ED516 Intro to Graduate Research

for S2P 2008

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Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.

Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


ED 516 Intro to Graduate Research


S2P 2008 EDG


Otto, Michael


Assistant Professor of Education


ABD, Educational Leadership and Policy Analysis
Educational Specialist, School Administration
Masters in Educational Administration

Office Location

MA 416-C

Office Hours

By Phone or Appointment

Daytime Phone


Other Phone




Semester Dates

March 17th - May 8th, 2008

Class Days


Class Time

5:00 - 9:30 PM



Credit Hours



  Parsons & Brown, Teacher as Reflective Practitioner and Action Researcher (2002)
ISBN: 0-534-55711-2

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

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:
My educational philosophy as an instructor of education is based upon my experiences an educator, parent, and community person.   Therefore, it is my belief that learners must be engaged in their learning with a focus on class discussions, presentations, projects, lectures, research, and writings. It is critical that the learner explore ideas and issues surrounding today’s education institution.

Learning Outcomes:
  Core Learning Outcomes

  1. Investigate, read and understand research on current educational issues as measured in course papers.
  2. Identify and discuss contemporary issues in educational research and psychology during classroom discussion.
  3. Distinguish between quantitative and qualitative research and critically analyze these methodologies during class discussion.
  4. Analyze the progression of scientific though and better understand its influence in education as part of participation grade.
  5. Understand the interrelatedness between educational research and teacher practice as demonstrated in classroom assignments.
  6. Construct a teacher research proposal, which corresponds to actual classroom problems and/or issues.

Core Assessment:

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 (Core Assessment)- 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


Participation                    160

Weekly Reflections         140

Article Reviews               80

Research                         150

Total                               530


477 - 530 – A

424 - 476 – B

371 - 423 – C

318 - 370 – D

    0 - 317 – F

Late Submission of Course Materials:
Submission of Late Work: Finally, all assignments must be completed and submitted by the due date.  You will receive a reduction in your score for each day that your assignment is late as indicated by the scoring rubric.  No assignment may be submitted that is more than four days late unless arrangements have been made in advance with the instructor.

Classroom Rules of Conduct:
Please be on prompt to all classes.

It is my expectation that all members of a classroom setting respect the input of others, listen when class members are speaking, and support the concept that we are a family of learners.

All written work except in-class writing must be typed, double spaced and documented when appropriate. I will accept work in hard copy form only.

Please disconnect all pagers or cell phones before entering the classroom. 

Work is expected on time. Points will be subtracted for late work. 

Course Topic/Dates/Assignments:

Course Topic/Dates/Assignments:






March 17


And research types


March 24

Weekly reflection 1 due

Text Chapters 1-2

Lageman pps 1-23


March 31

Weekly reflection 2 due

Article discussions begin

Text Chapters 3-4

Lageman Chapter 2


April 7th

Weekly reflection 3 due

Text Chapters 5-6

Lageman p. 159-64 and Chapter 7


April 14th

Weekly reflection 4 due

Text Chapters 7-8

Lageman Chapter 8


April 21st

Weekly reflection 5 due

Work day on proposals


April 28th

Weekly reflection 6 due

Text Chapters 9-10

Group discussions of proposals


May 5th

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 2007-2008 Graduate Catalog Page 24-26


Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2007-2008 Graduate Catalog Page 24-26

Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences in excess of four (4) class periods, in a 16-week semester (or 2, in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2007-2008 Graduate Catalog Page 28

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. 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 .

Michael Otto is currently an Assistant Professor of Education at Park University in Parkville Missouri. He teaches graduate and undergraduate classes in the area of principal certification, leadership, classroom management, assessment, and diversity. He has recently been chosen to conduct the Missouri Association of Elementary School Principals (MAESP) “Aspiring Principals Workshop” for fall of 2007, and was recently recognized as a key presenter for the upcoming MAESP (state) and NAESP (national) conferences in 2008. He has just completed his Administrator Mentor Training (AMP) through DESE, and is actively involved as a presenter at the state and national level on the topic of leadership, aspiring and beginning principals, school culture, and early behavior intervention programs. A 2005 Park University Fellow nominee and current “Grow Your Own” participant, Mr. Otto began his education career in 1986 as an elementary physical education teacher in the Park Hill School District. During his time as a teacher, Mr. Otto was awarded the Kansas City Outstanding Teachers’ Award, and was recognized by the Stop Violence Coalition as Kansas City’s Kindest Kansas Citian award winner. From 1993 to 2002, he served as principal of Graden Elementary in the same district. Park Hill School District is a growing suburban district in the Northern Kansas City Metropolitan area. During his tenure as principal, Graden was recognized as a Gold Star School and National Blue Ribbon school. In 2001, Mr. Otto was recognized as the National Missouri Principal of the Year. Mr. Otto also received the Governor of Missouri’s top educator award in 2001.

A native of Linn, Missouri, Mr. Otto married after completing his bachelor’s degree in education from Central Missouri State University in 1986. He has been married for 21 years to his lovely wife, Lou, and has two boys, Alex and Andrew. He received his Master’s and Specialist degrees from the University of Missouri Kansas City in administration in 1992. He is currently completing his Educational Doctorate Degree from the University of Missouri Columbia in Educational Leadership and Policy Analysis.

Mr. Otto’s philosophy as an education leader begins with the school environment. His premise is that a caring, respectful, and safe environment must be established for his students, teachers, and parents so that all students can achieve their fullest potential. A supporter of Johann Heinrich Pestalozzi (1746-1827), a pioneer of education with a strong belief that effective schools must create a warm, secure school, Mr. Otto created a support system for all his students. A district leader in early behavior prevention programs, Mr. Otto was interviewed in 2000 by A & E Investigative reports for Graden’s state and nationally recognized Recovery Room program. This program has helped students make positive changes in how they manage their behavior, while increasing the amount of time available for teacher instruction in the classroom. The Park Hill school district went on to pass a levy to begin Recovery Room programs in each elementary and middle school.

Mr. Otto’s work with early intervention reading programs focused on balanced reading and flexible grouping strategies. Working under the premise that existing curriculum will create reading gaps, and that children need to be immersed in reading exposure and interventions, Mr. Otto developed early intervention reading programs that were implemented before, during, and after school that targeted students who were significantly and consistently below their grade level.

Mr. Otto’s passion for learning and leadership was reinforced when he was elected as a school board member in the Park Hill School District. He is currently in year three of a three year term. His school board experience has complimented his experiences as a teacher, administrator, and professor. 


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Last Updated:2/29/2008 2:44:00 PM