Research in Dance Education
MPADE-GE 2403
Spring 2013
NYU Steinhardt School of Culture, Education and Human Development
Department of Music & Performing Arts Professions
Dance Education Program
Professor:
Course:
Office:
Richard A. Magill, Ph.D.
Monday 4:55 – 6:35 pm
303 Education Building
East Building #408,
239 Greene Street
Hours:
Email:
By appointment
email Patty:
peo203@nyu.edu
ram15@nyu.edu
Course Description:
Research in Dance Education examines the theoretical perspectives, modes of inquiry,
methodologies, and procedures for conducting qualitative and quantitative research in dance and
education. The course introduces a variety of research methods. The primary focus of the course
is the development of the ability to read and understand research in a way that will inform
effective pedagogy as well as provide a foundation for conducting research.
Goal:
At the end of this course, the student will be able to explain and implement the basics of dance
education research, and will be able to discuss and use existing research.
Outcomes:
• The student will be able to discuss the key theoretical and methodological distinctions in
scholarly research.
• The student will be familiar with the current approaches to dance education research.
• The student will be able to read and understand research articles involving qualitative,
quantitative, and mixed methods approaches.
• The student will be able to write and orally present a proposal for a research project.
Textbooks:
Kumar, R. (2011). Research methodology: A step-by-step guide for beginners (3rd ed.). Thousand
Oaks, CA: Sage.
Locke, L.F., Silverman, S.J. & Spirduso, W.W. (2010). Reading and understanding research (3rd
ed.). Thousand Oaks, CA: Sage.
Recommended Additional Textbook:
American Psychological Association (2009). Publication Manual of the American Psychological
Association (6th Ed.). Washington, DC: American Psychological Association.
[Note: An excellent summary of APA formatting and style requirements for in-text
citations and reference lists can be found online at
http://owl.english.purdue.edu/owl/resource/560/01/
Course Requirements:
1. Pass Institutional Review Board (IRB) Exam. At NYU, the IRB is called the University
Committee on Activities Involving Human Subjects (UCAIHS). On its website
(www.nyu.edu/ucaihs) there is a link for the Human Subjects Tutorial, which opens the Tutorial
you need to study to take the certification exam. Forward to the Professor a copy of the e-mail
indicating you passed the exam (score of 80 or above is required to pass) no later than the
beginning of class on Feb. 25. The grade for this exam is your exam score. (Note: You may
take the exam as often as you want to.)
2. Pass Plagiarism Tutorial Exam. An excellent tutorial on plagiarism is on the University of
Maryland’s Effective Writing Center website (http://www.umuc.edu/ewc/tutorial/start.shtml)
Study the tutorial on this site and then take the exam at the end. The grade for this exam is
your exam score. (Note: You may take the exam as often as you want to.) Print a hard copy of
your exam results and give it to the Professor (score of 80 or above is required to pass) no later
than the beginning of class on March 4.
3. & 4. Two Reports on Research Articles. Two typed reports will each include the 12-step
guide forms based on those in the Locke et al. book. (These forms will be discussed in class; for
the reports you must use the modified versions of these forms on NYU Classes for the two
reports). Each report will describe one research article published in a peer-reviewed research
journal that you select from an approved list of articles (the list will be on a on NYU Classes) as
an example of the specified type of research. You must attach a copy of the article to each report.
3. Qualitative research 12-step report – Due April 1
4. Quantitative research 12-step report – Due April 15
5. & 6. Research Project Proposal. Groups of students (3-4 per group) will prepare both an
oral PowerPoint presentation and a typed written proposal for a research project to investigate a
specific topic or issue related to dance education. More information about this project will be
provided in a separate handout.
5. Group oral PowerPoint presentation (20 min. max.) – April 29, May 6, 13
6. Group written proposal – due May 13
Policy for projects or reports handed in late
Any project or report handed in late will receive a penalty of 5 points per day deducted from the
score.
Semester Grade Summary
1. IRB Test Score
5%
2. Plagiarism Test Score
5%
3. 12-Step Report on qualitative research article
25%
4. 12-Step Report on quantitative research article
25%
5. Oral presentation of research project proposal
10%
6. Written research project proposal
20%
7. In-class participation (includes attendance*)
10%
• For each absence of more than one, your participation grade will be reduced by 5% for the
semester.
Grading Scale
93 – 100 = A
90 – 92 = A-
87 – 89 = B+
81 – 86 = B
78 – 80 = B-
75 – 77 = C+
70 – 74 = C
67 – 69 = C-
55 – 66 = D
0 – 54 = F
DISABILITIES STATEMENT
Any student in this course who needs an accommodation due to a chronic, psychological, visual,
mobility and/or learning disability, or is deaf or hard of hearing should register with the Moses
Center for Students with Disabilities, 726 Broadway, 2nd Floor, 212.998-4980 (telephone and
TTY), Email: mosescsd@nyu.edu
Proposed Semester Schedule [Note: subject to change]:
DATE
Jan. 28
Feb. 4
Read & bring to class the 2
research articles to use as
examples of qualitative &
quantitative types of research
Feb 11
Feb. 18
No Class
—President’s Day Holiday
Feb. 25
Assignment due: IRB Exam
results
March 4
Assignment due: Plagiarism
Exam results
March 11
March 18
No Class- Spring Break
TOPICS
• Introduction to course and
research
• What is research and its
relevance to dance
educators?
• Types of research
• What is in a research
report?
READINGS
Kumar, Ch 1 (pp. 1-9)
Locke et al. Ch 2 (pp. 24-25)
Kumar, Ch 1 (pp. 9-15), Locke et
al. Ch. 5 (pp. 86-88)
Kumar, Ch 17; Locke et al. Ch 1
(pp. 15-21)
Read & bring to class:
• Searching for research
literature: Using NYU
Library resources &online
search engines
Martinell article (Qualitative
research example); & Liederbach
article (Quantitative research
example)
Kumar, Ch 3 (pp. 34-37)
Locke et al., Ch 3 (pp. 54-57)
APA Manual, ch. 1 (pp. 11- 20)
• Research ethics/IRB/
Plagiarism
Kumar, Ch 14;
UCAIHS (Online Tutorial);
UMD plagiarism online tutorial
• Formulating a research
problem
• Selecting a study design
Kumar, Ch 4, 8;
Locke et al. Ch 5 (pp. 94-86)
• Qualitative research
paradigms, data collection
and analysis [Dr. Koff,
guest lecturer]
Kumar Ch 9, 15
Locke et al., Ch. 10 (pp. 181-199)
March 25
April 1
Assignment due: Qualitative
12-Step Report
April 8
April 15
Assignment due:
Quantitative 12-Step Report
April 22
April 29
May 6
May 13
Assignment due: Written
proposals from all groups
• Review of qualitative
research methods
• Work on Qualitative 12-Step
Report
• Quantitative research:
Research designs, data
collection and analyses
•
222)
Validity and reliability in
measurement and research
studies
• Mixed methods research
procedures
Writing and presenting research
reports
• Kumar, Ch 11; Locke et al. Ch
5 (pp. 81-86)
•
• Presentations of M.A. theses
• Work in groups on research
proposals
• Discussion of requirements
for summer and fall [Dr.
Koff]
• In class presentations of
research proposals
In class presentations of
research proposals
In class presentations of
research proposals
Locke et al., Ch 11 (210-
• Kumar, Ch 9 (pp. 138 – 139);
Locke et al. Ch 5 (pp. 92-94)
• Locke et al. Ch 10 (pp. 199202)
Kumar, Ch 11; Locke et al., Ch 1
(pp. 15-21)