Piedmont College

School of Education

Syllabus for Specialist Degree

Strand II

Advanced Research I: Qualitative and Quantitative Methods

EDS 820

Mastering the art of teaching:

Preparing Proactive Educators to Improve the Lives of Children

1. I. Course

Title: Advanced Research I: Qualitative and Quantitative Methods

Number: EDS 820.1

Three Semester Hours

2.

3. II. Instructor

Name: Dr. Bob Cummings

Office

Phone: (706) 778-8500

Email: bcummings@piedmont.edu

Fax # (706) 776-9608

Office Hours: By appointment

4. III. Time and Place

Day(s): TBA

Time: TBA

Class Location:TBA 

5. IV. Text(s) Required

Required: Johnson, B. and Christensen, L., (2004, or latest
edition). Educational Research:Quantitative and Qualitative Approaches. Boston: Allyn and Bacon.

APA Style Manual (2000). American Psychological Association (5^th ed.). Washington, DC.

Optional:  Annual Editions; Research Methods, (January,2002 or latest addition) McGraw Hill/Dushkin

6. V. School of Education Mission

Piedmont College Mission

Inspired by the liberal arts tradition and a historical association with the Congregational Christian Churches, Piedmont College cultivates a diverse, challenging and caring intellectual environment to encourage academic success and spiritual development.

To accomplish this mission, the college offers a number of major fields of study that are informed by the liberal arts, including specialized professional programs and selected graduate programs. Instructional opportunities are also provided at distant locations to meet student needs.

School of Education Mission & Philosophy:

The theme of the School of Education is “Preparing Proactive Educators to Improve the Lives of Children.” Reinforcing the mission of Piedmont College, the School of Education strives to prepare reflective, scholarly, proactive educators. These practitioners effectively educate their own students to become knowledgeable, inquisitive, and collaborative learners in diverse, democratic learning communities.

Specific ideals under-gird our conceptual framework. We advocate the democratic ideals of: equal rights and opportunities; individual freedom and responsibility; responsibility for the greater good; respect for diversity; openness to possibilities; and open, informed discourse.

We endorse the following processes as a means of striving for our democratic ideals: engaging in participatory decision-making; collaborating in teaching and learning; collecting information from all constituencies; examining options and projecting consequences; nurturing open discourse; providing for field experiences; assessing processes as well as products; modeling democratic ideals in the classroom; forming communities of learners; and constantly revising the curriculum to reflect new insights and understandings. Further, we endorse the development of a sense of personal integrity and of strong habits of mind (e.g., reflectiveness, persistence, clarity, accuracy, and responsiveness to feedback).

Specialist Degree Program Goal(s);

The program goal of the Specialist Program in Instruction is designed to develop distinguished contributing teachers as leaders, mentors, and models across schools and systems. The primary purpose of schooling is instruction; therefore, all teachers, staff and administrators must focus through habits of mind on the ultimate goal of providing students with the best and most appropriate education possible through continuing school improvement. Regular classroom teachers, teachers in pull-out areas, lead teachers, department heads, building level administrators, as well as staff and administrators at the district level need to view themselves as instructional leaders and through proactive, scholarly and reflective professional and pedagogical development provide instructional expertise and leadership to students and peers both formally and informally.

The specialist program in instruction offers components that address the qualities necessary for preparing distinguished teaching and leadership. The program will provide a rigorous and scholarly pragmatic approach that will meet the needs of candidates in various geographic and educational contexts. To that end, participants are required to specialize in the four program strand themes:

1. Historical foundations of education,

2. Field based research that examines and leads to improved student achievement,

3. Personal and professional philosophy and pedagogy, and

4. Developing expertise in content inquiry style involving classroom practices and
management.

These four strands form a holistic approach to the one year, 30 hour, program of study as continuous themes and curricula to guide, instruct, and develop the professional educator to attain distinguished levels of both theory and practice and become contributing members in the professional discourse of improving schooling.

7. VI. Strand/Course Description & Purpose

The purpose of this course is the study and application of current research methods and theories, procedures and designs with an emphasis on quantitative and/or qualitative methodologies to aid in the processes of school improvement and the development and implementation of a Professional Development Portfolio (PDP). Students will develop an understanding of various approaches and techniques used to conduct research in education and to analyze resulting data. Included in this strand will be the evaluation, interpretation, and application of educational research methods. The focus of this strand is a synthesis of the knowledge, skills, and production of educational research which can be applied to professional practice with a special emphasis on candidates becoming distinguished users of educational research.

As producers of quality research, it is necessary to apply, analyze, synthesize and evaluate the methodologies, processes, and procedures of research in order to evaluate and utilize existing research and perform needed site-specific quality research. Through the use of quality research, educators are in a better position to undertake school improvements and assess the outcomes of these efforts to improve the quality of education.

8. VII. School of Education Outcomes

Candidate Learning Outcomes (CLO):

The following applicable outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium), are addressed in this course.

1) Learning Environment: The candidate uses an understanding of individual and group motivation to create a caring learning environment that encourages positive social interaction, active engagement in learning, and self regulation. The candidate additionally fosters the ideals of a democratic classroom by treating students fairly and justly, providing intellectual challenge, and supporting students as they pursue knowledge and understanding.

2) Subject Matter: The candidate understands and can model the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

3) Student Learning: The candidate understands how students develop and learn and can provide well-managed learning opportunities that support students’ intellectual, social, and personal growth.

4) Diversity: The candidate understands that learners are the products of their innate talents/disabilities, preferred learning styles, and cultural experiences and can adapt instruction to meet diverse needs.

5) Instructional Strategies: The candidate understands and uses a variety of instructional strategies to encourage the development of student critical thinking, problem solving, and performance skills.

6) Assessment Strategies: The candidate understands and uses a variety of assessment strategies to encourage the continual intellectual, social, and personal growth of students.

7) Communication and Technology: The candidate uses knowledge of effective verbal, non-verbal, and media communication techniques and technologies to foster active inquiry, collaboration, and supportive interaction in the classroom.

8) Planning Instruction: The candidate plans and manages instruction based upon knowledge of subject matter/pedagogy, students, the community, and curriculum goals.

9) Reflection and Professional Development: The candidate is a reflective practitioner who continually evaluates the effects of her/his choices and actions upon others, and who actively seeks opportunities for the continual development of a personal pedagogy.

10) Collaboration and Relationships: The candidate communicates and interacts with other educators, parents/families, and the community to support student learning and well being.

Specialist Program Candidate Outcomes (SPCO)

Potentially all Specialist Program Candidate Outcomes could be met in this strand based on each Candidate’s PDP theme or topic.

1) Specialist Candidates will demonstrate proactive knowledge of techniques that bring about positive change in schools, schooling and practices

2) Specialist Candidates will be use assessment of characteristics and needs of student learners

3) Specialist Candidates (through reflection) will conduct self-assessment

4) Specialist Candidates will reflect and improve on student learning

5) Specialist Candidates will integrate technology to enhance learning

6) Specialist Candidates will model, develop, and deliver content expertise

7) Specialist Candidates will generate and use proactive and scholarly research to improve schooling

8) Specialist Candidates will create learning communities

9) Specialist Candidates will provide leadership for creating democratic learning

10) Specialist Candidates will contribute to professional growth of their profession

2. 11) Specialist Candidates will demonstrate ethical dimensions of teaching

1. VIII. Core Course Outcomes Addressed in the Class

.

The Candidate will be able to demonstrate a knowledgeable understanding of research methodologies through application, analysis, synthesis, and evaluation of research by performing and reporting a PDP project in an educational environment. At the conclusion of the strand and course, candidates should be able to:

1) Apply, analyze, synthesize, and evaluate the processes and procedures of quantitative and qualitative research; (CLO 2);

2) Apply and synthesize the vocabulary of research (CLO 2);

3) Apply, analyze, synthesize, and evaluate various types of research methods (CLO 2);

4) Apply, analyze, synthesize, and evaluate quantitative and qualitative designs (CLO 2):

5) Apply, analyze, synthesize, and evaluate data interpretation [teacher as consumer] (CLO 2);

6) Apply, analyze, synthesize, and evaluate technology used for research (CLO 2, 7);

7) Apply, analyze, synthesize, and evaluate research and how it assists teachers to make changes in

their educational practices (CLO 2, 10).

2. IX. Course Policies & Procedures

1. X. Class Attendance & Participation

Attendance/Participation:

Attendance, timeliness, and participation are required and part of your grade. The School of Education policy states that more than the allotted number of excused absences for any reason will result in failure of the course. The allotted number of excused absences is as follows:

· Day classes meeting three times a week for entire semester: 6 absences

· Day classes meeting two times a week for entire semester: 4 absences

· All eight-week classes: 1 absence

· Evening classes meeting for entire semester: 3 absences

Only those absences due to emergencies will be excused. Work missed due to an excused absence may be made up. It is the student’s responsibility to inform the professor in writing how he or she plans to make up the work. Any student who misses more than the allowable number of classes will be asked to drop the course or will receive an F at the end of the semester. Please contact the professor prior to absence when possible.

Active participation means that every student prepares for class by reading the text and/or other assigned readings and that each student actively participates in discussions and activities conducted during class.

2. XI. Academic Honesty

Written Work:

Use APA style (5th ed.). All papers for the course are to be typed using size 12 point type and one of the following fonts: Bookman, Times New Roman (preferred), or Geneva. Papers should be double-spaced, error-free, and grammatically correct (including punctuation, spelling, capitalization, etc.). Make good use of writing references such as dictionaries, writing handbooks, and computer spelling and grammar checks. Each paper should have a cover sheet with your name, course number and name, assignment, and date clearly typed on the front.

Academic Integrity:

By accepting admission to Piedmont College, each student makes a commitment to understand, support, and abide by the "Academic Integrity Policy" without compromise or exception. This class will be conducted in strict observance of the policy. Refer to your Piedmont College Student Handbook for details.

All work submitted must be your original work created in and for this course. It should be properly referenced using APA (including information from the internet). Double dipping (to be explained in class) is not permitted.

3.

Research Ethics:

American Educational Research Association standards will be followed (see Handout 1).

The Piedmont Policy regarding human subject research will be followed (see Handout 2).

c. Special Considerations:

Students with any special needs (disabilities, problems, or any other factors that may affect their performance or that require special instructional strategies) should make these special needs known to the instructor during the first class session.

3. XII. Course Outline and Student Expectations

a. Schedule & Topic Outline (See Attachment A.)

Session	Topic	Assignment	Assessment
Session1	Introduction/Planning the Research Study/ APA Style	Part I Introduction Chapter 1. Introduction to Educational Research Part II Chapter 2. Problem Identification Chapter 3. Research Ethics	Problem Statement Papers
Session 2	Foundations of Research	Part III Chapters 4.Standardized Measurement and Assessment 5.Methods of Data Collection 6. Sampling 7. Validity of Research	Benchmark: Test Concept Comprehension
Session 3	Selecting a Research Method	Part IV Chapters 8. Experimental Research 9. Quasi-Experimental and Single-Case Design 10. Nonexperimental Quantitative Research 11. Qualitative Research 12. Historical Research	Methodology Adoption Plan
Session 4	Analyzing Data	Part V Chapters 13.Descriptive Statistics 14.Inferential Statistics 15. Data Analysis in Qualitative Research	Data Analysis Plan Paper
Session 5	Writing the Research Report	Part VI Chapter 16. Preparation of the Research Report	APA Paper
Session 6	Presentation Guidelines	Presentation of Findings/ PDP	Presentation Plan Paper
Session 7	Post Research Implications and Reflections	Action Plan	Plan for System Mentoring Paper
Session 8	Leadership through Research	Professional Teams SACS/PSC	Benchmark: Research Prospectus Submitted for Approval

b. Description of Assessments & Assignments and due dates: (See Attachment B.)

4. c. Evaluation Criteria

Evaluation Rubric:

Grade A-Superior (90-100)

1. Scholarship-Strong, exceeding requirements of instructor.

2. Initiative-Contributions exceeding the assignment, showing independent resourcefulness.

3. Attitude-Positive benefit to class.

4. Cooperation-Forwarding all group activities, constant and spontaneous.

5. Individual Improvement-Marked and Growing.

Grade B-Good-Above Average (80-89)

1. Scholarship-Accurate and complete, meeting all requirements of instructor.

2. Initiative-Good when stimulated by some desirable achievement.

3. Attitude-Proper and beneficial to group.

4. Cooperation-Good in group work.

5. Individual Improvement-Showing marks of progress and responding to stimulation.

Grade C-Average (70-79)

1. Scholarship-Barely meeting assignments and showing evidence of need of encouragement.

2. Initiative-Uncertain and apparent only at times.

3. Attitude-Generally neutral but not objectionable.

4. Cooperation-Not positive nor very effective and irregular.

5. Individual Improvement-Very ordinary, definite marks lacking.

Grade F-Failing (below 70)

Work unsatisfactory.

e. Instructional Methods

The class will consist of discussions, democratic processes, integration of technology, individual and collaborative assignments, research reading and reporting, and presentations in the sessions.

5.

6. XIII. Resources
a. References. (Handouts will be used as necessary.)

b. Websites

Piedmont College’s webpage: http://www.piedmont.edu/

· Library ../library/homepage.html

· Galileo http://www.galileo.peachnet.edu/Homepage.cgi

· Bookstore http://www.piedmont.bkstr.com/

Georgia Professional Standards Commission: www.gapsc.com

Educational Testing Services/Praxis: www.ets.org/praxis

Georgia Department of Education http://www.doe.k12.ga.us/

· QCC http://admin.doe.k12.ga.us/gadoe/sla/qcccopy.nsf

· Public Schools Report Card http://168.31.216.185/

US Department of Education http://www.ed.gov/

Georgia Association of Educators http://www.gae.org/

Education World http://www.education-world.com/

Internet Public Library http://www.ipl.org/

Education Website Clearinghouse http://www.library.ucf.edu/internet/Education/webed.htm

c. Praxis Information

All students seeking initial certification in the state of Georgia must pass Praxis I in order to be admitted to student teaching. Students may exempt this requirement by providing either SAT, ACT or GRE scores which meet the following criteria:

SAT: 1000 total with a minimum of 480 verbal and 520 math

ACT: 22 composite with a minimum of 21 verbal and 22 math

GRE: 1030 total with a minimum of 490 verbal and 540 quantitative

Students who are seeking initial certification must also pass Praxis II in the appropriate content area in order to be recommended for certification. Students who are currently certified and are adding a new field must also pass the appropriate content exam. Information on Praxis I & II may be found at www.ets.org/praxis and on the Piedmont College website at ../advise/MAT.htm

d. QCC

See http:///admin.doe.k12.ga.us/gadoe/sla/qcccopy.nsf

7. XIV. Instructor’s Resources

APA site:

http://www.uwsp.edu/acad/psych/apa4b.htm

Galileo:

http://www.galileo.peachnet.edu/Homepage.cgi

Ask Eric; a research site:

http://www.askeric.org/

Piedmont Library help online:

../cow-bin/cow?show_conf:Cohort_Library_Connection">Cohort Library Connection

Piedmont College Bookstore online:

http://www.bkstr.com/cgi-bin/gout?

WOW! check this out: How to COW:

../math/heydari/COW/

Piedmont's Schedule Athens and Demorest Campus ../registr/regwebschedmast.htm

Professional Standards Commission(PSC)

http://gapsc.com/

Certification Channel

http://www.gapsc.com/scripts/certificationchannel.asp

Common Links

http://www.gapsc.com/CommonLinks/CommonLinks.asp

Georgia Department of Education

http://www.doe.k12.ga.us/

Public Schools Report Cards

http://168.31.216.185/

US Department of Education

http://www.ed.gov/

Educational Testing Service

http://www.ets.org/

Piedmont College

../newweb/index.html

Piedmont College Library

../library/homepage.html

Georgia Association of Educators

http://www.gae.org/

Education World

http://www.education-world.com/

Internet Public Library

http://www.ipl.org/

Handout 2

Rev. 10-18-00 Rev. 1-24-01

3. I. Approval Procedures for Research Involving Human Subjects

Academic Assessment Committee

Piedmont College

Dissemination of this document

· All faculty members, including part-time faculty

· Students in all courses in which research with human subjects is taught and/or conducted

· Any individual conducting human subject research sponsored by Piedmont College or conducted on any Piedmont College facility

1. Basis for these procedures

2. Piedmont College is committed to protecting the rights and welfare of human subjects in behavioral and biomedical research, following these procedures and federal regulations in Title 45, Code of Federal Regulations (CFR), Part 46, “Protection of Human Subjects.” These procedures apply to research sponsored by Piedmont College, conducted by employees or agents of Piedmont College, or conducted using the properties of Piedmont College

Following these procedures protects researchers, the College and those involved in our research projects.

What proposals must be submitted? Any proposal for research associated with Piedmont

College using human subjects in any way.

Definitions

“Research” refers to any systematic investigation designed to develop or contribute to generalizable knowledge.

“Human subjects” refers to live individuals about whom the researcher(s) obtains (a) data through intervention or interaction or observation, and/or (b) identifiable private information.

Responsibilities

1) Academic Assessment Committee: For developing procedures for approval of human subject research and reviewing those procedures as needed; reviewing research proposals requiring “expedited” and “full review” procedures; maintaining records of all research proposals; and advising faculty and administration of any problems arising regarding human research involving Piedmont College.

2) Director of Institutional Research and Effectiveness: For oversight regarding any legal issues arising from research projects, and for the operations of the Academic Assessment Committee.

3) Deans of the Schools of Arts & Sciences, Business, Education and Nursing: Submit to Director of Institutional Research and Effectiveness a list of faculty members designated to review research proposals by members of their respective schools (“Reviewers”). For monitoring the performance of respective faculty members and department chairs in management of research projects in conformity with these procedures.

Deans may require additional procedures for the review of research proposals, as long as the additions do not contravene those in this document.

4) Reviewers: For conscientious review of research proposals submitted to them for consideration, and appropriate referrals of those proposals, as per the procedures provided in this document. To provide counsel to faculty members with questions about the procedures for review of research proposals.

5) Researchers: For designing, implementing and reporting any research to meet both letter and spirit of these procedures. The guiding concept for research on human subjects at Piedmont College is “do no harm.”

Criteria for research projects involving human subjects

1) Are risks to human subjects minimized?

2) Are risks reasonable, relative to the benefits and knowledge expected to accrue?

3) Is selection of subjects equitable, especially those from vulnerable populations, such as children, prisoners, pregnant women, mentally disabled persons, or the economically or educationally disadvantaged?

4) Are subjects adequately informed about the research and their rights?

5) Is consent and/or assent of the subjects appropriately documented?

6) Is the safety of the subjects protected?

7) If appropriate, are the privacy of subjects and the confidentiality of data protected?

Researchers at Piedmont College conducting research involving employees and/or students at other institutions must follow the procedures of and receive approval from those institutions, in addition to meeting Piedmont College’s criteria.

Researchers and reviewers should be familiar with guidelines for human subject research published by organizations of their respective academic disciplines.

Researchers involved in handling blood borne pathogens should adhere to the Universal

Precautions guidelines established by OSHA and CDC.

Adult Consent and Child Assent

Subject participation must be voluntary. The procedure for insuring voluntary participation differs for adults and children. Adults must give their informed consent before participating, and children must give their assent.

1) Informed consent from adults. Subjects must give informed consent before participating. They must be told in clear and simple terms what they need to know to decide whether or not to participate. Consent forms are the greatest source of problems in getting Academic Assessment Committee approval. The Academic Assessment Committee may waive or modify the elements of informed consent (CFR 46.116(d)), but normally consent forms include the following items (CFR 46.116):

a. information explaining the purpose of the research, describing the procedure, identifying experimental procedures, and telling how long participation will last;

b. a description of reasonably foreseeable risks and discomforts;

c. a description of benefits that the subject or others might reasonably expect;

d. a disclosure of alternative procedures or treatments that might help the subject (this especially applies to medical studies);

e. a statement describing the extent to which confidentiality will be maintained;

f. for research involving more than minimal risk, an explanation as to whether any compensation or medical treatments are available if injury occurs, and if so, what this consists of or where further information can be obtained;

g. an explanation of whom to contact for answers to questions about the research and about subj