ALABAMA STATE UNIVERSITY
COLLEGE OF EDUCATION
SYLLABUS FOR
LPL 785 MULTIVARIATE ANALYSIS
Catalog Description:
LPL 785 builds on the foundations of research and basic statistics and introduces
multivariate statistical techniques commonly used in educational research. This
course will assist students in developing the knowledge and skills in parametric
and nonparametric analysis, database development and management, and the use
of the statistical analysis package (SPSS). It includes such topics as analysis of
variance (ANOVA), Chi-square analysis (χ2), and linear and multiple regression.
Course Level:
Second Year Doctoral
Student Credit Hours:
3
Typically offered:
Spring X
Fall
Repeat Credit: NO
Summer
Other
Scope and Sequence:
This is a sixth-semester doctoral level course designed to provide students with
advanced levels of inferential statistics. As such, this course will build upon the
knowledge and skills necessary in conducting quality research in the area of
educational leadership. LPL 785 will present to students advanced models of
statistical analyses in preparation of the doctoral dissertation.
Textbook(s):
Aron, A., Aron, E. N., & Coups, E. J. (2005). Statistics for the behavioral and
social sciences: A brief course. (3rd ed.). Upper Saddle River, NJ: Prentice
Hall.
Norusis, M. J. (2005). SPSS 13.0 Guide to Data Analysis. Upper Saddle River,
NJ: Prentice Hall.
Required Materials:
Student Version of SPSS 13.0 for Windows
Professor of Record:
S. Harrington
Supporting Professors(s):
None
LPL 785 Course Syllabus
2
Tentative Outline/Schedule:
January 23
Chapters 1 thru 4 - Review of Univariate and Bivariate Analysis
January 30
Chapter 5 – Introduction to Hypothesis Testing
February 6
Chapters 5 and 6 - Hypothesis Testing and the Means of Samples
February 13 Chapter 6 – Confidence Intervals
February 20 Chapter 8 - The t Test for Dependent Means
February 27 Exam I
March 6
Chapter 9 - The t Test for Independent Means
March 13
Chapter 10 - Introduction to the Analysis of Variance (ANOVA)
March 20
Spring Break
March 27
Chapter 11 - Chi-Square Tests (χ²)
April 3
Exam II
April 10
Chapter 3 and 12 - Correlation and Linear and Multiple Regression
April 17
Final Exam Review/ Project Due
April 24
Final Exam
Course Goal / Learning Outcomes:
Students will be able to:
Methods and weighting of instruction / course delivery:
Exam I
= 20%
Exam II
= 20%
Data Analysis Project
= 20%
Final Exam
= 20%
Homework Assignments
= 20%
Grading Policy:
A=
B=
C=
F=
100-90
89-80
79-70
< 70
Attendance Policy:
Attendance is expected at each session. It would be very difficult to earn points
for ongoing class contributions without having been consistently in attendance. If
a student does not attend class during the first week of the semester and does not
give prior notification to the instructor of reasons for absence and intent to attend
the class, the student shall be dropped from the course. Students receiving
veteran’s benefits are required to attend class according to the regulations of the
Veteran’s Administration in addition to those set by the University for all
students. Any student requiring alternative formats for testing and/or other types
of accommodations because of a disabling condition should advise the instructor
during the initial week of class.
LPL 785 Course Syllabus
National and State Standards Addressed in This Course:
National Policy Board for Educational Administration (Standards for Advanced
Programs in Educational Leadership)/Educational Leadership Constituency
Council/National Council for the Accreditation of Teacher Education Standards
I. Standard 1: Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by facilitating the
development, articulation, implementation, and stewardship of a school or district vision
of learning supported by the school community.
a.
develop a vision
b.
articulate a vision
c.
promote community involvement in the vision
II. Standard 2: Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by promoting a positive
school culture, providing an effective instruction program, applying best practice to
student learning, and designing comprehensive professional growth plans for staff.
a.
Provide effective instructional program
b.
Apply best practice to student learning
c.
Design comprehensive professional growth plans
III. Standard 3: Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by managing the
organization, operations, and resources in a way that promotes a safe, efficient, and
effective learning environment.
a.
Manage the organization
b.
Manage operations
IV. Standard 4: Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by collaborating with
families and other community members, responding to diverse interests and needs, and
mobilizing community resources.
a.
Collaborate with families and other community members
b.
Respond to community interests and needs
V. Standard 5: Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by acting with integrity,
fairly, and in an ethical manner.
a.
Acts with integrity
b.
Acts fairly
c.
Acts ethically
3
LPL 785 Course Syllabus
4
VI. Standard 6: Candidates who complete the program are educational leaders who have
the 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.
a.
Understand the larger context
b.
Respond to the larger context
c.
Influence the larger context
Alabama State Department of Education Standards for Teacher Education
Educational Administration
290-3-3-.48(1)(a) 290-3-3.48(3)(b)2.iv
Purpose: The purposes of the educational administration program shall be to prepare
prospective educational administrators for grades P through 12 to:
(a) Provide the organizational development and maintenance services
required for effective operation of the schools within the legal framework
established by local, state, and federal legislative and judicial
requirements;
(b) Provide the leadership needed to ensure appropriate curricula for the
schools and for effective teaching and learning;
(c) Provide leadership for continuous study and evaluation of educational
progress of students and for improvement in educational programs;
(d) Provide leadership for staff development programs;
(e) Provide leadership for appropriate school and community interaction; and
(f) Demonstrate through personal performance the high ethical, moral, and
professional standards that the responsibilities of educational leadership
demand.
(b) With regard to instruction in grades P-12:
1. Fundamental knowledge of:
(i) Planning, supervision, and evaluation of an instructional program;
(vii) How to conduct applied research.
2. Ability to:
(ii) Establish and maintain a classroom/school climate conducive to
learning.
(c) With regard to professional staff development in grades P-12:
1. Fundamental knowledge of:
LPL 785 Course Syllabus
5
(v) How to recognize and encourage leadership by faculty and staff.
(e) With regard to leadership skills in grades P-12:
1. Fundamental knowledge of: organizational theory and behavior;
leadership styles, including behaviors and skills; vision and goal setting,
including long- and short-range planning; group dynamics and power
structures; communication skills; motivational theories and strategies;
problem identification, analysis, and decision-making; accountability; ethical
standards; and current research.
2. Ability to:
(i) Read, write, speak, and listen effectively;
(ii) Determine the extent to which a collaborative decision-making
process is utilized in a school or central office to arrive at a decision;
(iii) Provide leadership for involving school participants in identifying,
analyzing, and solving a problem; and
(iv) Use identified needs to design a plan for motivating personnel.
Relationship to the College of Education Conceptual Framework Model:
This course directly supports the College of Education Conceptual Framework
Model as it relates to the knowledge and skills demanded of change agents,
reflective thinkers, lifelong learners, and decision makers. Students are expected
to become knowledgeable in the conceptual framework model which includes
planning, predicting, implementing, reflecting, evaluating, and revising, while
taking into account the specific social and cultural influences, as well as the
values and vision of the organization’s environment. As a result, students will
gain in the development of application through experience, knowledge and ability,
along with professional values and dispositions.
LPL 785 Course Syllabus
6
Bibliography
Abrami, P.C., Cholmsky, P., & Gordon, R. (2001). Statistical analysis for the
social sciences: An interactive approach. Boston: Allyn and Bacon.
Agresti, A., & Finlay, B. (1999). Statistical methods for the social sciences. (3rd
ed.). Upper Saddle River, NJ: Prentice Hall.
Aron, A., & Aron, E. (2003). Statistics for psychology. (3rd ed.). Upper Saddle
River, NJ: Prentice Hall.
Aron, A., Aron, E. N., & Coups, E. J. (2005). Statistics for the behavioral and
social sciences: A brief course. (3rd ed.). Upper Saddle River, NJ: Prentice
Hall.
Field, A. (2002). Discovering statistics using SPSS for Windows. Thousand Oaks,
CA: Sage.
Freund, J. E. (2004). Modern elementary statistics. (11th ed.). Upper Saddle River,
NJ: Prentice Hall.
Green, S.B., & Salkind, N.J. (2003). Using SPSS for Windows and Macintosh:
Analyzing and understanding data. (3rd ed.). Upper Saddle River, NJ:
Prentice Hall.
Huck, S. (2004). Reading statistics and research. (4th ed.). Boston: Allyn and
Bacon.
Johnson, B., & Christensen, L. (2004). Educational research: Quantitative,
qualitative, and mixed approaches. (2nd ed.). Boston: Allyn and Bacon.
Pagano, R. (2004). Understanding statistics in the behavioral sciences. (7th ed.).
Belmont, CA: Wadsworth.