EDUC 500 Research Design and Methodology (3 units)- SPRING 2007
Time: 7 – 9:50 PM, Mondays
Room: CO 230
Professor: Dr. Joi Spencer
Email: joi.spencer@sandiego.edu
Web page: http://home.sandiego.edu/~joi.spencer
Office: Coronado 119
Telephone: 619-260-7819
Office Hours 1:30PM-4PM, Tuesday & Wednesday or by appointment
Course Description
EDUC 500 is an introduction to research methods with an emphasis on methods of reflective,
practitioner-directed inquiry. The course surveys quantitative, qualitative and mixed-methods
educational research studies. A primary goal of the course is to prepare educational professionals to
access and critically consume educational research findings to support and extend their own
inquiries. This course is designed to address four primary questions:




What are the primary modes of educational research and what are the
contributions/limitations of each?
How do you critique educational research and become a savvy consumer of data?
How do you locate and use educational research to support arguments, make decisions and
improve practice?
How do we conduct research?
Course Objectives/Candidate Outcomes
Outcome I. Academic Excellence, Critical Inquiry and Reflection
 Become familiar with aims, benefits and limitations of educational -research (K)
 Access on-line research networks and resources (S)
 Learn basic principles of quantitative research design and statistical analysis (K)
 Practice critical evaluation of published research (S)
 Identify the strengths and limitations of various research paradigms (K, S)
 Design basic research framework based on your academic/professional interest (S)
 Critically examine the effectiveness of educational practices and innovations with the eyes of researchers
(S, D)
Outcome II. Community and Service
 Participate in building a democratic, research community-of-practice (D)
 Examine work sites as foci of research inquiry (D)
Outcome III. Ethics, Values and Diversity
 Critically assess educational research and its implications on classroom instruction and educational equity.
(S)
S=Skill, K=Knowledge, D=Disposition
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Textbooks/Readings
Textbooks:
Publication Manual of the American Psychological Association by the American Psychological
Association, 5th edition, 2001, ISBN#: 1557987912
Lauer, P. (2004). Primer on Education Research. Can be used online or downloaded in pdf format at:
http://www.ecs.org/html/educationIssues/Research/primer/index.asp
(There are a number of online activities that we will complete with this primer.)
Designated Books for Analysis of Educational Research:
 Brice-Heath, S.(1983). Ways with Words: Language, Life, and Work in Communities and Classrooms.
Cambridge: Cambridge University Press.
 Fine, M. (1991). Framing Dropouts. Albany: SUNY Press.
 Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers of African American Children.
San Francisco: Josey-Bass.
 Lee, S. (1996). Unraveling the “Model Minority” Stereotype: Listening to Asian American Youth. New
York: Teacher’s College Press.
 Martin, D.B. (2000). Mathematics Success and Failure Among African American Youth. Mahaw,
New Jersey. Lawrence Erlbaum Associates.
 Macleod, J. (2004). Ain’t no Makin’ it: Aspirations and Attainment in a Low-Income Neighborhood.
Oxford: Westview Press.
 Orenstein, P. (1995). Schoolgirls: Young Women, Self-Esteem and the Confidence Gap. Random
House
 Packer, M. (2001). Changing Classes. Cambridge, UK: Cambridge University Press.
 Suarez-Orozco, C., & Suarez-Orozco, M.M., (1997). Transformations: Immigration, Family Life
and Achievement Motivation among Latino Adolescents. Stanford, CA: Stanford University Press.
 Valenzuela, A. (1999). Subtractive Schooling. Albany: State University of New York Press.
 Walker, V. S. (1996). Their Highest Potentia: An African American School Community in the
Segregated South. Chapel Hill : The University of North Carolina Press.
Web sites:
AERA American Educational Research Association- http://www.aera.net/publications/?id=438
Copley Library Article Databases: http://marian.sandiego.edu/alldbs.htm
ProQuest Digital Dissertations: http://wwwlib.umi.com/dissertations/
Course Assignments/Requirements

Class participation: You are expected to actively participate in our class discussions,
interactive learning activities, and project presentations. Your preparation for each class and
active contribution to each learning activity is an essential part of learning for both you and
your classmates. Your comments and questions are an integral part of this course. Come
prepared to actively engage in the learning endeavor.

Readings/Reflections: Each week you will have a set of readings. At the beginning of
each class session, you will be given a reflection question. This question attempts to engage
you in drawing connections between the readings for the week. In addition these reflections
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will ask you to consider the connections between these readings and your own practice as an
educational professional.

Analysis of Educational Research: Using one of the designated research studies, you will
critique the book as to its research methodology, findings and applicability to classroom
teachers and/or educational professionals.

Article Presentation/Discussion Facilitator: Each student will choose one of the starred
articles to read and present to the class. These presentations should engage the class in the
content of the article/report. The leader should prepare questions/points to ponder, etc. in
an engaging format. Fellow classmates should leave this experience feeling that they have a
deeper, more comprehensive understanding of the issues brought forth in the reading. (No
Powerpoint Please)

Data Description and Analysis: Working with a partner, you will be given a set of raw
data. Making use of appropriate statistical tools, you will describe this data- putting it into a
format that is accessible and understandable by educational practitioners. In addition, you
will write a short report analyzing the data.

Research Design Project: You and a partner will design a mock research study throughout
the course of the semester. Together, you will design a project and present it on the final day
using Power Point or similar formal presentation format. Additionally, you and your partner
will submit a paper which outlines the study, including:
 statement of the research question
 literature review
 methodology
 limitations/generalizability

Other Assignments: From time to time you will have other assignments including solving
problems and doing online research tasks. These assignments. These are delineated in the
syllabus.
Assessment Plan/Grading Criteria/Rubric
Letter grades are based on the University of San Diego Grade Scale which follows:
A
AB+
B
BC+
C
CD+
D
DF
94-100%
90-93%
87-89%
83-86%
80-82%
76-79%
73-75%
69-72%
66-68%
63-65%
60-62%
0-59%
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Course Outline

Week 1 (Jan. 29)-Introduction and Course Overview

Week 2 (Feb. 5) - What is Scientifically-based Research & Introduction to Action
Research
Readings for this week:
1. Berliner, D. (2002). Educational research: The hardest science of all. Educational Researcher, 31(8),
18-20. I will give you this.
2. Stanovich, P. & K. (2003). Using research and reason in education. The Partnership for Reading. Can
be found at: http://www.nifl.gov/partnershipforreading/publications/pdf/Stanovich_Color.pdf
3. Ferrance, E.(2000). Action Research. The Educational Alliance at Brown University, Providence: RI.
Can be found at:
http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf#search=%22Action%20researc
h%20brown%20lab'%22

Week 3 (Feb. 12) - Understanding Research & Introduction to Qualitative Methods
Readings for this week:
1. Primer on Education Research- Read the following 2 sections:
a. “How do I know What the Research Says? (pgs. 6-15)
b. “How do I Know if the Research is Trustworthy? (pgs. 16-33)
2. *Morocco, C. et al. (2002). Cultures of excellence and belonging in urban middle schools.
Research in Middle Level Education Online, 25(2). Can be found at:
www.nmsa.org/portals/0/pdf/publications/RMLE/rmle_vol25_no2_article4.pdf

Week 4 (Feb. 19) - Introduction to Quantitative Methods
Readings for this week:
1. Primer on Education Research- Read Section:
a. How do I Know if the Research is Trustworthy? (continued discussion from last week)
b. How do I Know if the Research Warrants Policy Changes? (pgs. 34-37)
2.* Linn, R. (Summer, 2005). Fixing the NCLB accountability system. CRESST Policy Brief 8.
Can be found at: http://www.cse.ucla.edu/products/newsletters/policybrief8.pdf
3. *Measuring Academic Proficiency under the No Child Left Behind Act: Implications for
Educational equity. Educational Researcher, 34(8), p. 3-13. Found at:
http://www.aera.net/uploadedFiles/Publications/Journals/Educational_Researcher/3408/
01ERv34n8_Kim.pdf
*****Assignment Due*****
Research Question for Design Project
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
Week 5 (February 26) - Introduction to Statistics
Readings for this week:
1. Primer on Education Research
a. Understanding Statistics Tutorial- Descriptive Statistics
2. Statistics: A Spectator Sport, Chapters 1 &2 (I will hand these out on week 4)
****Assignment Due This Week****
Chapter 1 and Chapter 2 Problems from Statistics: A Spectator Sport

Week 6 (March 5) -Statistics, con’t. & Locating/Accessing Online Resources
Readings for this week:
1. Primer on Education Research: Searching ERIC Tutorial
2. Statistics a Spectator Sport, Ch. 3
****Assignments Due This Week****
1. ERIC Tutorial Search Results
2. Statistics a Spectator Sport, Ch. 3 Problems

Week 7 (March 12) - Evaluating and Critiquing Research Part I
Readings for this week:
1. National Association of School Psychologists. (2003). Position Statement on Grade Retention
and Social Promotion. Can be found at:
http://www.nasponline.org/information/pospaper_graderetent.html
2. Wheelock, A., “Massachusetts Department of Education “progress report” inflates MCAS
“pass rates” for the Class of 2004.” Can be found at:
http://www.massparents.org/news/2004/passrate_2004.htm
3. *Haney, W. (2000). The Myth of the Texas Miracle. Education Policy Analysis Archives,
vol. 8(41). Can be found at: http://epaa.asu.edu/epaa/v8n41/index.html
****Assignment Due****
Methodology for Research Design Project

Week 8 (March 19)- Evaluating and Critiquing Research Pt. II & Professional Writing
Readings for this week:
1. Based on whether you are selected as pro or con, you will find 2 research-based articles on
the No Child Left Behind Act. You must come to class ready to engage in a debate of the
issues.
For a head start see: Education Week (http://www.edweek.org/rc/issues/no-child-leftbehind/) and the US Department of Education (http://www.ed.gov/nclb/landing.jhtml)
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2. Documents on writing a literature review from 3 universities:
a. UC Santa Cruz: http://library.ucsc.edu/ref/howto/literaturereview.html
b. Central Queensland University: www.library.cqu.edu/au/tutorial/litreviewpages
c. University of Wisconsin: www.wisc.edu/writing/handbook/reviewofliterature.html
****Attention****
Data Description and Analysis given today: In-Class Assignment

Week 9 (March 26) - Evaluating & Critiquing Research Pt. III (The use & abuse of
testing)
Readings for this week:
1. AERA Position Statement on High Stakes Testing. Can be found at:
http://www.aera.net/policyandprograms/?id=378
2. *Heubert, J & R. Hauser. (1999). High stakes: Testing for tracking, promotion and graduation.
Can be found at: http://www.nap.edu/catalog/6336.html (Read only the executive summary)
3. *Kohn, A.. (2000, September 27). Standardized testing and its victims. Education Week.
Can be found at: www.alfiekohn.org/teaching/edweek/staiv.htm
****Assignment Due****
Design Project Literature Review

Week 10 (April 2) -SPRING BREAK

Week 11 (April 9) - NO CLASS- Reading Period

Week 12 (April 16) – Real World Application of Data and Statistics: Opportunity to
Learn
Readings for this week (Read 2 of the 3 articles/reports):
1. *Oakes, Rogers, Silver, Horng & Goode, (2004). Separate and Unequal 50 Years After
Brown: California’s Racial “Opportunity Gap.” Link to this document can be found at:
http://www.idea.gseis.ucla.edu/publications/idea/index.html OR directly at:
http://www.idea.gseis.ucla.edu/publications/idea/images/brownsu2.pdf
2. *Carroll, Abercrombie & Yoon. (2004). Fifty Years After Brown v. Board of Education: A
Two-Tiered Education System. Can be found at:
http://www.nctaf.org/documents/Brown_Full_Report_Final.pdf
3. *Oakes, Rogers, Silver, Valladares, Terriquez, McDonough, Renee & Lipton. (2006).
Removing the Roadblocks: Fair College Opportunities for all California Students
Found at:
http://www.idea.gseis.ucla.edu/publications/roadblocks/pdf/ExecutiveSummary.pdf
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
Week 13 (April 23) - Analyzing Policies
Readings for this week:
1. *Darling-Hammond, “What Happens to a Dream Deferred?” (Handed out during week 12)
2. *Telling the Whole Truth (or Not) About Highly Qualified Teachers, EdTrust
A link to this document can be found at:
http://www.ecs.org/html/Document.asp?chouseid=4964
OR directly at: http://www2.edtrust.org/NR/rdonlyres/C638111D-04E3-4C0D-9F6820E7009498A6/0/tellingthetruthteachers.pdf

Week 14 (April 30)- Trusting the Conclusions Drawn from Research
Readings for this week:
1. Statistics a Spectator Sport Chapter 6
2. *Rhoades, K & Madeus, G. (2003) Errors in standardized tests: a systemic problem. National
Board on Educational Testing and Public Policy monograph. Boston, MA. Can be found at:
http://www.bc.edu/research/nbetpp/statements/M1N4.pdf
3. Informational articles on:
criterion referenced tests: http://www.fairtest.org/facts/csrtests.html,
norm referenced tests:http://www.fairtest.org/facts/nratests.html, and
multiple choice tests: http://www.fairtest.org/facts/mctfcat.html
****Assignment Due****
Analysis of Educational Research

Week 15 (May 7) – Conducting Research & APA Usage and Logistics
Readings for this week:
1. Manual of the American Psychological Association: Introduction & Ch. 1 (ALL); Ch. 2 & Ch. 3 (skim)
and Ch. 5 (focusing on pages 239-281)

Week 16 (May 14)- Research Design Project Presentations
****Assignment Due****
Research Design Projects
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Other information/ Additional Considerations
Classroom Work Time:
From time to time we will work on assignments/projects during class time. It will be useful for you
and/or your partner to have a laptop computer available during class time. As well, you will need to
bring a pencil or pen to class each day for written assignments.
Students with Disabilities
If you have a special need that may affect learning activities, please notify the instructor at the
beginning of the course. Special arrangements will be made to most fully accommodate your needs.
Cancellation of class
The class might be canceled due to unavoidable reasons. Also, your instructor may be late or cannot
come to class due to unforeseeable reasons. In case no information is given to you and the
instructor does not come to class for 25 minutes, please regard the class was cancelled. If a class was
cancelled, the assignment due in the class will be due at the next class meeting.
Classroom Etiquette:
 Please turn cell phones and pagers off during class time

Please do not surf the web, check emails or work on other tasks during class time. We will
have a 5-7 minute break each class period. Pleases use this time for email correspondence,
phone calls, etc.

If for any reason you are concerned with your grade, you wish to get extra help, or need to
review material/clarify what we are doing in class, do not hesitate to meet with me, as early
in the semester as possible. I will be very glad to assist you. My hope is for everyone to be
successful in this course.
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