The study and evaluation of research methods commonly used in the social
sciences. The courses ... Gay, L. R., Mills, G. E., & Airasian, P. (2011).
Educational ...
Troy University College of Education Master Syllabus CACREP 2009 Standards Summer 2014 Course Number: CP 6691 Course Title: Research Methodology Semester Hours: 3 Pre-requisite(s): None Instructor Information: S. Kathleen Krach, Ph.D., NCSP Associate Professor Room 319, 136 Catoma Street, Montgomery, AL 36104 334-241-9598
[email protected] Approved Delivery Models: This course may be delivered fact-to-face, live interaction teleconferencing, and on-line. Catalog Course Description: The study and evaluation of research methods commonly used in the social sciences. The courses will provide information necessary to understand and apply research processes, synthesize knowledge and writing, and plan and organize research problems for interpretation and application of research results. Application of these skills n the form of a written project using the Publication Manual of the American Psychological Association (APA) is required. Goals and Objectives of Courses: The Teacher Education Program is designed to provide a quality, academic program that emphasizes meaningful and practical learning experiences in preparing students to be innovative, informed, reflective decision-makers. In addition, this course provides opportunities to: 1. Develop/improve the ability to interpret and objectively evaluate studies, research, and evidence-based best practices in the social sciences to advance the counseling profession. II.G.8.a, II.G.8.e 2. Know the fundamentals of social science research with emphasis on the basic quantitative and qualitative research designs (descriptive, casual-comparative, correlational, and experimental). Alabama State Department of Education School Counseling (2) (a) 12 (Conceptual Framework 6); II.G.8.b 3. Appreciate the importance of legal and ethical considerations in human subject research. Alabama State Department of Education School Counseling (2) (a) 12 (Conceptual Framework 6); II.G.8.f 4. Demonstrate an understanding of the appropriate use of inferential statistics in analyzing research data. Alabama State Department of Education; School Counseling (2) (a) 12 (Conceptual Framework 6); II.G.8.c 5. Develop an awareness of program evaluation principles and concepts. II.G.8.c,II.G.8.d Legend: CACREP 2009 Standards Section II G. 8 a-f, Alabama State Department of Education School Counseling Standards – Performance Assessment
Approved Text(s): Gay, L. R., Mills, G. E., & Airasian, P. (2011). Educational research: Competencies for analysis and applications, 10th edition. Upper Saddle Ridge, NJ: Pearson Publishing. Recommended Texts: American Psychological Association. (Current Edition) Publication manual for the American Psychological Association. Englewood Cliffs, NJ: Merrill. Szuchman, L. T. (latest edition). Writing with style: APA style for counseling. Brooks/ Cole [Workbook] Other Materials: Students are required to purchase LiveText for this course. Gay, L. R., Mills, G. E., & Airasian, P. (2006). Educational research: Competencies for analysis and applications, 8th edition. Upper Saddle Ridge, NJ: Pearson Publishing. [Chapters 13 and 14 on Electronic Reserves as PDFs] USEFUL WEB SITES FOR THIS COURSE My Website: http://spectrum.troy.edu/~kkrach Troy Blackboard Website: http://troy.blackboard.com Publisher’s Websites: http://www.prenhall.com/gay or http://www.myeducationlab.com American Psychological Association Website: http://www.apa.org Content: 1. Course introduction- steps in reviewing educational literature, evaluating measuring instruments. 2. Basic statistical tools/techniques/methods/ research design used in educational research. Alabama State Department of Education School Counseling (2) (a) 12 (Conceptual Framework 6) 3. Descriptive research. Alabama State Department of Education School Counseling (2) (a) 12 (Conceptual Framework 6)
4. Causal-comparative research design & legal and ethical considerations in research. Alabama State Department of Education School Counseling (2) (a) 12 (Conceptual Framework 6) 5. Correlational research designs. Alabama State Department of Education School Counseling (2) (a) 12 (Conceptual Framework 6) 6. True experimental research designs. Alabama State Department of Education School Counseling (2) (a) 12 (Conceptual Framework 6) 7. Quasi-experimental research designs. 8. Program evaluation, principles and concepts. Alabama State Department of Education School Counseling (2) (a) 12 (Conceptual Framework 6) 9. Legal and ethical implications of research. Alabama State Department of Education School Counseling (2) (a) 12 (Conceptual Framework 6) Methods of Instruction: Method of instruction may include, but are not limited to: lecture, discussion, videos, audio files, projects, and computerized/internet instruction. Methods may vary depending upon the instructor. Laboratory Experiences: None Course Requirements: Requirements vary by instructor. Common Assessments Required by All Students enrolled in course: LIVETEXT/BLACKBOARD Common Assignments: All students taking course must complete the following assignments. LIVETEXT ASSIGNMENT 1 Research Proposal Student Assignment CACREP 2009 Standards Section II.G. 8. a, b, c, & e Student Directions – Prepare a research proposal following the guidelines provided below. The paper should be a WORD document and submitted to the instructor via LiveText. Common Assignment/Assessment 1 (Research Proposal) Description: The proposal will consist of an introduction, a review of the literature, and a methodology section. The introduction and literature review sections must have a total of not less than 10 recent, original, quality, and professional references to support the research endeavor and develop the logic justifying the need for the research. Of the 10 references, at least 8 must be articles reporting original research. The methods section will contain a detailed procedure for conducting the proposed research project. Please keep in mind that you are not going to be required to do the project but simply to propose it in a comprehensive written document. The final research proposal must be typed, double spaced, and prepared in accordance with APA publication guidelines.
RESEARCH PROPOSAL LIVETEXT RUBRIC INSTRUCTOR GRADES ASSIGNMENT 1 RESEARCH PROPOSAL AFTER STUDENT SUBMITS PAPER Topic 1 Standard 0-59% Assignment/Assessment No Designing Research Research Proposal: APA Style II.G.8.e; AL-ASBE06.290.3.3.50.2.A.1 AL-TROY-COE-CF.3 AL-Troy-COE-CF.5 ALTroy-COE-CF.6 AL-TROYCOE-CF.8
Research Proposal: Statement of the Problem II.G.8.a., II.G.8.e.; AL-ASBE06.290.3.3.50.2.A.1 AL-TROY-COE-CF.3 AL-Troy-COE-CF.5 ALTroy-COE-CF.6 AL-TROYCOE-CF.8
Research Proposal: Literature Review II.G.8.a., II.G.8.e.; AL-ASBE06.290.3.3.50.2.A.1 AL-TROY-COE-CF.3 AL-Troy-COE-CF.5 ALTroy-COE-CF.6 ALTROY-COE-CF.8
2 60-69%
3 70-79%
4 80-89%
5 90-100%
Below Average
Average
Mastery
Exceptional
Understanding Does not follow APA style and is poorly written. Missing or incorrect title page, 13+ citation errors, 8+ heading errors, 10+ reference format errors
Many APA errors and is below average in writing. Title page, 7-12 citation errors, 5-7 heading errors, 6-9 reference format errors
Has some APA errors and is acceptably written. Correct title page, 4-6 citation errors, 3-4 heading errors, 3-5 reference format errors
Has few APA errors and is well written. Correct title page, 2-3 citation errors, 1-2 heading errors, 12 reference format errors
Uses APA style and is well written. Correct title page, citations, headings, grammar, and reference format
no or unacceptable statement of the problem No statement of the problem or a statement of the problem that is unclear and contains no source substantiation.
inconsistent or poorly worded statement of the problem Statement of the problem is not clearly defined and is not wellsourced.
defined statement of the problem Statement of the problem is clearly defined but is not wellsourced.
clearly defined statement of the problem Statement of the problem is clearly defined and well-sourced but is not relevant to the student’s specific counseling specialty.
well decided and articulated statement of the problem Statement of the problem is clearly defined, wellsourced, and relevant to the student’s specific counseling specialty
Unorganized and illogical literature review consisting of mostly secondary sources Less than 6 primary source documents included, no description of the methodology for sources, no integration of the findings with each other, two levels of heading within the literature review
Poorly written literature review 6-7 primary source documents included, no description of the methodology for sources, little or no integration of the findings with each other, two levels of heading within the literature review
Clear literature review 6-7 primary source documents included, some research findings presented along with a brief description of the methodology for some sources, little integration of the findings with each other or comparing findings, and three levels of heading within the literature review
Integrated literature review of primary source documentation 8+ primary source documents included, major research findings presented from each primary source along with a brief description of the methodology for each source, some research findings are integrated with each other and compared/contras ted with one another, and three levels of heading within the literature review
Comprehensive literature review of primary source documentation 8+ primary source documents included, major research findings presented from each primary source along with brief description of the methodology for each source, research findings are integrated with each other and compared/contrast ed with one another, and three levels of heading within the literature review
Research Proposal: Methodology II.G.8.b., II.G.8.c.; AL-ASBE06.290.3.3.50.2.A.1 AL-TROY-COECF.3 AL-Troy-COECF.5 AL-TroyCOE-CF.6 ALTROY-COE-CF.8
Research Proposal: Overall Grade II.G. 8. a, b, c, & e
Very limited methodology. The methodology does not contain a hypothesis or the hypothesis is not related to the research question. Sections describing the population, sampling procedure, implementation procedure, and instrumentation are vague, impractical, or missing. No section addressing audience utilization of possible results is included.
Limited methodology. The methodology contains a hypothesis that is related to the research question. Sections describing the population, sampling procedure, implementation procedure, and instrumentation are vague, impractical, or missing. No section addressing audience utilization of possible results is included.
Average methodology. The methodology contains a hypothesis that can clearly test the research question. The population, sampling procedure, implementation procedure, and instrumentation of the research project are acceptably described but contain no source substantiation. No section addressing audience utilization of possible results is included.
Above average methodology with a specific design statement. The methodology contains a hypothesis that can clearly test the research question. The population, sampling procedure, implementation procedure, and instrumentation of the research project are all clearly described and sourced as appropriate. However, no section addressing audience utilization of possible results is included.
Superior methodology with a specific design statement and a section addressing audience utilization of possible results.
No Understanding of Research proposal
Below Average Understanding of Research proposal
Average Understanding of Research proposal
Understanding of Research proposal Mastery
Excels Understanding of Research proposal optional
The methodology contains a hypothesis that can clearly test the research question. The population, sampling procedure, implementation procedure, and instrumentation of the research project are all clearly described and sourced as appropriate. In addition, a section addressing audience utilization of possible results is included.
LIVETEXT ASSIGNMENT 2 IRB Training Module Student Assignment CACREP 2009 Standards Section II. G. 8. f Student Directions – Complete the official Troy authorized IRB training course, scan your results/certificate of completion and submit to the instructor in LiveText. Common Assignment/Assessment 2 (IRB Training Module) Description: Students will be required to complete the official Troy authorized IRB training course assigned to you by the instructor as evidenced by successful completion of the associated quiz at the 80% correct level. The quiz results must be appropriately documented and submitted to the instructor via LiveText
IRB TRAINING MODULE LIVETEXT RUBRIC INSTRUCTOR EVALUATES ASSIGNMENT 2 IRB TRAINING MODULE AFTER STUDENT SUBMITS RESULTS (scanned copy) IN LIVETEXT TO PROFESSOR Topic 1 Standard 0-59% Assignment/Assessment No
Understanding
IRB Training Module: II.G.8.f; AL-ASBE06.290.3.3.50.2.A.1 AL-TROY-COE-CF.3 AL-Troy-COE-CF.5 ALTroy-COE-CF.6 AL-TROYCOE-CF.8
Was able to successful answer 0-59% indicating very poor understanding of ethics and protection of human participants.
2 60-69%
3 70-79%
4 80-89%
5 90-100%
Below Average
Average
Mastery
Exceptional
Was able to successful answer 60-69% of the questions indicating poor understanding of ethics and protection of human participants.
Was able to successful answer 70-79% of the questions indicating average understanding of ethics and protection of human participants.
Was able to successful answer 80-89% of the questions indicating above average understanding of ethics and protection of human participants.
Was able to successful answer 90-100% of the questions indicating very superior understanding of ethics and protection of human participants.
COMMON ASSIGNMENT 3 (Blackboard or Face-to-Face) Program Evaluation Research-Quiz Student Assignment CACREP 2009 Standards Section II. G. 8. c & d AL-ASBE-6.290.3.3.50.2.A.1 AL-TROY-COE-CF.3, AL-Troy-COE-CF.5 AL-Troy-COE-CF.6 AL-TROY-COE-CF.8 Student Directions – Complete the Program Evaluation Research-Quiz following the guidelines provided below. Common Assignment/Assessment 3 (Program Evaluation Research-Quiz) Description: This is an objective quiz found on Blackboard or given face-to-face with the instructor. Topics on this quiz will include: needs assessment approaches, summative vs formative evaluation, process evaluation, cost effectiveness, and outcome evaluation. Program Evaluation Research Quiz: CACREP II.G.8.c., II.G.8.d.; AL-ASBE6.290.3.3.50.2.A.1 AL-TROY-COE-CF.3, AL-Troy-COE-CF.5 AL-Troy-COE-CF.6 AL-TROYCOE-CF.8
CP 6691 Research Methodology (Instructor) LiveText Instructor’s Standards Summary Form CACREP 2009 Standards – Section G.8 Instructor completes form at the end of the course. This form assesses student progress in meeting CACREP objectives and provides summary assessment information for program evaluation. The form is completed by the instructor at the end of the semester/term. The following is a summary template of common assignments/assessments that align with CACREP 2009 Standards and Alabama State Department of Education School Counseling Standards
Student Directions – The student will submit the assignment named CP 6691 Research Methodology Instructor’s Summary Student Document to the instructor in LiveText. Topic Standard Assignment/Assessment
1 0-59%
2 60-69%
3 70-79%
4 80-89%
5 90-100%
No
Below Average
Average
Mastery
Exceptional
Understanding
LiveText Assignment 1 Research Proposal
No understanding of Research Proposal
Below average understanding of Research Proposal
Average understanding of Research Proposal
Above average understanding of Research proposal
Exceptional understanding of Research Proposal
No understanding of IRB Process
Below average understanding of IRB Process
Average understanding of IRB Process
Above average understanding of IRB Process
Exceptional understanding of IRB Process
No understanding of Program Evaluation
Below average understanding of Program Evaluation
Average understanding of Program Evaluation
Above average understanding of Program Evaluation
Exceptional understanding of Program Evaluation.
CACREP II.G.8.a,b,c,e,f AL-ASBE06.290.3.3.50.2.A.1 AL-TROY-COE-CF.3 AL-Troy-COE-CF.5 ALTroy-COE-CF.6 ALTROY-COE-CF.8
LiveText Assignment 2 IRB Training Module: CACREP II.G.8.f; AL-ASBE06.290.3.3.50.2.A.1 AL-TROY-COE-CF.3 AL-Troy-COE-CF.5 ALTroy-COE-CF.6 ALTROY-COE-CF.8
Common Assignment 3 Program Evaluation Research-Quiz: CACREP II.G.8.c., II.G.8.d.; AL-ASBE06.290.3.3.50.2.A.1 AL-TROY-COE-CF.3 AL-Troy-COE-CF.5 ALTroy-COE-CF.6 ALTROY-COE-CF.8
Remediation: Students who do not meet the required level of mastery on a common assignment will be remediated prior to the end of the semester by the course instructor. Evaluation: Evaluation methods may vary by instructor. Candidates must satisfactorily meet all goals or objectives used to assess state, national and professional standards or rules. Evaluation of course objectives may include, but are not limited to class discussions, exams, student presentations, in-school presentations, and completion of assigned projects. Methods of evaluation will vary depending on the instructor.
Each student’s performance will be evaluated by: Attendance (5%) Online Discussions (2 substantive posts per lecture; 5%) IRB Training Module (10%) Research Proposal Literature Review (5%) Research Proposal Descriptive Statistics (5%) Research Proposal Final Draft (25%) Program Evaluation Research-Quiz (5%) Quizzes (10% each; 40% total) Grades will be assigned as follows: A = 90-100 B = 80-89 C = 70-79 D = 60-69 F = 0-59 To pass the course, students must demonstrate knowledge and ability as specified by course objectives, assignments, assessments and activities. Plagiarism Policy: Faculty teaching courses in the College of Education must include the definition of plagiarism below and the paragraph that follows in each syllabus. Following this information, instructors should clearly state the consequences for plagiarism. The consequences outlined in the syllabus must meet the guideline outlined in the current edition of the Oracle. Information placed in each course syllabus: The College of Educations defines plagiarism as: • Three consecutive words that are not common professional language used from another source without quotation • Rephrasing another author's words without appropriate citation • Using another author's ideas or data without appropriate citation • Submitting another author's or student's writing as one's own • Directly quoting a source without using appropriate APA or MLA style (whichever is required by the instructor) citation to show that it is a direct quote. • Intentionally taking information from a source and not giving appropriate credit Students who commit plagiarism will be subject to disciplinary actions as outlined in The Oracle for Academic Misconduct and violation of the Honor Code. The Standards of Conduct and Disciplinary Procedures define university procedures in these matters. Students have the right to request consideration by the Student Services Conduct Board. Consequences for plagiarism in (CP/PSY/EDU/PSE 6691) are as follows: Consequences for plagiarism in this course are as follows: Any assignment that is created through the use of plagiarism will be an automatic grade of “0.” For a critical assignment, then the student will be given a failing grade for the course.
Additional Services: AMERICANS WITH DISABILITIES ACT (ADA): Troy University supports Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, which insure that postsecondary students with disabilities have equal access to all academic programs, physical access to all buildings, facilities and events, and are not discriminated against on the basis of disability. Eligible students, with appropriate documentation, will be provided equal opportunity to demonstrate their academic skills and potential through the provision of academic adaptations and reasonable accommodations. Further information, including appropriate contact information, can be found at the link for Troy University’s Office of Human Resources at http://www.troy.edu/humanresources/index.html. Absence Policy: In registering for classes at the university students accept responsibility for attending scheduled class meetings, completing assignments on time, and contributing to class discussion and exploration of ideas. In service cases of inclement weather or other emergency conditions, the Office of Executive Vice Chancellor and Provost will announce cancellation of classes through the local and regional media as well as through the University’s web site. Absence Policy – Krach – Cell Phone/ Texting: The use of a cell phone during class will result in an absence for that class date in your record. Use of a computer during class for anything unrelated to the course will also result in an absence. Exceptions may be made in an emergency situation if discussed prior to class. Absence Policy – Krach – Late: Given the difficult nature of the content in this class, lateness is not acceptable. Therefore, attendance points will be deducted for lateness. Rare exceptions may be made in an emergency situation if discussed prior to class. These exceptions will need to be agreed upon in writing. Absence Policy – Krach – Preparation: Given the hybrid nature of the content in this class, coming to class is not acceptable. Therefore, attendance points will be deducted for not bringing in the required documentation to class during the week assigned. In most cases this will be notes from the audio lectures wherein at least 2/3 of the slides have notes from you. Discussion Board Policy – Krach: Students are expected to post at least 2 substantive posts per topic each week. Discussion posts are due by Friday at Midnight for the week assigned with the exception of the final week of class. Discussion posts for the final week of class are due by Thursday at midnight. Discussion posts can be any combination of the following: a) questions about the topic, b) answering a question about the topic, c) bringing in outside information about the topic, and / or d) recalling a personal experience about the topic. Students can submit two of the same category or one from any two categories (it does not matter as long as two substantial posts are submitted). You are expected to read the posts of other students in the class as well.
Academic Misconduct: Students should refer to the Standards of Conduct section of the Oracle, the student handbook, for policies regarding misconduct. Incomplete Policy – Krach: Students must REQUEST an incomplete prior to the last week of class. An incomplete request form (available from Dr. Krach) must be completed. To obtain an incomplete for this class, students must have a legitimate reason for not being able to complete the work. In addition, over 70% of the course work must already be completed with a passing grade prior to the incomplete. It is the STUDENT’S responsibility to notify the professor as soon as an emergency happens. Notification of an emergency later than 10 days after the event (unless the student is physically incapable of doing so) is considered negligent on the part of the student, and no accommodations can be made. Cell Phones & Other Electronic Devices: Use of any electronic devise by students in the instructional environment is prohibited unless explicitly approved on a case-by-case basis by the instructor of record or by the Office of Disability Services in collaboration with the instructor. Cellular phones, pagers, and other communication devices may be used for emergencies, but sending or receiving non-emergency messages is forbidden by the University. TROY E-MAIL Effective July 1, 2005, all students were required to obtain and use the TROY e-mail address that is automatically assigned to them as TROY students. All official correspondence (including bills, statements, e-mails from instructors and grades, etc.) will be sent ONLY to the troy.edu (@troy.edu) address. •
All students are responsible for ensuring that the correct e-mail address is listed in Blackboard by the beginning of Week #1. E-mail is the only way the instructor can, at least initially, communicate with you. It is your responsibility to make sure a valid email address is provided. Failure on your part to do so can result in your missing important information that could affect your grade.
Your troy.edu e-mail address is the same as your Web Express user ID following by @troy.edu. Students are responsible for the information that is sent to their TROY e-mail account. You can get to your e-mail account by logging onto the course and clicking “E-mail Login”. You will be able to forward your TROY e-mail to your eArmy e-mail account. You must first access your TROY e-mail account through the TROY e-mail link found on the Web site. After you log in to your TROY e-mail account, click on “options” on the left hand side of the page. Then click on “forwarding.” This will enable you to set up the e-mail address to which you will forward your e-mail. Professionalism: In all interactions with the professor as well as any other personnel, professionalism will be maintained at all times. Professionalism refers to 1) Manner of dress; 2) Handling conflict (e.g., behind closed doors, in person, and with respect); 3) Preparation (e.g., read prior to class, have materials needed for the class day); 4) Confidentiality (e.g., within the
class, within the schools, etc.); 5) Self-awareness (e.g., know what you don’t know, know when to get supervision, know when to ask for consultation, etc.). Ethics: All students studying in the field of psychology and counseling are responsible for knowing and behaving under the American Psychological Association’s Ethical Principles of Psychologists and Code of Conduct. If you are unaware of what is state on the code, it can be found at: http://www.apa.org/ethics/code/index.aspx Other pertinent information relating to specialization requirement: This is a hybrid class. We will not meet for each day. Many of the materials are in the form of podcasts available on the instructor’s website. Week 1 (5/27/14 & 5/29/14): Tuesday and Thursday in Class Course Introduction: (Tuesday in Class) Introduction to Educational Research Topics: ! Types of Research ! Scientific Method ! Classifications of Research Readings: ! Chapter 1 (Gay, Mills, & Airasian, 2012) Homework: ! PowerPoint Slides with Lesson Podcast ! Discussion posts Application Day: Literature (Thursday in Class) Activities: • Conducting a Literature Review
Week 2 (6/3/2014 & 6/5/2014): Tuesday is in Class and Thursday is Online Research Question Topics: ! Selecting and Defining a Research Question and Hypothesis ! Literature Review Readings: ! Read Chapter 2 (Gay, Mills, & Airasian, 2012) ! Read Chapter 3 (Gay, Mills, & Airasian, 2012) Homework: ! PowerPoint Slides with Lesson Podcast ! Discussion posts Research Plans Topics: ! Quantitative Research Plan ! Qualitative Research Plan Readings: ! Read Chapter 4 (Gay, Mills, & Airasian, 2012) Homework: ! PowerPoint Slides with Lesson Podcast ! Discussion posts Application Day: Starting a Research Plan (Tuesday in Class) Activities: • Discussion of Major Project for Semester • Quiz Chapters 1, 2, 3, and 4
Week 3 (6/10/2014 & 6/12/2014): Tuesday is in Class and Thursday is Online Selecting Samples Topics: ! Quantitative Sampling ! Qualitative Sampling Readings: ! Chapter 5 (Gay, Mills, & Airasian, 2012) Homework: ! PowerPoint Slides with Lesson Podcast ! Discussion posts Measurement Instruments Topics: ! Defining your Variables ! Selecting a Measurement Tool ! Validity and Reliability Readings: ! Read Chapter 6 (Gay, Mills, & Airasian, 2012) Homework: ! PowerPoint Slides with Lesson Podcast ! Discussion posts Application Day: Sampling and Data Collection • Developing a Survey Tool for Your Major Project • Collecting Data on Your Major Project • IRB Project (DUE) Week 4 (6/17/2014 & 6/19/2014): Tuesday is in Class and Thursday is Online Experimental Research Topics: ! Definition and Purpose of Experimental Research ! Threats to Experimental Validity ! Group Experimental Validity Readings: ! Read Chapter 10 (Gay, Mills, & Airasian, 2012) Homework: ! PowerPoint Slides with Lesson Podcast ! Discussion posts Application Day: Progressing in Research Plan (Tuesday in Class) Activities: • Setting Up Analyses for Your Data • Quiz Chapters 5, 6, and 10 • Research Proposal Literature Review (DUE)
Week 5 (6/24/2014 and 6/26/2014): Tuesday is in Class and Thursday is Online Descriptive Statistics Topics: ! Preparing Data for Analysis ! Types of Descriptive Statistics ! Calculation for Interval Data Readings: ! Read Chapter 12 (Gay, Mills, & Airasian, 2012) Homework: ! PowerPoint Slides with Lesson Podcast ! Discussion posts Inferential Statistics Topics: ! Concepts Underlying Inferential Statistics ! Tests of Significance: Types Readings: ! Read Chapter 13, (Gay, Mills, & Airasian, 2012) Homework: ! PowerPoint Slides with Lesson Podcast ! Discussion posts Application Day: Working the Math (Tuesday in Class) Activities: • Examples of Analysis for Descriptive Statistics • Examples of Analysis for Inferential Statistics Week 6 (7/1/2014 and 7/3/2014): Tuesday is in Class and Thursday is Online Post-analysis Considerations Topics: ! Verifying and Storing Data ! Interpreting Quantitative Research Results ! Review of Statistical Analyses Readings: ! Read Chapter 13, 8th Edition (Gay, Mills, & Airasian, 2006; from pdf) Homework: ! PowerPoint Slides with Lesson Podcast ! Discussion posts Application Day: Processing the Math (Tuesday in Class) Activities: • Quiz Chapters 12, 13-2012, and 13-2006 • Research Proposal Descriptive Statistics (DUE)
Week 7 (7/8/2014 and 7/10/2014): ALL WEEK IS ONLINE Overview of Qualitative Research Topics: ! Qualitative Research: Definition and Purpose ! Qualitative Research Process ! Qualitative Research Approaches ! Characteristics of Qualitative Research ! Validity and Reliability in Qualitative Research ! Role of Ethics in Qualitative Research Readings: ! Read Chapter 14, 8th edition (Gay, Mills, & Airasian, 2006; from pdf) Homework: ! PowerPoint Slides with Lesson Podcast ! Discussion posts Qualitative Data Collection Topics: ! Definition and Purpose of Data Collection ! Types of Data Collection ! Threats to the Quality of Observations and Interviews ! Getting Started Readings: ! Read Chapter 14, (Gay, Mills, & Airasian, 2012) Homework: ! PowerPoint Slides with Lesson Podcast ! Discussion posts Week 8 (7/15/2014 and 7/17/2014): Tuesday is in Class and Thursday is Online Mixed Methods Topics: ! Mixed Methods Research: Definition and Purpose ! Types of Mixed Methods Research Designs ! Evaluating a Mixed Methods Study Readings: ! Read Chapter 19 (Gay, Mills, & Airasian, 2012) Homework: ! PowerPoint Slides with Lesson Podcast ! Discussion posts Application Day: After the Math (Tuesday in Class) Activities: • Research Proposal Final Draft (DUE) • Quiz Chapters 14-2006, 14-2012, and 19-2012
Week 9 (7/22/2014 and 7/24/2014): Tuesday and Thursday are in Class Critiquing Research: Tuesday in Class Topics: ! General Evaluation Criteria ! Type-Specific Evaluation Criteria ! Practice Critiquing a Research Report ! Program Evaluation Readings: ! Chapter 22 (Gay, Mills, & Airasian, 2012) ! Program Evaluation Homework: ! PowerPoint Slides with Lesson Podcast ! Discussion posts Application Day: Wrapping it Up (Thursday in Class) Activities: • Make-up Quiz • Program Evaluation Research-Quiz
Troy University College of Education Innovative, Informed, Reflective Decision Makers Conceptual Framework Dispositions of Education Graduates Our conceptual framework is grounded in best practices, current and time-tested educational theories, national initiatives, and teacher education reform elements, while being responsive to change. With our dedication to models of best practices and recognition of how we can best equip ourselves to prepare teachers and administrators, we help our students to: 1.
Demonstrate an understanding of and show effective performance with diverse learning populations in a variety of school cultures
2.
Demonstrate proactive leadership, professional conduct and well-balanced professional dispositions
3.
Demonstrate effectiveness as communicators, facilitators, pedagogues and scholars
4.
Build multi-level collaborative partnerships and mentoring relationships
5.
Demonstrate competencies in content area knowledge, assessment and emerging technologies
6.
Demonstrate cutting-edge competencies in pedagogical and applied research skills
7.
Practice authentic self-assessment, critical and reflective thinking, and the continual monitoring of progress and development
8.
Demonstrate an ability to generalize and creatively problem-solve
9.
Refine and evaluate innovative delivery and assessment models
10.
Demonstrate professional qualities that contribute to building safe, supportive, creative and stimulating learning environments
