Course Outline - McKay School of Education



CPSE 672: EMPIRICAL INQUIRY

Winter 2013

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Brigham Young University, 355 MCKB

Wednesday 9:00am – 11:30pm

Professor: Paul Caldarella, PhD. Phone: (801) 422-5081

E-mail: paul_caldarella@byu.edu Office: MCKB 340-A

Office Hours: Mon 2pm-3pm and Wed 8am-9am, or other times by appointment.

Scripture Theme: “And as all have not faith, seek ye diligently and teach one another words of wisdom; yea, seek ye out of the best books words of wisdom; seek learning, even by study and also by faith.” (Doctrine and Covenants 88:118)

Texts

Gall, M. D., Gall, J. P., & Borg, W. R. (2007) Educational research: An introduction (8th

ed). Boston, MA: Pearson/Allyn and Bacon. (Required)

American Psychological Association. (2009). Publication manual of the American

Psychological Association (6th ed.). Washington, DC: Author. (Recommended)

Course Description

Introduction to empirical research and program evaluation; designing, conducting, analyzing, reporting, and evaluating research studies and program evaluations in counseling, school psychology, and related areas.

Course Objectives

This course is designed to help you:

(1) Better develop your ability to read, understand, and evaluate research that is relevant to your professional work.

(2) Gain knowledge, skills, and abilities needed both to: (a) pass national licensing examinations, and (b) design and conduct research and program evaluations of your own.

(3) Prepare your thesis or dissertation proposal.

Course Requirements

Learning Activities: It is essential that you come to class having completed the assigned readings in order to be able to participate effectively in class discussions and activities. During the first 10 minutes of class, a learning activity will occur related to the assigned readings. Students who arrive late and miss these activities will not be allowed to make them up.

Co-Teaching: You are required to co-teach one chapter from the textbook. I have found that students learn more and are able to be more creative when they co-teach, rather than when they sit idle and listen to a professor lecture. Co-teaching is when two or more people share responsibility for teaching. The co-teaching of the chapter will last approximately 60 minutes. You will be the lead and I will assist you, or you and a classmate will co-teach. If I am assisting you, you are required to participate in a 30 minute planning meeting with me the week prior to your co-teaching date, so we can coordinate what you plan to do and how I can best assist you. The day you co-teach be prepared to offer an opening prayer/meditation and share a brief spiritual message/story. During the co-teaching experience focus on the major concepts in the chapter (you do not need to cover everything). Choose your preferred method(s) which may include handouts, PowerPoint slides, etc. Feel free to use supplemental material (such as relevant websites or journal articles) in your co-teaching. Use an interactive format rather than a typical lecture presentation format. Below are co-teaching guidelines I will use to assign a grade:

• Actively engage class members via questions, explanations, or demonstrations.

• Find ways to have class members practice the principles, skills, or knowledge covered in the chapter.

• Facilitate a discussion of how the information in the chapter relates to the progress of your and/or others theses/dissertations.

• Share insights you gained from your study of the chapter.

• Address some challenges or difficulties encountered in the chapter, asking for peer assistance in understanding or application.

Research Group: I will assign you to a research group. You are required to participate in the group to discuss your thesis/dissertation ideas, set weekly goals, review relevant studies you have found, provide feedback to others, and report on your individual progress. You will meet with your group each week during the last part of class. The professor will also circulate in these groups to observe and participate.

Observation: To help prepare for your prospectus meeting, you are required to attend a thesis/dissertation proposal or defense meeting once during the semester. At the class period following your attendance at the meeting, you will be required to share your observations and reactions with the rest of the class and submit a one page written summary of this experience. Students who have already observed a thesis/dissertation prospectus or defense meeting may repeat this experience or substitute this assignment by attending one of the many presentations made by BYU McKay School of Education guest researchers which occur regularly during the semester (these guest researcher presentation opportunities are posted on the main doors of the college each week).

Journal Critiques: You are required to complete three journal article critiques during the course of the semester. The purpose of these critiques is to help you learn how to evaluate the research studies you are reading for your thesis/dissertation proposal. I will provide the first journal article to critique and we will review this assignment collectively in class: You can choose the two others, selecting articles which relate to your thesis/dissertation topic.

Research Proposal: You are required to develop a proposal on a research problem of your choice, using the form in the Appendix as a guide (students are permitted to use an alternate research proposal format, with prior approval from the professor). You will develop a stronger understanding of educational research by creating a proposal while studying the chapters in the text book. The form in the Appendix is helpful because it provides key elements for a research proposal. However, the purpose in creating the form was not to require you to create a full-blown thesis or dissertation proposal – that is something you will do working with your chair and committee. Rather, the intent is to help you produce a “sketch” of such a proposal. A sketch contains key elements of the research proposal, but its advantage is that it can be revised quickly as you get new ideas or respond to feedback from others. Furthermore, because a sketch does not require as much effort, you will find it easier to abandon if you develop a new research problem that you find more compelling and doable. A proposal sketch might be only five or six pages and may be written in outline form with brief statements describing each design element. Submit a first draft of your research proposal for peer review at the start of class on March 27th and a final draft two weeks later at the start of class on April 10th.

Final Exam: The final exam will be a comprehensive review of the chapter readings and material covered in class discussions. The exam will be a combination of multiple choice, short answer, and matching questions. You will initially take the exam on your own (closed book). After all students have completed the exam, you will have the opportunity to get into your study groups, discuss your answers, and change or edit any of your initial exam responses, using a different colored pen. Your final grade on the exam will be an average of your initial and your corrected/edited exam responses. The final will be held in our classroom on Saturday, April 20th, 8:00am to 10:00am.

Extra Credit: The professor will notify students of opportunities to earn extra credit during the semester.

Grading

Learning Activities (15) = 75 points

Co-Teaching = 100 points

Research Group Participation (15) = 75 points

Observation = 25 points

Article Critiques (3) = 75 points

Research Proposal = 125 points

Final Exam = 125 points

Total Points Possible = 600 points

Final Grade Assignment

|94-100% = A |73-76% = C |

|90-93% = A- |70-72% = C- |

|87-89% = B+ |67-69% = D+ |

|83-86% = B |63-67% = D |

|80-82% = B-* |60-62% = D- |

|77-79% = C+ |0-59% = E |

*Note: per CPSE policy, students earning below a B- must re-take the class.

Miscellaneous

Participation in class includes asking relevant questions, offering answers to questions posed, offering feedback to others, making comments on the material and generally demonstrating that one is keeping up on the readings. The professor will take attendance and track student participation during the semester. It is expected that students will attend each class, arrive on time, and avoid leaving early. Since valid reasons exist for missing class on occasion, please notify me in advance of any absence.

While every effort will be made to adhere to the assigned schedule, all times, topics, and subjects covered in the course are at the discretion of the professor and may change. Advance notice will be given in the event of any change. Students are expected to attend class and turn in assignments when indicated. The professor penalizes students 10% per day late for late exams and assignments. Please contact the professor in advance in cases of personal circumstance.

Honor Code

Students and instructors are expected to abide by and support the BYU honor code (see ).

Preventing Sexual Harassment

Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU’s policy against sexual harassment extends not only to employees of the university but to students as well. If you encounter unlawful sexual harassment or gender based discrimination, please talk to your professor; contact the Equal Employment Office at 378-5895 or 367-5689 (24-hours); or contact the Honor Code Office at 378-2847.

Students with Disabilities

Brigham Young University is committed to providing a working and learning atmosphere which reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the professor at the beginning of the semester. You may also want to contact the Services for Students with Disabilities Office (378-2767). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the Equal Employment Office at 378-5895, D-282 ASB.

CPSE Fall 2013 Course Outline

|Week # |Date |Chapter |Topics/Assignments |

|1 |1/9 | |Introductions/Review Syllabus |

| | | |Assignment to Research Groups |

| | |1 |Nature of Educational Research (Paul) |

|2 |1/16 |2 |The Research Process: From Proposal to Final Report (Michelle & Elise) |

|3 |1/23 |3 |Ethics and Site Relations (Hannah & Paul) |

|4 |1/30 |4 |Reviewing the Literature (Alec & AJ) |

| | | |Article Critique 1 Due |

|5 |2/06 | |Guest Speaker: Rachel Wadham, HBLL Education Librarian |

| | |6 |Selecting a Sample (Michael & Darren) |

|6 |2/13 |7 |Collecting Data: Tests and Self-Report Measures (Margot & Pam) |

|7 |2/20 |8 |Collecting Data: Questionnaires and Interviews (Bobbi Sue & Elyssa) |

|8 |2/27 |9 |Collecting Data: Observation and Content Analysis (Zhen & Paul) Article Critique 2 |

| | | |Due |

|9 |3/6 |10 |Non-experimental Research: Descriptive and Causal-Comparative Designs (Kim & Paul) |

|10 |3/13 |12 |Experimental Research Designs, Part 1 (Peter & Paul) |

|11 |3/20 |13 |Experimental Research Designs, Part 2 (Sandra & Paul) |

|12 |3/27 |14 |Case Study Research (Alberto & Paul) |

| | | |Research Proposal Draft for Peer Review Due |

|13 |4/3 |15 |Qualitative Research Traditions (Mica & Paul) |

| | | |Article Critique 3 Due |

|14 |4/10 |17 |Program Evaluation Research (Hans & Paul) |

| | | |Final Research Proposal Due |

|15 |4/17 | |No Class – Exam Preparation Day |

|16 |4/20 | |Final Exam: 8:00am-10:00am |

| |Sat | | |

Appendix: Form for Writing Your Research Proposal

1. PURPOSE OF STUDY

A. The purpose of this study is to ________.

B. How does your study build on previous research?

C. How will your study contribute to knowledge or practice in education?

2. RESEARCH QUESTIONS, HYPOTHESES, AND OBJECTIVES

A. In what form are you stating your research purposes? (Check one or more.)

____ Questions ____ Hypotheses ____ Objectives

B. List your research questions/hypotheses/objectives.

C. Does your study relate to a particular theoretical framework? If so, describe the framework, and indicate how your research questions, hypotheses, or objectives relate to it.

D. If the study is qualitative in nature, indicate whether you plan to use grounded theory or another theoretical approach.

3. LITERATURE REVIEW

A. List the descriptors used in your literature search.

B. List the databases that you used in your literature search.

C. List the specific articles you have reviewed so far that relate to you research topic (use APA format).

4. RESEARCH DESIGN

A. Describe the research design that you selected for your study and why you choose it: (e.g., descriptive, experimental, quasi-experimental, case study, evaluation, a particular qualitative research tradition).

B. If the study is quantitative in nature, what are the threats to the internal validity of your research design? What will you do to minimize or avoid these threats?

C. If your study is quantitative in nature, what are the limitations to the generalizability (i.e., external validity) of the findings that will result from your research design? What will you do to maximize the generalizability of your findings?

D. If your study is qualitative in nature, what criteria for ensuring its soundness and rigor and what steps to ensure its applicability do you consider being relevant to your research design?

5. SAMPLING

A. If your study is quantitative in nature, describe the characteristics of the population that you will study. If your study is qualitative in nature, describe the phenomenon you wish to study and the cases that comprise instances of the phenomenon.

B. Identify your sampling procedure (e.g., simple random sampling), and explain why you selected it.

C. Indicate the sampling unit (e.g., individual students or a class of students).

D. Indicate the size of your sample, and explain why that sample size is sufficient.

E. Indicate whether the sample will be formed into subgroups, and if so, describe the characteristics of the subgroups.

6. VARIABLES

A. If your study is quantitative in nature, list the variables that you will study. For each variable, indicate whether it is an independent variable, a dependent variable, or neither.

B. If the study is qualitative in nature, describe the aspects of the cases on which data collection and analysis will focus.

7. METHODS OF DATA COLLECTION

A. List the measures that you will select or develop for your study.

B. If your study is quantitative in nature, indicate the variables that each measure will assess. For each measure, indicate which types of validity and reliability are relevant and how you will evaluate them. Explain your role in the data collection process.

C. If your study is qualitative in nature, indicate the themes and patterns that it possibly will explore. Also, indicate whether your data collection will focus on etic or emic perspectives, or both. Explain whether and how you will collect data on the context in which the research participants function. Explain your role in the data collection process.

8. DATA ANALYSIS PROCEDURES

A. What statistics, if any, will you use to analyze your data? If your study is qualitative, indicate whether you will use an interpretational, structural, or reflective method of analysis.

9. ETHICS AND HUMAN RELATIONS

A. What threats, if any, does your study pose for your research participants? What steps will you take to minimize these threats?

B. How will you gain entry into the setting in which you will collect data?

C. How will you gain the cooperation of your research participants?

10. TIME LINE

A. Create a time line listing in order all the major steps of your study. Also indicate the approximate amount of time that each step will take.

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