EDAD 501,Introduction to Educational Research & Evaluation

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WOODRINGCOLLEGEOFEDUCATION

EDAD 501, Introduction to Educational Research & Evaluation (4 cr.)

Fall Quarter 2012

The mission of Western WashingtonUniversity’s Educational Administration Program is to prepare exemplary leaders to meet the demands of school and district leadership focused on optimal achievement for all students.

Instructor: Donald E. Larsen, Ph.D.

Office: Miller Hall 418C

Phone: (360) 650-4336 (office); (253) 376-5926 (cell)

Fax: (360) 650-4535

Email:

Office Hours: Thursdays, noon-3:00 p.m.

Course Description:

Course Catalog:

Prereq: graduate status or permission of instructor. Introduction to fundamental concepts and procedures of educational research and evaluation. Interpreting research and evaluation literature and assessing appropriateness of methodology and application of research and evaluation models; utilization of databases for K-12 application in curriculum and instruction decision making.

This course provides an introduction to the fundamental concepts and procedures of educational research and evaluation. Key concepts will include interpreting research and evaluation literature; assessing appropriateness of methodology and application of research and evaluation models; and utilization of databases for K-12 application in curriculum and decision making.

Standard V: Knowledge and Skills(Principals & ProgramAdministrators):

Standard 2:A school administrator is an educational leader who promotes the success of each student by leading through advocating, nurturing, and sustaining district/school cultures and coherent instructional programs that are conducive to student learning and staff professional growth.

Criterion 2: . . . Knows how to use a continuous cycle of assessment to improve instruction and ensure that each student has equitable and sufficient opportunities to learn and to meet high standards. Works with staff to align curriculum, instruction, and assessment with state and local learning goals.

Criterion 3: Uses evidence of student learning to create professional development systems.

Standard 3: A school administrator is an educational leader who promotes the success of each student by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

Criterion 1: Uses a continuous and repeating cycle of analysis for evaluating the effectiveness of school programs, systems, and issues.

Targeted ISLLC Standards:

Primary Coverage:

Each standard requires evidence of competency by means of data such asartifacts, summaries, etc., fromschool- or district-level applications.

ISLLC Standard 1: An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.

Function B: Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning.

Function C: Create and implement plans to achieve goals.

Function D: Promote continuous and sustainable improvement.

Function E: Monitor and evaluate progress and revise plans.

ISLLC Standard 2: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Function E: Develop assessment and accountability systems to monitor student progress.

Function I: Monitor and evaluate the impact of the instructional program.

Supplemental Coverage:

These standards may require evidence of competency by means of data such as artifacts, summaries, etc., fromschool- or district-level applications.

ISLLC Standard 2

Function B: Create a comprehensive, rigorous, and coherent curricular program.

Function H: Promote the use of the most effective and appropriate technologies to support teaching and learning.

Course Objectives:

Upon successful completion of EDAD 501, students will be able to:

  1. Define key terminology and demonstrate understanding of major concepts of educational research and measurement.
  2. Identify the characteristics, advantages, and disadvantages of major types of research methodologies, including both quantitative and qualitative approaches.
  3. Explain the usefulness of major types of research methodologies for educational practitioners.
  4. Develop specific research questions for problems of applied educational practice.
  5. Select appropriate research methodologies to address a variety of research questions.
  6. Recognize statistical terms and analyses frequently applied in educational settings, including associated symbols, types of data, and common statistical tests and their appropriate uses.
  7. Write a review and analysis of the literature for a selected topic to construct systematically a context for design of applied research, using APA style and format for scholarly writing.
  8. Describe the role and articulate the value of applied research for improvement of teaching and learning.

Textbook and Other Resources:

Required:

Gall, J., Gall, M., & Borg, W. (2010).Applying educational research.(6th ed.). Boston: Pearson/Allyn & Bacon. ISBN: 9780205596706

Recommended:

American Psychological Association. Publication Manual of the American Psychological Association (6th ed.). Washington DC: American Psychological Association. ISBN: 9781433805622

Additional readings will be made available through the course Blackboard or online through the library course reserves.

Course Blackboard

This course will use Blackboard as a means of communication. Blackboard is the university’s course management system. If you have not used Blackboard before, please go to the Blackboard website for an introductory tutorial at:

You can also download the Blackboard student manual at:

Technology Requirements

You will need access to a computer and Internet for this course. If you do not have a computer or Internet access, you may be able to use computers on campus or at a local library.

We will be using Blackboard to provide access to the course contents. Assignments and readings will be posted on Blackboard. Discussions on weekly topics as well as small group discussions mayinclude using the discussion board.

For assistance with technical issues related to Blackboard, please call the WWU help desk at (360) 650-3333.

Student Responsibilities

Attendance (50 points): Although parts of the course will take place online, there will be face-to-face sessions as well as opportunities to communicate using Polycom.. Please see the course calendar for specific dates. Attendance at specified face-to-face class and Polycom sessions is expected. If a student is going to be absent for any reason, he or she must notify the instructor prior to the class. Any student with unexcused absences will be evaluated as not fulfilling the course requirements and will be graded accordingly.

Class participation (100 points): Students are expected to participate actively by completing a careful and critical reading of all assigned materials (including the “self check test” at the end of each chapter) and by contributing productively to class discussions and activities.

Class activities and assignments:

Students will be expected to complete all activities and assignments. Assignments may include, but are not limited to, reading reflections, in-and out-of-class writing activities, group work, Internet activities, library research, and oral presentations.

Human subjects certification (50 points): By following the tutorial provided by the National Institutes of Health (NIH) ( you will earn a certificate to conduct human subjects research. Although you may not choose to develop your immediate topic into a presentation or article bearing Western’s institutional stamp, having this certificate is an important step in the process of receiving approval from Sponsored Programs to conduct a study involving human subjects. The tutorial will require about two hours of online time. To complete this assignment, you will provide the instructor a copy of your human subjects certificate.

  • Research proposal (50 points): You will identify an area of research interest and develop a proposal by which your study might be guided. The proposal will include (1) a statement of the problem, (2) the purpose for the study, (3) the research questions (2-4) that will guide the study, and (4) the methodology you anticipate will be appropriate for the proposed study. (Note: In practical application, the methodology for the study will be based on action research.) A superior proposal will also consider limitations you may encounter. Length: 3-4 pages.
  • Article review (100 points): Using the lenses afforded by our study, you will develop an analysis of a research article. This analysis may include considerations such as (1) clear statement of problem, (2) purpose of study, (3) research questions/hypothesis, (4) clear and relevant review of extant literature, (5) clear explanation of methodology (including rationale, participants and sites,method of selection/sampling, and analysis of data), (6) discussion/analysis, (7) findings, and (8) importance/relevance. An important consideration will be whether or not the article achieved the purpose(s) stated and answered the guiding research questions. Your analysis will be presented orally in class. Assessment of the presentation will be based in part on (1) appropriate use of visual aids (e.g. PowerPoint or transparencies), and (2) a written summary (2-4 pages in length) prepared for distribution to your colleagues in the class.
  • Final paper (400 points):

Your final paper will include several parts:

  1. An introduction or abstract, a statement of purpose, and your research question/hypothesis (note that this step is largely fulfilled in the proposal)
  2. A literature review
  3. The research methodology and a discussion of its limitations
  4. References (works cited)

Literature review: You will complete a review of extant literature to support the research proposal you have generated. A superior review of literature will rely on primary sources as well as secondary sources and will articulate the most current thinking on the selected topic to inform the reader about what is already known and what is not yet known. As will be noted in many of the best research articles, richness of knowledge may be demonstrated in a variety of ways, such as providing multiple citations for a single concept (Darling-Hammond, 1998; Fullan, 2004; Sergiovanni, 2003), demonstrating understanding of diverse and/or competing points of view, and providing a sense of historical context (e.g. telling how a particular idea or movement started and who were its proponents). The paper developed from this review of literature should include an appropriate introduction of the problem, the purpose, and the research questions on which the review is based, as well as a summary or conclusion and reference list. APA style will be observed throughout, including citation of references, pagination, headings and subheadings, and reference list.

Research Method: As an outgrowth of the research proposal, you will develop a proposed method for conducting a research project that might be pursued in your school or school district. Since this will be based on your research proposal, your method should consider the problem you intend to examine, the purpose of the study, and the research questions the study seeks to answer. Note: You will incorporate your research proposal (the first assignment) in this paper. The original proposal offers only a preview of the methodology you are likely to use. This paper provides a thorough and detailed picture of method, data needed, sample selection, participants, measurements/analysis, and safeguards.

A superior paper will address the following methodological components:

  1. identify the method proposed (Note: The project required for this course is best aligned with action research)
  2. explain why this method matches the type of study you propose (how this method will achieve the outcomes you seek),
  3. identify the kinds of data your study will need and where you will find those data,
  4. define the sample you will use for your study,
  5. explain how you will select the sample (e.g. random sample, stratified sample, purposeful sample, convenience sample),
  6. articulate measurements or analysis you will conduct based on your data,
  7. state safeguards you will exercise (e.g. triangulation, pilot study, training of observers).

Length: 10-12 pages.

NOTE: A superior outcome for this assignment will be facilitated by identifying, reading, andanalyzing primary and secondary sources throughout the term.

Performance Assessments:

Students will be assessed according to the quality of their performance on the various assignments and activities. It is expected that each student will attend face-to-face class sessions; participate actively in online, Polycom, and face-to-face discussions and activities; and demonstrate a high level of academic and professional motivation to develop competence in the subject matter.

Written and oral assignments should reflect a thorough knowledge of the relevant literature, attention to concepts relevant to research, and in-depth and reflective thinking. Superior papers are well organized and formatted and, furthermore, reflect strong writing skills (including meticulous attention to sentence and paragraph structure; grammar; and punctuation).

Grading Procedures:

Submitting assignments: Students are expected to observe the highest standards of scholarship in preparing assignments for class. Where applicable, APA (6th ed.) format will be used. Assignments with excessive errors in spelling, grammar, or organization may not be accepted or, at the discretion of the instructor, may be returned to the student for revision and resubmission for reduced credit. No assignment will be accepted more than one week past the due date. The final paper will not be accepted after the due date.

Grading scale: Course requirements will be evaluated according to the following scale:

Grade / Percentage / Descriptor
A / 100-94 / Excellent
A- / 93-92
B+ / 91-90 / Good
B / 89-84
B- / 83-82
C+ / 81-80 / Acceptable
C / 79-74

Schedule Highlights (Fall):

Further details are in the syllabus and in the overviews of each week. Posts due on Friday by 5:00 pm.

Date / Topic(s) / Readings / Assignments
Week 1 /
  • Intro to course syllabus, class requirements & Blackboard
  • Intro to educational research
/
  • Know how to use Blackboard.
  • Become familiar with the syllabus and course requirements.

Week 2 / Planning a research study / Ch. 1-2
Week 3 / Ethics in research
Action research
Sources of information. / Ch. 19 /
  • Focus on the final product
  • Human Subjects certificate due (email copy of certificate to instructor)
  • Listen to interview.
  • Understand action research concepts as an important step to case studies and school improvement.

Week 4 / Developing the literature review / Ch. 3-4 (5) /
  • Research questions due

Week 5 / Quantitative studies / Ch. 6-7 /
  • Research proposal due

Week 6 / Tests of significance
Descriptive research
Group comparison
Correlational research
Experimental research / (Ch. 8, 9, 10,11,12,13)
Week 7 (Note: I will be at PLU the morning of Nov. 7. I expect to be able to meet as per the schedule.) / Continue with readings from last week /
  • Bring draft of proposed methodology

Week 8 / Case studies: Qualitative research / Ch. 14 /
  • Article review due

Week 9 / Narrative research
Ethnographic and critical research
Historical research
Mixed-method research / (Ch. 15, 16, 17, 18) /
  • Bring final draft of methodology

Week 10 /
  • Final paper due
  • Listen to interview. Understand action research concepts as an important step to case studies and school improvement.

Reference List:

The following reference list identifies major knowledge-based resources that relate to the conceptual framework (Preparing thoughtful, knowledgeable, and effective educators for a diverse society):

Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research for education: An introduction to theory and methods (3rd ed.). Boston: Allyn and Bacon.

Creswell, J.W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Los Angeles: Sage Publications.

Galvan, J. L. (2009). Writing literature reviews: A guide for students of the social and behavioral sciences (4th ed.). Glendale, CA: Pyrczak Publishing.

Johnson, B., & Christensen, L. (2000). Educational research: Quantitative and qualitative approaches. Boston: Allyn and Bacon.

Leedy, P.D., & Ormrod, J.E. (1985). Practical research: Planning and design (7th ed.). Upper Saddle River, NJ: Merrill Prentice-Hall.

Maxwell, J.A. (1996). Qualitative research design: An interactive approach. Thousand Oaks, CA: Sage Publications.

Mertler, C.A. (2009). Action research: Teachers as researchers in the classroom (2nd ed.). Los Angeles: Sage Publications.

Nicol, A.A.M., & Pexman, P.M. (1999). Presenting your findings: A practical guide for creating tables. Washington, D.C.: American Psychological Association.

Rudestam, K.E., & Newton, R.R. (2001). Surviving your dissertation: A comprehensive guide to content and process (2nd ed.). Thousand Oaks, CA: Sage Publications.

Shavelson, R.J. (1996). Statistical reasoning for the behavioral sciences (3rd ed.). Boston: Allyn and Bacon.

Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage Publications.

Strauss, A.L. (1987). Qualitative analysis for social scientists. New York: Cambridge University Press.

Vogt, W.P. (2007). Quantitative research methods for professionals. Boston: Pearson Education.

Weiss, R.S. (1994). Learning from strangers: The art and method of qualitative interview studies. New York: The Free Press.

Wolcott, H. F. (1978). The man in the principal’s office: An ethnography. New York: Holt, Rinehart and Winston, Inc.

Wolcott, H.F. (1994). Transforming qualitative data: Description, analysis, and interpretation. Thousand Oaks, CA: Sage Publications.

Wolcott, H.F. (2001). The art of fieldwork. New York: Altamira Press.

Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage Publications.

Academic Dishonesty Policy:

Western Washington University students are responsible for reading, understanding, and following the policy and procedures regardingacademic dishonesty as set forth in the WWU Academic Dishonesty Policy and Procedure(see Appendix D of the University Bulletin).

Reasonable Accommodation Policy:

It is the policy ofWestern Washington University to provide reasonable accommodation to the known physical, sensory, or mental limitations of qualified individuals except where such accommodation would impose undue hardship on the institution.To request accommodation, studentsmust contact WWU disAbility Resources for Students at360-650-3844 or

Inclement Weather:

In the event of inclement weather, membersof the Universitycommunity are expectedto use their best judgment in assessing the risk oftraveling to class and returning home, based on individual circumstances. Instructors who elect to cancel class will notify the Educational Administration Programoffice in Bellingham. Students will receive notification fromtheir faculty member through their MyWestern email account announcing the cancellation.

Emergency Closure:

When weather conditions or emergency situationsofficially curtail or cancel classes at the University campus, notification is posted on the main WWU website at and announced on the emergency hotline at 360.650.6500. WWU classes held at off-campus facilities adhere to the closure status of those respective facilities. Notification of school closures (e.g., North Seattle Community College, Olympic College) can be found on the Public Schools Emergency Communications Systemat

Preparing thoughtful, knowledgeable, and effective educators for a diverse society.