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WSU College of Education Conceptual Framework The College of Education contributes to the theory and practice of the broad

field of education and dedicates itself to understanding and respecting learners in diverse cultural contexts. We facilitate engaged learning and ethical leadership in schools and clinical settings. We seek collaboration with diverse constituencies, recognizing our local and global responsibilities to communities, environments, and future generations.

Educational Psychology 505


Professor: Glenn E. Malone, EdD

Research Methods I
Cell: 253-318-6793

Summer 2014

Email: malonege@gmail.com

Times: Tuesdays & Thursdays 5:15 8:30 Required Texts:

Place: Puyallup Extension Center & AMS

Galvan, J. (2009). Writing literature reviews: A guide for students of the social and behavioral sciences (4th ed.). Glendale, CA: Pyrczak Publishing. [ISBN 1-884585-86-8] Mills, G. E. (2014). Action Research: A guide for the teacher researcher (5th ed.). Upper Saddle River, NJ: Merrill-Prentice Hall. [ISBN 10:0-13-288776-2] Additional readings will be posted on the class blog http://edpsych505.blogspot.com/. Students need access to the American Psychological Associations Concise rules of APA style as provided here https://owl.english.purdue.edu/owl/resource/560/01/ or have their own copy. Course Description: The goal of EdPsy 505 Research Methods I is for students to explore the methodologies of educational research. The course is designed for students in masters programs in Educational Leadership and in Teacher Education. Both qualitative and quantitative approaches will be addressed as well as the assumptions and epistemologies of each. Upon study and reflection of how educational research is conducted, students should better be able to read research studies critically and do hands-on exercises. Key components of the course are critiques of research articles and individual student literature reviews. For those students whose EdM exit requirement is a research paper, EdPsy 505 will provide the basics for identifying and developing a research problem and for preparing a research proposal.

Malone EdPsy 505 Syllabus ~ Modified from the work of Dr. Mabry & Dr. Granby

Each student will identify a topic of professional interest and, relevant to that topic, obtain reports of empirical research (most often available in scholarly journals). Prepare an annotated bibliography, and develop an inquiry question and design; followed by a literature review. At the end of the semester, students will have prepared: An annotated bibliography A literature review based on the annotated bibliography An inquiry design to guide personal empirical study

Course Objectives Students should develop the knowledge and skills to: 1. Understand and evaluate research articles in the educational and social sciences literature. 2. Understand the fit between research problems and the appropriate research strategies and methods that can address such. 3. Conduct a literature review on a specific topic and formulate hypotheses or research questions. This includes accessing electronic databases. 4. Understand how researchers protect the participants in educational research (Human Subjects Process). Course Protocol Everyone has the right to speak and the obligation to listen. All students are entitled to have opportunities to present their ideas and be heard with constructive feedback from the instructor and colleagues. All information and ideas shared in class are considered confidential in order to encourage and protect open communication and feedback among a community of learners. Guidelines for oral and written feedback will be discussed. Participants are responsible for being clear about the type of feedback they find helpful and for considering how to give constructive remarks respectfully. The purpose of feedback is to enhance learning and improve products. Writing Expectations Written assignments are expected to be free of spelling and grammatical errors when submitted for grading. Students will lose points for having to resubmit. Students will have the opportunity to edit one anothers work to facilitate the process. Academic Integrity Academic integrity is the cornerstone of the university and will be strongly enforced in this course. Any student found in violation of the academic integrity policy will be given an F for the course and will be referred to the Office of Student Conduct. For additional information about WSUs Academic Integrity policy/procedures please contact (360) 546-9573. Malone EdPsy 505 Syllabus ~ Modified from the work of Dr. Mabry & Dr. Granby

Disability Accommodation Accommodations may be available if you need them in order to fully participate in this class because of a disability. Accommodations may take some time to implement so it is critical that you contact Disability Services as soon as possible. All accommodations must be approved through Disability Services, located in the Student Resource Center on the Lower Level of Student Services Center (360) 546-9138. Emergency Notification System WSU has made an emergency notification system available for faculty, students and staff. Please register at myWSU with emergency contact information (cell, email, text, etc). You may have been prompted to complete emergency contact information when registering for classes on RONet. In the event of a Building Evacuation, a map at each classroom entrance shows the evacuation point for each building. Please refer to it. Finally, in case of class cancellation campus-wide, please check local media, the WSU Vancouver web page and/or http://www.flashalert.net/. Individual class cancellations may be made at the discretion of the instructor. Individuals are expected to make the best decision for their personal circumstances, taking safety into account. Safety plan website - http://safetyplan.vancouver.wsu.edu/

Malone EdPsy 505 Syllabus ~ Modified from the work of Dr. Mabry & Dr. Granby

Assignments Unexcused absences, loss of 10 points.


Assignment Points Due 5/20 Due 5/27 Due 6/3 Due 6/10 Due 6/17 Total

Article Critique #1. 50 Article Critique #2 50 Inquiry Design.... 100 Annotated Bibliography.. 100 Literature Review 200 500

475 500 = A; 450-475 = A-; 425-450 = B+; 400 425 = B; 375 400 = B-

Malone EdPsy 505 Syllabus ~ Modified from the work of Dr. Mabry & Dr. Granby

Assignment Description: Article Critiques (#1 & #2 ~ 50 points each)

Due 5/20 & 5/27

Select 2 Research Articles to review and critique, relating to a topic of your choosing. These articles may be included as a part of your annotated bibliography and the Literature Review for your final project. Each review should be less than 3 pages and address the following questions:

ARTICLE CRITIQUE ELEMENTS: 1. Purpose: What is the purpose? What are the research questions? What were they asking? 2. Reason/rationale: What is the reason / rationale for doing this study? Why did they study this? What does the prior literature say about their topic? 3. Theory: Is there a theoretical framework? Is there a theory for which they are basing their research? Constructs? 4. Methodology / Research Methods: What did they do? Procedures, methods, logic, design. What is the fit between what they ask and what they did? Does it make sense? 5. Findings: What did they find? 6. Importance and Implications: Does anybody care / to the world / field? Does it matter to me? Why is this important and to whom? Statistical significance versus practical significance

Malone EdPsy 505 Syllabus ~ Modified from the work of Dr. Mabry & Dr. Granby

Article Critique Scoring Rubric ~ 50 points each


Student Name Article Title (Full APA Reference ~ worth 2 points) Scoring Scale 1= Needs Improvement; 3 = Satisfactory; 6 =Exemplary Categories Score Comments 1. Purpose: Student clearly identifies the articles problem and purpose. 2. Context: Student describes and critiques the articles background, theoretical approach, and literature review. 3. Design and Logic: Student evaluates the match between the research problem, the literature review, and the research methods 4. Sources of evidence: Student explains and evaluates the articles data collection strategy including instruments, sampling strategy, and data collection procedures. 5. Analysis and Interpretation: student describes and assesses the articles data analysis strategy and the fit between the findings presented and the interpretations drawn by the articles author(s). 6. Ethics: Student describes how the article presents ethical issues and discusses how well the author(s) have handled those issues. 7. Conclusions and Significance: Student assesses the intellectual and practical significance of the article. 8. Technical Quality of the Manuscript: Students paper is well written and edited and follows APA style. Grade for Critique (50 points possible):

Malone EdPsy 505 Syllabus ~ Modified from the work of Dr. Mabry & Dr. Granby

Assignment Description: Inquiry Design (100 points)

Due 6/3

A 3-5 page paper presenting an inquiry project on a topic of interest. This paper is based on the outline form provided to help identify design elements; the paper itself is to be in paragraph form. The paper should include:
1) Title Page including the following: a. Inquiry Question b. Student Researchers name c. Institution (WSUV) and Program (Ed.M.) d. Date of submission 2) Self Evaluation and Peer Review a. You are responsible for obtaining and responding to strong peer review. Seek additional peer review if a first review is weak. 3) Design of 3-4 pages formatted as a paper in APA style (paragraphs and headings) and including in any logical order: a. Inquiry Question (and possible Sub-questions) b. Educational and personal significance of the topic and planned project (e.g. why this project matters, why it matters to me) c. Reference to relevant literature, briefly, with citations but dont over-do. Maintain focus on data collection and analysis, remembering that a design is not a literature review. d. Context describing contextual aspects relevant to the topic or question (e.g. for a study of a reading strategy, the students reading levels- but not school enrollment) e. Inquiry approach (e.g. quantitative, qualitative, mixed methods, action research, case study, etc.) f. Data collection methods (e.g. survey, interview, observation, review of documents and artifacts, tests how many, over what period of time, what length). Include information about triangulation and validation. g. Subjects primary and secondary participants, the number of participants, how and why they are (will be) selected. h. Ethics how informed consent, confidentiality, sensitivity will be handled i. (Optional) Timeline for completion of the project 4) Notifications of completion of the WSU required online ethics training a. Collaborative IRB Training Initiative (CITI) b. Responsible Conduct of Research (RCR) 5) References a. List each source cited in your design and no others, following APA format. (Note: there is no need to cite each source from your Annotated Bibliography, just those that help show significance to your planned inquiry)

Malone EdPsy 505 Syllabus ~ Modified from the work of Dr. Mabry & Dr. Granby

Student ____________________________________ Peer Reviewer ____________________________________

Peer Review and Self Evaluation of Inquiry Design


Rate: + Beyond Expectations, Good ,
Criteria

- Needs Improvement
Peer review Comments:

and comment for each criterion


Self-evaluation Comments:

Inquiry Topic or Question


Appropriate for research? Educationally significant? Clearly and simply stated? Site- or study-specific?

Rating: ___

Rating: ___

Scholarly Context
Relevant scholarly literature? Relevant debates/concenrs?

Rating: ___

Comments:

Rating: ___

Comments:

Inquiry Context
Site, Subjects, Specifics? Personal Significance?

Rating: ___

Comments:

Rating: ___

Comments:

Inquiry Approach
Do methods fit the question? Appropriate data sources? Sufficient data indicated? Accuracy/quality measures?

Rating: ___

Comments:

Rating: ___

Comments:

Ethics
Is informed consent assured? Is confidentiality considered? Sensitivity to subjects?

Rating: ___

Comments:

Rating: ___

Comments:

Presentation
Are all parts completed? Cleat, organized, original? Format, grammar, APA?

Rating: ___

Comments:

Rating: ___

Comments:

Other
Anything else? Suggestions? My best advice:

How I responded to the peer feedback

Overall comments:

Malone EdPsy 505 Syllabus ~ Modified from the work of Dr. Mabry & Dr. Granby

Rubric for Evaluating Inquiry Design ~ 100 points total


Student:______________________ Course:________________ Evaluator:________________ Semester:____________ Topic: _________________________________________________________________ Needs Improvement 1. Inquiry Topic or Question: Appropriate for research, educationally significant, clearly and simply stated, site or study specific. 2. Scholarly Context: Relevant scholarly literature, relevant debates and concerns. 3. Inquiry Context: Site, subjects, specifics, Personal significance. 4. Inquiry Approach: Methods fit the questions, appropriate data sources, sufficient data indicated, accuracy, and quality measures. 5. Ethics: Ethical considerations involved in data collection, analysis, and reporting are explicitly addressed. Sensitivity to subjects, confidentiality is considered and informed consent assured. 6. Limitations: Limitations of the study are fully identified. 7. Presentation: All parts are complete, clear, organized, and original. Format, grammar and APA are in good order. 8. Technical quality of manuscript: Manuscript is well written and edited and follows APA style. Total 1 1 1 1 1 Satisfactory Exemplary

6 6 6 15 6

12 12 12 20 12

1 1 1

6 10 5

10 15 7

Malone EdPsy 505 Syllabus ~ Modified from the work of Dr. Mabry & Dr. Granby

Inquiry Design Outline (a planning guide)


Student Researcher:_____________________________________ Inquiry Topic:

Inquiry Question:

Background and /or Site Description and /or Researcher interest (as appropriate):

Data Sources Primary Subjects/participants (sources of critical information):

Secondary Subjects/participants (sources of additional perspectives):

Data Collection Methods Documents and artifacts including:

Observation of these types of events:

Interviews of whom and about what:

Surveys of whom and about what:

Tests (may be pre- and post-tests or not) of whom and about what?:

Ethical/sensitive/ confidentiality issues:

Research timeline (Optional)

Malone EdPsy 505 Syllabus ~ Modified from the work of Dr. Mabry & Dr. Granby

Assignment Description: Annotated Bibliography (100 Points)

Due 6/10

Obtain 5 reports of empirical research as closely related as possible to your inquiry topic. Read each carefully, highlighting or underlining and taking notes (i.e. annotations), then completing an Annotated Bibliography form. When a Bib form has been prepared for each of the 5 sources, complete an annotated bibliography overview form. Your annotated bibliography will be the foundation of your Literature review. Identify empirical research reports 1) To find your 5 sources, you will need to distinguish empirical research reports from: a. Historical or policy overviews b. Essays, editorials, or opinion articles c. How-to articles, steps in a process, list of criteria, or recommendations Empirical research reports will discuss how data were collected and the researchers findings (i.e. interpretations of the data). You will also need to distinguish empirical research reports from a. Theoretical research b. Library-based research Empirical research reports typically include a Methods section expl aining who participated in the research (i.e. the participants or subjects), the site or sites at which the data were collected, how the data were analyzed, and a discussion of the research findings. 3) You will need to know the empirical research may involve the collection and analysis of different types of data, especially: a. Quantitative (QT) numerical data- from surveys, test (including pre- and post-tests), and possibly other sources (e.g. enrollment statistics, graduations rates). b. Qualitative (QL) non-numerical data from observation, interviews, documents, artifacts and possibly other information collected at the research site/s or from the research subjects/participants.

2)

A methods section in a published article (i.e. a description of the authors data collection methods) is a clear indication that you have found an empirical research report. However, sometimes there are earlier hints. The title or abstract may give clues. 4) One other type of research report is acceptable and especially helpful: a review article, synthesis, or metaanalysis in which the author/s reviewed and analyzed many published empirical studies on the topic. Nay references list may help you identify other articles to seek, and this is especially true of review articles. In education, Review of Educational Research published only review articles.

Journal articles, book, technical reports, and unpublished theses and dissertations may be part of the annotated bibliography if they report empirical research. For this assignment, do not include non-empirical publications (e.g. essays, how-to tests, anecdotes from practice). If you are still unsure whether an article is acceptable as a report of empirical research, consult the professor or the librarian.

Submit:
Title page with student name and topic or inquiry project question Self Evaluation Form Bib Overview Form Bib form + article 1, Bib form + article 2and so on for all 5 (One completed Bib Form with each of your 5 articles)

Malone EdPsy 505 Syllabus ~ Modified from the work of Dr. Mabry & Dr. Granby

Bibliography Form
Complete one form for each student selected external reading (1 page only, front and back OK) Student ___________________________ 1) Citation in APA format: Topic ________________________________

2)

Summary

noting authors research findings or main points (not abstract or list of topics):

3)

Memorable Quotations including page numbers for possible future citation:

4)

Response discussing ideas this text contributes to your understanding, project, or practice:

Attach your article

Malone EdPsy 505 Syllabus ~ Modified from the work of Dr. Mabry & Dr. Granby

Student ____________________________________

Annotated Bibliography Rubric (Self Evaluation Form)


Give your rating for each criterion in this form: + Beyond Expectations, Good or OK, Criteria Self-evaluation Rating: ___ Missing: - Needs Improvement

Completeness
Name? Topic or question stated? Portfolio? Numbered pages? Self-Evaluation? List of References? Overview & Bib form for each Article? Includes 5-6 empirical research texts?

Instructor Feedback Rating: ___ Missing:

References
Related to topic or inquiry question? Strong empirical research reports? No non-empirical texts? Sufficient and informative about topics?

Rating: ___

Comments:

Rating: ___

Comments:

Content
Bibs identify important author points? Response addresses texts content? Depth of understanding in response? Relevant/useful to students project? Well-chosen quotations?

Rating: ___

Comments:

Rating: ___

Comments:

Presentation
Clear, fluent organized? Interesting? Free of grammar or APA errors? Good use of academic style? No redundancy, poor word choice, etc.?

Rating: ___

Comments:

Rating: ___

Comments:

Other:
Anything else that enhances quality? Anything else that undermines quality? Advice for Lit Review based on bib?

Comments:

Overall Feedback:

Malone EdPsy 505 Syllabus ~ Modified from the work of Dr. Mabry & Dr. Granby

Annotated Bibliography Rubric ~ 100 points possible


Name: Criteria Introduction: The introduction to the annotated bibliography includes the purpose of the bibliography and a general overview of literature examined. Important considerations within the strand of literature studied. Quantity and Quality of annotations (minimum-20 citations): Annotations provide a thorough outline of the article, book, or report. They include key pieces of information, findings, and conclusions. Annotations provide good summation of each piece reviewed. Lessons Learned/Contributions: Annotations discuss how each piece adds to the literature on subject being studied. A summary of how each piece contributed to the knowledge base on the topic is provided. Cite/Categorize: APA Style should be used. Also, provide sub-headings to categorize annotations into specific topical areas. Conclusion: Summation of the topic covered and how the pieces that were reviewed provided more information on this topic. More on general lessons learned and a critical analysis of the literature. Was this good information? Key: 1 Unmet Did not meet standard 10 Met Met standard 20 Exemplary In addition to met standard, student demonstrated exemplary performance Unmet Topic ________________________________ Met Exemplary

10

20

10

20

10

20

10

20

10

20

Malone EdPsy 505 Syllabus ~ Modified from the work of Dr. Mabry & Dr. Granby

Bib Overview Form for the Annotated Bibliography


(1 page only, front/back OK) Use this form to identify themes/patterns and to organize info about points/contrasts/issues. If you are to make a class presentation, distribute this form as your handout. Student _________________________________ Topic ____________________________________

What did you read? 1) List, in APA format, each text in the bibliography (at least 5 texts):

What did you learn? 2) Most important points/issues identified in these texts (in paragraphs or bullets):

3) Points of agreement or disagreement among the authors (in paragraphs or bullets):

What do you think about from what you read? 4) My critical analysis of the meaning /implications of the entire set of readings:

Malone EdPsy 505 Syllabus ~ Modified from the work of Dr. Mabry & Dr. Granby

Assignment Description: Literature Review (200 Points)

Due 6/17

The Literature Review for this course is to present, organize, and discuss information learned from published empirical research reports on a chosen topic. Literature reviews are often based on earlier annotated bibliographies, as in this course. Quotations (with citations in APA style) from some references should be included, especially when authors state points clearly or memorably, but the Lit review should not be a series of quotations strung together. The final paper should list references in APA style, including all cited (and no uncited) sources. Organize the Lit review thematically using headings to announce the topics or themes to be discussed; do not summarize each source serially (i.e. author by author). Example:

Thematic Organization YES!


Requiring Portfolio Contents Portfolios with all contents required While Robbins (2004) considered structure necessary for reliable assessment of portfolios, Wiggins (1997) described portfolios in which all contents were required as missing the chance to showcase a students uniqueness (p. 12). Such a difference of opinion Portfolios with student choice about contents Camp (1991) described the portfolio culture (p. 25) in Pittsburgh Schools where students exercised autonomy about concerns. Student-teacher negotiations determined which contents would best reflectBut, five year later, Koretz (1996) reported that Effects on Student Motivation Studies by Paulson an Paulson (1991) and Lemahieu (1997) showed that However Gitomer (2002) considered that the authentic nature of the

Serial Organization NO!


Robbins (2004) considered structure necessary for reliable assessment of portfolios, basing this conclusion on her observations of scoring procedures and follow-up interviews with scorers. Scorers reported that Wiggins (1997) described portfolios in which all contents were required as messing the chance to showcase a students uniqueness (p.12). His examination of 50 structured portfolios from Green Mountain High School in Vermont and 50 structured portfolios from Walden III High School in Wisconsin indicated Camp (1991) described the portfolio culture (p.25) in Pittsburgh School, where students exercised autonomy about contents, as beneficial. Student-teacher negotiations regarding which contents would best reflect strengths and weaknesses determined which A study by Koretz (1996) indicated that scoring of portfolios depended on

Submit Title Page with Student Name and the inquiry question or topic. Peer review and self-evaluation using forms. You are responsible for obtaining and responding to strong peer review (e.g. specific, detailed, through). Seek additional review if a first review is weak. 3-5 page Literature Review in the style of an APA paper, thematically organized and including selected and cited quotations. Referenced list in APA style.

Malone EdPsy 505 Syllabus ~ Modified from the work of Dr. Mabry & Dr. Granby

Student ____________________________________ Peer Reviewer ____________________________________

Peer Review and Self Evaluation of Literature Review


Rate:
Criteria

+ Beyond Expectations, Good,

- Needs Improvement

and comment for each criterion


Self-evaluation Rating: ___ Comments:

Completeness
Name? Topic or question stated? Portfolio? Numbered pages? List of References? Peer Review and self-eval forms?

Peer review Rating: ___

Comments:

References
Related to topic or inquiry question? Discusses 5 research reports? No non-empirical texts? Sufficient and informative about topics?

Rating: ___

Comments:

Rating: ___

Comments:

Content
Relevant to the research question? Important points clear, thematic? Coherent logic connecting the points? Good use of quotations? Depth of understanding?

Rating: ___

Comments:

Rating: ___

Comments:

Presentation
Clear, fluent organized? Interesting? Useful headings and Sub-headings? Format, grammar, APA? Good word choice, transitions, flows?

Rating: ___

Comments:

Rating: ___

Comments:

Other:
Anything else that enhances quality? Anything else that undermines quality? Advice?

How I responded to the peer feedback:

My best advice:

Overall comments:

Malone EdPsy 505 Syllabus ~ Modified from the work of Dr. Mabry & Dr. Granby

Final Rubric for Evaluating Literature Reviews (200 Points Total) Student:_____________________ Course:________________ Evaluator:________________ Semester:____________ Title of Review: _________________________________________________________________ 1. The review is clearly organized; the reader need not struggle to determine the organizing framework for the review. 2. The review succinctly clarifies what is known and unknown about the problem/issue under study. 3. Develops clear linkages between the literature reviewed and the purpose, rationale, questions, and methods for the dissertation research. 4. Conveys a clear sense of the ongoing conversation among researchers vis a vis the problem/issue under study. 5. Reflects high levels of analysis, synthesis, and evaluation. 6. Situates the dissertation study within the scholarly conversation about the problem/issue. 7. Demonstrates understanding of and /or familiarity with current knowledge about the problem/issue; established scholars; parameters of the field; and important theories, hypotheses, and questions. 8. Clearly explains how the research questions derive from previous research. 9. Technical quality of manuscript: Manuscript is well written and edited and follows APA style. Total Written Comments: 5 10 20

5 5 5 5 5 5

10 15 15 10 10 10

20 30 30 20 20 20

5 5

10 10

20 20

Malone EdPsy 505 Syllabus ~ Modified from the work of Dr. Mabry & Dr. Granby

CALENDAR

ED PSY 505

Summer, 2014

May 13: Introductions Goals and areas of interest for research, using the blog & Twitter. Homework: Read Ch. 1 in each text May 15: Library Databases Guest Linda Frederiksen; input into class calendar, course goals, and assignments. http://libguides.vancouver.wsu.edu/edpsy Homework: Locate journal article in your area of interest, Read Mills Ch. 3; Article Crit #1 May 20: Why Conduct Research? Share articles; Overview of research; Discuss Ch. 1 in texts; pre-view Assignments Homework: Read Mills Ch. 2, Galvan Ch. 2+3. DUE Article Crit #1 May 22: Literature Searches: Share article reviews; discuss assigned chapters in texts; review formats of articles. Homework: Read Mills Ch. 4, Galvan, Ch. 4, Article Crit #2 May 27: What is Good Research? Preview Inquiry Design Assignment; Article Critiques. Homework: Read Mills Ch. 5, Inquiry Design Project. DUE: Article Crit #2 May 29: Research Questions and Research Data Homework: Read Mills Ch. 6, Inquiry Design Project. June 3: Questions and Procedures for 702s at WSU Guest: Dr. Gay Selby Homework: Read Mills Ch. 7, Annotated Bibliography. DUE: Inquiry Design Assignment June 5: Research Interviews Homework: Read Mills Ch. 8, Annotated Bibliography. June 10: Qualitative research Homework: Read Galvan Ch. 5+6; Literature Review. DUE: Annotated Bibliography June 12: Literature Reviews/APA Homework: Read Mills Ch. 9; Literature Review. June 17: Quantitative Data/ Mixed Methods Research Homework: Read Galvan Ch. 11+13. DUE: Literature Review June 19: Writing Research Reports

Malone EdPsy 505 Syllabus ~ Modified from the work of Dr. Mabry & Dr. Granby