Atkins, Trent L.

English

University of Montana

University of Montana ScholarWorks at University of Montana University of Montana Course Syllabi, 2021-2025 Spring 2-1-2021 EDU 520.50: Educational Research Trent L. Atkins University of Montana, Missoula, trent.atkins@umontana.edu Follow this and additional works at: https://scholarworks.umt.edu/syllabi2021-2025 Let us know how access to this document benefits you. Recommended Citation Atkins, Trent L., "EDU 520.50: Educational Research" (2021). University of Montana Course Syllabi, 2021-2025. 271. https://scholarworks.umt.edu/syllabi2021-2025/271 This Syllabus is brought to you for free and open access by ScholarWorks at University of Montana. It has been accepted for inclusion in University of Montana Course Syllabi, 2021-2025 by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact scholarworks@mso.umt.edu.                                                                                                                                                                                                                                                                                                                                                         1Teaching and Learning 520EDUCATIONAL RESEARCHSpring 2021Instructor: Trent Atkins, Ph.D.Class Meets: via the internetContact Information: Email: trent.atkins@umontana.eduOffice Location: Education 101Office Hours: by appointment(feel free to call or email during these times)Course Purpose: The purpose of this course is to assist students in acquiring the skills and knowledge required to becompetent consumers and producers of educational research.Course Objectives: Participants in this course will be able to:1. Articulate the relationship between educational research and practice.2. Understand the theoretical and practical differences between quantitative and qualitativetraditions.3. Explain the different steps in both qualitative and quantitative research processes, usingand understanding relevant terminology.4. Identify a research topic of interest to you, and conduct a systematic literature review onyour topic.5. Identify distinguishing characteristics of various types of research designs withinqualitative and quantitative traditions.6. Describe validity and reliability.7. Explain different sampling techniques, samples and populations.8. Understand and articulate the parameters and implications of “ethical” research, and theprocedures that educational researchers must follow when working with humanparticipants.9. Discuss issues unique to working with vulnerable and diverse populations.10. Name features of both qualitative and quantitative data analysis procedures.11. Become familiar with basic statistical procedures.12. Apply new knowledge and develop scholarship by designing a research study consistingof a problem statement, literature review, and methods sections, using APA (6th ed.)style.Conceptual Framework for all Courses Taught through the PJW College of Education The Professional Education Unit has adopted a conceptual framework that places central valueon learning as a collaborative endeavor. The faculty in the Professional Education Unit believesthat an educational orientation is insufficient and outmoded if it is based on isolated content, isteacher- dominated, and directed primarily toward passive students learning alone. Thus, it is theUnit’s intent that education candidates at The University of Montana-Missoula will experience acohesive learning community during their own preparation, with the goal that they will bedisposed and equipped to create communities of learners in their own future educational settings.                                                                                                                                                                                                                                                                                                                                                                                                                                                         2The faculty has identified three essential elements of learning communities which formorganizing themes or strands that permeate all the programs and drive the candidate proficiencyoutcomes:Integration of Ideas Members of a learning community look beyond the traditionally segmented curriculum and thinkcreatively about the interrelationships among subject areas. They work with a variety of fields ofstudy and search for unifying themes that cross disciplinary lines. There is an emphasis onexplaining realities and dealing with actual problems in contextual learning situations.Cooperative Endeavors In a learning community, knowing and learning are viewed as communal acts, and all memberscan learn from each other. There is a commitment to engage all learners cognitively andemotionally in acquiring and sharing knowledge that is personally meaningful. In the process,members create a culture that encourages personal responsibility and active commitment to thegroup and its learning goals.Respect for Diversity and Individual Worth By definition, a learning community embraces diversity, requiring and valuing the input of all voicespresent. The ethics of care and mutual respect are viewed as essential for supportive learningenvironments that enhance each member’s self-esteem and foster risk-taking, creative conflict, andexcellence.Instructional Methods: Effective teaching methods will be modeled throughout the semester and will encompass a variety offormats including power-point facilitated on-line discussions, small and large group problem-solvingactivities and student-led presentations and discussions. In addition, case studies will be utilizedregularly for student reflection and inquiry-based learning. The use of email correspondence with theinstructor is strongly encouraged as a means of individualizing instruction. Computer-mediatedinstruction in the form of email communication among students and internet research will also beencouraged. Please note: It is imperative that you attend to the Frequently Asked Questions(FAQ) section of this course. When someone asks me a question for which an answer is usefulto all students, I will post the response in the FAQ section.Disability Statement: If you have a disability for which accommodations are needed for you to perform to your highest potentialin this course, arrange a meeting with me in the first week of the semester. During this meeting we willdiscuss what accommodations you need and will receive in this course. Please be sure to contact me withinthe first week of the semester.Course Expectations: All participants will be expected to comply with the academic honesty policies, as defined in theUniversity of Montana Student Conduct Code. Any violation will result in a letter to the Deanrecommending immediate expulsion, and a grade of “F.”It is expected that participants will take part in each class activity and will have read the assigned                                                                                                                                                                                                                                                                                    3material prior to each session. Quizzes and exams will be based on assigned readings and classactivities.Required Texts: Gay, L.R., Mills, G.E., & Airasian, P. (2012). Educational research: Competencies for analysisand application (10th ed.). Upper Saddle River, New Jersey: Pearson.A series of videos, articles and selected readings will also be assigned on a weekly basis.It is recommended that you have access to an APA manual (6th ed.).Evaluation Procedures: INDIVIDUAL ASSIGNMENTS: 1. Literature Review: 50 points 2. Quizzes (5 @ 10 points each): 50 points 3. Online Activity/Discussion Engagement: 100 points 4. Issues Presentation: 50 points 5. Proposal Presentation: 50 points 6. Research Proposal: 50 points POSSIBLE POINTS = 350 points*involvement in weekly activities is mandatory.Literature Review (50 points, Due WEEK 8) Conduct a literature review of the educational topic of your choice. The final product should be aclear and concise table (I will provide an example) and include at least 10 research-based resources.Be sure that you choose a topic that has a research base so you can fulfill these requirements. Includea reference page and citations in APA format (separate from the table). Use your text (Chapter 2) asa guide for this assignment.Quizzes (50 points, ongoing) Quizzes will be given throughout the semester. These quizzes will cover the assigned readingmaterial.Online Activity/Discussion Engagement (100 points, ongoing) Most weeks of the semester you will be given an activity to complete. The purpose of these activitiesis to ensure that you are engaging the material from the course. When needed, basic guidelines willbe given so you will know how you will be graded. For example, if you are asked to discusssomething, you will be given an approximate number of words that you need write to get full credit.You should have these activities completed by Monday at 7:00 p.m. each week.Issues Presentation (50 points, WEEKS 4)                                                                                                                                                                                              4Each student will present information regarding a particular issue pertinent toeducational research. The presentation should be no longer than 10 slides. The presentation shouldprovide (a) an overview of the issue, (b) existing current research, and (c) future implications.Proposal Presentation (50 points, WEEK 14)Each student will present information regarding his or her research proposal. The presentationshould be no longer than ten slides. The presentation should consist of (a) explanation of the method,(b) explanation of proposed procedure (c) the strengths and weakness of the methodology, and (d)presumed findings. You should prepare this assignment before you finish your proposal. Use it as away to guide writing your paper.Research Proposal (50 points, WEEK 15) Complete a research proposal that includes a corrected literature review table. In total, the proposalshould be approximately 10 pages and include all steps of a research project including aproposed(or assumed) Findings section and relevant Discussion section. Evaluation of APA style usage willbe stringent. More specific guidelines for this assignment will be discussed throughout the semester.Grading Scale: Letter Grade PercentageA= 93%-100%B= 85%-92%C= 77%-84%D= 76% and below    Activities  &  Assignments/Readings  (Readings Based  on   10th Edition)  Date  Class Activities  Readings  Related  to Activities Week  1  Introductions   1.14Week  2  #1  TOPIC:  An  Introduction  to  Research  Read  Chapters  #1,  2 1.21  #2  Activity: How  do we  know things? Week  3 #1 TOPIC  Preparing  a  Research  Report Read  Chapters #4  and  #21 1.28 #2  Activity: What  Issue  are  you  interested in?  Week  2.4 4 #1  Issues  Presentations: Students should  post presentationsRead Chapter  #3#2 Activity: What are  the  essential  components research  report?   of#3 Quiz  #1Week  2.11 5 #1 TOPIC:  Variables, Validity  and Reliability #2 Activity: What construct  and/or  variables  are Read Chapter  #6 you  interested  in studying  and  how  are  you going  measure  or describe  them? toWeek  6  #1 Quiz  #2  Read  Chapters #14  and  #18 2.18  #2 TOPIC:  Qualitative  Research #3  Activity:  Design a  research  process qualitative study  for  aWeek  2.25 7  #1 TOPIC: Survey Research  and  Correlational Research Read  Chapters #7&  #8 #2  Activity:  Design a  brief survey Week  8  LITERATURE  REVIEW IS DUE  3.4  (STUDENT  BREAK)  Week  3.11 9  #1  TOPIC:  Evaluating  a  Research  Report #2  Activity: What  are  the  pros  and  cons to  both qualitative  and  quantitative  research? #3 Discussion  of Research  Proposals  and  Peer Evaluation Read Chapter  #22Week  3.18 11  #1 QUIZ#3  #2 TOPIC:  Causal  Comparative and  Experimental Research Read  Chapters  #9&10 #3  Activity:  Design  an  Experimental Study Week  12 #1 QUIZ#4 Read  Chapters #12 and  13 3.25 #2 TOPIC: Statistics #3  Activity: The  Basics  of  StatisticsWeek  13 #1 TOPIC: Research  Ethics and How  it  All  Fits  Visit  and  review  this site:  4.1  Together #2  Activity:  Do  you know  ethical standards?   http://www.umt.edu/research/Week  14 PROPOSAL  PRESENTATIONS  DUE   4.8Week  4.15 15  #1 #2 QUIZ  #5 Proposal Seminar  and  Discussion Proposal Presentations  #3  Activity:  Do  you know  Educational Research? Week  16  PROPOSALS DUE  Proposal  Presentations 4.22  #1  Proposal  Seminar#2 Activity:  Do  you and Discussion know  Educational Research? FINALS WEEK    5

EDU 520.50: Educational Research

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EDU 520.50: Educational Research

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