ECHD 703 - Syllabus- Spring
Translating Research into Practice 2013
Instructor Information
Instructor:
Email:
Office Hours:
Class meets:
Anne Douglass, PhD
anne.douglass@umb.edu
TBD
Face to face: May 18, June 8, and July 13 (9am-3pm); 4 6-hr online classes:
complete online classes weeks of June 1, 15, 22, and 29.
Note: The following link will assist you in forwarding your UMB email account to your personal
account: http://www.umb.edu/it/getting_services/email/logging_on_for_the_first_time/ forward. Throughout the semester, I will communicate with you via your UMB email account.
You may have e-mail redirected from your official UMass Boston address to another e-mail
address at your own risk. The University will not be responsible for the handling of e-mail by
outside vendors or by departmental servers.
Course Information
Course Title:
Translating Research into Practice (ECHD 703)
Prerequisites: Admittance to the Post Master’s Certificate Program in Early Education or
Permission of Instructor.
Course
Description:
This course provides students with a comprehensive conceptual understanding
of qualitative and quantitative research methods with an emphasis on linking
theory to practice, and interpreting and applying research findings. The course
examines connections among theoretical frameworks, research questions,
design, methods of data collection, and analysis and reporting. Students will
critique research and explore methods for evaluating research and translating
research findings for use in early education settings. The course will help
learners to become better consumers of research, and to understand the ways
education research relates to practice and early care and education quality
improvement. This course fulfills a requirement in the Post Master’s Certificate
Program in Early Education Research, Policy, and Practice.
Required Text(s):
Gall, J.P., Gall, M. D., & Borg, W. R. (2009). Applying Educational Research: How to Read,
Do, and Use Research to Solve Problems of Practice, 6/E. Upper Saddle River, NJ:
Pearson Publications.
Zaslow, M., Martinez-Beck, I., Tout, K., & Halle, T. (Eds.) (2011). Quality Measurement in
Early Childhood Settings. Baltimore, MD: Brooks Publishing.
Additional Text(s) – optional:
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Translating Research into Practice 2013
Goodwin, W. L., & Goodwin, L. D. (1996). Understanding quantitative and qualitative research
in early childhood education. New York, NY: Teachers College Press.
Monette, D. R., Sullivan, T. J., & DeJong, C. R. (2005). Applied social research: A tool for the
human services, 6th Ed. Belmont, CA: Brooks/Cole—Thomson Learning.
Publication manual for the American Psychological Association
Other
Readings:
Other readings and materials are listed for some weeks in the syllabus. To the greatest extent
possible, all these materials will be made available through Blackboard or the Internet
throughout the semester.
Technical
Requirements:
This course is required in the Post Master’s Certificate Program in Early Education Research,
Policy, and Practice. The course uses a blended format of online class sessions and periodic faceto-face sessions. Regular and reliable access to computer and Internet is required. Use of a
computer for word processing, PDF Reader, QuickTime or Windows Media Player, Flash Player,
high-speed Internet connection for Blackboard and other web activities, webcam, and
headphones. Many of the course activities and resources will be on BlackBoard Learn: For
directions and information go to:
http://www.umb.edu/it/getting_services/blackboard_learn_9_student_support
Note:
You are advised to retain a copy of this syllabus in your personal files for use when applying for
future degrees, certification, licensure, or transfer of credit.
CEHD Mission, MA Professional Standards for Teachers and Professional Association
Standards
CEHD Mission:
The College of Education and Human Development (CEHD) generates knowledge, fosters
engaged learning, promotes social justice, and empowers students, educators, other
professionals, and community members through teaching, research, evaluation, and public
service. The urban setting of the University of Massachusetts Boston informs – and is informed
by – CEHD efforts to fulfill the academic and civic purposes of education in a diverse
democracy.
This mission statement and associated core values serve as a philosophical and operational guide
for all activities of the College of Education and Human Development. Core values include:

Academic excellence
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Translating Research into Practice 2013


Social justice and inclusion
Community engagement
Professional Competencies
and Standards:
Massachusetts Department of Early Education and Care Professional Core Competencies
(http://www.eec.state.ma.us/docs1/prof_devel/core_comp_packet.pdf):
1.
2.
3.
4.
5.
6.
7.
8.
Understanding the growth and development of children and youth
Guiding and interacting with children and youth
Partnering with families and communities
Health, safety, and nutrition
Learning environments and curriculum
Observation, assessment, and documentation
Program planning and development
Professionalism and leadership
Massachusetts Department of Early Education and Care Quality Rating and Improvement
Standards
(http://www.mass.gov/edu/birth-grade-12/early-education-and-care/qris/massachusetts-qrisstandards.html)
1.
2.
3.
4.
5.
Curriculum and Learning
Safe, Healthy, Indoor and Outdoor Environments
Workforce Qualifications and Professional Development
Family and Community Engagement
Leadership, Management, and Administration
National Association for the Education of Young Children (NAEYC) Advanced Standards
(AS) within NAEYC’s Six Professional Preparation Standards
(http://www.naeyc.org/ncate/files/ncate/file/faculty/Standards/NAEYC%20Initial%20and%20Ad
vanced%20Standards%203_2012.pdf):
1.
2.
3.
4.
5.
6.
Promoting child development and learning
Building family and community relationships
Observing, documenting, and assessing to support young children and families
Using developmentally effective approaches
Using content knowledge to build meaningful curriculum
Becoming a professional
Division of Early Childhood Advanced Personnel Preparation Standards (http://www.decsped.org/About_DEC/Position_Statements_and_Concept_Papers/Personnel_Standards):
1. Leadership and Policy
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ECHD 703 - Syllabus- Spring
Translating Research into Practice 2013
2.
3.
4.
5.
6.
Program Development and Organization
Research and Inquiry
Individual and Program Evaluation
Professional Development and Ethical Practice
Collaboration
Course Objectives and Assignments
Course Objectives:
This table lists the course objectives and their alignment to key standards and competencies
listed above (the MA Department of Early Education and Care Core Competencies; the
professional preparation standards of the National Association for the Education of Young
Children, and the Division of Early Childhood of the Council for Exceptional Children,)
Through full participation in this course, students will be able to:
Course Objectives
Through full participation in this course,
students will be able to:
1. Demonstrate a comprehensive, conceptual
understanding of qualitative and quantitative
research methods with an emphasis on
linking theory to practice.
2. Use the “vocabulary” of research in early
education.
3. Understand how research is used to explore
issues in early education and how early
education practice can inform research.
4. Think critically about the strengths and the
limitations of various methods in research in
early education.
5. Understand the steps of the research process
and practice some of these steps.
6. Use appropriate reference sources to locate
publications relevant to a topic of their
choice.
7. Demonstrate knowledge and skill using APA
style.
8. Identify, understand, and differentiate
between the various parts of an empirical
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EEC Core
Competencies
NAEYC
DEC
Standards
Standards
Area 8 D 12
6c
Area 8 D 12
6f
Area 8 D 12
6c
ACC3S1
ACC3S1
AEC4K1
ACC3S1
6f
AEC3S1
Area 8 A 1
6b
Area 8 D 12
6f
Area 8 B 7
6f
6c
AEC6K2
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ECHD 703 - Syllabus- Spring
Translating Research into Practice 2013
research article.
9. Evaluate and critique published research.
10. Understand the issues related to (a) selection
and measurement of variables; (b)
controlling sources of variance; (c) creation
of research design; and (d) appropriate data
analysis.
11. Demonstrate how educators can use research
to enhance teaching and inform practice.
Area 8 B 7
12. Use existing data from the programs where
students work as a focal point from which to
critically examine current research.
13. Assess the strengths and limitations of
existing program data, and develop
recommendations for improving data to
inform practice and policy.
14. Understand and apply the ethical
responsibilities when researching services
for young children and their families.
Area 8 A 1
6f
AEC3S4
6c
ACC1S3
6c
AEC 1 S2,
ACC5S4
6d
ACC2S3,
AEC2S6,
ACC3S2
6d
AEC2S2,
AEC4S3
6b
AEC4K1
Required Assignments:
1. Participate in face-to-face classes
2. Participation in weekly on-line activities
3. Assignment: Review of Recent Early Childhood Journals
4. Exam (online on Blackboard)
5. Final assignment: Application of quantitative research concepts to available data
Assignment/Deliverable
1. Participation in face-to-face classes: Attendance and substantive involvement in class
discussions including incorporation of readings and possibly other sources. Participation
demonstrates the ability to analyze and integrate information from the readings and
others’ comments.
2. Participation in weekly on-line activities: Substantive responses (roughly 200 words
total each week) to the instructor’s prompt(s) and to questions posed by peer discussion
leaders. The responses should reflect and cite the week’s readings and possibly other
sources. The responses demonstrate the ability to analyze and integrate information from
the readings and other students’ responses.
3. Assignment – Current Trends in Early Childhood Research: Students will be
expected to review current volumes (last 10 years) of selected early childhood research
journals such as Early Childhood Education Journal, Early Childhood Research &
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Grade
Points
15
15
20
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Practice, Early Childhood Research Quarterly, Early Child Development and Care,
Young Exceptional Children, Journal of Early Intervention, Topics in Early Childhood
Special Education, and others. The focus of the review would be to identify the current
trends in research in the field of early childhood care and education. Students will be
expected to provide a critique as well some recommendations for future research in the
field.
4. Exams (online on Blackboard) There will be two quantitative exams conducted online
and will include questions that test students’ understanding and application of quantitative
and qualitative research concepts studied during the course.
5. Final paper - Application of quantitative research concepts to available data: As a
part of this assignment, students will work with the data available at their educational
settings. The task would be to apply the quantitative research concepts learned in class to
these data to generate a viable research project. Students would use findings from the
above literature review to formulate research question(s), identify variables from their
data set, and identify the type of research design required in order to answer their
questions, and determine the appropriate statistical analysis procedures and finally present
it all in the form of a 15 page paper. The focal point of this assignment will be to
understand and identify what makes a good research question and what makes for good
data.
Total
20
30
100
Course Assignment Rubrics:
1. Participation in face-to-face classes:
Points
1
3
5
Attendance

Student attends less
than 50% of the
class session.

Attends class and is
there for 80% of the
time.

Participation

Little participation;
provides 0-1
comments per class


Prepared

Does not give any
reading examples or
reference to class
assignments

Moderate
participation;
provides 2-3
comments per class
References class
assignments or
readings 1-2 times
per class

Attends class and is
there the entire time.
Student is not late.
Student does not
leave early.
Active participation;
provides 4 or more
comments per class
References class
readings and
assignments 3 or
more times per class
2. Participation in on-line weekly activities:
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Points
1
Participation

Content

Writing

3
Student participates 
in less than 50% of
the weeks and/or
contributes on
average less than 50
words per week
Entries reflect weak 
understanding of the
readings and little
reflection on them,
the topic, the
questions posed, and
other students’
responses
Entries are unclear

and unpersuasive, as
well as ineffective in
applying and
integrating
information
Student participates
in 80% of the weeks
and contributes on
average 50 – 150
words per week
5

Entries reflect some

understanding of the
readings and some
reflection on them,
the topic, the
questions posed, and
other students’
responses
Entries are some
what clear and
persuasive, as well as
somewhat effective
in applying and
integrating
information
Student participates
in all the weeks and
contributes on
average 150 - 200
words per week
Entries reflect indepth understanding
of the readings and
thoughtful reflection
on them, the topic,
the questions posed,
and other students’
responses
Entries are clear and
persuasive, as well
as effective in
applying and
integrating
information
3. Assignment - Current Trends in Early Childhood Research:
Points
Organization
1


Synthesis of
information
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
3
Structure is unclear
and does not
effectively support
the presentation’s
purpose
Transitions and
connections are
unclear or absent

Review findings
listed one after the
other


Structure is
somewhat unclear
and somewhat
effectively supports
the presentation’s
purpose
Transitions and
connections lack
clarity and are
choppy
Some level of
synthesis and
organization of the
information
5



Structure is clear
and effectively
supports the
presentation’s
purpose
Transitions and
connections are well
thought out and
smooth
Review findings
well synthesized
into a cohesive
whole
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ECHD 703 - Syllabus- Spring
Translating Research into Practice 2013

Critique
Recommendations 
4. Exams:
Does not critique
the review findings

Provides inadequate
critique of review
findings

Provides adequate
critique of review
findings
Does not provide
recommendations
for future research

Provides some
recommendations
for future research

Provides adequate
recommendations
for future research
There will be two quantitative exams conducted online and will include questions
that test students’ understanding and application of quantitative and qualitative
research concepts studied during the course.. Exams will focus on mastery of
concepts in research methods presented in class sessions and assigned readings.
5. Final paper: Application of quantitative research concepts to available data
Points
Organization
1


Research
question


Research
concepts and
statistics
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
3
Structure is unclear
and does not
effectively support
the paper’s purpose
Transitions and
connections are
unclear and absent

Research question
not correct
identified
No connection made
to current research
trends
Research concepts
and statistical
concepts
inaccurately applied




Structure is
somewhat unclear
and somewhat
effectively supports
the paper’s purpose
Transitions and
connections lack
clarity and are
choppy
Research question
identified to some
extent
Some connection
made to current
research trends
Some research
concepts and
statistical concepts
accurately applied
5





Structure is clear and
effectively supports
the paper’s purpose
Transitions and
connections are well
thought out and
smooth
Research question
appropriately
identified
Adequate connection
made to current
research trends
All research
concepts and
statistical concepts
accurately applied
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ECHD 703 - Syllabus- Spring
Translating Research into Practice 2013
Points
Writing
1



3
Writing is weak and
lacks clarity and
effectiveness
Sentence structure
and vocabulary are
frequently unclear
or inappropriate
Grammar, spelling,
and punctuation
have many errors



Writing is adequate

but weak on clarity
and effectiveness
Sentence structure

and vocabulary are
sometimes unclear or
inappropriate

Grammar, spelling,
and punctuation have
some errors
5
Writing is creative,
effective, clear, and
reads smoothly
Sentence structure
and vocabulary are
clear and appropriate
Grammar, spelling,
and punctuation are
accurate
Course
Policies:
Participation includes completing all required reading and writing assignments in a timely
fashion, thoughtfully participating in in-person and on-line discussions, and taking responsibility
for helping create a positive learning environment by arriving promptly, listening respectfully,
and participating constructively.
 Attendance and Participation - see rubrics above
 Individual papers / projects – see rubrics above
 Late Work – all work is due within one week of the last day of class.
Grading
Grade type for the course is a whole or partial letter grade. (Please see table below). Note: the
lowest passing grade for a graduate student is a “C”. Grades lower than a “C” that are submitted
by faculty will automatically be recorded as an “F”. Please see the Graduate Catalog for more
detailed information on the University’s grading policy. Please note that in order to transfer
credit from a course into a doctoral or other advanced graduate program, you will need to earn a
B or higher.
UMass Boston Graduate Grading Policy
Letter
Grade
A
AB+
B
BC+
C
F
INC
3/14/2016
Percentage
93-100%
90-92%
87-89%
83-86%
80-82%
77-79%
73-76%
0-72%
Given under very restricted terms and only when satisfactory work
Quality
Points
4.00
3.75
3.25
3.00
2.75
2.25
2.00
0.0
N/A
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ECHD 703 - Syllabus- Spring
Translating Research into Practice 2013
IF
W
AU
NA
has been accomplished in majority of coursework. Contract of
completion terms is required.
Received for failure to comply with contracted completion terms.
Received if withdrawal occurs before the withdrawal deadline.
Audit (only permitted on space-available basis)
Not Attending (student appeared on roster, but never attended class.
Student is still responsible for tuition and fee charges unless withdrawal
form is submitted before deadline. NA has no effect on cumulative GPA.)
N/A
N/A
N/A
N/A
Methods of Instruction
Class and online discussions, lectures, readings, multimedia resources, group work and
presentations, and individual projects and presentations. Completion of readings on schedule is
essential to successful participation. The course uses a blended format of online class sessions
and periodic face-to-face sessions. Each in-person class will be divided into lecture and lab
sessions. Lectures will be used to introduce, define, and explain research concepts to the students
while the labs will be used for discussions, group activities, and writing activities.
Accommodations
The University of Massachusetts Boston is committed to providing reasonable academic
accommodations for all students with disabilities. This syllabus is available in alternate format
upon request. If you have a disability and feel you will need accommodations in this course,
please contact the Ross Center for Disability Services, Campus Center, Upper Level, Room 211
at 617.287.7430. http://www.umb.edu/academics/vpass/disability/ After registration with the
Ross Center, a student should present and discuss the accommodations with the professor.
Although a student can request accommodations at any time, we recommend that students inform
the professor of the need for accommodations by the end of the Drop/Add period to ensure that
accommodations are available for the entirety of the course.
Academic Integrity and the Code of Student Conduct
Code of Conduct and
Academic Integrity:
It is the expressed policy of the University that every aspect of academic life--not only formal
coursework situations, but all relationships and interactions connected to the educational process-shall be conducted in an absolutely and uncompromisingly honest manner. The University
presupposes that any submission of work for academic credit is the student’s own and is in
compliance with University policies, including its policies on appropriate citation and
3/14/2016
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ECHD 703 - Syllabus- Spring
Translating Research into Practice 2013
plagiarism. These policies are spelled out in the Code of Student Conduct. Students are required
to adhere to the Code of Student Conduct, including requirements for academic honesty, as
delineated in the University of Massachusetts Boston Graduate Catalogue and relevant program
student handbook(s). UMB Code of Student Conduct
You are encouraged to visit and review the UMass website on Correct Citation and Avoiding
Plagiarism: http://umb.libguides.com/GradStudiesCitations.
Other Pertinent and Important Information
Incomplete Policy:
The grade incomplete (INC) is reported only where a portion of the assigned or required class
work, or the final examination, has not been completed because of serious illness, extreme
personal circumstances, or scholarly reasons at the request of the instructor.
If your record is such that you would fail the course regardless of your missing work, you will
fail. Permission of the instructor must be obtained and the form for Grade Incomplete must be
completed. These forms can be obtained from the appropriate departmental offices. If you are
receiving the grade of incomplete (INC), you are allowed one year in which to complete the
course. The new grade must be submitted to the Registrar by the grading deadline for that
semester, e.g., by the end of the next fall for the fall semester incompletes.
The grade for any course not completed by this deadline will be converted to the grade of 'IF'.
Coursework Difficulties:
Please discuss all coursework matters with me sooner than later.
Withdrawing From This Course:
Please refer to the written policies and procedures on formal withdrawal and add/change dates
listed in the Graduate Studies Catalog.
Course Schedule
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This syllabus is subject to change. Please check Blackboard for syllabus and weekly class
sessions updates.
Class 1: Introduction, Overview, Ethics (in-person)
Core Topic(s):
Learning
objectives
Reading
Assignment
(Required)
Additional
Reading
Chosen From
Overview of Class
Overview of the Research Endeavor
Ethical Consideration in Social Science Research
Human Subjects Review Process
1, 3, 6, 7, 8, and 14
Gall, Gall, and Borg text: chapters 1 and 2
Zaslow book: Chapters 1 and 3
Harcourt, D., & Conroy, H. (2005). Informed assent: Ethics and processes
when researching with young children. Early Child Development and
Care,175(6), 567-577.
Flewitt, R. (2005). Conducting research with young children: Some ethical
considerations. Early Child Development and Care, 175(6), 553-565.
Class Activities
Goodwin text: chapter 2
Lecture and introduction on research endeavor
Discussion of ethical issues in research in early childhood
Examination of human subjects review process (certification)
Exercises in APA style writing
Class 2: Research Issues in ECE Settings (online)
Core Topic(s):
Learning
objectives
Reading
Assignment
(Required)
3/14/2016
Measurement and other challenges in ECE settings
Current trends in research in ECE settings
1, 2, 3, 9 and 14
Fulgini, A. S., Brooks-Gunn, J., & Berlin, L. J. (2003). Themes in
developmental research: Historical roots and promise for the future. In
J. Brooks-Gunn, A.S. Fulgini, &L. J. Berlin (Eds.) Early Child
Development in the 21st Century (pp 1-15). New York: Teachers
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ECHD 703 - Syllabus- Spring
Translating Research into Practice 2013
College Press.
Additional
Reading
Chosen From
Class Activities
Assignment(s):
Gall, Gall, and Borg text: chapters 19 and 20
Goodwin text: chapter 1
Zaslow book: Chapters 4 - 9
Examine quality measurement challenges in ECE settings
Identify strengths and gaps in current research
Discussion of students’ review findings
Assignment: Review of Recent Early Childhood Journals
Class 3: Quantitative Research (in-person)
Core Topic(s):
Learning
objectives
Correlation Research vs. experimental research
Basic Concepts in Quantitative Research (variables, measurement, data
collection methods)
4, 5, 8, and 10
Gall, Gall, and Borg text: chapters 6, 10-13
Reading
Assignment
Goodwin text: chapters 3 and 4
(Required)
Class Activities Review of research related concepts
Practice the understanding/application of research concepts
Class 4: Quantitative Research contd. (online)
Core Topic(s):
Learning
objectives
Inferential Research
Introduction to statistical analysis
4, 5, 8, and 10
Gall, Gall, and Borg text: chapters 6 -13
Reading
Assignment
Goodwin text: chapters 3 and 4
(Required)
Class Activities Practice the understanding of research concepts
Class 5: Quantitative Research contd. (online)
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Translating Research into Practice 2013
Core Topic(s):
Student critique of quantitative research articles
Student application of research concepts and ideas to their own data
Learning
objectives
4, 5, 8, 9, 10, 11, 12, 13
Gall, Gall, and Borg text: chapters 6, 10-13
Reading
Assignment
Goodwin text: chapters 3 and 4
(Required)
Class Activities Demonstrate the understanding of research concepts
Assignment(s): Assignment: Application of quantitative research concepts to available data
Class 6: Qualitative Research (online)
Core Topic(s):
Learning
objectives
Reading
Assignment
(Required)
Additional
Reading
Chosen From
Class Activities
Basic Concepts in Qualitative Research
4, 5, 8, and 10
Hatch, J. A., & Barclay-McLaughlin, G. (2006). Qualitative Research:
Paradigms and Possibilities. In B. Spodek, & O. N. Saracho (Eds.)
Handbook of research on the education of young children (2nd ed. pp.
497-514). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
Gall, Gall, and Borg text: chapters 14-17
Campbell-Barr, V., Lavelle, M., & Wickett, K. (2012). Exploring alternative
approaches to child outcome assessments in children's centers. Early
Child Development and Care, 182(7), 859-874.
Sandall, S. R., Smith, B. J., McLean, M. E., & Broudy R. A. (2002).
Qualitative research in early intervention/early childhood special
education. Journal of Early Intervention, 25(2), 129-136.
Goodwin text: chapters 5 and 6
Review and discussion of qualitative research concepts
Class 7: Integrating qualitative and quantitative research (in-person)
Core Topic(s):
Learning
objectives
3/14/2016
Combining quantitative and qualitative methodologies to study problems of
practice
1, 2, 3, 4, 6. 7, 9, 11, 12, and 13
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Reading
Assignment
(Required)
Additional
Reading
Chosen From
Gall, Gall, and Borg text: chapter 18
Zaslow book: Chapter 17
Truscott, D. M., Swars, S., Smith, S., Thornton-Reid, F., Zhao, Y., Dooley,
C., Williams, B., Hart, L., & Matthews, M. (2012). A cross-disciplinary
examination of the prevalence of mixed methods in educational
research: 1995-2005. International Journal of Social Research
Methodology: Theory & Practice, 13, 317-328.
Sammons, P., Siraj-Blatchford, I., Sylva, K., Melhuish, E., Taggart, B., &
Elliot, K. (2005). Investigating the Effects of Pre-school Provision:
Using Mixed Methods in the EPPE Research. International Journal of
Social Research Methodology: Theory & Practice, 8, 207-224.
Class Activities
Review and discussion of integrating qualitative and quantitative research
Assignment(s):
Final paper
Bibliography
Bogard, K., Traylor, F., Takanishi, R. (2008). Teacher education and PK outcomes: Are we
asking the right questions? Early Childhood Research Quarterly, 23, 1-6.
Bransford, J. D., Stipek, D. J., Vye, N. J., Gomez, L. M., & Lam, D. (2009). The role of research
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