Secondary Education Fall 2007

KUTZTOWN UNIVERSITY

Kutztown, Pennsylvania

I. Course Description: Course Prefix, Number and Title

Education 500 – Methods of Research

This course gives a general introduction to the rationale and procedures for educational

research. Topics to be studied will include the types of research, the selection of a

research problem, the strategies necessary for manual library searches as well as the

latest computerized data information retrieval services, the collection and analysis of

data, the evaluation of research, and the technical skills needed for writing the research

report. The course provides a background for the preparation of the thesis or the research

project. It provides graduate students with the research skills which will allow them to be

life-long learners after completing their formal coursework. 3 s.h., 3 c.h.

II. Instructor Information

Dr. Kathleen A. Dolgos

Office: Beekey 228

Phone: (610) 683-4279

dolgos@kutztown.edu

Required Textbook:

Gay, L., Mills. G. & Airasian, P. (2006). Educational research: Competencies for

analysis and application (8th ed.). New York: Prentice Hall.

Recommended Supplemental Text:

American Psychological Association (2001). Publication manual of the American

Psychological Association (5th ed.). Washington, D.C.: American

Psychological Association.

III. Course Rationale:

This course is required of the masters degree student in education. It meets the

research needs of any teacher or educational administrator. The primary purpose

of this course, however, is not to train educational researchers but rather to

develop intelligent consumers of educational research. It is hoped that students

will gain some understanding and appreciation for the rigors of research; that is to

say, a sense of fascination and even pleasure that can be associated with a formal

inquiry procedure. The ability to locate and evaluate research information is a

necessary skill for anyone involved in educational decision making.

The Kutztown University Teacher Education Model is introduced with the

concept of "teacher as lifelong learner" strongly emphasized. The model has a

strong liberal education knowledge base and a sound methodological foundation.

It encourages teachers to act as change agents and advocates for their profession.

Please Note:

This course incorporates the philosophy of the Kutztown University Conceptual

Framework, Teacher as Lifelong Learner, connects to the Pennsylvania Department of

Education (PDE) standards, and aligns, when appropriate, to the following standards:

National Council of Teachers of English (NCTE), American Council on the Teaching of

Foreign Languages (ACTFL), National Council of Teachers of Mathematics (NCTM),

National Science Teachers Association (NSTA), and National Council for Social Studies

(NCSS).

IV. A. Course Objectives/Student Learning Outcomes

As a result of the assigned readings, discussions, and projects required in this course, the

student is expected to:

1. display an understanding of the Teacher as Lifelong Learner Model as a

guide for the preparation and professional development of teachers.

2. develop an understanding of the place that inquiry has played in human

activity throughout history.

3. discuss the pros and cons of the strategies used in educational decision

making.

4. identify the steps in a formal problem solving strategy

5. compare and contrast the characteristics of educational research and other

forms of scientific research.

6. classify research by purpose and method

7. develop an understanding of the nature of and procedures for observation

and measurement in educational research

8. recognize the sources of research problems

9. identify, clarify, and write a research problem statement

10. demonstrate an understanding of and ability to use the reference tools in the

library for a manual search of the literature related to a problem statement.

11. demonstrate the ability to use a computer data base information retrieval

system

12. develop a system for recording information located in a manual or computer

search

13. develop a procedure for converting this information into a single format, thus

establishing a chain of reasoning leading to a statement of a research

hypothesis

14. describe the characteristics and purposes of a hypothesis in educational

research

15. identify and explain the purposes of the individual parts of a research plan of

research design

16. review research articles and critically analyze the component parts, the

findings, and the conclusions

17. recognize and describe the nature of the six methods of educational research

(historical, qualitative, descriptive, correlational, causal-comparative and

experimental) including the steps and tools involved in conducting research for

each method

18. develop an understanding of the common descriptive and inferential

statistical tools used in educational research

19. become familiar with the advantages provided by the computer and the

computer services department

20. write a complete research proposal based on a question related to the

student's area of professional interest

21. apply the format prescribed by the American Psychological Associations

(APA) style manual for technical and stylistic guidelines in writing the

research proposal

22. evaluate research reports and apply research findings to professional

practice in education

23. present research findings through graduate seminar interactive sharing

sessions.

24. continue personal and professional growth through research

B. Relationship to INTASC Standards

Standards Objectives

1 2, 6, 9

2 7,

3

4 10

5

6 2

7

8 8

9 1, 3,4, 5

10 8

V. Assessment

Assessment of each graduate student’s level of accomplishment with reference to the

course objectives will be based upon a subset of the following:

Thesis proposal

Midterm/Final Examination

Oral presentation of research findings

Use of APA form and style

Observation/data collection project

Active participation in class and in discussions

A. Core Assignment : Written Research Proposal

A three chaper proposal will be written using APA style in preparation for writing an

actual thesis. Resources will be included.

Problem Statement 15

Literature Review 25

Research Method 25

Research Cards & Outline 10

References 15

Class Presentation on Research 10

Final Project 30

Rubric Target- Acceptable – Unacceptable

The final proposal is worth 30 points and is grading in the following way:

Target

26-30 points

Acceptable

24 up to 26 points

Unacceptable

Below 24 points

The proposal is well

written and all sections are

well done. The proposal

shows creativity and the

work shows depth of

knowledge of the team.

The proposal is complete

and follows the proposal

guidelines. The work

meets all requirements.

Needs some additional

editing.

Parts of the proposal are

missing or are not done

correctly. Major editing

needs to be done.

B. Grading Policy

Observation Project 20

Computer Printouts 10

Class Presentation on Research 10

Problem Statement 15

Literature Review 25

Research Method 25

Research Cards & Outline 10

References 15

Final Project 30

Midterm 40

Class Participation 20

Final Examination 40

Total : 260

A = 92-100 % B = 82 up to 92 % C = 72 up to 82 %

C. Required Projects, Tests and Assignments:

1. Proposal for a thesis in education, written in American Psychological Association

(APA) style, with topic approved by the instructor.

2. Research Projects

a. Observation Project

b. Three Computer Search Printouts

3. Class presentation of research findings

4. Midterm/Final Examination

5. Additional readings and exercises from the textbook as assigned.

Attend each class prepared to discuss the concepts covered in the reading

assignments. Class attendance will be taken at each class. Please turn off all cell

phones as a courtesy to your fellow classmates.

Lateness of projects will be reflected in the grade. Difficulty with a computer

printout will not be accepted as a valid excuse for lateness of a paper

VI. Course Outline:

I. Research as Inquiry

A. Man's Nature is to Question

1. mysteries of the natural world

2. myths and songs provided some questions

3. Teacher as Lifelong Learner Model

B. Methods of Early Inquiry - Search for Truth

1. trial and error

2. common sense

3. deduction

4. induction

5. induction/deduction/problem solving

C. Applying the Scientific Method

1. a felt difficulty

2. identification of the problem

3. gathering available information

4. formulate hypothesis

5. observation

a. collect data

b. organize data

c. analyze data

6. form conclusions

7. replication

D. Ways of Making Educational Decisions

1. personal experience

2. expert judgement

3. search of research literature

4. action research

5. evaluation research

II. Characteristics of Research

A. Solution of Problems

B. Examine Relationships

1. show correlations

2. show cause and effect relationships

3. increase the power of prediction

C. Formal, systematic application of the scientific method to educational

problems

D. Develop a Chain of Reasoning

1. logical progression

2. proceeds from problem identification through investigation to findings

E. Limitations

1. the nature of phenomena studied

2. difficulty of controls

a. legal

b. moral

c. ethical

3. complexity of human organisms

III. Classification of Research

A. By Purpose

1. basic research

2. applied research

3. evaluative research

4. research and development

5. action research

B. By Method

1. historical

2. descriptive

3. correlative

4. causal-comparative

5. experimental

IV. Nature of Observation

A. Psychological Factors

1. attention

2. sensation

3. perception

4. conception

B. Types

1. direct observation

a. definition

b. examples

2. indirect observation

a. definition

b. examples

C. Measurement

1. definition

2. levels (scales)

a. nominal

b. ordinal

c. interval

d. ratio

3. characteristics of instruments

a. objectivity

b. validity

c. reliability

d. usability

4. types of instruments

a. achievement tests

b. aptitude tests

c. intelligence tests

d. interest inventories

e. personality inventories

f. attitude scales

g. sociometric measures

h. performance tests

V. Research Problems

A. Sources

1. problems generated from practice

2. problems generated in theory construction

B. Clarification of Problems

C. Characteristics of Problems

VI. Locating Educational Information

A. Sources

1. preliminary sources

2. primary sources

3. secondary sources

B. Steps in Manually Reviewing Educational Literature

1. define the problem

2. review the preliminary sources

a. National Society for the Study of Education (NSSE) yearbooks

b. Review of Educational Research

c. Review of Research in Education

d. Books in Print

e. card catalog

3. select most appropriate secondary sources

a. Research in Education (RIE)

b. Current Index to Journals in Education (CIJE)

c. Education Index

d. Psychological Abstracts

e. Dissertation Abstracts International

f. other topical abstracts

4. translate problem into key words

5. search for preliminary sources

6. read primary sources

7. record all findings on bibliographic cards

8. organize notes

9. write review of related literature

C. Conducting a Computer Search of Educational Literature

1. advantages

2. sources of computer searches

a. LANS stations in library

b. Internet

c. ERIC System

1) educational documents (RIE)

2) journals (CIJE)

3. steps

a. define research problem

b. state specific purpose of search

c. select data bases

d. select descriptors (key words)

e. plan search strategy

f. conduct search

VII. Research Hypotheses

A. Purposes

B. Relationship to Literature Search

C. Statement of Hypothesis

1. characteristics

2. hierarchy of guesses

D. Use of the Hypothesis

1. states relationship of variables

2. directs design of the study

3. gives continuity to the study by providing basis on which to

draw conclusions

E. Testing the Hypothesis

1. purpose for the study

2. data gathered to test the hypothesis

3. bridges findings and problem and provides link to the conclusions

VIII. Research Design

A. Stages

1. planning

2. investigation

3. generalizing

B. Restrictions

1. legal

2. ethical

3. moral

4. practical

a. cooperation of subjects

b. training of assistants

c. cost

d. time

C. Types

1. historical

2. qualitative

3. descriptive

4. correlation

5. causal-comparative

6. experimental

D. Components

1. background of the problems

a. historical development

b. significance of the problem

c. significant related studies

2. presentation of the problem

a. the question

b. the hypothesis

c. definition of terms

d. assumptions

e. limitations

3. methodology

a. sources of information

(1) qualitative

(2) quantitative

b. subjects - population definition

c. sampling techniques

(1) random

(2) stratified

(3) cluster

(4) systematic

d. data collection

(1) quantity

(2) type

(3) sources

e. organization of data

f. treatment of data

(1) critical analysis

(2) descriptive statistics

(3) inferential statistics

g. conclusions

(1) implications

(2) recommendations

IX. Historical Research

A. Definition and Purpose

1. characteristics

2. goals

3. definition

B. The Process

1. identifying and isolating the problem

2. developing a research hypothesis

3. accumulating and classifying source materials

4. determining facts by criticism

a. internal criticism

b. external criticism

5. organizing facts into results

6. forming conclusions

7. synthesizing and presenting the research in organized form

C. Tools for Historical Research

1. the library

2. guides and handbooks

3. census data and depositories

4. computers

X. Qualitative

A. Definition and Purpose

1. characteristics

2. goals

3. definition

B. Sampling

1. size

2. type

3. representative

C. Measurement

1. narrative

2. validity

3. triangulation

4. de facto instrument

D. Data Collection

1. field work

a. participant observation

b. interviews

2. data

a. field notes

b. documents

c. interview transcripts

d. photographs

e. videotapes

E. Data Analysis

1. logical

2. semantic

3. limited statistical analysis

4. looks for categories, patterns or themes

F. Data Interpretation

1. conclusion tentative

2. generalizations speculative or non-existent

XI. Descriptive Research

A. Definition and Purposes

1. characteristics

2. goals

3. definition

B. Types

1. survey studies

a. opinion/fact survey

b. documentary analysis

2. relationship studies

a. case study

b. correlation study

c. causal-comparative study

3. developmental studies

a. growth study

b. trend study

C. Data

1. types

a. qualitative

b. quantitative

2. sources

a. direct observation

b. measurement of attributes

c. self-reports

D. Tools for Interpreting Data

1. tables and graphs

2. measures of central tendency

a. mode

b. median

c. mean

3. measures of variability

a. range

b. variance

c. standard deviation

4. the normal curve

a. skewness

b. kurtosis

5. measures of relationship

a. Spearman Rho

b. Pearson r

6. measures of relative position

a. percentile rank

b. standard scores

7. Chi Square

XII. Correlational

A. Definition and Purpose

1. characteristics

2. goals

3. definition

B. Correlational Research Process

1. problem selection

2. sample and instrument selection

3. procedures

4. data analysis and interpretation

C. Relationship Studies

1. purpose

2. data collection

3. data analysis and interpretation

D. Prediction Studies

1. data collection

2. data analysis and interpretation

XIII. Causal Comparative

A. Definition and purpose

1. characteristics

2. goals

3. definition

B. Control Procedures

1. matching

2. comparing subgroups

3. analysis of covariance

C. Data Analysis and Interpretation

1. descriptive and inferential statistics

2. cautious interpretation

3. impact of de facto nature of study

XIV. Experimental Research

A. Definition and Purpose

1. characteristics

2. goals

3. definition

B. Experimental Validity

1. internal

2. external

C. Experimental Designs

1. pre-experimental designs

a. one-shot case study

b. one group pre-test - post-test

c. static group comparison

2. true experimental designs

D. Analysis of Data

1. null hypothesis

2. tests of significance

a. Type I errors

b. Type II errors

3. inferential statistics

a. t-test

(1) independent sample

(2) correlated sample

b. analysis of variance

c. factorial analysis

d. analysis of co-variance

XV. The Computer

A. Uses

1. information retrieval

a. ERIC

b. LANS system in library

c. Internet

2. content analysis

a. analysis of questionnaire data

b. test scoring

c. analysis of primary sources

3. statistical analysis

a. (Canned) statistical packages

(1) Statistical Package for Social Science (SPSS)

(2) UCLA Bio-medical Package

(3) STATPAK

b. original programs

B. Services

1. KU computer center and laboratories

a. procedures

b. availability

2. school district services

3. Intermediate Unit services

4. Personal Microcomputers

C. Personal Microcomputers

XVI. Preparation of Research Reports

A. General Rules for Writing and Typing

B. APA Guidelines for Technical Format and Style

C. Substance of Report

1. planning

2. investigation

3. generalization

4 . reference materials

VII. Instructional Resources

Ary, D., Jacobs, L., & Razavich, A. (1996). Introduction to research in education (5th

ed.). Fort Worth, Texas: Harcourt Brace.

Best, J.W., & Kahn, J.V. (1998). Research in education ( 8th ed.). Needham, MA:

Allyn & Bacon.

Borg, W. R. (1993). Applying educational research: A practical guide for teachers (3rd

ed.). New York: Longman.

Broota, K. D. (1989). Experimental design in behavioral research. New York: Wiley.

Brubaker, D.L. (1993). The teacher as decision maker. Corwin Press.

Buchanan, N. K., & Feldhusen, J. F. (1991). Conducting research and evaluation in

gifted education. New York: Teachers College Press.

Call, J.P., Call, M.D., & Borg, W.R. (2005). Applying educational research (5th

ed.).

Boston: Person Education.

Campbell, W. G., & Ballou, S. V. (1990). Form and style: Theses, reports, term papers

(8th ed.). Boston: Houghton Mifflin.

Creswell, J. W. (2002). Educational research. Upper Saddle River, N.J.: Merrill

Prentice Hall.

Dooley, D. (2001). Social research methods. Upper Saddle River, N.J.: Prentice Hall

Eisenhart, M.A., & Borko, H. (1993). Designing classroom research: Themes, issues,

and struggles. Boston: Allyn & Bacon.

Eisner, E. W., & Pershkin. A. (1990). Qualitative inquiry in education: The continuing

debate. New York: Teacher's College Press.

Fraenkel, J.R., & Wallen, N.E. (2003). How to design and evaluate research in

Education (5th ed.), New York: McGraw-Hill.

Gall, J. P., Gall, M.D., & Borg, W. R. (1999). Educational research: A practical guide

(4th ed.). New York: Longman Inc.

Gay, L. R. (1996). Educational research: Competencies for analysis and application

(5th

ed.). New York: Macmillan.

Gaynor, A. K. (1992). Project Planning. Boston, MA: Allyn and Bacon.

Graziano, A.M., & Raulin, M.L. (2000). Research methods. Boston: Allyn and Bacon.

Hittleman, D. R., & Simon, A. J. (2002). Interpreting educational research ( 3rd

ed.).

Upper Saddle River, New Jersey: Merrill

Hofmeister, A. M. (1990). Research into practice. Boston, MA: Allyn and Bacon.

Johnson, A.P. (2005). A short guide to action research. Boston: Allyn and Bacon.

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

Bacon.

Kennedy, C.H. (2005). Single case designs for educational research. Boston: Allyn

and Bacon

Kerszner, L. G., & Mandell, S. R. (1995). The brief holt handbook (Revised Edition).

New York: Harcourt Brace College Publishers.

Kish, L. (1987). Statistical design for research. New York: Wiley.

Lancy, D. F. (1993). Qualitative research in education. New York: Longman.

Leedy, P.D. (1997). Practical research: Planning and design (6th ed.). Upper Saddle

River, New Jersey: Merrill.

Lomax, R. G. (1992). Statistical concepts. New York: Longman.

Lorber, M. A. (1990). Objectives, methods, and evaluation (3rd ed.). Englewood Cliffs,

N. J.: Prentice-Hall, 1990.

Mason, E. J., & Bramble, W.J. (1997). Research in education and the behavioral

sciences. Chicago: Brown and Benchmark.

McMillan, J.H., & Schumacher, S. (2001). Research in Education (5th

ed.). New York:

Addison Wesley Longman

McMillan, J. H. (2000). Educational research. New York: Longman

Mertler, C.A., & Charles, C.M. (2005). Introduction to educational research (5th

ed.).

Boston: Pearson Education.

Patt, L. (1993). Teachers are researchers: Reflection and action. Newark, Del.:

International Reading Association.

Phelps, R.P., Ferrara, L., & Goalsby, T.W. (1993). A guide to research in music

education. Metuchen, N. J.: Scarecrow Press.

Popkewitz, T. S. (1984). Paradigm and ideology in educational research. New York:

Palmer Press.

Seidman, I. E. (1991). Interviewing as qualitative research - A guide for researchers in

education and social science. New York: Teachers College Press.

Slavin, R. E., Karweit, N. L., & Wasik, B. A., (Eds.). (1994). Preventing early school

failure: Research, policy and practice. Boston: Allyn and Bacon.

Sprinthall, R. (1990). Basic statistical analysis (3rd

ed). Englewood Cliffs, NJ:

Prentice-Hall.

Thomas, R.M. (2005). Teachers doing research. Boston: Pearson Education.

Thorkildsen, T.A. (2005). Fundamentals of measurement in applied research. Boston:

Allyn and Bacon.

Tuckman, B. W. (1994). Conducting educational research (4th ed.). Fort Worth, Texas:

Harcourt

Vockell, E. L., & Asher, J. W. (1995). Educational research (2nd ed.). Englewood

Cliffs, New Jersey: Prentice-Hall.

Wiersma, W., & Jurs, S.G. (2005). Research methods in education: An introduction (8th

ed.). Boston: Allyn and Bacon.

VII. Tentative Schedule

See Next Page

EDU 500 Research/Dolgos WEDNESDAY Fall 2007

DATES PROJECTS READINGS

(For that class)

1. August 29 Class ------------

2. September 5 Library Visit Chapter 21/22

3. September 12 Topic Selection Due Chapter 2/1

4. September 19 Class Chapter 3/4

5. September 26 Problem Statement Due Chapter 5

(First Quarter of Observation

Reports)

6. October 3 (Second Quarter of Observation Chapter 6/7

Reports)

7. October 10 (Third Quarter of Observation Chapter 8/9

Reports) / Midterm

8. October 17 Class Chapter 10/11

9. October 24 Literature Review Due Chapter 12/13

Reference Cards/Outline Due

(Fourth Quarter of Observation Reports)

10. October 31 Computer Search Chapter 14/15/16

Printout Due

11. November 7 Research Method Due Chapter 17/18

Reference Section Due

12. November 14 (First Quarter of Research Reports) Chapter 19/20

No Class Wednesday before Thanksgiving

13. November 28 (Second Quarter of Research Reports)

14. December 5 Final Paper Due

(Third Quarter of Research Reports)

15. December 12 (Fourth Quarter of Research Reports)

Final Examination

IX. Other Policies

A. Accommodations

SOCIAL EQUITY POLICY AND PROCEDURE

Policy Statement on Discrimination

Kutztown University has established a policy of non-discrimination in compliance

with Title IX of the Educational Amendment, Title VI and VII of the Civil Rights

Act of 1964, and Section 504 of the Rehabilitation Act of 1973. The University is

committed to eliminating discrimination based on race, religion, color, national

origin, ancestry, sex, gender, age, or disability. In compliance with Executive Order

11246, the University maintains and updates an Affirmative Action Plan. The

institution reaffirms its pledge to equal employment and educational opportunity

annually, and takes possible action to increase the participation of under-represented

groups. (The Key, p. 53)

Any student who has a need for accommodation based on the impact of a disability

should contact the Director, Office of Service to Americans with Disabilities

privately to discuss the specific situation as soon as possible. Contact Disability

Resources and Services at 610-683-4108 or in the Stratton Administration Building

to coordinate reasonable accommodations for students with documented disabilities.

B. Academic Honesty

Any acts of academic dishonesty by students, such as plagiarism on written papers or

cheating on exams, threaten to undermine the educational and ethical goals of the

University for its students. Such violations are of the utmost seriousness. The goal of

the following policy and procedures is to promote a climate of academic honesty for

all individuals at the University (The Key, p. 47).

C. Attendance Policies

Excuses for Extended Absences from Classes

Students assume the responsibility for notifying their professors when they are

expecting to be absent from class for an extended period of time, generally a week or

more, because of illness, accidents, or emergencies. Students who will be absent

from class for an extended period may contact the Vice President for Student

Services and Campus Life at 610-683-4020 for assistance in notifying professors.

Medical complications or other circumstances that require extended absences may

also be handled by the Vice President for Student Services and Campus Life. (The

Key, p. 30)