research questions and develop
hypotheses, different measures used to collect
research data and different types of variables
and scales used in research
Different sampling techniques used in research
and how this affects its application to the general
population
What is meant by instrument reliability and
validity and the different types of measure
validity and reliability
Demonstrated by (Percent of Grade)
A quiz on different research traditions and types
of studies (10%)
Completion and successful passing of CITI
training (10%)
A quiz on research issues related to hypothesis
development, sampling, and measurement
instrumentation (10%)
How to collect and report data
What is meant by descriptive statistics and how
to calculate and present them
What is meant by inferential statistics
What is meant by probability
What statistics are used to determine whether
there are mean group differences and how to
interpret these statistics
What tests are used to determine the association
and the degree of association between variables,
and how to interpret the statistics associated
with these tests
The research process and how to write about
each aspect of a study including: literature
outlining the problem, the research questions
addressed in a study, how data was collected, the
procedures used, the instrumentation, the
methods used, and the limitations of the research
An administration of a survey and observation in
an ECE classroom and written report on findings
(10%)
Homework calculating different measures of
central tendency and displaying data (10%)
Quiz on defining and calculating different
descriptive statistics (10%)
Homework assignment focused on: interpreting
outputs from t-tests, ANOVAS, and ANCOVA
tables and when to use each test (10%)
Quiz focused on: interpreting outputs from
correlation and regression tables and when to
use each test (10%)
A written report describing each aspect of the
research design used in your field placement
(20%)
Academic Honor
The work you submit must be written by you alone. Any copying (electronic or otherwise)
of another person's work, in whole or in part is considered cheating and/or plagiarism.
Avoid Plagiarism: You MUST cite ALL references that you use when you write your papers,
both in the body of your text and in a reference list at the end of your papers.
 If the idea is not common knowledge, you must give credit to the person(s) who
came up with the idea.
 You must quote direct quotes with the author name, year of publication, and page
number.
 Even if you paraphrase what an author says, you need to give the author credit.
Use APA style, 6th edition, for internal citations and for your reference list.
Plagiarism/cheating will be reported to the college disciplinary office for appropriate
action. In addition, as a minimum consequence, you will receive ZERO points for that
assignment and your final grade will be lowered one complete letter grade. Depending on
the circumstances, you may be dropped from the class or receive a failing grade for the
class.
Topics covered
Date
Jan. 22nd
Jan. 27th
Jan. 29th
Feb. 3rd
Feb. 5th
Feb. 10th
Feb. 13th
Feb. 17th
Topics Covered/Readings
Review of the course syllabus and class expectations
In this class, we will discuss the scientific method of inquiry and begin to
practice developing research questions.
Frankel et al. (2012). Chapter 1: The Nature of Research, pp. 2-7.
This class will focus on two main differences in research traditions; the first is
the difference between basic and applied research, the second is the difference
between quantitative and qualitative research.
Frankel et al. (2012). Chapter 1: The Nature of Research, pp. 7-21.
During the next several classes, we will be reading research that exemplify the
research traditions and approaches you read about in the last class. We will
first start with different types of studies used in quantitative methods. This
class will begin with the most basic type of quantitative study: survey
research, which is often used to describe a phenomenon under investigation.
In this class we will start dissecting the different parts of research articles.
Cryer et al. (2001). Continuity of Caregiver for Infants and Toddlers in CenterBased Child Care: Report on a Survey of Center Practices. Early Childhood
Research Quarterly, 16, 497-514.
During this class we will continue our discussion of quantitative research
approaches by focusing on correlational/associational research. The class will
delve into how survey research is often a first step to correlational research
and how theory is used in quantitative research. We will continue our
discussion of the elements of an empirical, peer-reviewed research article.
Le, V. Schaack, D., & Setodji, C.M. (under review). Examining the associations
between children’s daily caregiving continuity experiences and their socialemotional outcomes.
In this class, we will learn about characteristics of the “gold standard” of
quantitative research, the experimental design.
Barnett, et al (2008). The educational effects of the tools of the
mind curriculum: A randomized trail. Early Childhood Research Quarterly, 3,
299-313.
This class will shift to a discussion of qualitative research, and we will discuss
different types of studies used in this research tradition with a primary focus
on ethnography.
Leavit, R. (1995). The emotional culture of infant-toddler care. In J. A. Hatch
(Eds.). Qualitative research in early childhood settings, (3-22), Wesport, CT:
Praeger.
Our discussion of different types of research studies will conclude with this
class dedicated to evaluation research. We will explore summative and
formative evaluations and approaches that employ both quantitative and
qualitative methods; known as mixed methods designs. We will also discuss
interviewing and focus groups as methods of collecting qualitative data.
Schaack, D. (2012). First Relationships: Voices from the Field.
Feb. 19th
Schaack, D. (2013). First Relationships: First Year Findings.
*******QUIZ*******
Feb. 24th
Feb. 26th
March 3th
March 5th
March 10th
March 13th
March 17th
March 19th
March 24th
March 26th
March 31st
April 2nd
April 7th
In this class, we will discuss how to formulate a research question and the
characteristics of good research questions.
Frankel et al. (2012). Chapter 2: The research problem.
Homework 1 Due: CITI Training Completion Certificate Due in Class
During this class, we will explore what is meant by ethical research with
particular attention paid to conducting ethical research with children and
vulnerable populations.
Gorin, S. Hooper, C. Dyson, C. Gabral C. (2008). Ethical challenges in conducting
research with hard to reach families. Child Abuse Review 17, 275–287.
This class will focus on the different types of variables used in quantitative
research and when and how hypotheses are used in research.
Frankel et al. (2012). Chapter 5: Variables and Hypotheses, pp. 75-88.
To conduct research, a researcher often needs to sample a group of subjects
when gathering data from an entire population is not possible. This class will
explore different types of sampling methods used in research and how
sampling affects the generalizability of a study, (e.g., to whom the research
results may apply).
Frankel et al. (2012). Chapter 6: Sampling, pp. 90-108.
Researchers also need to have tools to collect information or data about what
they are investigating. This class explores multiple methods for collecting data
and what different measures can tell researchers.
Frankel et al. (2012). Chapter 7: Instrumentation, pp. 109-143.
In lieu of this class, you will be asked to collect survey and observational data
in an ECE classroom.
In order for a researcher to have confidence in their results, researchers need
to select “good” research tools. In this class, we will discuss what makes a
good research tool by considering different types of instrument reliability and
validity and why this is important to a study.
Frankel et al. (2012). Chapter 8: Validity and Reliability, pp. 147-164
*****Quiz******
The remainder of the classes will focus on how to represent data, calculate
statistics, and interpret results. During this class, we will discuss the purpose
of descriptive statistics, including different test scores such as raw scores and
derived scores. You will learn how to calculate a percentile rank and different
ways to display data; including frequency distributions and histograms.
Frankel et al. (2012). Chapter 10: Descriptive statistics, pp. 187-194.
******Data Collection Paper Due*******
This class will continue with descriptive statistics and you will learn about the
concept of the normal curve and measures of central tendency and what they
help tell researchers. You will learn to calculate means, medians, and modes.
We will also begin a discussion of variability of scores and we will discuss what
we mean by skew in the data.
Frankel et al. (2012). Chapter 10: Descriptive statistics, pp. 195-198.
No Class Spring Break
No Class Spring Break
*****Homework 2 Due******
We will continue our discussion of variability by learning about how to
calculate the range and standard deviation and what these values mean about
your data.
April 9th
April 14th
April 16th
April 21
April 23rd
April 28th
April 30th
May 5th
May 7th
May 12th
Frankel et al. (2012). Chapter 10: Descriptive statistics, pp. 197-200.
The discussion of descriptive statistics will conclude with an introduction to
calculating standard scores, including z and t scores as a way to compare
scores. The concept of probability will be covered in this class.
Frankel et al. (2012). Chapter 10: Descriptive statistics, pp. 200-204.
******Quiz******
During this class we will learn how to calculate t-tests to understand whether
there are differences in means between two groups, when it is appropriate to
use t-tests, and the limitations of the statistic.
This class will provide an introduction to Analysis of Variance (ANOVA) as a
method for examining whether there are differences in means between more
than two groups, and how to interpret results of an ANOVA table.
We will extend the discussion of ANOVAs and consider when to use Analysis of
CoVariance (ANCOVA) to determine if there are differences in means between
more than two groups and how to interpret results. We will revisit the concept
of control variables and why these are important to include in research.
*******Homework 2 Due******
During this class, we will learn about Pearson’s Product Moment Correlations
as a method for examining the association between continuous variables.
This class will focus on statistics used to predict the degree to which one
variable influences another: multiple regression, including when to use a
regression, and how to interpret regression tables.
We will review correlations and regressions during this class.
*****QUIZ*****
*****Final Project Paper Due*******
Student Work Samples
Your work may be selected by the instructor to keep on file. The work that is selected will
be used solely for the purposes of evaluation from higher education accreditation
institutions (e.g., NAEYC, NCATE).
Student Disability Services
Students with disabilities enrolled in this course and who may need disability-related
classroom accommodations are encouraged to make an appointment to see me before the
end of the second week of the term. All discussions will remain confidential, although the
Student Disability Services office may be consulted to discuss appropriate implementation
of any accommodation requested. Student Disability Services (SDS) is the campus office
responsible for determining and providing appropriate academic accommodations for
students with disabilities. Support services are available to students with certified visual
limitations, hearing and communication impairments, learning disabilities, mobility, and
other functional limitations. Student Disability Services (http://www.sa.sdsu.edu/sds/)
If you are a student with a disability and believe you will need accommodations for this
class, it is your responsibility to contact Student Disability Services at (619) 594-6473. To
avoid any delay in the receipt of your accommodations, you should contact Student
Disability Services as soon as possible. Please note that accommodations are not retroactive,
and that I cannot provide accommodations based upon disability until I have received an
accommodation letter from Student Disability Services. Your cooperation is appreciated.
Student Computer Help
Students at San Diego State University have access to computer help through the SDSU web
site. You can select the computer help page appropriate for you at:
http://www.rohan.sdsu.edu/~students/stylesheet.cgi?main.htm)
Additional Support for your Learning
The CFD Program has a Mentoring Center where students can receive tutoring services. The
Mentoring Center is located in EBA 409. Please consult the CFD administration in CFD 403
for an application to become a tutee/ tutor.
Taskstream Statement for Syllabus
CFD Majors who are enrolled in this course will need to have a TaskStream electronic
portfolio subscription, and be enrolled in the appropriate TaskStream "Program" which
contains your program portfolio. More information about purchasing a TaskStream
subscription and enrolling into a TaskStream Program is available in the “CFD Portfolio”
section of the Child and Family Development
website: http://coe.sdsu.edu/cfd/portfolio/index.php
California Council on Family Relations (CCFR) Conference:
Students will be given 5 extra credit points for attending this conference, which will be held
on April 17, 2014. More information about this conference will be provided as the semester
progresses. Students who are unable to attend will be given an alternate extra credit
assignment.