Ed 558
Educational Research for Improved Student Learning
(3 sch)
Summer, 2016
Jim Carroll, Ph.D.
Franz 338
503 943-7251
carroll@up.edu
Course Description
Examines educational research and statistical methods in light of current research on effective teaching and schooling practices. The course is developed to enhance practicing educators' understanding and application of research findings in the classroom. Candidates will be expected to develop a proposal which applies course knowledge.
Course Rationale
Ed 558 is a course presenting quantitative and general research methods. Ed 555 (Teacher as Researcher) focuses on qualitative methods and depending on which course occurs first, general methods are divided as introduction and advanced. After both courses candidates apply their research knowledge in Ed 598 (Project with Reflection) in the completion of a school or classroom based research project. This course assists candidates in their ability to be lifelong learners through the development of practical research skills, their ability to move theory into practice through study applied to their own classrooms and schools, and in improving their communication skills through the preparation of a research report.
Internet Resources
Course webpage http://teaching.up.edu/edresearch
Technology
This course requires extensive use of technology. It is suggested that candidates will have a laptop computer with wireless capabilities and Microsoft Office Suite. Microsoft Office is available to all UP candidates at no cost through the Pilots webpage.
The specific technology related competencies that will be developed through the course are:
- The use of Microsoft Word to include table building, editing through Track Changes, and some analysis tasks for qualitative research.
- Ability to access and use online statistical resources.
- Ability to use bibliographic tools (i.e., Zotero).
- Advanced level literature search capabilities using a variety of search engines including the UP Library access.
Direct instruction of these uses of technology will occur at appropriate points in the curriculum. Even though technology skills will not be assessed directly, each of the course assignments will assume the ability to use technology based on course instruction.
Activities in this course are designed around applicable standards from the Interstate Teacher Assessment and Support Consortium standards (InTASC) and the Teacher Leader Model Standards (TLMS).
ALL ASSIGNMENTS ARE DUE AUGUST 1, 2016
InTASC Standard 10: Leadership and Collaboration. Build skills to conduct and disseminate research.
Course objectives aimed at developing this characteristic:
Candidates will be able to use basic statistical procedures to analyze example data.
Activity: Introduction to Statistics. After classroom presentation, candidates will work through descriptive and inferential statistical problems. Candidates will select appropriate statistical analyses to include in the methods sections of their papers.
Assessment and Evaluation: With the assistance of the instructor candidates will design an appropriate assessment strategy to demonstrate their knowledge of statistical procedures. With the assistance of the instructor candidates will determine what constitutes successful demonstration of knowledge on these measures.
InTASC Standard 10: Leadership and Collaboration. Build skills in identifying how innovation in one area can impact other areas.
Course objectives aimed at developing this characteristic:
Candidates will be able to locate and evaluate prior research around a topic of their choosing.
Activity: After classroom presentation of library research strategies candidates will revise existing literature reviews from previous courses or produce new reviews based on a topic of interest that will show that appropriate journals have been found, major authors representing theoretical frameworks have been identified, and that the most current sources for the topic have been listed.
Assessment and Evaluation: Candidates will produce an APA style reference list of sources they have accumulated around their topic. The reference list will be reviewed for accuracy of APA style and inclusion of appropriate literature review components.
InTASC Standard 10: Leadership and Collaboration. Build skills to conduct and disseminate research.
TLMS Domain V: Promoting the Use of Data for School and District Improvement.
Course objectives aimed at developing this characteristic:
Candidates will be able to complete an APA style introduction, literature review and methods section.
Activity and Assessment: After classroom presentation on the components of five chapter design candidates will prepare a completed introduction and literature review and draft of a methods section for their research project.
Evaluation: Content of written work will be evaluated on the following criteria.
Introduction
- Is the introduction built on a logical argument that leads to your problem statement?
- Are the points of the argument sufficiently expanded to make the introduction easy to understand?
- Do the expanded points of the argument make reference to the context of your study and to the theoretical framework on which it is founded?
- Is the problem statement clearly stated including the appropriate components for qualitative or quantitative research questions?
Literature Review
- Based on your research question (and the outline you made for yourself to do a literature review) have all relevant areas of research been reviewed?
- Is the review organized in an understandable way?
- Has the theoretical framework for your study been identified?
- Is the review of appropriately current work in your area of study?
- At the end of the review have you summarized important points from the review that will be most important to your study?
Methods Draft
- Based on your research question have you described relevant details of the context in which the study will be done?
- Based on your research question have you described relevant details about those who you will be studying and how they got into the study?
- Have you described the tools that will be used for data collection and how they were developed?
- Have you described how data collection will be accomplished?
- Have you described how data will be analyzed once it is collected?
InTASC Standard 10: Leadership and Collaboration. Build skills to conduct and disseminate research.
TLMS Domain II: Assessing and Using Research to Improve Practice and Student Learning.
Course objectives aimed at developing this characteristic:
Candidates will be able to design a major classroom, school, or community based research project that addresses the student’s integration of professional knowledge and the School of Education’s conceptual framework.
Activity: After classroom presentation candidates will complete inclass activity designed to identify the characteristics of problem statements.
Activity: After classroom presentation candidates will complete inclass activity designed to produce outlines for project report introductions .
Activity: After classroom presentation candidates will complete inclass activity designed to organize literature reviews.
Assessment and Evaluation: The impact of these activities will be evaluated on the same criteria as the writing assessment above.
InTASC Standard 10: Leadership and Collaboration. Build skills to conduct and disseminate research.
Course objectives aimed at developing this characteristic:
Candidates will be able to prepare a proposal for Institutional Review Board approval of their project.
Activity and Assessment: Following the guidelines provided for the complete of IRB proposal candidates will submit a proposal for their project to the instructor.
Evaluation: This activity is evaluated by the University of Portland IRB representative as an approved proposal.
InTASC Standard 10: Leadership and Collaboration. Build skills in identifying how innovation in one area can impact other areas.
TLMS Domain V: Promoting the Use of Data for School and District Improvement.
Course objectives aimed at developing this characteristic:
Candidates will be able to apply knowledge of research design to the evalualtion of public reports on research.
Activity: Candidates will evaluate a news report on research data.
Fact Checking
Often in the press, reports based on statistical evidence make assumptions or conclusions that are unwarranted based on the research from which the reports are drawn. These are difficult to check because reporters are not consistent in providing the access path to the original research (something of which you understand the importance).
Step 1: Identify a press report that uses statistical data. This can be from an internet news source, a TV or radio news report, or something you have read in a popular magazine or any other “reputable” source in which you have come in contact. It doesn’t have to be education related; but since that is of interest to all of us, that might be a good choice.
Step 2: Trace back to the original data source or research report that is being quoted. Sometimes this is difficult to do, so it could require some detective work where you may have to work with a couple of different press reports before you find one that you can access.
Step 3: Examine the original report with the same critical criteria you would use with a research paper for your literature review. Understand what the study and its methodology, look for limitations, and examine the conclusions relative to the data. Write a short paper (2-3 pages) that discusses your analysis of the original research in comparison to what was said in the press. Include the references to the news article and to the data behind it. Send the paper to me before the due date. Be prepared to discuss your findings with the class.
Examples from Previous Classes (A, B, C, D, E, F, G, H)
Assessment and Evaluation:Papers will be evaluated based on candidates ability to identify accuracy of news reports.
Grading
(50%) All research writing will be done in APA style and follow suggestions for good APA writing. Since writing in any style takes practice, my major concern is that you demonstrate an effort to improve you ability with APA. This can be shown by rewriting based on suggestions from me, asking questions if you can't figure out how to write something, or working with other candidates to critique each other's work. I am looking for improvement. It is possible that you will write the perfect paper the first try but unlikely. That means that the more you write the easier it will be for me to see your progress. Pay attention to the content criteria listed under objective 3 above.
(40 %) Statistics take practice as well. I am concerned that you apply appropriate statistical design and procedures to your work. This can be demonstrated through the methods section of your paper, rewriting based on suggestions from me, your response and participation in class activities related to statistics. It is particularly important to have a firm understanding of descriptive statistics. Some knowledge of inferential concepts will be necessary as well. Much of this portion of the grade will be based on the class designed demonstration of statistical knowledge.
(10%) Attendance. Because so much of this course is designed based on class activities and discussions it is important that everyone attends each class. Time missed will affect your grade. If you haven't warned me ahead of time that you will miss any of the class it will affect your grade to a greater extent. All other School of Education policies related to attendance will be followed.
All writing will be submitted and reviewed electronically.
Information Required in All Syllabi
Academic Integrity
This is a major expectation of this and all courses taught at the University of Portland. Students are expected to complete all work and course expectations honestly according to the specifications of the instructor. Note: Field experience requirements, when applicable, are an integral part of the course and are a requirement for a passing grade in some courses. Hours are to be reported accurately, and all forms should contain the appropriate signatures. Every student should review the sanctions for cheating listed in the bulletin to understand some of the consequences for inappropriate behavior. The consequences for failure to meet the expectations of academic integrity are harsh and are described in both the Student Handbook and the University of Portland Bulletin.
University of Portland's Code of Academic Integrity
Academic integrity is openness and honesty in all scholarly endeavors. The University of Portland is a scholarly community dedicated to the discovery, investigation, and dissemination of truth, and to the development of the whole person. Membership in this community is a privilege, requiring each person to practice academic integrity at its highest level, while expecting and promoting the same in others. Breaches of academic integrity will not be tolerated and will be addressed by the community with all due gravity.
Assessment Disclosure Statement
Student work products for this course may be used by the University for educational quality assurance purposes.
Disabilities Statement
If you have a disability and require an accommodation to fully participate in this class, contact the Office for Students with Disabilities (OSWD), as soon as possible. If you have an OSWD Accommodation Plan, you should make an appointment to meet with me to discuss your accommodations. Also, you should meet with me if you wish to discuss emergency medical information or special arrangements in case the building must be evacuated.
The Learning Commons
The Learning Commons, located on the first floor of Buckley Center, houses the Writing Center, Math Resource Lab, Speech Resource Center, and the International Language Lab.
- Writing: You will need to register as a user the first time you go there. If you cannot make any of the posted office hours, you can arrange an appointment by emailing writing@up.edu.
- Math: Math assistants are available on a walk-in basis. A current schedule of hours math assistants are available is on the website.
- Speech: Speech assistants are available to help with public presentations on a walk-in basis. A current schedule of hours speech assistants are available is on the website.
- Group Process: Group process tutors are available on a walk-in basis. A current schedule of hours group process assistants are available is on the website.
- International Languages: You will need to register as a user the first time you go there.
- The Learning Assistance Counselor: He or she teaches learning strategies and skills that enable students to become more successful in their studies and future professions. The Counselor provides strategies to assist students with reading and comprehension, note-taking and study, time management, test-taking, and learning and remembering.
Assessment of Professional Dispositions
Demonstration of professional dispositions is a foundational expectation in all School of Education courses and will be assessed by faculty. The Dispositional Rating Form can be viewed here.
Community Against Violence
University of Portland Faculty, Staff, and Students are committed to creating a community free of interpersonal violence, in which all members feel safe and respected. Each of us has a personal responsibility to reject violence or intimidation of any kind. Resources for those experiencing or wishing to report violence can be found on our Community Against Violence website: http://www.up.edu/cav