EDUC 806.621 and 622 Educational Research I
Frostburg State University
Department of Education Professions
Term: Fall 2014, September 2 – December 12, 2014
Campuses: Hagerstown
Classroom: #431
Delivery: Face-to-face and online in Blackboard course management system
Time: Thursdays 7:30 – 10:10 p.m.
Instructor: Dr. Kelly Hall
Office: Framptom Hall #106, Frostburg; Hagerstown #431
Email: kshall@frostburg.edu
Phone: Office: 301-687-7419, office
Cell: 937-269-3028, call this number first
Office Hours:
Monday – Wednesday 3:30 – 5 p.m. Frostburg
Thursday, Hagerstown
and by appointment, including Saturdays and Sundays
Availability: 9 a.m. to 9 p.m. via cell phone: Please do not hesitate to call me with questions about assignments or grading; or to
schedule an appointment. Leave a message, and I will return your call.
Course Description
Doctoral level introduction to research concepts and techniques: Definition, nature, purposes, ethical considerations, standards, and
processes of research; research problem, question, and hypotheses development; literature review; selection of a design, participants,
instruments or materials; qualitative and quantitative data collection, analyses, and interpretation; presentation and written reporting
of instructional pilot studies which inform the dissertation prospectus.
1
Course Purpose and Functional Goals
Prepare doctoral level learners to conduct research as educational leaders. Learners will acquire knowledge, skills, and dispositions in
educational research design, data collection, analysis, and reporting. Mini-studies will be completed to introduce learners to an array of
data collection and analysis techniques needed to conduct research. Study problems will focus on topics selected by learners to inform
the development of their dissertation prospectus and proposal.
Unit and Professional Outcomes (UO)
The Department of Education Professions as a Unit has adopted a Conceptual Framework (CF) of attributes and related indicators
related to learning outcomes: Dedicated Professional (D); Instructional Leader (L); Continuous Assessor (CA); Educational Advocate
(E); Collaborative Bridge Builder (CB); and Reflective Decision Maker (R). Unit outcomes as well as state and national standards are
aligned with learning outcomes/objectives. activities, and assessments/assignments in the table below including Maryland Teacher
Technology Standards (MTTS); Interstate Teacher Assessment and Support Consortium Standards (INTASC); International Reading
Association (IRA); and American School Counselor Association (SC); Council for Exceptional Children (SPED); and National Policy
Board for Education Administration (ELCC).
Learning Outcomes, Activities, and Assessments
Ref
#
1
2
34
Learning Outcome:
Knowledge:
Skill
Example of a
Self-assessment of
competency
competency attributes;
assessment tool Demonstrates selfawareness and the
skills needed to relate
to diverse groups
Course
Seeking clarity
expectations
regarding
expectations; Planning
time effectively for
personal success
APA format
and style
Formatting written
reports in APA
Activity
Disposition
Honest reflection
of knowledge,
skills, and
dispositions
Respect for rigor
of research
course and
process
Appreciation for
and use of
formatting
standards for
professional
Assessment
Professional Competencies & Outcomes
CF
INTASC
MTTS
9
2
Take pre-course
self-assessment
of research
competencies
Completed
online selfassessment
instrument
CA 6
R3
Review
expectations
with questions
and answers
about course
syllabus
Summary of
APA formatting
guidelines;
Introduction to
OWL and FSU’s
Attendance and
participation in
course activities
and meetings
D3
All written work
models APA
formatting and
other style
standards
D 4, 5
IRA
SC
SPED
ELCC
D.1
2
5
Existing
personal
research
experiences
Contribute to
discussion based on
research and
experience
writing
Self-awareness of
existing exposure
to and use of
informal and
formal research
6
Research
feasibility
issues: access,
budget,
competence,
timing;
Understands
how to
critically
evaluate
research
Appraisal of personal
and professional
circumstances which
might affect
completing course
requirements;
Describe strengths and
limitations of a range
of tools and their
appropriate uses
Recognize
personal and
organizational
limitations to
complete
instructional
research project;
Use valid and
reliable practices
to minimize bias
7
&
11
Ethical
considerations
as a standard
for the conduct
of educational
research; IRB
processes
Apply ethical
procedures in the
conduct of educational
research
8
&
9
Nature and
definition of
research:
Characteristics
of a
Efficiently identify
research problems and
questions for personal
and organizational
investigation; Applies
Choose and
practice ethical
procedures for
conducting
research in
education;
Applies and
adheres to ethical
and legal
standards
Recognize
feasible research
topics and
problems,
depending on
Tutoring Center
Write narrative
of research
experience
Consideration of
a researchable
problem which
is feasibly
studied and
analyzed in 10
weeks or fewer;
and to which
you have access
to data,
participants,
documents,
media, or objects
of study
Register and
become certified
in the Protection
of Human
Research
Participants;
Familiarize with
FSU’s IRB
Application
Read a
classmate’s
discussion
postings
Recall and write
a brief narrative
(a type of
research) about a
personal research
experience in
Wiki assignment;
See Rubric
Post your topic
and research
problem, and
ways you might
study the
problem in the
discussion thread
titled Topic;
Respond
considerately and
critically to
D 1, 4
CA 7, 8,
E 3, 4, 7
R 2, 3, 4,
6
Save NIH
Certificate and
IRB Application
in a readable
document
format; Submit
via Blackboard
assignment;
D 1, 3, 5
Respond
critically to one
classmate’s topic,
problem, and
suggested
I8
D 1, 4
CA 7, 8
E 3, 4, 7
R 2, 6
1c
I 10
3.1
3
6
I.1
1.0
B.1
6.1
J.1
4.3
3
researchable
problem and
research
hypothesis or
question as the
chronological
starting point
of the research
process
General
evaluation
criteria for
research
reports
relevant research to
inform practices
circumstances;
Engage in the
design and
implementation
of research and
inquiry
Referencing standards
of research conduct,
reporting and
formatting; Applies
relevant research
findings to practice
Use of standards
to evaluate
research;
Conduct,
evaluate, and use
inquiry to guide
professional
practice
Review of
general and
specific
evaluation
criteria for
research based
on type of
research
Instructional
study graded
based on research
evaluation
criteria
CA 8
R6I6
CB 5
12
&
13
&
16
Literature review
as the second
step in the
chronological
development of
educational
research
Search, filter, and
critically select
literature related to a
research problem
using encyclopedias,
dictionaries and
glossaries, handbooks,
books, databases
(ERIC), journals,
associations, metaanalyses, statistical
abstracts
C7
R6
Familiarity
with content
analysis
research
method; When
to use content
analysis as an
Organizing and
interpreting content
from existing sources
Visit library and
work with
librarian to find
and select five
literature
sources directly
related to
research
problem for
contextualizatio
n and framing of
instructional
study
Search for, find,
read, and
summarize an
article which
uses content
analysis as
method (any
Library Search:
Track and report
resources and
keywords of
searches in
literature review
section of
research
instructional
study
13
Use library
resources as a
basis for framing
and informing
research
problems; Use
knowledge of
professional
literature to
improve
practices; Uses
data to enhance
program
Systematic
approach to
secondary and
tertiary data
sources
Summarize the
study’s purpose,
research method,
and results in
three sentences
or fewer in
discussion board;
D1, 4
R, 2, 3, 4,
6 CA 7, 8
E 3, 4, 7
10
research
approaches; each
classmate should
have only two
reviews
1
6
J.1
4.0
J.3
4.2
I.4
4
13
&
14
&
16
analytical
approach
Interpret and
summarize
historically
shared
knowledge
15
&
19
&
27
15
&
16
&
17
&
18
&
21
field and topic)
attach article
Demonstrate
knowledge through
inquiry, critical
analysis, and synthesis
of the subject;
Interpret patterns in
data
Evaluate research
and inquiry to
identify effective
practices; Applies
relevant research
findings to
improve practice
Assimilate
literature
selected
Review of
Related
Literature
Section:
assimilated
literature
presented
according to
evaluation
standards in the
Introduction
section of the
final instructional
study report
C7
R6
Data
organizing,
coding,
checking, and
cleansing
Translating qualitative
data into coded
quantitative data
Practice coding
words to
numbers and
entering
numbers into
matrix
Submission of
tables and
spreadsheets
used for data
tabulation
C8
R6
I6
CB 5
Distinguish
among research
designs based
on data
collection
method/proced
ures/approach:
characteristics
of quantitative,
qualitative, and
mixed methods
as an
Select appropriate
research design (data
collection method or
approach) to study
different research
problems: existing
data or records;
surveys; observations,
interviews for action;
historical/narrative;
descriptive/case
study/ethnographic;
Propensity to
translate
numbers to
words and words
to number as a
means to think
about
information
Confidence in
ability to select
appropriate
approaches
(designs/methods
) for research
processes; Knows
current methods
of using data to
inform decision
making.
Classify design
of five existing
studies selected
for literature
review
See Literature
Review Matrix
above—literature
classified based
on research
design/approach/
method (in
addition to other
attributes)
D1, 4
R, 2, 3, 4,
6 CA 7, 8
E 3, 4, 7
3.3
J.1
4.1
4
6
I.4
5
overarching
step in the
conduct of
educational
research
comparative;
correlational
relationship and
predictive; and
causal/experimental
research
16
Participant
selection
methods as
chronological
third step in
the research
process;
Current
methods of
using data to
inform decision
making.
Select credible and
representative sample
of a target population
as part of research
design; Can collect
and use data
Recognize ethical
considerations—
risks and
benefits, access
limitations of
participant
selection,
evaluate progress
toward achieving
goals
Select and name
most
appropriate
participant
selection
methods
17
&
18
&
20
Focus group
method;
diversity
among
participants
Comfort
facilitating group
interviews;
Conduct of one
focus group
21
&
22
Observation
method;
diversity
among
participants
Focus group
interviewing for
qualitative data
collection; Assess
various forms of
diversity that exist in
surrounding
community
Observations as a data
collection method of
diverse participants
Objectively
observe
environments,
participants, and
processes
Search for, find,
and read, and
summarize an
article which
uses the
observation (any
field and topic);
Contrast with
classmates;
Conduct mini-
Participants
Section:
Participant
selection
procedures are
presented and
justified as
resulting in the
most credible or
representative
participant pool
in Methods
section of studies
Interview section:
Interview
evaluation
criteria are met in
an instructional
study
D 1, 3, 4
CA 6, 7, 8
E 3, 4, 7
R 2, 3, 4,
6
CB 1, 3, 5
4.1
I.4
3.5
1.2
H.3
4.3
1.2
Summarize and
contrast existing
study’s purpose,
research method,
and results in
five sentences or
fewer in
discussion board;
Submit miniproject
6
23
&
24
Interview
method;
diversity
among
participants
Focus group
interviewing for
qualitative data
collection among
diverse participants
Asking questions
to garner
information
20
&
24
&
28
Data collection
from
participants
using existing
data or selected
instruments,
protocols, or
materials as a
chronological
fourth step in
the research
process
Surveying for
observations
and interviews
Utilize existing data,
with awareness of
FERPA regulations, as
the likely most
accessible data
collection method for
qualitative and
quantitative; Lead
larger scale analyses to
select professional
tools
First seek existing
data to inform
decisions;
Understanding of
history, legal
policies, ethical
standards, and
emerging issues
to inform
leadership in
disciplinary area
Select or develop
appropriate tools
Asking
appropriate
questions to
investigate a
situation
25
project
Search for, find,
and read, and
summarize an
article which
uses the
observation (any
field and topic);
Contrast with
classmates;
Conduct miniproject
Seek and find
existing
organizational,
public data to
inform problem
Engage in the
design and
implantation of
survey tool;
Critic
classmate’s
survey
instruments
Summarize and
contrast existing
study’s purpose,
research method,
and results in
five sentences or
fewer in
discussion board;
Submit miniproject
Use existing data
instructional
study
Create a Word
document with
these survey
items (only):
1 yes/no; in/out
nominal variable
1 categorical
ordered variable
2 continuous,
scaled
interval/ratio
variables
measuring before
and after
D 1, 3, 4
CA 6, 7, 8
E 3, 4, 7
R 2, 3, 4,
6
6
2
1.3
6.1
1.2
4.3
7
situation
to be used to
record
observations and
responses
through
interviews. (Can
use questions
from an
instrument
already
developed—note
source and
reliability.); Critic
classmate’s
survey in
discussion.
Considerately
critic classmate’s
postings
8
&
26
&
32
29
Research
problem and
question
formulation
Ability to critique
research
Considerate
critiquing of peer
work
Read
classmate’s
postings
Collect and
analyze data
related to a
specific subject
Survey section:
Survey
evaluation
criteria are met in
an instructional
study
Use
appropriate
forms of
Conduct research
and
communicate
results for
appropriate
purposes and
audiences;
Analyzes
information in a
manner that
produces valid
inferences
Check all data for
correctness and
take steps to
Conduct of a
survey among at
least 15
participants
30
&
31
Surveying for
qualitative and
quantitative data
collection using paper
and digital collection
processes (e.g., Google
form) to present
closed-ended
dichotomous, scaled,
and ranked measures,
and open-ended
responses
Techniques for
checking data for
completeness and
Work in Excel,
SPSS, or other
appropriate
Design and
Procedures
contain
9
6
2
4
1.3
6.3
J.3
4.1
1.2
6.2
H.3
4.3
1.2
2
8
&
32
technology to
display data
correctness; dealing
with missing data
values through
imputation and
deletion
correct or impute
data
software
application to
check and
correct data
description of
procedures for
correcting or
eliminating data
33
44
Qualitative and
Quantitative
data analysis
and
interpretation
as a
chronological
fifth step in the
research
process
Research
reporting as the
final
chronological
step in the
research
process
Understand
and can
promote the
most effective
and
appropriate
technologies to
support
teaching and
learning
Elements of a
written
research
reports
Analyzes and uses
data to enhance
programs: description,
differences,
relationships
Appreciate and
employ iterative,
reflexive
processes for
qualitative data
interpretation;
Tools for
statistical
analysis
Practice data
analyses of
quantitative
data
Quantitative
Research
Procedures and
Results sections:
Inclusion of data
analysis
procedures and
interpretations in
studies
C 1, 2, 3,
4, 5, 6, 7
Organizing and
compiling elements
according to academic
research report
organization
Employ academic
standards of
research report
writing
Collaborative
peer consultation
and review
D 1, 4
I8
CA 7, 8
E 3, 4, 7
R 2, 6
CB 5
Constructing charts,
graphs, and tables as
part of the research
reporting process
Employ
professional
standards for
creating and
presenting
figures and
statistis
Overview and
peer
consultation and
review of
section and final
drafts of written
work
Work in Word,
Excel, SofaStats,
SPSS, or other
appropriate
software
applications to
create figures
formatted in
APA style
Submission of
tables and
graphs; inclusion
of descriptive
and inferential
statistics in
reports
CA 7
D4
I 7, 9
E6
R6
2
4
Ability to construct an
individually
meaningful
instructional research
project
Determination
and willingness
to use best
practices to
organize and
Mini-research
projects related
to content
analysis, focus
groups,
Production of
studies graded
based on rubric
standards for
evaluation
I6
CB 5, 8
R6
2
46
33
30
4
J.3
4.0
1.2
2.4
4.0
9
46
Distinguish
research
definitions
based on
purpose:
action/demonst
ration;
application;
causation/exper
imentation,
evaluation, or
development;
Knowledge of
professional
literature
Select most
appropriate research
moniker based on
research purpose
using how, when, why
questions and verb
descriptors: e.g.,
explore, explain,
evaluate, other
descriptors; Able to
critically evaluate
research
conduct research
as an approach to
personal and
organizational
action and
change
Confidence in
ability to
differentiate
research based on
purpose;
Recognition of
imperfect naming
of most methods;
Value the
scholarship of the
reading
profession; Stay
abreast of current
issues in
American
education
observations
and interviews,
and statistical
analysis
criteria of
empirical
research reports
Using research
for continuous
improvement
and decisionmaking efforts
Action Research
Plan
D 1, 4
CA 7, 8
E 3, 4, 7
R 2, 3, 4,
6
6
9
1.1
I.1
4.2
Required Resources and Text (available through the FSU bookstore and online)
American Psychology Association. (2010). Publication manual of the American Psychological Association, (6th ed.) DC: Author.
A must-have reference for research report writing and publication.
Frostburg State University. (2013). Institutional Review Board Application [online]. Retrieved from
www.frostburg.edu/fsu/assets/File/Adstration/.../irb-application.doc
Paton-Simpson, G. (Released 2009). Sofastatistics, Version 1.4.3. [computer software]. AGPL3: Paton Simpson Associates, LLC.
Retrieved from www.sofastatistics.com
Open source statistics application package.
Patten, M. L. (2014). Understanding research methods: An overview of the essentials (9th ed.). Glendale, CA: Pyrczak Publishing.
10
Purdue University. Online Writing Lab (OWL) https://owl.english.purdue.edu
See owl.english.purdue.edu/owl/resource/560/10/ for citing a Reference List: Electronic Sources (Web Publications).
National Institutes of Health Office of Extramural Research. (2013). Protecting human research participants [website]. Retrieved from
phrp.nihtraining.com/users/login.php
Rovai, A. P., Baker, J. D., & Ponton, M. K. (2013). Social science research design and statistics: A practitioner’s guide to research
methods and SPSS analysis. Chesapeake, VA: Watertree Press.
Use as a reference. We will be using this more in 807. I like this text because of its succinctness in the presentation of concepts.
References and Resources, Supplemental
Boulmetis, J. & Dutwin, P. (2005). The ABCs of Evaluation: Timeless techniques for program and project managers. Somerset: NJ:
Jossey-Bass/Wiley.
The elementary title reflects how the evaluation research process is so clearly explained in this best-selling book. Matrices which
guide the reader through decisions about evaluation study elements are especially useful.
Cornell University Office for Research on Evaluation (2013). Web Center for Social Research Methods [website]. Retrieved from
www.socialresearchmethods.net.
Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper
Saddle Rive, NJ: Pearson.
A good text reference for qualitative and mixed approaches: grounded theory, narrative, ethnographic, action research. Good
summary of academic audiences, dissertation considerations, and literature review sources.
IBM Corp. Released 2012. IBM SPSS Statistics for Windows, Version 21.0. Armonk, NY: IBM Corp.
Application is available in computer laboratories on campus.
Krathwohl, D. R. & Smith, N. L. (2005). How to prepare a dissertation proposal: Suggestions for students in education & the social and behavioral
sciences. Syracuse, NY: Syracuse University Press.
Contains summary information about causal modeling and meta-analysis as quantitative designs.
McMillan, J. H. (2007). Educational research: Fundamentals for the consumer (5th ed.). Boston: Pearson.
11
An easy-to-carry-around text, McMillan summarizes concepts and techniques succinctly using mostly classroom-based
examples; Good checklists for quality criteria are located in appendices
Gay, L R., Mills, G. E., & Airasian, P. Education research: Competencies for analysis and applications (9th ed.). Upper Saddle River, NJ:
Pearson.
Gay, Mills, and Airasian provide a good basic text with references to seminal primary research references.
Hacker, D. (2001). A writer’s reference (4th ed.). Boston: Bedford/St. Martin.
A terrific guide to answer specific grammar questions about which you are too embarrassed to ask!
Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers.
A bit dated but a favorite among novice and skilled qualitative researchers.
McMillan, J. H., & Schumacher, S. Research in education: A conceptual introduction (4th ed.). NY: Longman.
A “bible” methods book, policy, analytical, historical, and case study are included in addition to other design approaches. This
thick and heavy reference explains when and why to select different design approaches better than most texts—if you know where to
start!
National Center for Education Statistics. nces.ed.gov/ccd/elsi/ [online datasets]. eddataexpress.ed.gov/ [online datasets]
Pezzullo, J. C. Statpages.org [computer software]. Kissimmee, FL: Author.
Use if access to SPSS is not available as a free statistical computation tool. Thanks, Dr. Pezzullo!
Pezzullo, J. C. Statpages.org [computer software]. Kissimmee, FL: Author.
Free statistical computation tools. Thanks, Dr. Pezzullo!
Pyrczak, F. (2010). Making sense of statistics (5th ed.). Glendale, CA: Pyrczak Publishing.
Provides “an overview of descriptive and inferential statistics without formulas and computations” (Pyrczak, 2013). A musthave reference if you are anxious about statistics. Previous editions are less expensive than the fifth edition and suitable for gaining an
understanding of all basic statistics except effect size. The fifth edition includes an explanation of effect size using Cohen’s D.
Saldana & Smith (2013). Coding qualitative data: A survey of selected methods. [incomplete citation—a new publication]
12
All you ever need to know about coding qualitative data.
Thomas, G. (2009). How to do your research project. Thousand Oaks, CA: SAGE Publications.
This “how to” book has become an expensive best-seller because Thomas presents graphic figures which clarify processes for
decision-making about research elements.
Yin, R. (2013). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: SAGE Publications.
In addition to Robert Stake, Yin is an authority on the practicalities of conducting case study research.
Technology and Tools
Blackboard will be used throughout the course. Blackboard tutorials are available at www.frostburg.edu/blackboard/students/students.
The computer Helpdesk number is 301-687-7777. Please call the Helpdesk to resolve issues related to technology.
Microsoft Excel and SofaStats to calculate statistics and create graphics.
Attendance and Tardiness
Attendance is required. Please notify me via email if you will not be attending a class session. It is your responsibility to learn material
covered in a missed class.
Incomplete and Make-up Assignments
Points will be subtracted for incomplete or missing sections of assignments based on rubric scoring. No extra credit or make-up
assignments will be available.
Grading Procedures
No Credit (NC) and Incomplete (I) grades will not be considered except in the case of extraordinary circumstances such as documented
personal illness.
Points for assignments are presented in the “Schedule” matrix and are subject to change. Final grades will be assigned based on the
following scale based on total points:
A, 90 – 100% of total points, 2,367 – 2,630
B, 80 - 89% of total points, 2,104 – 2,366
C, 70 – 79% of total points, 1,841 – 2,103
13
Classroom Participation and Communication
Classroom participation is expected. Participation is defined as being actively engaged in class discussions and group work without
being prompted by the instructor or facilitator.
Avoid interruptions which are disruptive to class.
Honest, open communication directly with parties affected or involved will be expected to resolve conflict, confusion, or
misunderstanding.
Professionalism is expected in classroom and online discussions which may be critical and thought-provoking. Professionalism
includes maintaining anonymity and confidentiality unless compelled by law; avoiding gossip among insiders and outsiders of the
class; and choosing un-bias, non-harassing, and non-discriminating language in statements presented.
It is your responsibility to seek clarity if assignment expectations or grading are not clear to you.
Dr. Kelly Hall expects for you to be pro-active in your learning by seeking her assistance and offering critical insights to improve
learning outcomes.
Academic Dishonesty
The University considers academic dishonesty to be impermissible and subject to disciplinary measures. “Academic dishonesty is
defined to include any form of cheating and/or plagiarism. Cheating includes, but is not limited to, such acts as stealing or altering
testing instruments; falsifying the identity of persons for academic purposes; offering, giving, or receiving unauthorized assistance on
an examination, quiz, or other written or oral record. Plagiarism is the presentation of written or oral material in a manner which
conceals the true source of documentary material; or the representation of material which uses hypotheses, conclusions, evidence, data,
or the like, in a way that the student appears to have done the work which he/she did not, in fact do” (The Pathfinder Student
Handbook, Frostburg State University, nd).
Disruptive Student Behavior
“The University will not tolerate disorderly or disruptive conduct which substantially threatens, harms, or interferes with University
personnel, orderly processes, and functions. A faculty member may require a student to leave the classroom when his/her behavior
disrupts the learning environment. A student found responsible for disruptive behavior may be administratively withdrawn from the
course.” (Student Code of Conduct, nd).
14
Reporting of Child Abuse
Please be aware that according to state law in Maryland, educators are required to report current and past child abuse and neglect even
when the former victim is now an adult and even when the former alleged abuser is deceased. If you disclose current or past
abuse/neglect in class, in papers, or to me personally, I am required by law to report it. Please see me if you are interested in more
information about this law.
Students with Learning Disabilities
Accommodations for students with documented learning disabilities are arranged through Disability Support Services (DSS) office. It is
the student’s responsibility to contact, document, arrange, and inform the professor of arranged accommodations. Contact information
for the DSS office is: lbennett@frostburg.edu; 150 Pullen Hall; fax, 301-687-4671.
15
806.621 and .622 Schedule of Objectives, Resources, Activities, and Assignments with Points and Due Dates
Class
Weeks
Reference
#
Objectives
Resources
Activities
1-2
6-7
1-15
0
Attendance
Text Alerts
1-3
1
Google Form
1-3
2
Assess pre-course research
skills; Survey exposure and
feedback
Recognize course expectations
Syllabus
Review syllabus
Every
3
APA Manual;
OWL Purdue;
FSU Writing
Center
Introduction to Writing
Center
Every
4
OWL Purdue;
Text Topic 19, 22
& 23
1-3
5
Self-reflection
1-3
6
Write professionally in
academic voice and style
including the use of correct
grammar, punctuation,
spelling, and research terms
Apply APA formatting and
style guidelines to research
report presentation: title page,
tables, headings, citations,
references
Recall a personal research
experience
Focus a topic and action
research problem which can be
studied using a mix of
methods—both qualitatively
and quantitatively: with words
and numbers
Personal and
organizational
interests and
accessible
resources; Chats
with professor if
Last day to drop w/o W
Last day to drop w/ W
Come to class if not
cancelled due to weather
or power issues; Register
for Text Alerts
Complete anonymous
assessment
Assignments
Points
Total
2,630
Due Date
11:59 p.m.
Partial Class Attendance,10 points
Full Class Attendance, 20 points
300
10/9
10/14
weekly
Note what you liked and did not like
about the Pre-Course Assessment in
terms of your survey experience
Post at least one question related to
course expectations in discussion
thread labeled Questions:
Assignments and Grading
Academic professional writing in all
work submitted
10
9/6
10
12/13
1 off per
error
All
Orientation to OWL
Apply APA formatting in all report
submissions
1 off per
error
All
Write narrative of
research experience
Consideration of a
researchable problem
which is feasibly studied
and analyzed in 10 weeks
or fewer; and to which
you have access to data,
Submit narrative of personal research
experience in Blackboard Wiki
Post your topic and research problem,
and ways you might study the
problem using a mix of methods in
the discussion thread titled My
Action Research Topic
20
9/10
30
9/12
16
1-3
7
Identify ethical considerations
of research
1-3
8
Peer review
needed; Topic 1
& 13
National
Institutes of
Health website
on syllabus
Topic 1 & 13
participants, documents,
media, or objects of study
Certification in the
protection of human
participants
1-3
9
Peer review
Topic 1 & 13
Read a classmate’s
discussion postings
2-4
10
Template
samples
Format an APA template
for your research reports
2-4
11
3-5
12
Outline of the research report
as a model of the empirical
process
Acquire an understanding of
Institutional Review Board
ethical considerations of
research participants
Conduct literature searches
3-5
13
Become familiar with content
analysis research method
3-5
14
Gain exposure to how content
FSU’s IRB
INITIAL
Application on
website
Ort Library
Instructional
Session; Part B
of text; Levy
article
Ort Library; Part
B of text;
http://tobaccoev
al.ucdavis.edu/fi
les/Tips_Tools_0
7_2009.pdf
http://writing.co
lostate.edu/guid
es/guide.cfm?gu
ideid=61
Classmate’s
Save NIH Certificate in a readable
document format; Submit NIH
Certificate via Blackboard assignment
150
9/14
Respond critically to one classmate’s
topic, problem, and suggested
research approaches; each classmate
should have only two reviews
Respond critically to a second
classmate’s topic, problem, and
suggested research approaches; each
classmate should have only two
reviews
Submit APA individual template
10
9/16
10
9/18
30
9/20
Review questions, issues,
and process of FSU’s IRB
Application
Submit FSU IRB Initial Application
with page 1 and section A completed
10
9/22
Find and save 5 articles
related to your research
problem
List citations in APA Reference page
format in discussion message (no
indents—a problem in Bb); Attach 5
articles selected in relation to your
topic
Summarize the study’s purpose,
research method, and results in three
sentences or fewer in discussion
board; attach article
50
9/24
30
9/26
Briefly explain one item of contrast
10
9/28
Read a classmate’s
discussion postings
Search for, find, read, and
summarize an article
which uses content
analysis as method (any
field and topic)
Contrast the article you
17
3-5
15
analysis is applied and
presented; Realize the value of
content analysis as a
systematic, empirical approach
to conducting secondary and
tertiary literature analysis
Organizing qualitative data for
a content analysis
postings in Bb
found and summarized
with one described by a
classmate
between your article which used
content analysis and a classmate’s
summary; Every classmate should
have one contrasting example
http://tobaccoev
al.ucdavis.edu/fi
les/Tips_Tools_0
7_2009.pdf
Create table in Word for
entering data from
articles for content
analysis
Submit 5 by 5 Word table with
citation, purpose, methods, results,
and cool quote headings and data for
5 articles selected
20
9/30
Content Analysis:
Analyze, synthesize, and
integrate purpose,
methods, and results of 5
articles selected
associated with your
research problem;
Review research report
sections in relation to
content analysis—starting
with coding
Search for, find, and read,
and summarize an article
which uses the focus
group method (any field
and topic); Article can be
one found for other
assignments
Contrast the article you
found and summarized
with one described by a
classmate
Submit mini research report correctly
formatted in APA with Title page,
report body, and References page via
Blackboard; Will not contain a
literature review (using content
analysis to review literature)
200
10/2
Summarize the study’s purpose,
research method, and results in five
sentences or fewer in discussion
board; attach article
30
10/5
Briefly explain one item of contrast
between your article which used the
focus group method and a classmate’s
summary; Every classmate should
have one contrasting example
Submit note-taking document in Bb.
You will have a 4 by 6-12 table..
10
10/7
20
10/9
for application
to lit review
Part A, Topic 1;
Parts B, Topic
31, 32, 35; Topic
I; Part J, Topic
75, 77--intro, 78,
79, 80, 81
3-5
16
Understand and practice basic
content analysis
4-6
17
Become familiar with focus
group research method
Ort Library;
Topic 71;
http://tobaccoev
al.ucdavis.edu/fi
les/Tips_Tools_0
3_2009.pdf
5-7
18
Gain exposure to how focus
group method is applied and
presented
Classmate’s
postings in Bb
6-8
19
Organizing qualitative data for
focus group analysis
Topics 73 & 74;
http://tobaccoev
Create a Word document
to be used to transcribe
18
al.ucdavis.edu/fi
les/Tips_Tools_0
2_2009.pdf
7-9
20
Practice focus group research
methodology
https://www.yo
utube.com/watc
h?v=RM8Qj8KB
_CI
Part A, Topic 1;
Parts B, Topic
31, 32, 35; Topic
I; Part J, Topic
75, 77--intro, 78,
79, 80, 81
http://tobaccoev
al.ucdavis.edu/fi
les/Tips_Tools_0
4_2009.pdf
7-9
21
Become familiar with
observation research method
http://tobaccoev
al.ucdavis.edu/fi
les/Tips_Tools_0
7_2009.pdf
Ort Library;
Topic 71;
http://tobaccoev
al.ucdavis.edu/d
ocuments/Tips_
Tools_21_2012.p
df
7-9
22
Gain exposure to how
http://tobaccoev
al.ucdavis.edu/fi
les/Tips_Tools_0
8_2009.pdf
Classmate’s
notes from your focus
group Create with 4
columns (1 ID, 2 Profile1,
3 Q1, 4 Q2) and 6-12 rows
Focus Group method:
Organize and conduct
one focus group with
between 5 and 12 people
to inform your research
problem;
Review of research report
sections in relation to
focus group method—
starting with questions
and recording through
notes, then participants
Submit mini research report correctly
formatted in APA with Title page,
report body, and References page via
Blackboard
200
10/11
Search for, find, and read,
and summarize an article
which uses the
observation (any field
and topic); Article can be
one found for other
assignments
Summarize the study’s purpose,
research method, and results in five
sentences or fewer in discussion
board; attach article
30
10/14
Contrast the article you
Briefly explain one item of contrast
10
10/16
19
observation method is applied
and presented
postings in Bb
found and summarized
with one described by a
classmate
Search for, find, and read,
and summarize an article
which uses the interview
method (any field and
topic); Article can be one
found for other
assignments
Contrast the article you
found and summarized
with one described by a
classmate
7-9
23
Become familiar with interview
research method
Ort Library;
Topic 71;
http://tobaccoev
al.ucdavis.edu/fi
les/Tips_Tools_0
3_2009.pdf
7-9
24
Gain exposure to how
interview method is applied
and presented
Classmate’s
postings in Bb
7-9
25
Surveying for observations and
interviews
Topics 2, 4, 49;
Part E
http://www.qual
trics.com/blog/w
riting-surveyquestions/
8-10
26
Critic survey instruments
Classmate’s
survey
Create a Word document
with these survey items
(only):
1 yes/no; in/out nominal
variable
1 categorical ordered
variable
2 continuous, scaled
interval/ratio variables
measuring before and
after situation
to be used to record
observations and
responses through
interviews. (Can use
questions from an
instrument already
developed—note source
and reliability.)
Critic classmate’s survey
instrument
between your article which used the
observation method and a classmate’s
summary; Every classmate should
have one contrasting example
Summarize the study’s purpose,
research method, and results in five
sentences or fewer in discussion
board; attach article
30
10/18
Briefly explain one item of contrast
between your article which used the
interview method and a classmate’s
summary; Every classmate should
have one contrasting example
Submit survey in Bb.
10
10/20
20
10/22
Explain correctness of and corrections
needed for at least one classmate’s
10
10/24
20
8-10
8-10
27
28
Organizing survey data
Practice observation and
interview methods using
survey
instruments
https://www.yo
utube.com/watc
h?v=5sYMwnm
QFZc
http://toolkit.pel
linstitute.org/ev
aluationguide/analyze/e
nter-organizeclean-data/
Part A, Topic 1;
Parts B, Topic
31, 32, 35; Topic
I; Part J, Topic
75, 77--intro, 78,
79, 80, 81
Create an Excel
spreadsheet to record
your observations
through interviews using
variables you created
survey instrument
Submit spreadsheet created in Bb
20
10/26
Observation and
Interview Methods:
Conduct 25 interviews
with observations using
survey instrument with 4
variables
Submit mini research report correctly
formatted in APA with Title page,
report body, and References page via
Blackboard
200
10/28
Search for, find, and read,
and summarize an article
which uses descriptive
analysis (any field and
topic; can be one found
for other assignments)
Contrast the article you
found and summarized
with one described by a
classmate
Summarize the study’s purpose,
research purpose, descriptive
procedures used, and findings of
descriptive analysis in five sentences
or fewer in discussion board; attach
article
Briefly explain one item of contrast
between your article which used
descriptive analysis and a classmate’s
summary; Every classmate should
30
10/30
10
11/1
http://tobaccoev
al.ucdavis.edu/fi
les/Tips_Tools_0
4_2009.pdf
9-11
29
9-11
30
Become familiar with
descriptive analysis: use of
counts, frequencies,
percentages, measures and
graphs of central tendency; and
measures of variability
Gain exposure to how
descriptive analysis is applied
and presented
http://tobaccoev
al.ucdavis.edu/fi
les/Tips_Tools_0
7_2009.pdf
Topics 47, 49, 53,
54, 55, 56
Classmate’s
postings in Bb
21
9-11
31
Entering and organizing
descriptive data
Basic Excel:
https://www.yo
utube.com/watc
h?v=exxBmHaW
SLs
Classmate’s
datasheets
Enter survey data from
interviews into the Excel
spreadsheet you created
9-11
32
Identify organized, “clean”
datasheets
9-11
33
Practice descriptive analysis
using survey data of
observations and interviews
assignment
Topics 53, 55, 56
Calculate frequencies,
percentages, mean,
median, mode (measures
of central tendency) as
appropriate for each of
four variables in Excel;
Create bar charts in Excel
10-12
34
Selecting a bi-variate statistical
procedure to measure
differences based on number of
groups, normal and nonnormal distribution, and
independent or paired
variables
SofaStats
Statistics screen,
Get help using
differences
Enter survey data from
interviews into the Excel
spreadsheet you created
10-12
35
Topics 58, 59, 61
Search for, find, and read,
and summarize an article
which uses one of the
statistical measures for
difference analysis
10-12
36
Differences Analysis: Become
familiar with bi-variate analysis
of difference procedures:
independent or paired t-test,
ANOVA, Kruskal Wallace H,
Wilcoxcon Signed Ranks or
Mann-Whitney U
Gain exposure to how analysis
of differences is applied and
presented
Classmate’s
postings in Bb
Contrast the article you
found and summarized
with one described by a
classmate
Critic classmate’s
have one contrasting example
Submit spreadsheet created in Bb
Discussion Forum
20
11/3
10
11/5
200
11/7
20
11/9
From article, summarize one research
question or hypothesis and findings
of the differences analysis in five
sentences or fewer in discussion
board; attach article
30
11/11
Briefly explain one item of contrast
between your article which used
differences analysis procedures and a
classmate’s summary; Every
10
11/13
Explain correctness of and corrections
needed for at least one classmate’s
datasheet
Submit mini research report correctly
formatted in APA with Title page,
report body, and References page via
Blackboard; Report should include a
figure of percentages for nominal
data, a table of frequencies and
percentages for ordinal data, one of
three measures of central tendency—
the most appropriate along with its
standard deviation.s
Submit spreadsheet created in Bb
22
10-12
37
Practice analysis of differences
between groups or variables
Topics 58, 59, 61
Review empirical
research report starting
with stating of hypothesis
11-13
38
Topic 50, 51, 52
Search for, find, and read,
and summarize an article
which uses the ChiSquare statistical measure
11-13
39
Relationship/Association:
Become familiar with analysis
of bi-variate relationships for
named (nominal) categories,
Chi-Square Test, a test of
proportions and independence
Gain exposure to how ChiSquare is applied to measure
relationships or associations
between variables
Classmate’s
postings in Bb
Contrast the article you
found and summarized
with one described by a
classmate
11-13
40
Practice Chi-Square analysis
procedures of relationships (or
associations between variables
Topics 58, 59, 61
11-13
41
Topic 57
12-14
42
12-14
43
Relationship: Become familiar
with analysis of bi-variate
relationships for ordered
(categorical) or non-normal and
for normal (interval/ratio)
distributions: Pearson and
Spearman Correlation
Coefficients
Gain exposure to correlation
analysis as it is applied and
presented to measure
relationships: Pearson,
Spearman, Friedman
Practice using correlational
analysis procedures
Review empirical
research report starting
with stating the
hypothesis
Search for, find, and read,
and summarize an article
which uses either Pearson
or Spearman Correlation
procedures
Classmate’s
postings in Bb
Contrast the article you
found and summarized
with one described by a
classmate
Topics 58, 59, 61
Review empirical
research report starting
with stating the
classmate should have one
contrasting example
Submit mini research report correctly
formatted in APA with Title page,
report body, and References page via
Blackboard
From article, summarize one research
question or hypothesis and findings
of the relationship/association
analysis in five sentences or fewer in
discussion board; attach article
Briefly explain one item of contrast
between your article which used ChiSquare statistical procedures and a
classmate’s summary; Every
classmate should have one
contrasting example
Submit mini research report correctly
formatted in APA with Title page,
report body, and References page via
Blackboard
From article, summarize one research
question or hypothesis and findings
of the relationship analysis in five
sentences or fewer in discussion
board; attach article
Briefly explain one item of contrast
between your article which used
correlation analysis and a classmate’s
summary; Every classmate should
have one contrasting example
Submit mini research report correctly
formatted in APA with Title page,
report body, and References page via
200
11/15
30
11/17
10
11/19
200
11/21
30
11/23
10
12/1
200
12/3
23
12-14
44
Multi-variate statistical
analysis: an introduction
http://core.ecu.e
du/psyc/wuensc
hk/MV/IntroMV
.pdf
13-15
45
Mixed methods: an
introduction
http://www.fisc
hlerschool.nova.
edu/resources/u
ploads/app/35/fi
les/arc_doc/mixe
d_methods.pdf
13-15
46
Plan an action research project
http://www.bro
wn.edu/academi
cs/educationalliance/sites/bro
wn.edu.academi
cs.educationalliance/files/pu
blications/act_re
search.pdf
hypothesis
Skim an Introduction to
Multi-Variate Statistics
(Wuensch, 2013); Select
and read the statistical
procedure which
intrigues you most
Review mixed methods
Slideshare in Resources
(NovaSoutheastern
University, nd)
Blackboard
Discussion post: If you had to choose
one multi-variate statistical procedure
to learn, which one would you learn
and why?
Review resource about
action research (Ferrence,
2006). Outline a project
plan for an action
research project using a
mix of two research
methods you learned
about which could be
implemented in a setting
of your choice. (Could be
the same or different
from class problem or
setting.)
10
12/5
Discuss your views about the use of
qualitative, quantitative, and mixed
methods in (educational) research. Do
you have a philosophical or personal
preference? If so, why? (There are no
right answers to this question.)
Respond to two classmates’ postings
about their preferences, considerately
agreeing or disagreeing with them.
30
12/7
Submit plan via Bb answering
questions in rubric
100
12/9
tion research: an introduction and
plan to study your organizational
case
Problem
Data Collection Plan: Two methods
introduced to
Interpretation
Mixed of Methods
Explanatory, Exploratory, Embedded
24
1 point will be subtracted for every day assignments are late.
Narrative of Personal Research Experience Rubric, 20 total
Context (setting/environment) is provided, 4 points
Your role is described, 4 points
Purpose is explained, 4 points
Grammar, punctuation, 4 points
Engagement and flow of writing, 4 points
Be brief and concise though there is no minimum or maximum number of words.
APA Template Rubric, 30 points
1 point off for each heading level formatting error
1 point off for each missing sub-section
Discussion Postings
Items listed in discussion assignments will be weighted based on number.
For example, if there are 4elements and the discussion is worth 20 points, each element is worth 5 points.
Grammar, punctuation, and APA formatting count: one point each issue.
NIH Certification Rubric, 150 total
Submitted certificate of completion, 100 points
Did not submit certificate of complete, 0 points
Research Report and Action Plan Rubric
For each numbered item in research report section:
No revisions needed to meet expectations (5 points)
Minor revisions needed to meet expectations (4 points)
Major revisions needed to meet expectations (3 points)
Incorrect research report element addressed (2 points)
Element listed but not addressed (1 points)
Missing element (0 points)
25
Research Report Sections: each of 39 components worth 5 points each for a total of 195 points + 5 free = 200 points
[Items in brackets are questions which need to be answered. Include in template as you would the start of a paragraph. Exclude as appropriate.]
 There is no minimal length (the more concise, the better). I expect reports to be 5 to 10 pages in length (these numbers include Title and
References pages). Report pages numbered over 10 will not be graded.
 Running heads are optional (typically an APA requirement.)
 Re-submissions will not be accepted; Seek clarity by calling me or sending me an email.
Title Page [1. Separate page, see APA 6th edition manual.]
Introduction [39. The word introduction does not appear in the report. Simply start a paragraph without a heading.]
Problem
[2. What is the significant, relevant problem you will inform?]
Purpose
[3. What is the goal of your study?]
Research Question
[4. What one research question will guide your study?
Definitions
[5. Define concepts and terms which may be new to your audience or need clarification.]
Significance and Audience
[6. So what? Who cares? Why is it important to answer your research question and for whom is it important?]
Methodology: [Goal is replication.]
Design
[7. What is the research design?]
[8. Why is this design appropriate to reach the research purpose and answer the research question?]
Setting
[9. From where will you be gathering research?]
[10. What are its characteristics?]
Role of the Researcher
[11. What is your relationship to the setting—you, other, it?]
Population and Sample
[12. What is the population you are attempting to represent in your study—the what or who/persons, places, things?]
[13. What sample unit (unit of analysis or measurement) was used to represent the population?]
[14. How did you select units to study—step by step—using named sampling method?]
[15. Why is this method of sample selection appropriate to reach study purpose?]
[How does your selection method ensure (or not) the population was represented?]
[16. How did you protect unit from harm based on balance between risks and benefits?]
Measures (a.k.a. Instrument or Materials or Data Source)
26
[18. What did you use to collect data and record measurement—a survey, tally sheet or checklist, data from an existing source?]
[19. What is the type of data being collected, text (words) or numbers?]
[20. What constructs or variables are being studied?]
[21. If text data, what is the unit of observation?]
[22. If numeric data, what is the level of measurement for each variable—nominal, categorical, or continuous?]
[23. What is one threat to validity and how will you manage the threat?]
[24. What is one threat to reliability and how will you manage the threat?]
Procedures: Data Collection and Analysis
[25. When did you conduct the study or what time period is represented by data?]
[26. How did you collect data—step-by-step so procedure could be replicated (address self, other, it)?]
[27. How did you analyze the data you collected?]
[28. How did you interpret what you found?]
Limitations
[29. How is your study limited in scope in terms of setting?]
[30. How is your study limited in scope in terms of units studied?]
[31. How is your study limited in scope in terms of data collection and analysis?]
Findings, Conclusions, Implications, and Recommendations
[32. What is a description of your units, participants, objects?]
[33. What did you find in relation to your research question?]
[34. What are your conclusions in relation to what is known about your research problem?
[35. What are implications for the problem studied and for whom is this important?]
[36. What actions do you recommend to your audience based on your findings?]
[37. What research in the future do recommend for further inquiry about the problem?]
References [38. Separate page.]
Action Project Plan: 100 points
What is the problem being studied? (5 points)
What is the setting of the study? (5 points)
What is the specific research question to be answered? (5 points)
What two methods are best to answer the research question and why? (Be brief.) (5 points)
Does the approach represent an explanatory, exploratory, or embedded mixed design? (5 points)
For method one: Who needs to be involved with the research process? (5 points)
For method one: What permissions need to be sought? (5 points)
For method two: Who needs to be involved with the research process? (5 points)
For method two: What permissions need to be sought? (5 points)
What are 5 points in a timeline of data gathering and interpretation process of the action research project? (5 points)
27