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Lynn University
Ross College of Education
Ed.D. Course Syllabus
EDU 704 Methods of Inquiry II
Quantitative/Qualitative Analysis (3 credits)
Professor: Dr. Valerie A Storey
Office Phone: 561.237.7088
Email: vstorey@lynn.edu
Office Location: Ross College of Education, DeHoernle International Building, 3rd floor
Program Mission Statement
To prepare educators for the application of appropriate and specific practices, the generation of new
knowledge, and for the stewardship of the profession.
We support the CPED Charter:
The Professional doctorate in education:
Frames learners around questions of equity, ethics, and social justice to bring about solutions to complex
problems of practice
 Prepares leaders who can construct and apply knowledge to make a positive difference in the
lives of individuals, families, organizations, and communities
 Provides opportunities for candidates to develop and demonstrate collaboration and
communication skills to work with diverse communities and to build partnerships
 Provides field-based opportunities to analyze problems of practice and use multiple frames to
develop meaningful solutions
 Grounds and develops a professional knowledge base that integrates both practical and research
knowledge, that links theory with systemic and systematic inquiry
 Emphasizes the generation, transformation, and use of professional knowledge and practice.
Conceptual Framework
The conceptual framework and driving philosophy of the Ed.D program is the commitment of Ross College
of Education of Lynn University to “Collaboration for Learning and Leading”. This commitment is
exemplified through the development, with our public school partners, of the knowledge, skills, and
attributes needed by educational leaders in a metropolitan area.
EDU 704 Methods of Inquiry II
Quantitative/Qualitative Analysis
Lynn University, Ross College of Education
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Course Description
This is the second class of a four-course sequence designed to provide an overview of qualitative and
quantitative research design and analysis in social and behavioral research. Emphasis is placed on
understanding the process of social and educational research in field settings, developing data collection
tools, producing high-quality quantitative and qualitative data, and constructing evidence for claims the
researcher wishes to make. The class projects will build upon readings and themes addressed in EDU 702
(Policy and Program Evaluation).
Course Overview
Students are introduced to both qualitative and quantitative research methods. Mainstream qualitative
research traditions, including case study, phenomenology, ethnography, grounded theory, and
participatory research are considered. Students will conduct observations, interviews and basic data
analysis utilizing the lenses of (1) Leadership, (2) Accountability, (3) Equity and Diversity, (4) Learning
and Instruction.
Learning Objectives
The goal for this course is for you to learn the formal principles of research design and to begin to
understand how to conduct research by identifying and evaluating advantages, disadvantages and tradeoffs of various research designs and data collection strategies. By the end of the course sequence, you
will be able to: 1) identify research topics; 2) frame research questions; 3) plan and design research
studies, and; 4) conduct research, including: data collection, data analysis, and data presentation
In this class you will gain a greater comfort in reading, and reviewing educational research, increase your
understanding of the various designs for educational research, and learn how to conceptualize and
conduct a research project in your own area of interest.
By th e e nd o f t hi s co ur se, yo u wi l l be a bl e to :

Demonstrate an understanding of: the epistemological ground of major forms of
contemporary qualitative and qualitative research in the social sciences; ongoing efforts
to further theorize this ground; and potential political-economic implications of a
researcher’s choice of epistemological ground.

Articulate and justify an epistemological framework that could serve as an adequate
basis for your own research.

Demonstrate: familiarity with a broad range of qualitative and quantitative research
methods; an ability to design an effective research proposal based on qualitative/
quantitative methods; an ability to identify and critically evaluate the methodological
frameworks of other people’s qualitative/quantitative research proposals and reports;
EDU 704 Methods of Inquiry II
Quantitative/Qualitative Analysis
Lynn University, Ross College of Education
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Course Purposes and Content
This is the second Methods & Inquiry course in a sequence of four; moving from program and policy
evaluation to providing the basic information needed to understand the research process, from idea
formulation through data analysis and interpretation. The course allows students to use accumulated
knowledge to design their own research investigation on a topic of personal interest, and to read and
understand the literature of educational research.
Course Procedures
This course is designed expressly for students enrolled in the cohort-based Ed.D. program, Methods of
Inquiry II, Quantitative & Qualitative Analysis, Saturday (9am-5pm) during the Spring semester. Class
attendance on the meeting days is essential. Students should come to class having completed the assigned
readings, prepared to discuss major concepts, and to ask questions that stimulate discussion.
Instructional strategies include lecture, guest speakers, presentations, group projects, and discussion in a
seminar format. Readings will be identified for individual or group presentation. Assignments are due
in class for presentation and discussion. Candidates’ experiences and needs will be considered in
modifying the course syllabus.
APA Style
All papers should be formatted using the current standards of the American Psychological Association.
These standards are specified in the Publication Manual of the American Psychological Association, 6th
Edition.
Portfolio
A required Ed.D program portfolio includes a candidate’s individualized collection of purposeful,
interrelated materials, which is ongoing and individualized. The portfolio becomes a reflective
assessment tool, which leads to self-improvement through the development of critical thinking, problem
solving, and inquiry. The portfolio experience also provides a model for the continuous professional
development of educational administrators in the field. Items from each course to be included in the
program portfolio will be decided by the individual candidate.
Course Readings
Most of the readings for the course will be available electronically via Lynn’s library research guide.
These readings include book chapters and articles drawn from top-tier journals in education and the
social sciences, including Administrative Science Quarterly, Academy of Management Review, Educational
Administration Quarterly (EAQ), Journal of Applied Psychology, Leadership Quarterly, The School Administrator,
and the American Sociological Review.
http://lynn.libguides.com/edu704
Required Textbook
Fraenkel, J.R., Wallen, N.E. (2009) How to Design and Evaluate Research in Education, 7th Edition. ISBN13.
Required Course Articles
http://lynn.libguides.com/edu704
EDU 704 Methods of Inquiry II
Quantitative/Qualitative Analysis
Lynn University, Ross College of Education
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Course Written Assignments
In addition to the course readings and active class participation, students will complete five written
assignments. All written assignments should be in Palatino 12 point font, double spaced, with one-inch
margins, and follow APA style. Please submit your assignment electronically to Dr. Storey at
vstorey@lynn.edu
Grading:
A
A-
93-100
90-92
C
C-
73-75
70-72
B+
B
BC+
87-89
84-86
80-83
76-79
D+
D
DF
67-69
64-66
60-63
Below 60
No grade below “C” will be accepted
toward a graduate degree.
Performance Review:
Item
Class Participation
Assignment #1
Assignment #2
Assignment #3
Assignment #4
Assignment #5
Percentage of Total Grade
30% to include completion of weekly support materials
10%
10%
10%
10%
Presentation
10%
Paper
20%
IRB certificate: Required to pass the class
Performance Review:
Assignment 1: Determine what design you will use to address your research question and provide a
description and rationale for your choice (Due…).
Assignment 2: Operationalize and develop measurements for the main variables in your proposal and
discuss potential problems of validity and reliability of your measures (Due…).
Assignment 3: Determine the type, method and strategy of sampling you will use in your proposal and
discuss possible problems and sources of bias (Due …).
Assignment 4: Develop the data collection section of your proposal. Discuss your strategies for data
collection and possible problems that may arise. (Due …).
Assignment 5: Student Presentations of Research Proposals (Due…)
Final Research Proposal (Due…). 15-20 pages.
EDU 704 Methods of Inquiry II
Quantitative/Qualitative Analysis
Lynn University, Ross College of Education
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Required to pass the class
Become Certified for Human Subjects Research-Complete the on-line test to become certified and bring a
copy of your certification to class. This certification can be completed through the NIH Office of
Extramural Research (Protecting Human website http://phrp.nihtraining.com/users/faq.php under the
training section, following the directions for the course: Web-based Collaborative IRB Training
Initiative (CITI) Course.
Class Schedule
Class #1
January 9th, 2010
Ch.1 & 4
Ch.1- Why Research is of Value
Ways of Knowing, Sensory Experience, Agreement
with Others, Expert Opinion, Logic, The Scientific
Method
Types of Research
Experimental Research, Correlational Research,
Causal-Comparative Research, Survey Research,
Ethnographic Research, Historical Research,
Action Research.
General Research Types
Quantitative Versus Qualitative Research, MetaAnalysis.
Ch. 4- Some Examples of Unethical Practice
A Statement of Ethical Principles, Protecting
Participants from Harm, Ensuring Confidentiality
of Research Data, and Should Subjects be
Deceived? Examples Involving Ethical Concerns,
Research with Children, Regulation of Research
Class#2
January 16th, 2010
Ch. 2 & 3
Ch.2- What is a Research Problem?
Research Questions, Characteristics of Good
Research Questions, Research Questions Should Be
Feasible, Research Questions Should Be Clear,
Research Questions Should Be Significant.
Ch.3- Variables
What is a Variable? Quantitative Versus
Categorical Variables, Independent Versus
Dependent Variables, Moderator Variables,
Extraneous Variables,
Hypotheses - What is a Hypothesis? Advantages
of Stating Hypotheses in Addition to Research
Questions, Disadvantages of Stating Hypotheses,
EDU 704 Methods of Inquiry II
Quantitative/Qualitative Analysis
Lynn University, Ross College of Education
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Significant Hypotheses, Directional Versus,
Nondirectional Hypotheses
Class#3
January 23rd, 2010
Ch. 5, 8 & 9
Ch.5-The Value of a Literature Review
Types of Sources, Steps Involved in a Literature
Search, Writing the Literature Review Report,
Meta-analysis.
Ch. 8- The Importance of Valid Instruments:
Content-Related Evidence, Criterion-Related
Evidence, Construct-Related Evidence.
Reliability: Errors of Measurement, Test-Retest
Method, Equivalent-Forms Method, InternalConsistency Methods, The Standard Error of
Measurement (SEMeas), Scoring Agreement,
Validity and Reliability in Qualitative Research.
Ch.9- What is Internal Validity? Threats to
Internal Validity, Subject Characteristics, Loss of
Subjects (Mortality), Location, Instrumentation,
Testing, History, Maturation, Attitude of Subjects,
Regression, Implementation, Factors that Reduce
the Likelihood of Finding a Relationship
How Can a Researcher Minimize These Threats
to Internal Validity?
Class#4
January 30th, 2010
Ch. 6 & 7
Ch.6- What is a Sample?
Samples and Populations, Defining the Population,
Target Versus Accessible, Populations, Random
Versus Nonrandom Sampling, Random Sampling
Methods, Simple Random Sampling, Stratified
Random Sampling, Cluster Random Sampling,
Two-Stage Random Sampling, Nonrandom
Sampling Methods, Systematic Sampling,
Convenience Sampling, Purposive Sampling, A
Review of Sampling Methods, Sample Size
External Validity: Generalizing from a Sample,
Population Generalizability, When Random
Sampling is not Feasible, Ecological
generalizability.
Ch. 7-What are Data?
Key Questions, Validity, Reliability, and
Objectivity, Usability.
Means of Classifying Data-Collection
EDU 704 Methods of Inquiry II
Quantitative/Qualitative Analysis
Lynn University, Ross College of Education
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Instruments, Who Provides the Information?
Where did the Instrument Come From? Written
Response Versus Performance, Examples of DataCollection Instruments, Researcher-Completed
Instruments, Subject-Completed Instruments,
Unobtrusive
Measures: Norm-Referenced Versus Criterion
Referenced Instruments, Norm-Referenced
Instruments, Criterion-Referenced Instruments.
Measurement Scales: Nominal Scales, Ordinal
Scales, Interval Scales, Ratio Scales, Introduction
to Qualitative Research, The Nature of Qualitative
Research, Observation and Interviewing, Content
Analysis Research, Qualitative Research
Methodologies
Ethnographic Research, Historical Research
Class#5
February 6th, 2010
Ch.10
Ch.10- Statistics Versus Parameters
Two Fundamental Types of Numerical Data:
Quantitative Data, Categorical Data
Techniques for Summarizing Quantitative Data:
Frequency Polygons Skewed Polygons,
Histograms and Stem-Leaf Plots, The Normal
Curve, Averages, Spreads, Standard Scores and the
Normal Curve, Correlation.
Techniques for Summarizing Categorical Data:
The Frequency Table, Bar Graphs and Pie Charts,
The Crossbreak Table.
Ch.10- Standard Deviation
Class#6
February 20th, 2010
Ch.11
Ch.11- What are Inferential Statistics?
The Logic of Inferential Statistics: Sampling
Error, Distribution of Sample Means, Standard
Error of the Mean, Confidence Intervals,
Confidence Intervals and Probability, Comparing
More than One Sample, The Standard Error of the
Difference between Sample Means.
Hypothesis Testing: The Null Hypothesis,
Hypothesis Testing: A Review
Practical Versus Statistical Significance: One- and
Two-Tailed Tests, Use of the Null Hypothesis: An
Evaluation
Inference Techniques: Parametric Techniques for
Analyzing Quantitative Data, Nonparametric
Techniques for Analyzing Quantitative Data,
EDU 704 Methods of Inquiry II
Quantitative/Qualitative Analysis
Lynn University, Ross College of Education
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Parametric Techniques for Analyzing Categorical
Data, Nonparametric Techniques for Analyzing
Categorical Data.
Summary of Techniques: Power of a Statistical
Test.
Class#7
February 27th. 2010
Ch. 12
Ch. 12- Approaches to Research
Comparing Groups: Quantitative Data,
Techniques Interpretation
Relating Variables Within a Group: Quantitative
Data, Techniques Interpretation
Comparing Groups: Categorical Data, Techniques
Interpretation
Relating Variables Within a Group: Categorical
Data
Qualtrics
Class#8
March 13th, 2010
Ch. 17
Ch.17- What is a Survey?
Why are Surveys Conducted? Types of Surveys,
Cross-Sectional Surveys, Longitudinal Surveys
Survey Research and Correlational Research
Steps in Survey Research : Defining the Problem,
Identifying the Target Population, Choosing the
Mode of Data Collection, Selecting the Sample,
Preparing the Instrument, Preparing the Cover
Letter, Training Interviewers, Using an Interview
to Measure Ability
Nonresponse : Total Nonresponse, Item
Nonresponse
Problems in the Instrumentation Process in
Survey Research
Evaluating Threats to Internal Validity In Survey
Research
Data Analysis in Survey Research
An Example of Survey Research: Analysis of the
Study, Purpose/Justification, Definitions, Prior
Research, Hypotheses, Sample, Instrumentation,
Procedures/Internal Validity, Data Analysis,
Discussion/Interpretation.
EDU 704 Methods of Inquiry II
Quantitative/Qualitative Analysis
Lynn University, Ross College of Education
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Class#9
March 20th, 2010
Ch. 18
Class#10
March 27th, 2010
Ch. 19
Class#11
April 10th, 2010
Ch. 25
Ch.18 -What is Qualitative Research?
General Characteristics of Qualitative Research
Philosophical Assumptions Underlying
Qualitative as Opposed to Quantitative Research
Postmodernism
Steps in Qualitative Research
Internal Validity in Qualitative Research
Qualitative and Quantitative Research
Reconsidered
Approaches to Qualitative Research: Narrative
Research, Phenomenology, Grounded Theory,
Case Studies, Ethnographic and Historical
Research, Sampling in Qualitative Research
Generalization in Qualitative Research
Ethics and Qualitative Research
Qualitative and Quantitative Research
Reconsidered.
Ch. 19- Observation
Participant Observation, Nonparticipant
Observation, Naturalistic Observation,
Simulations, Observer Effect, Observer Bias,
Coding Observational Data, The Use of
Technology
Interviewing : Types of Interviews, Key-Actor
Interviews, Types of Interview Questions
Interviewing Behavior, Focus Group Interviews,
Recording Interview Data, Ethics in Interviewing:
The Necessity for Informed Consent, Data
Collection and Analysis in Qualitative Research
Validity and Reliability in Qualitative Research
An Example of Qualitative Research
Analysis of the Study: Purpose/Justification,
Definitions, Prior Research, Hypotheses, Sample
Instrumentation, Procedures/Internal Validity,
Data Analysis, Results/Interpretation.
Ch.25- The Research Proposal
The Major Sections of a Research Proposal or
Report: Problem to be Investigated, Background
and Review of Related Literature, Procedures,
Budget, General Comments
A Sample Research Proposal
EDU 704 Methods of Inquiry II
Quantitative/Qualitative Analysis
Lynn University, Ross College of Education
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Class#12
April 17th, 2010
Ch. 23
Class #13
Ch.23 -Mixed-Methods Research
What is mixed methods research and why use this
approach?
Drawbacks, history, types of design. Issues and
concerns with a mixed-methods research.
Evaluating a mixed-methods study
Ethics in mixed –methods research
Individual presentation of research proposal.
Submission of research proposal
Reflection
April 24th, 2010
Plenary Session
Required Readings
Introduction to Research-January 9th, 2010
Fraenkel & Wallen (2009)
Chapter 1—The nature of
research
Chapter 4—Ethical
considerations and
research
Articles
Schoenfeld, A. H. (1999). The core, the canon, and the development of
research skills. Issues in the preparation of education researchers. In E.
Lagemann & L. Shulman (eds), (pp. 166-202). Issues in Education Research.
San Francisco: Jossey-Bass.
Burkhardt H., & Schoenfeld, A. H. (2003). Improving educational research:
Toward a more useful, more influential and better funded enterprise.
Educational Researcher, 32 (9), 3-14.
How to Read a Scientific Research Paper
Review these helpful guidelines on how to effectively read, analyze, and
critique scientific research papers.
(http://helios.hampshire.edu/~apmNS/design/RESOURCES/HOW_READ.html )
Introduction to the Scientific Method
American Educational Research Association AERA: Ethical Standards
AERA's code of ethics incorporates a set of standards designed to help
educational researchers in the areas of: responsibilities to the field; research
populations; intellectual ownership; editing, reviewing, and appraising
research, among others.
( http://www.aera.net/aboutaera/?id=222 )
EDU 704 Methods of Inquiry II
Quantitative/Qualitative Analysis
Lynn University, Ross College of Education
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Ethics Issues in Research on Teaching and Learning
Explore ethics guidelines relevant to K-12 teacher research. Includes links
to Institutional Review Board IRB forms.
( http://mypage.iusb.edu/~gmetteta/Ethical_Issues_in_Research.html )
2. The Basics of Educational Research-January 16th, 2010
Fraenkel & Wallen (2009)
Chapter 2—The research
problem
Chapter 3—Variables and
hypotheses
Articles
Neufeld, B. (2007). Learning, Teaching and Keeping the Conversation
Going: The Links Between Research, Policy, and Practice. In Susan H.
Fuhrman, David K. Cohen, and Fritz Mosher (Eds), The State of Education
Policy Research. Mahwah, NJ: Lawrence Erlbaum Associates
www.nces.ed.gov/surveys/datasurv.html
Shulman, L.S. (1997). Disciplines of Inquiry in Education: A New
Overview and Reading: Ways of Seeing, Ways of Knowing. In: Jaeger,
Richard M. (1997). Complementary methods for research in education.
Washington, DC. American Educational Research Association. (2 nd
Edition), (pp. 3-69).
3. The Basics of Educational Research (cont)-January 23rd, 2010
Fraenkel & Wallen (2009)
Chapter 5—Locating and
reviewing the literature.
Chapter 8—Validity &
reliability
Chapter 9—Internal
validity
Articles
Borman, G., Slaie R., Cheung, A., Chamberalin, A., Madden, N, Chambers,
N (2005). Success for All: First year results from the national randomized
field trial. Educational Evaluation and Policy Analysis 27 (1) 1-22.
Problem Formulation
This article discusses possible sources of research topics and provides
information about conducting a literature review.
( http://www.socialresearchmethods.net/kb/probform.htm )
Validity and Reliability
This online workbook offers review quizzes, student activities, and
explanations of key concepts relevant to validity and reliability. Answers
to review questions appear at the bottom of the page.
( http://education.calumet.purdue.edu/vockell/research/workbook/workbook5.htm )
4. The Basics of Educational Research (cont)-January 30th, 2010
Fraenkel & Wallen (2009)
Chapter 6—Sampling
Articles
McClendon, M. K. (2003). Setting the governmental agenda for state
decentralization of higher education. The Journal of Higher Education, 74 (5),
EDU 704 Methods of Inquiry II
Quantitative/Qualitative Analysis
Lynn University, Ross College of Education
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Chapter 7—
Instrumentation
479-515
Goldring, E., Cohen-Vogel, L., & Smrekar, C. (2006). Schooling closer to
home: Desegregation policy and neighborhood contexts. American Journal
of Education, 112 (3), 335-362.
5. Data Analysis-February 6th, 2010
Fraenkel & Wallen (2009)
Chapter 10—Descriptive
statistics
Articles
Statistics: Power from Data!
This comprehensive resource from Statistics Canada provides a wealth of
information about collecting, organizing, and analyzing data. Includes
information about types of graphs, measures of central tendency and
spread, and sampling methods.
( http://www.statcan.ca/english/edu/power/toc/contents.htm )
6. Quantitative Research Methodologies-February 20th, 2010
Fraenkel & Wallen (2009)
Chapter 11—Statisitcs
versus parameters
Articles
Glazer, J. L. (2009). How external interveners leverage large-scale change:
The case of America’s choice, 1998-2003. Educational Evaluation and Policy
Analysis, 31(3), 269-297.
7. Quantitative Research Methodologies (cont)-February 27th, 2010
Chapter 12—Approaches
to Research
Designing Structured Interviews for Educational Research
This ERIC digest discusses basic building blocks of a structured interview,
points out potential pitfalls, and suggests ways for the researcher to avoid
them in order to produce a set of questions that have the best possibility of
generating reliable, accurate data.
http://pareonline.net/getvn.asp?v=5&n=12
8. Quantitative Research Methodologies (cont)-March 13th, 2010
Chapter 17-What is a
survey?
Qualtrics
Survey Methods
http://www.gslis.utexas.edu/~palmquis/courses/survey.html
http://www.socialresearchmethods.net/kb/survey.htm
EDU 704 Methods of Inquiry II
Quantitative/Qualitative Analysis
Lynn University, Ross College of Education
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9. Introduction to Qualitative Research-March 20th, 2010
Chapter 18—The nature of
qualitative research
Qualitative Methods
From the online text, Knowledge Base, this chapter covers qualitative
research methods, qualitative data analysis, and qualitative validity issues.
Also includes a discussion of the debate over quantitative versus qualitative
research.
( http://www.socialresearchmethods.net/kb/qualmeth.htm )
10. Qualitative Research Methodologies-March 27th, 2010
Chapter 19—Observation
& Interviewing
Desimone, L., & LeFloch, K. (2004). Are we asking the right questions? Using
cognitive interviews to improve surveys in education research. Educational
Evaluation and Policy Analysis, 26 (1), 1-22.
Library of Congress
Includes a vast collection of historical materials, including film, photos,
world culture resources, and research.
( http://www.loc.gov/
11. Writing Research Proposals and Reports -April 10th, 2010
Chapter 25—Preparing
research proposals &
reports
LeTendre, G.K., Hofer, B.K., Shimizu, H. (2003). What is tracking? Cultural
Expectations in the United States, Germany, and Japan. American Educational
Research Journal 40(4) 43-89.
12. Mixed-Methods Research-April 17th 2010
Chapter 23—Mixedmethods research
Chatterji, M. (2005). Evidence on “What works” An argument for extended
–term mixed method (ETMM) evaluation designs. Educational Researcher,
34(5) 25-31.
Leech, N.L. & Goodwin, L.D. (2008). Building a methodological foundation:
Doctoral-level methods courses in College of Education. Research in the
Schools, 15(1) 1-8.
Raudenbush, S. W. (2005). Learning from attempts to improve schooling:
The Contribution of methodological diversity. Educational Researcher, 34(5)
25-31.
13. Plenary Session-April 24th, 2010
Individual presentation of research proposal & research proposal paper submission
Reflection
EDU 704 Methods of Inquiry II
Quantitative/Qualitative Analysis
Lynn University, Ross College of Education
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POLICIES AND PROCEDURES
Academic Dishonesty
Academic integrity is expected – academic dishonesty will not be tolerated. Violation of any University
policy on plagiarism, cheating, offering work to others on assignments, or any other misrepresentation of
a student’s work will have serious consequences. Any issues of this nature will be documented, reported,
and pursued fully. Please review Lynn University’s policies in the catalog (see p.3).
Attendance/Participation
Students are expected to attend class as and when required. All classes have a group participation
requirement.
Diversity
Through the use of readings, class discussions, case studies, problem-based learning, written assignments
and field experiences, students will have opportunities to develop their own understanding and skills in
becoming more effective leaders in diverse learning organizations
Instructional Strategies
Students will be asked to participate in cooperative learning groups that focus discussion on self
reflection and integration of new material. Other modes of instruction may include lecture, media
presentations, case studies, problem analysis, student presentations, written assignments and field
experiences. Publication Manual of the American Psychological Association (APA) (6th ed.) is the style adopted
for all written work. I might suggest you check into using RefWorks, which is a great way to keep track of
your sources while you are writing papers:
http://lynn.libguides.com/aecontent.php?pid=41311&sid=304083
Plagiarism
Academic integrity is expected – academic dishonesty will not be tolerated. Violation of any University
policy on plagiarism, cheating, offering work to others on assignments, or any other misrepresentation of
a student’s work will have serious consequences. Any issue of this nature will be documented, reported,
and pursued fully. Please review Lynn University’s policies in the catalog.
Lynn University has an account with an automated plagiarism detection service which allows the
instructor to submit student assignments to be checked for plagiarism. I reserve the right to
 Request that assignments be submitted to me as electronic files
 Electronically submit assignments to Turnit.com.
Assignments are compared automatically with a huge database of journal articles, web articles, and
previously submitted papers. The instructor receives a report showing exactly how a student’s paper was
plagiarized. For more information, go to www.turnitin.com.
EDU 704 Methods of Inquiry II
Quantitative/Qualitative Analysis
Lynn University, Ross College of Education
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Religious Observances
Students who anticipate the necessity of being absent from class due to the observation of a major
religious observance must provide notice of the date(s) to the instructor, in writing, by the second class
meeting.
Special Accommodations According to ADA
Students with disabilities have the right to reasonable accommodations under the Americans with
Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. If special accommodations are needed,
please contact the Compliance Officer at (561) 237-7881 to assist in documenting and defining those
needs. Appropriate documentation specifying identified need must be presented to the instructor during
the first week of classes.
Technology
Education leaders use and promote technology and information systems to monitor, manage, and enrich
the learning environment while also increasing productivity and assessment systems. Students on the
program use technology as a tool to facilitate their study of course content and to facilitate completion of
course requirements. Applications may include the use of Blackboard Learning System; word processing;
communication; presentations along with accessing the library, government, and education related
resources over the web.
Web Portal Information
All students are required to use the Lynn University e-mail. Please check it often to ensure optimal course
participation. The instructor will send out e-mails to keep everyone up to date should anything untold
occur. Individual messages will be sent via e-mail to remind participants when work is late or not
accounted for. If you have difficulty with your e-mail please contact I.T. at (561) 212-4669.
NOTE: To ensure program consistency, all sections of each course in the Ross College of Education, regardless of
delivery format, follow the same course requirements as listed in the syllabus that is provided by the Program
Professor/Lead Faculty.
Instructors may modify readings, topics, or assignments in consultation with the professor/lead faculty listed above.
EDU 704 Methods of Inquiry II
Quantitative/Qualitative Analysis
Lynn University, Ross College of Education
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Bibliography of Research for Course
Research methods knowledge database http://www.socialresearchmethods.net
A web based text book on research methods aimed at undergraduate and postgraduate students. Produced by Cornell
University in the United States.
Resource for methods in evaluation in social research http://gsociology.icaap.org/methods/
Extensive site providing information on how to evaluate research. This site was created by a US academic in
Sociology, Dr Gene Shackman. Information about his background and credentials are available via the site.
Research methods and statistics arena http://www.researchmethodsarena.com/resources/resources.asp
An up-to-date guide to books and journals in research methods. Includes free datasets for SPSS. This site was
compiled by Psychology Press, an Informa brand. It therefore focuses on Informa products.
Intute tutorial in research methods http://www.vts.intute.ac.uk/he/tutorial/social-research-methods
Quantitative Methods in Social Research Page 3 of 16.
A reading list for survey research methods
http://www.sociology.ox.ac.uk/people/SRM_reading_list.pdfhttp://www.sociology.ox.ac.uk/people/SRM_
reading_list.pdf
A reading list for undergraduate and postgraduate students compiled by an academic at the University of Oxford.
A reading list for social research methods
http://www2.warwick.ac.uk/study/cll/courses/undergraduatemodules/ce204researchmethods
Social Research Update http://sru.soc.surrey.ac.uk/
A peer-reviewed journal published quarterly in the UK by the University of Surrey. The journal covers a number of
the key issues in qualitative research methods and also covers some areas of quantitative research. The journal may
be particularly relevant to sociologists, criminologists and health and education researchers.
Survey Research Methods http://w4.ub.uni-konstanz.de/srm/
This is a peer-reviewed journal and the official journal of the European Survey Research Association. The journal
publishes articles which discuss methodological issues relating to the use of survey data, including articles about:
survey design, sample design, question and questionnaire design, data collection, data processing, coding and
editing, imputation, weighting and survey data analysis methods.
A tutorial on using the internet as a resource on social research methods. Funded by JISC and created by
academics, tutors and librarians.
Practical exemplars for the analysis of surveys http://www2.napier.ac.uk/depts/fhls/peas/index.htm
In depth guide to analyzing surveys with practical examples and resources on theory. This site is produced as
collaboration between Napier University in Edinburgh and the National Centre for Social Research.
EDU 704 Methods of Inquiry II
Quantitative/Qualitative Analysis
Lynn University, Ross College of Education