SOUTHERN CONNECTCUT STATE UNIVERSITY

EDU 592 (02): Research in Education

Wednesdays 7:35-10:05; DA 122

Fall 2003

Instructor: Jacque Ensign, Ph.D.

Office Davis 210G

Phone: 203-392-6442

E-mail: ensign@southernct.edu (preferable way to reach me and get a response) When you e-mail me, on subject line put your name, EDU 592, and subject of message.

Office Hours: TTh 9:30-11:30am; W 6:30-7:30pm

(best to make appointment as sometimes I meet outside my office due to space problems)

WWW: http://southernct.edu/~ensign/ has course information and links for your assignments

COURSE NUMBER CREDIT HOURS: PREREQUISITES:

EDU 592 3.0 None

COURSE TITLE:

Research in Education

COURSE DESCRIPTION:

Research methods used in educational research and critical evaluation of published research.

COURSE'S CONTRIBUTION:

This course adds a "teacher as researcher" component to the overall program of study, allowing teachers to gain skills in reading research, applying research, and doing research to enhance their own teaching.

REQUIRED TEXTS:

Burnaford, Fischer, Hobson. Teachers Doing Research. Erlbaum, 1996.

Marzano, Robert. What Works in Schools: Translating Research into Action, ASCD, 2003.

Sagor, How to Conduct Collaborative Action Research. ASCD, 1992.

Additional readings may be assigned throughout the semester to extend textbook readings.

MODES OF LEARNING:

Class sessions will include mini-lectures, demonstrations, discussions, films, role playing, and presentations by students.

ATTENDANCE AND SUBMISSION OF ASSIGNMENTS POLICY:

As a prospective teacher, habits of punctuality and self-discipline are critical for your success in your career. Unless there are extenuating circumstances, students are expected to be at every class for the entire time. This means arriving for the beginning of class and staying for the entire class session. Missing class or portions of classes may seriously affect the final grade. Assignments cannot be completed at a later date. Guidelines for papers will be given in class. Note: attention to content as well as to written mechanics will both be considered seriously in grading papers. Papers with more than three mechanical errors, and untyped papers will be not be graded. Papers are due at the beginning of class on the date given in the syllabus, WHETHER OR NOT THE STUDENT IS PRESENT THAT DAY. If you are absent, you must either send the paper with someone or e-mail it to the professor (the e-mail time stamp will determine if the paper is on time). (Do not wait until the last minute to print your paper. Computer problems are not valid excuses.)

LEARNER OUTCOMES & ASSESSMENT

Students shall acquire through assigned readings, class mini-lectures, video presentations, written assignments, small-group activities, individual presentations, guest speakers, and experiential activities, the following knowledge and competencies (see below). Likewise, students shall demonstrate these competencies through written assignments, meaningful participation in class discussion and small group activities, and the completion of a final research project.

  1. Identify for published research and formulate for original research, a) research purpose and questions, b)theoretical framework, c) data collection methods, d)data analysis methods, and findings/conclusions.
  2. Carry out original research related to education (INSTAC: 1, 6,9; CT Common Core: 1.4,2.7 NACATE Elem: 4, 5b)
  3. Understand and apply appropriate ethical guidelines in conducting and using research

    4. (CT Common Core: 3.1)

  4. Practice collaborative work in research and learning

(INSTAC: 9; NCATE Elem 5a)

 

Requirements

  1. Class discussions of readings & in-class activities: 40%
  2. Articles Reviews: 10% X 2= 20%

    3. Select 2 articles from journals in areas of your interest. Choose articles that use different research approaches (i.e. quantitative, survey, interviews, case study, ethnography). Each review should be only one page long (single-spaced) and should contain the following headings with your comments:

    Research Purpose/Questions

    Theoretical (Conceptual) Framework

    Data Collection Methods

    Data Analysis Methods

    Findings/Conclusions

    Personal Reactions/Critique including what conclusions, if any, you would draw from the article for your teaching and why.

  3. Final research project: 40%

You may choose from one of the following options:
  1. using forms & directions in section 4 of Marzano, conduct research in a school of your choice
  2. do an action research project related to education
  3. design and carry out your own research project related to education

Evaluation Criteria

I expect quality. Don't mistake my flexibility as meaning I accept half-done work. Working hard is expected-it is not grounds for a higher grade. Papers are to be thoughtful, well-organized, and polished mechanically. I use the following guides for final grades:

A = Exemplary completion of all assignments. Excellent class participation. Approximately 90-100 points.

B = All assignments completed but not thoughtful and thorough. Few errors in written mechanics. Good class participation. Approximately 80-89 points.

C = Most assignments completed or all completed but major problems. More than two absences except extenuating circumstances. Minimal class participation. Approximately 67-79 pts.

D = Partial assignments completed or all completed but major problems. Alive but not kicking much. Approximately 50-66 points.

F = Unsatisfactory

RELEVANT JOURNALS AND WWW ADDRESSES FOR THIS COURSE

A journal differs from a magazine in the way articles are reviewed, and in the level of scholarship of the articles. Journals are usually peer-reviewed, rather than using only the editor. Journal articles tend to be more research-based, more theoretically-based, and hence more difficult to read! To be considered a journal article, it must include research, a substantial bibliography, and show that it is part of a reputable publication. BE VERY CAREFUL OF WHAT YOU USE ON THE WEB! One source of on-line journal articles is Ebsco. To reach this, use http://csulib.ctstateu.edu, then go into Databases, then click the Southern icon (not word), then on third toggle that says General Databases toggle to Ebsco and press GO, then Academic Search Premier, then limit the search to Peer Reviewed and Full Text.

http://www2.alliance.brown.edu/voices/3qrt1999/actref.shtml action research by a middle school teacher

http://www.triangle.co.uk/ear/index.htm Educational Action Research journal. Has full text articles.

http://www.edchange.org/multicultural/tar/illustration.html overview of an action research project on sexual harassment in a school

http://www.accessexcellence.org/21st/TL/AR/ overview of how to do action research with samples & resources

http://gse.gmu.edu/research/tr/ teacher research with ideas for data collection, analysis, as well as samples of action research projects

 

 

The following schedule is subject to change if the instructor feels the need to elaborate more fully on topics introduced via class discussion, etc. Assigned readings are to be COMPLETED prior to class meetings.

COURSE OUTLINE

Date Topic Assignment due

Sept. 3

Overview of course

Sept. 10

Reviewing the literature Reading research

Ch. 1 Teachers Doing Research, bring one research journal article to class (see list of journals on pp 64-66, get article in library or online)

Sept. 17

Reading research

Ch. 2-3Teachers Doing Research, bring one research journal article to class

Sept. 24

Problem Formulation & Data Collection

Ch. 1-4 How to Conduct Collaborative Action Research

Oct. 1

Collecting Data

Ethics of Research

Intro, Section 2, & others of interest to you What Works in Schools; at least one of interest to you in Ch. 4 & p.151 & p. 180Teachers Doing Research

Due: Proposals for final research project

Oct. 8

Interviewing

  

Oct. 15

Surveys & Questionnaires

  

Oct. 22

Tests

due: Article Reviews

Oct. 29

field & library work

on your own

Nov. 5

    

Nov. 12

Reporting Results

Ch. 6 How to Conduct Collaborative Action Research

Nov. 19

field & library work

on your own

Dec. 3

  

 

Dec. 10

Sharing research projects

due: Research Projects

Dec. 17

7:30-9:30

final wrap up & plans for submitting proposals for presentation/publlication