Introduction to Research In Education

EDK 500

Kim Killu, Ph.D.

126 School of Education

(313) 593-5240

e-mail: kimkillu@umd.umich.edu

OFFICE HOURS: 

Monday, 2:00 p.m. – 5:00 p.m. (by appointment)

Tuesday, 2:00 p.m. – 4:00 p.m. (by appointment)

To make appointments, please contact Monique Davis at (313) 436-9135

at 126 SOE

Kim Killu

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COURSE DESCRIPTION

An introduction for classroom teachers to the process of reviewing, evaluating, conducting, and disseminating educational research. Designed to help teachers evaluate research findings and their applications to classroom practice.

 

TEXT

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Martella, R.C., Nelson, R., & Marchand-Martella, N.E. (1999).  Research methods: Learning to become a critical research consumer. Needham Heights, MA:  Allyn & Bacon

 

TOPICS

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  1. Understanding Research
  2. Issues In Interpreting Research
  3. Reliability, Validity, and Interobserver Agreement
  4. Statistical Concepts & Sampling Procedures
  5. Experimental Designs
  6. Causal-Comparative Research
  7. Correlational Research
  8. Qualitative Research
  9. Single Subject Designs
  10. Survey Research, Historical Research, & Program Evaluation

 

COURSE OBJECTIVES

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After the completion of this course, students will be able to do the following through oral and written means:

  1. Explain the importance of thinking critically about research;
  2. describe the scientific method;
  3. explain the difference in how science is conducted when using inductive or deductive logic;
  4. describe the five ways of gaining information
  5. describe the five constraint levels of research;
  6. explain why replication research is important in science;
  7. describe, define, recognize and give examples of dependent and independent variables;
  8. identify and describe the components of a published research article;
  9. describe and indicate the major sources of unsystematic variance;
  10. describe and indicate the major sources of systematic variance;
  11. describe the term internal validity;
  12. explain each of the 12 possible threats to the internal validity of a study;
  13. describe the term external validity;
  14. describe the term population validity;
  15. explain each of the two types of population validity;
  16. describe the term ecological validity;
  17. explain each of the 10 types of ecological validity;
  18. identify possible threats t internal or external validity given a research vignette;
  19. define reliability, validity, and interobserver agreement;
  20. describe three types of test reliability and identify the type of test reliability related to different research problems;
  21. describe the relationship between interobserver agreement, reliability, and accuracy;
  22. describe the following: coefficient of stability, coefficient of equivalence, coefficient of internal consistency, reliability coefficient, standard error of measurement, construct validity, content validity, & criterion related validity;
  23. describe the different scales of measurement;
  24. describe the purpose of the null hypotheses and alternative hypotheses;
  25. describe the differences between parametric and nonparametric tests of statistical significance;
  26. describe what is meant by Type I and Type II errors;
  27. explain what power is and how it can be increased;
  28. describe the types of parametric and nonparametric tests;
  29. describe the different methods of sampling;
  30. describe what is meant by sampling error and describe how sampling decisions are made;
  31. describe and recognize the different true experimental designs, quasi-experimental designs, and pre-experimental designs;
  32. describe the appropriate conditions to use a true experimental design, a quasi-experimental design, or a pre-experimental design;
  33. describe the threats to internal and external validity for true experimental designs, quasi-experimental designs, and pre-experimental designs;
  34. describe critical issues in designing causal-comparative research
  35. describe how causal-comparative methods are similar/dissimilar to experimental methods;
  36. explain how to interpret causal-comparative research;
  37. describe parametric tests and nonparametric of statistical significance used in causal-comparative research;
  38. explain the internal and external validity problems with causal-comparative research;
  39. explain the purpose of correlational research;
  40. describe critical issues in designing correlational research;
  41. explain how to interpret correlational research;
  42. describe bivariate frequency distributions;
  43. describe the relationship between the correlational coefficient and causality;
  44. describe the three conditions that researchers must meet to infer a causal relationship between two variables using the correlational research method;
  45. describe the correlational statistical procedure applicable for each level of measurement;
  46. describe the characteristics of qualitative research and indicate how qualitative research differs from quantitative research;
  47. describe the phases in various qualitative research procedures;
  48. describe the different sampling procedures used in qualitative research methods;
  49. describe the ways of understanding qualitative research methods including the different forms of validity;
  50. describe the various evaluative criteria for judging the reliability and validity of qualitative research;
  51. describe case study research;
  52. describe observation studies;
  53. discriminate between participant and nonparticipant observation methods;
  54. describe problems of, and solutions to, observer effects and observer bias;
  55. describe naturalistic observation studies and simulations;
  56. describe interview studies;
  57. describe ethnohgraphic research;
  58. explain how qualitative data are analyzed including internal and external validity concerns;
  59. explain how single-case methods are similar to and different than quantitative and qualitative research methods;
  60. explain what a baseline is and why it is used;
  61. Explain the following single-subject designs: A-B, A-B-A, A-B-A-B, B-A-B, A-B-C-B, multiple baseline across behaviors, subjects, or settings, multiple probe designs, multitreatment designs, alternating treatment designs, and different combinations of any of these designs;
  62. describe the internal and external validity issues surrounding the use of the following designs;
  63. describe the essential features/ method of single subject design;
  64. explain data analysis and baseline logic in single-subject designs;
  65. describe the purposes of survey research;
  66. describe the types of surveys;
  67. describe the factors in choosing a survey method;
  68. describe the importance of response rate to survey research;
  69. describe the internal and external validity concerns in survey research;
  70. describe the characteristics and purposes of historical research;
  71. describe the steps in the historical research process;
  72. describe how to analyze historical data including external and internal criticism and synthesis;
  73. discuss the different approaches to program evaluation;
  74. discuss the goal and objectives of program evaluation;
  75. describe the types of program evaluations;
  76. discuss the difference between formative and summative evaluations;
  77. describe the general framework used to conduct a program evaluation

ASSIGNMENTS

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READING ASSIGNMENTS

Reading assignments and web sites that correspond with each topic are listed on the assignments link. Students must read the chapter in the textbook and visit the web sites before participating in the online discussion.

   DISCUSSIONS

Participation in online discussions is required for each topic in the course. You may read and post messages in the discussions at anytime of the day. The discussions enable students to interact with each other and to discuss the readings, web sites, and issues related to the topic. Student participation in the discussion is graded, so for specific instructions for each course discussion, read the syllabus and grading criteria for the course in which you are enrolled.

     TOPICAL ASSIGNMENTS

Guided notes, competencies, checkpoints, and/or other assignments are required for each topic. These assignments require students to respond on the basis of readings, web site visits, and information that has been discussed in the online discussions. For specific instruction read the syllabus and grading criteria for the course in which you are enrolled. 

      FINAL EXAM OR PROJECT

A final exam or final project that requires students to apply knowledge to practical situations is required for each course. For specific instruction read the syllabus and grading criteria for the course in which you are enrolled.

 

INCOMPLETES

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Incompletes will be considered only in accordance with UM-D policy which states that a compelling, personal reason must be documented, 70% of the coursework must be completed, and a contract for completion must be secured and filed by the student. The course instructor sets the requirements for completion of the contract.

 

STUDENTS WITH DISABILITIES

The University will make reasonable accommodations for persons with documented disabilities. Students should register with Disability Resource Services located in Counseling & Support Services, 1060 University Mall.

 

ACADEMIC DISHONESTY

To be successful in this course, a student must invest a large amount of work and study throughout the semester. Unfortunately, a small number of students do not allow themselves the time necessary to prepare adequately to meet the course requirements. Please be assured and forewarned that cheating will not be tolerated in this course. All cases of confirmed or suspected academic dishonesty will be referred through the appropriate University channels.

 

 

Additional Readings

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American Educational Research Association. (1992). Ethical standards of the American Educational Research Association. Educational Researcher, 21(7), 23-26.

American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1985). Standards for educational and psychological testing. Washington, DC: Authors.

American Psychological Association. (1994). American Psychological Association. (1994). Publication manual of the American Psychological Association (4th ed.). Washington, DC: Author.

American Psychological Association. (1997). Ethical principles of psychologists and code of conduct. Washington, DC: Author.

Atkinson, P., & Hammersley, M. (1994). Ethnography and participant observation. In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research (pp. 248-261). Thousand Oaks, CA: Sage.

Baer, D.M. (1977). Reviewer’s comment: Just because it is reliable doesn’t mean that you can use it. Journal of Applied Behavior Analysis, 10, 117-119.

Barlow, D.H., & hersen, M. 91984). Single case experimental designs: Strategies for studying behavior change (2nd ed.). New York: Pergamon Press.

Billingsley, F., White, D.R., & Munson, R. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2, 247-256.

Bogdon, R.C., & Biklen, S.K. (1992). Qualitative research for education: An introduction to theory and methods (2nd ed.). Boston: Allyn & Bacon.

Campbell, D.T., & Stanley, J.C. (1963). Experimental and quasi-experimental designs for research. Boston: Houghton Mifflin.

Carver, R. (1978). The case against statistical significance testing. Harvard Educational Review, 48, 378-399.

Carver, R. (1993). The case against statistical significance testing, revisited. Journal of Experimental Education, 61(4), 287-292.

Cook, T.D., & Campbell, D.T. (1979). Quasi-experimentation: Design and analysis issues for field settings. Chicago: Rand McNally.

Cooper, J.O., Heron, T.E., & Heward, W.L. (1987). Applied behavior analysis. Columbus, OH: Merrill.

Dunkin, M.J. (1996). Types of error in synthesizing research in education. Review of Educational Research, 66, 87-98.

Educational Resources Information Center (1982). ERIC processing manual (Section 5: Cataloging). Washington, DC: Author.

Federal Register. (1991). Federal Policy for the protection of human subjects; notices and rules, Part II. Federal Register, 56, 28001-28032.

Fowler, F.J. (1993). Survey research methods. Newbury Park, CA: Sage.

Herrnstein, R.J., & Murray, C. (1994). The bell curve. New York: Free Press.

Howe, K., & Eisenhart, M. (1990). Standards for qualitative (and quantitative) research: A prolegomenon. Educational Researcher, 19(5), 2-9.

Johnston, J.M., & Pennypacker, H.S. (1980). Strategies and tactics of human behavioral research. Hillsdale, NJ: Lawrence Erlbaum.

Kazdin, A.E. (1982). Single-case research designs: Methods for clinical and applied settings. New York: Oxford University Press.

Lamal, P.A. (1990). On the importance of replication. Journal of Social Behavior and personality, 5(4), 31-35.

Marshall, C., & Rossman, G.B. (1995). Designing qualitative research (2nd ed.). Thousand Oaks, CA: Sage.

Mordock, J.B. (1995). Institutional review boards in applied settings: The role in judgements of quality and consumer protection. Psychological Science, 6, 320-321.

Neuliep, J.W., & Crandall, R. (1993a). Everyone was wrong: There are lots of replications out there. Journal of Social Behavior and Personality, 8 (6), 1-8.

Neuliep, J.W., & Crandall, R. (1993b). Reviewer bias against replication research. Journal of Social Behavior and Personality, 8 (6), 21-29.

Shaver, J. (1993). What statistical significance testing is, and what it is not. Journal of Experimental Education, 61(4), 293-316.

Smith, J.K. (1983, March). Quantitative versus qualitative research: An attempt to clarify the issue. Educational Researcher, 6-13.

Smith, J.K., & Heshusius, L. (1986, January). Cl9osing down the conversation: The end of the quantitative-qualitative debate among educational inquirers. Educational Researcher, 4-12.

Tawney, J.W., & Gast, D.L. (1984). Single subject research in special education. Columbus, OH: Merrill.

Wolf, M.M. (1978). Social validity: The case of subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203-214.

 

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©Author. This site cannot be duplicated, used for profit, or excerpted without the written permission of the author . The author wishes to thank Realm Graphic's, Graphics Station and Eric's Animated Gifs for the great graphics and the authors of all of the hyperlinks that are included on this page.