ED 516 Introduction to Graduate Research
S2P 2006 EDG
Hunt, David Scott
ED.D. in administrationsuperintendent, principal, elementary teacher certification
Blackburn Elementary 17302 R. D. Mize Rd. Independence, MO 64057
March 15-May 3
5:00 - 9:30 PM
Textbook: "Teachers as Reflective Practioner and Action Researcher" (2002) by Parsons and Brown
"An Elusive Science: The Troubling History of Education Research" (2000) by Ellen Condliffe Lageman
Textbooks can be purchased though the MBS bookstore
Textbooks can be purchased though the Parkville Bookstore
Course Description: An introduction to both qualitative and quantitative research, including research design. The purpose of this course is to enable the educator to become an informed consumer of research. Prerequisite: An intermediate college level statistics course.
Educational Philosophy: The instructor's role is to provide students with the opportunity to collaboratively interact in researching, presenting, discussing and applying information related to the course objectives. The instructor will provide a variety of learning and assessment opportunities including- writings, dialogues, quizzes, readings, lectures, examinations, videos and web sites.
Learning Outcomes: Core Learning Outcomes
Class Assessment: 1. Participation - Student attendance and participation is essential in achieving maximum learning. It is generally expected that students will attend all scheduled class sessions and to contribute to the classroom learning environment. However, it is recognized that occasions do arise that necessitate being absent from a class. Students are responsible for making prior arrangements regarding a necessary absence and for completing any alternative assignments. (8 @ 20 points each = 160 points)
2. Weekly Reflections – Each student should submit a weekly reflection starting with week two. The reflection journal is to be submitted each class period and should include the student's reaction to course activities (subject matter, discussions, comments, presentations, etc.) that occurred the preceding week. They should not be simply an accounting of course activities, but should include comments related to learning and instructional methodology. Each week's reflection should be approximately one typed double spaced page in length. These are personal reflections. They are what you think and believe related to what you are learning. Whereas your comments are your personal beliefs and reactions, they will be assessed based on how they relate to the previous week's activities, not on the positions taken. (7 @ 20 points each = 140 points)
3. Article Review and Presentation – Each student will research, read and summarize 2 articles related to current research. Students will present a brief oral summary about the article and then have 1 or 2 questions prepared to stimulate discussion. (2 at 40 points each = 80 points) These articles may be used in the Review of Literature in your Research Proposal.
4. Research Proposal- Each student will develop a research proposal (10-12 pages). This proposal will integrate both quantitative and qualitative components. These two research orientations will be discussed throughout the duration of this course. (150 points)
Grading is based on quality, not quantity
Grading: Participation 160
Weekly Reflections 140
Article Reviews 80
477 - 530 – A
424 - 476 – B
371 - 423 – C
318 - 370 – D
0 - 317 – F
Late Submission of Course Materials: LATE SUBMISSION OF COURSE MATERIALS: This course is designed to emphasize the application of knowledge and dispositions through structured performances requiring the student to read, analyze, and respond to a variety of educational situations. The articulation of ideas through verbal and written discourse is paramount in maximizing learning outcomes. Hence, all assigned work is expected to be completed in a timely fashion. A grade reduction of 20% will be assigned for late work. The instructor may make modifications to these requirements for unique and/or extenuating circumstances.
Classroom Rules of Conduct: Students whose behavior is detrimental to good order in the classroom or interferes with the learning of other students will be subject to disciplinary action ranging from dismissal from the classroom to expulsion from Park University. Such behavior includes, but is not limited to, the use of abusive or obscene language, attending the class under influence of drugs or alcohol, excessive tardiness, and excessive absences.
Course Topic/Dates/Assignments: Week Date Topics/Assignments
1 March 15 Introductions
And research types
2 March 22 Weekly reflection 1 due
Text Chapters 1-2
Lageman pps 1-23
3 March 29 Weekly reflection 2 due
Article discussions begin
Text Chapters 3-4
Lageman Chapter 2
4 April 5 Weekly reflection 3 due
Text Chapters 5-6
Lageman p. 159-64 and Chapter 7
5 April 12 Weekly reflection 4 due
Text Chapters 7-8
Lageman Chapter 8
6 April 19 Weekly reflection 5 due
Work day on proposals
7 April 26 Weekly reflection 6 due
Text Chapters 9-10
Group discussions of proposals
8 May 3 Teacher research proposal due
Weekly reflection 7 due
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2005-2006 Graduate Catalog Page 20-22
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Graduate Catalog Page 20-22
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2005-2006 Graduate Catalog Page 23-24
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Park University is committed to meeting the needs of all learners that meet the criteria for special assistance. These guidelines are designed to supply directions to learners concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding learners with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .