Barbara Z. Johnson

Research Methods in Education (EDUC 7011) Fall 2009

Class meeting times:

• Threaded discussion throughout the semester
• September 27 - 8:30 am to 4:00 pm in Montague 108

Instructor:

Barbara Z. Johnson, M.Ed. (web site: http://www.d.umn.edu/~bjohnson/ )

 

Office:

EduE 45

 

Phone numbers:

• 218-726-7108 (UMD office)
• 218-390-0962 (cell phone)

email:

bjohnson@d.umn.edu

Class alias:

educ7011-20-f2009@d.umn.edu

Office hours (online via Moodle chat unless you make other arrangements ahead of time):

NOTE: These hours will NOT be available from October 7 - 14!!!! But I may be able to meet with you online at other times that week. Please ask if you need to "see" me.

• Monday 10 - 11 am
• Wednesday 11am - noon
• Thursday 8 - 9 pm

Course Description and Overview

This course provides in depth knowledge and skills in quantitative, qualitative, and mixed methods research methodology. The course is designed to guide students through the process of designing and conducting a scholarly research project.

Learner Outcomes

1. Apply the principles of research and inquiry to problem-solving and decision-making
2. Demonstrate understanding of educational and research methodologies and their appropriate use
3. Explain validity and reliability and apply it to a research plan
4. Develop a plannining matrix for research design
5. Examine various strategies for data collection and analysis in educational research
6. Prepare a draft of a educational research project that includes a research question, review of relevant literature, and a plan for collecting and analyzing primary research data

Alignment with Program Benchmarks

M. Ed. Program Objectives:

1.Critical reflection
2. Investigation and application of educational theory to practice
3. Evaluating and conducting educational research
4. Cultural competence
5. Building and maintaining communities of learners as professionals
6. Developing leadership in educational reform and social justice

Course Content	Program Objectives
Apply the principles of research and inquiry to problem-solving and decision-making	2, 3
Demonstrate understanding of educational and research methodologies and their appropriate use	2, 3
Explain validity and reliability and apply it to a research plan	2, 3
Develop a plannining matrix for research design	2, 3
Examine various strategies for data collection and analysis in educational research	1, 2, 3
Prepare a draft of a educational research project that includes a research question, review of relevant literature, and a plan for collecting and analyzing primary research data	2, 3

Required Texts

• Cohen, L., Manion, L., & Morrison, K. (2007) . Research methods in education, Sixth Edition. This book has been used in the M.Ed. program for a couple of years. Don't panic at the level of detail on many of the topics. This text is the best compromise I could find that gives enough detail for the student who will do a particular type of research while pulling all that detail into one text that we will all have in common.
• Publication Manual of the American Psychological Association, Sixth Edition, just released in July 2009. I recommend the spiral binding since that allows you to open up the book and lay it flat.
• Readings on electronic reserve for EDUC 7011. Or, I may hand out printouts in class if I can get them photocopied before we meet. Since some of the detail in Cohen is just too deep for a general understanding of key concepts in research, I am pulling sections from other books that introduce concepts - especially statistics - at a more appropriate level.

Recommended Resources

Additional readings will be recommended to support student pursuit of particular research methods, data collection and data analysis.

• Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc. We will use sections of this text again since he does an excellent job with many concepts.
• Glesne, C. (2006). Becoming Qualitative Researchers (3rd ed.). New York: Pearson Education, Inc.
• Hammersley, M., & Atkinson, P. (1995). Ethnography: Principles in Practice (Second ed.). London: Routledge.
• Moustakas, C. (1994). Phenomenological Research Methods. Thousand Oaks, CA: Sage Publications, Inc.
• Salkind, N. J. (2008). Statistics for People Who (Think They) Hate Statistics (3rd ed.). Los Angeles: Sage Publications.
• Van Manen, M. (1990). Researching Lived Experience: Human Science for an Action Sensitive Pedagogy. New York: State University of New York Press.

Instructional Strategies Used in This Class

The following instructional strategies and formats will be used:

1. In-person class September 27th: direct instruction, small and large group discussions, and experiential learning activities
2. Web-based threaded discussions, approximately 3-4 hours per week: original posts, feedback and responses which will include critical reflections, collaboration and discussion on assignments
3. Project-based learning toward capstone project, which will include significant self-directed searching for resources to aid you in drafting your thesis
4. MAY have opportunities to use online games or simulations to enhance learning of concepts, if available.

Course Requirements and Expectations

As members of the cohort learning community, the expectation is that we all contribute to the learning of the group and each other, and share in creating a quality learning environment. Cohort members bring diverse and extraordinary experience to the process, and we will encourage and rely on that experience to deepen the learning of the group. Participation is therefore expected during the class sessions, as well as bi-weekly online threaded discussions.

Online Text-Based Discussions

Asynchronous threaded discussions and group work (in Moodle) constitute the majority of interaction in the course after the first in-person meeting . Discussion topics and questions will be posted usually in two to three week units, with guidelines for the quantity and type of posts required during this period of time. The minimum expectation is that you will participate in each threaded discussion assignment by posting initial input, engaging in web dialogue, and providing feedback/responses to group members. We suggest you allow yourselves 2-3 hours per week to engage in threaded discussions.

I expect that you will do your initial post for each unit by Tuesday of the second week of the unit. The second post should come by Thursday, with a final post by Saturday. I will aim to grade these and wrap up the unit late on Saturday.

Considerations?

Writing your insights, thoughts, and responses to others in a way that's relatively public and semi-permanent (at least for the duration of the semester) can be a little un-nerving at first and can stifle creativity or thoughtful discussion.

Since a major portion of your learning during this term involves learning to use the technical terms of research, try to use these new terms and phrases as accurately as you can. A portion of your assessment will be based on growth in this ability over the term. Also, if you refer to a source (other than another post in our Moodle discussion), use APA formatting - this is a good time to practice!

As to the kind of posts?

Productive, satisfying discussions are often the result of risk-taking, feedback, questioning, and occasional disagreements, as well as affirming, supportive interaction. With each unit's discussion topic, I will ask you for thoughtful input that reflects the reading, your own experience, and your thoughts or insights. I will also ask you to reflect on other's posts--do you agree or disagree, do you have questions, does this lead you to think about something else? Don't be afraid to ask for clarification or to say that you don't understand something!!

Asynchronous threaded discussions (Moodle)

With asynchronous online discussions, it is also important to simply "be present" -- to find ways to describe in writing what you might be doing non-verbally, e.g., nodding your head, smiling, or looking quizically at someone. Imagine making a statement in person in a class, and having no response from the audience--let people know you're there, that you've read their posts. Also, let others in your small group(s) know when you might be out of town or away from your computer, and when you'll return.

In addition to the course-related threaded discussions, I have created a folder called "Cyberspace Cafe" in Moodle. This is the place where you can have casual conversations similar to what goes on in classrooms before class starts, during breaks, etc. We will occasionally start a folder, and encourage you to create your own folders for conversation on topics that interest you. Participation in the Cyberspace Cafe is not required.

Also, there will be a discussion called "Barb's Office" in Moodle. Please use this for fairly urgent questions that other students might also have. I will check this FIRST thing every morning.

Schedule

Tentative schedule

Assessments

Progress toward meeting course objectives will be measured in a variety of ways including: tests, case studies, online group discussions, in-person discussions, written assignments, and completion of components of the final capstone project.

For detailed list of assessments, please see the assessments page.

Late Assignment Policy

Try not to be late on assignments that you hand in to me for feedback. You will generally have a chance to receive feedback and resubmit, so I would rather see what you have at the time the assignment is due. However, if you prefer, you may hand in assignments past the due date, but you will receive a lower score. I will subtract 10% per day from the points you would have received if it was on time.

Since we are all adults with busy lives and unexpected problems do come up, if you contact me BEFORE an assignment is due and let me know that you have a crisis (health or other) that will cause you to turn in an assignment late, the late policy will not be enforced. We will negotiate a new due date without penalty.

On discussions, try to jump in and post early in the second week of each unit. If you know you will be gone during that time, alert the class and try to post early instead. These discussions rely upon you all to make them profitable for everyone.

Grading

Tentatively, grading will be done on a fixed scale. I may LOWER the percentages required for a specific grade based on the final scores for the whole class. In-progress grades will be available in UMD's eGradebook, available at: http://www.d.umn.edu/egradebook/ - which includes the percentage cutoffs for each grade.

Accommodations for People with Different (Learning) Strengths

If you have a diagnosed learning disability, please see me as soon as possible so we can arrange for appropriate adaptation!

If you have any condition that requires adaptation of classroom, online, or assessment methods, please let me know as soon as possible! I am happy to make modifications, but some of them require some lead time to arrange.

For all of the rest of us, please talk to me if you are struggling with any aspect of the course. It is text-heavy and may prove challenging to people who have not been reading and writing in academia recently. The discussions are meant to take some pressure off from the specialized writing style of publishable, academic writing, but if you need extra help, the department may be able to arrange for writing coaches beyond what feedback I can give you. There is no shame in asking for assistance with learning to write in an academic style; many writers use editors!

Student Appeals and Grievances

The Department of Education's policies regarding student appeals and grievances come from the University of Minnesota Duluth's set of policies, which are listed here: http://www.d.umn.edu/educ/student_resources/appeals.html.