The University of Akron College of Education Educational Foundations and Leadership 5100: Techniques of Research 3 Credits

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1 The University of Akron College of Education Educational Foundations and Leadership 5100: Techniques of Research 3 Credits Instructor: Office: Phone: Office Hours: Section: Building: Room: Day/Time: I. COURSE DESCRIPTION There are four primary goals that are the foundation of the Techniques of Research. 1. Understand the concepts, purposes, and methods that are fundamental to conducting systematic inquiry within the multiple perspectives of the research process. 2. Identify and adhere to general standards of educational research and to specific research standards of various sub-disciplines. 3. Bridge the theory and praxis continuum by developing and applying useful research skills to real-world problems such as those required to critique published research or develop one s own research project. 4. Use the new technologies to locate and communicate research-related information. II. RATIONALE Techniques of Research introduce students to the logic and dynamics of the social science research process. Teachers, administrators, counselors, sports and wellness experts and other social science professionals are faced with many decisions in their daily work, and they have questions about the effectiveness of various professional practices. One important source of information that can guide their practice and decision process is the large body of scholarly research. The purpose of this course is to provide practitioners with the skills and knowledge to locate and critically evaluate scholarly research.. III. REQUIRED/OPTIONAL TEXTS Gall, J.P., Gall, M.D., & Borg, W.R. (2005). Applying educational research: A practical guide. (5 th edition). New York: Longman. 1

2 IV. COURSE GOALS/OBJECTIVES Course Objectives UA Conceptual Framework Proficiencies Applicable Standards OSTP Assignment/ Assessment Understand purpose of research K1, K2, K4 2,3,4,5,7 1,2 3, EX1 Understand concepts of research K1, K2, K4 2,3,4,7 1,2 3, EX1 Understand methods of research K1, K2, K4, T1, T2 2,3,4,5,7 1,2 3, EX1 Adhere to research standards K1, K2, K4, E1,E2, 2,3,4,7 1,2 3, EX1 and ethics E3, D1, D2 Apply Research Skills E1, E2, E3, T1, T2 2,3,4,5,7 1,2 3, EX1 Use Technology to conduct research T1, T2 2,3,4 1,2 3, EX1 Note: Standards based on the Ohio Standards for Teaching Professionals. These can be found at: V. COURSE OUTLINE Date Topic Assigned Reading Due 25-Aug Course Overview Using Research & Literature Reviews Chapter One/Two 1-Sep No Class Labor Day 8-Sep Preliminary Resources for Research Chapter Three Secondary Resources for Research Chapter Four 15-Sep Reading Results of Quantitative Research Chapter Five Statistical Analysis of Research Data Chapter Six 22-Sep Experimental Research Chapter Nine Assignment 1 Descriptive and Causal Comparative Chapter Seven 29-Sep Correlational Research Chapter Eight 6-Oct Exam One 13-Oct Case Studies in Qualitative Research Chapter Ten Assignment 2 20-Oct Case Studies in Qualitative Research Chapter Ten 27-Oct Ethnographic Research Chapter Eleven 3-Nov Meta-Analytic Research Reading Provided 10-Nov Historical Research Chapter Thirteen 17-Nov Evaluation Research Chapter Fourteen 24-Nov Action Research Chapter Fifteen 1-Dec Final Project Presentations Final Project 2

3 VI. INSTRUCTIONAL STRATEGIES/ACTIVITIES/TECHNOLOGY Techniques of Research blends a variety of instructional strategies, activities, and technology including: lecture, small group and whole class discussion, individual and collaborative written assignments, communications, retrieving and downloading electronic information via WebCT. Assignment 1: Locate one quantitative research article from an academic journal that used a research design discussed in the course. Your task is to write a critique that will include the following sections: 1) the reference in APA style, 2) the research domain considered, 3) the research questions addressed, 4) a critique of the introduction 5) a critique of the methods, 6) a critique of the results and discussion sections. Each section must be written in YOUR OWN WORDS. Any critique that is not written in your own words will result in a failing grade for the assignment. Assignment 2: Locate one qualitative research article from an academic journal. Your task is to write a critique that will include the following sections: 1) the reference in APA style, 2) the research domain considered, 3) the research questions addressed, 4) a critique of the introduction, 5) a critique of the methods, 6) a critique of the results and discussion sections. Each section must be written in YOUR OWN WORDS. Any critique that is not written in your own words will result in a failing grade for the assignment. Final Project/ Presentation: The final project is a mini-proposal for a research project. This mini-proposal will include a title of the project, a proposal abstract, and proposal introduction, a literature review, and a methods section. Students will be required to have a total of six peer reviewed articles for this proposal. Details to be discussed in class (handout of expectations will be provided). VII. EVALUATION/STUDENT ASSESSMENT Course Grade: Grads will be calculated according to the scale below: Mid-Term Exam 1: 100 points Final Project: 100 points Article Critiques (x 2) 100 points (50 points each) 3

4 Grades will be assigned based on the conversion scale below: A C A C B C B F 69- Below B I Incomplete VIII. CONCEPTUAL FRAMEWORK PROFICIENCIES The University of Akron, College of Education has identified Educator as Decision Maker as the theme of our conceptual framework, which has been developed around the core components of professional practice and scholarship identified in the mission statement of the college: Knowledge, Technology, Diversity, and Ethics. The theme and components provide direction for programs, courses, teaching, candidate performance, scholarship, service, and unit accountability. It is our goal to provide opportunities to candidates to develop a solid foundation in the identified proficiencies for each of the core components through well-planned coursework. This foundation then transfers into knowledge-based decision making as it applies to Standards Setting Programs, Research and Inquiry, and Outreach. Descriptions of the proficiencies are provided at As you progress through your program, you will find the conceptual framework aligned with course objectives. You will also find the conceptual framework theme and core components reflected throughout the College of Education. This reflects our commitment to these central tenets and our vision that all of our graduates will be effective decision makers throughout their professional careers. IX. STUDENT ETHICS AND OTHER POLICY INFORMATION The University of Akron...regards academic dishonesty as a serious matter, and those who violate the standards of academic integrity are dealt with severely." More information is available at: Academic Integrity: A Guide to Responsible Behavior The University of Akron "encourages students to learn from and build upon the work of others. However, when a student creates a work that incorporates the words or ideas of another, he or she must properly acknowledge the source of that information. Failure to do so constitutes plagiarism and is prohibited by University Rule Under University Rule , plagiarism constitutes a type of student misconduct that is punishable by formal disciplinary probation, suspension, or dismissal from the University. It is the responsibility of all University of Akron students to know what plagiarism is and how to avoid it." 4

5 What is Plagiarism? Plagiarism is stealing or passing off ideas or words of another as one's own; using another's production without crediting the source; committing literary theft presented as a new and original idea or product derived from an existing source. -- Merriam-Webster Online Dictionary For further information about The University of Akron's policies regarding student ethics and conduct, please consult the following sources: then select "General Information" (academic honesty); or (Student Code of Conduct). Any student who feels she/he may need an accommodation based on the impact of a disability please consult and the Office of Accessibility at (330) Any student who feels she/he may need an accommodation based on the impact of a disability should contact the Office of Accessibility at The office is located in Simmons Hall, 105. X. BIBLIOGRAPHY Atkinson, P., A. Coffey, et al. (2003). Key Themes in Qualitative Research: Continuities and Changes. Walnut Creek, CA, Altamira Press. Atkinson, P., A. Coffey, et al., Eds. (2001). Handbook of Ethnography. Thousand Oaks, CA, Sage. Auerbach, C. F. and L. B. Silverstein (2003). Qualitative Data: An Introduction to Coding and Analysis. New York, New York University Press. Berg, B. L. (2007). Qualitative Research Methods for the Social Sciences. Boston, Pearson Allen & Bacon. Bernard, H. R. (1994). Research Methods in Anthropology: Qualitative and Quantitative Approaches. Walnut Creek, CA, Altamira. Bogdan, R. C. and S. K. Biklen (2007). Qualitative Research for Education: An Introduction to Theory and Methods. 5 th ed. Boston, Pearson. Bryman, A., and Robert G. Burgess, Ed. (1994). Analyzing Qualitative Data. London, Routledge. Coffey, A. and P. Atkinson (1996). Making Sense of Qualitative Data: Complementary Research Strategies. Thousand Oaks, CA, Sage. Crabtree, B. F. and W. L. Miller, Eds. (1992). Doing Qualitative Research. Research Methods for Primary Care. Newbury Park, CA, Sage. Creswell, J. W. (1997). Qualitative Inquiry and Research Design: Choosing Among Five Traditions. Thousand Oaks, CA, Sage. Creswell, J. W. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, CA, Sage. Delamont, S. (1992). Fieldwork in Educational Settings: Methods, Pitfalls and Perspectives. London, Falmer Press. Delamont, S. (2002). Fieldwork in Educational Settings: Methods, Pitfalls and Perspectives. London, Routledge Falmer. demarrais, K. and S. D. Lapan, Eds. (2004). Foundations for Research: Methods of Inquiry in Education and the Social Sciences.. Mahwah, NJ, Lawrence Erlbaum. 5

6 Denzin, N. K. and Y. S. Lincoln, Eds. (2000). Handbook of Qualitative Research. Thousand Oaks, CA, Sage. Denzin, N. K. and Y. S. Lincoln, Eds. (2005). The Sage Handbook of Qualitative Research. Thousand Oaks, CA, Sage. Dey, I. (1993). Qualitative Data Analysis: A User-Friendly Guide for Social Scientists. London, Routledge. Validity, evidence (lots of entries), corroborating evidence Erlandson, D. A., E. L. Harris, et al. (1993). Doing Naturalistic Inquiry: A Guide to Methods. Newbury Park, CA, Sage. Esterberg, K. G. (2002). Qualitative Methods in Social Research. Boston, McGraw-Hill. Ezzy, D. (2002). Qualitative Analysis: Practice and Innovation. London, Routledge. Fetterman, D. M. (1998). Ethnography: Step by Step. Thousand Oaks, CA, Sage. Goodwin, W.L. and L.D. Goodwin (1996). Understanding quantitative and qualitative research in early childhood education. New York: Teachers College Press. Green, J. L., G. Camilli, et al., Eds. (2006). Handbook of complementary methods in education research. Washington, DC, American Educational Research Association. Guba, E. G., Ed. (1990). The Paradigm Dialog. Newbury Park, CA, Sage. Gubrium, J. F. and J. A. Holstein (1996). The New Language of Qualitative Method. New York, Oxford University Press. Gubrium, J. F. and J. A. Holstein (2002). Handbook of Interview Research: Context and Method. Thousand Oaks, CA, Sage. Hammersley, M. and P. Atkinson (1995). Ethnography: Principles in Practice. 2 nd ed. London, Tavistock. Hardy, M. and A. Bryman, Eds. (2004). Handbook of Data Analysis. Thousand Oaks, CA, Sage. Hatch, J. A., Ed. (1995). Qualitative Research in Early Childhood Settings. Westport, CT, Praeger. Heaton, J. (2004). Reworking Qualitative Data. London, Sage. Hesse-Biber, S. N. and P. Leavy (2006). The practice of qualitative research. Thousand Oaks, CA, Sage. Holliday, A. (2002). Doing and writing qualitative research. London, Sage. Huberman, A. M. and M. B. Miles, Eds. (2002). The qualitative researcher's companion. Thousand Oaks, CA, Sage. Jackson, B. (1987). Fieldwork. Urbana, IL, University of Illinois Press. Johnson, B. and L. Christensen (2000). Educational Research: Quantitative and Qualitative Approaches. Boston, Allyn & Bacon. Jones, S. R., V. Torres, et al. (2006). Negotiating the complexities of qualitative research in higher education: Fundamental elements and issues. New York, Routledge. Shaddish, W., Cook, T., & Campbell, D. (2002). Experimental and Quasi-Experimental Designs for Generalized Causal Inference, Houghton Mifflin: NY. 6

7 Final Notes: Weather Information: 972-SNOW The University of Akron system will be recognized as the official means of communication for the class. Any portions of this syllabus are subject to change without prior notice. The schedule will be changed when necessary. Learning takes priority! Developed by Karen Larwin, Ph.D. August 16,