1
Course Steward: Dr. Steve Horton College of Education & Human Development
Date syllabus revised: January 2011 Northwestern State University of LA
EDUC 5010
FACE-TO-FACE
2
Course Steward: Dr. Steve Horton College of Education & Human Development
Date syllabus revised: January 2011 Northwestern State University of LA
EDUCATION 5010 -EDUCATIONAL RESEARCH AND EVALUATION
1. Identification of Course
1.1 EDUC 5010. Educational Research and Evaluation (3-3-0)
Prerequisites: EPSY 4400 or permission of the instructor. Letter grades A-F are
awarded. Semesters offered: Fall, Spring and Summer.
1.2 Textbook(s) and/or Supplementary Materials
Required Texts and Materials
Gay, L., & Airasian, P. (2009). Educational research: Competencies for analysis
and applications. Columbus: Prentice-Hall. NINTH EDITION
YOU MUST USE THE 9th
EDITION FOR THIS COURSE. It is much
different than the 8th
edition.
American Psychological Association (2009). Publication manual of the American
psychological Association (6th ed.). Washington, D.C.: Author.
YOU MUST USE THE 6th
EDITION FOR THIS COURSE. It is much
different than the 5th
edition.
Active PASSPORT ACCOUNT
Supplementary Materials:
Additional resources, readings, and/or references for this course provided
throughout the semester as appropriate. These supplementary materials are
generally posted in Moodle (or Blackboard) for this course.
1.3. General Information
Dr. Steve Horton, Professor of Education and Dean of the Graduate School
Office: 101 Roy Hall, 318.357.4330
Fax: 318.357.4330. E-mail address: [email protected]
Office hours: 8 a.m. - 4:30 p.m. M-R, 8 a.m. – Noon F
Other hours by appointment
This course has an active BLACKBOARD site.
NSU Academic calendar with important dates can be found at
http://www.nsula.edu/acacalendars/Default.htm
PASS-Port Policy
Each student must upload assigned artifacts to PASS-Port as a required
component of this class. Since all students are required to maintain a current
PASS-Port subscription, if all required field experiences and artifacts are not
completed and entered into PASS-Port by the due date, the candidate will
receive a grade of F in the course regardless of other grades.
3
Course Steward: Dr. Steve Horton College of Education & Human Development
Date syllabus revised: January 2011 Northwestern State University of LA
2. Course Description/Justification
2.1. Catalog Description
Qualitative and quantitative approaches to organization, design, implementation
and interpretation of empirical research in behavioral sciences; preparation of
research proposals; evaluation of proposals and reports.
2.2. Justification/Rationale
This course is an introduction to research methods, techniques and procedures. As
an introductory course, it is designed for students at an entry level in a master's
degree program or other post-baccalaureate programs. Emphasis in this course is
on the ability of students to read and understand research articles and reports and
to design and implement empirical studies relevant to their discipline. The
premise is that graduate study requires the ability to read, interpret and conduct
research that will enable students to explore the frontiers of the knowledge in their
discipline.
3. Goals and Objectives
3.1. Goals
All candidates pursuing degrees in the College of Education and Human
Development are expected to apply the principles of the conceptual framework,
Models for Learning. Thus, objectives and learning activities in this course call
upon candidates to take responsibility for their learning, to identify problems
within specific areas, to arrive at solutions using creative/critical thinking, and to
reflect upon and evaluate decisions made in the course of their learning.
For a copy of the Conceptual Framework document and link to the YouTube
video, go to http://education.nsula.edu/conceptual-framework/.
3.2. Objectives
By completing the assignments and/or tasks of this course, each candidate will:
3.2.1 Demonstrate proficiency in the use of appropriate vocabulary of research
design (DM, RT, PS, CCT)
3.2.2 Demonstrate competency in the use of oral and written language by using
appropriate syntactical structure, appropriate mechanics, standard English,
and acceptable standards of writing in all class assignments (DM, RT, PS,
CCT)
3.2.3 Describe the importance of the role of research in education and the social
sciences (DM, RT, PS, CCT)
3.2.4 Select appropriate research methods related to specific research situations
(DM, RT, PS, CCT)
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Course Steward: Dr. Steve Horton College of Education & Human Development
Date syllabus revised: January 2011 Northwestern State University of LA
3.2.5 Critique completed research studies according to criteria presented in class
(DM, RT, PS, CCT)
3.2.6 Successfully complete the Human Participant Protections Education for
Research Teams tutorial (DM, RT, PS, CCT)
3.2.7 Select a problem area, state a research problem and design a research
proposal according to guidelines presented in class. Topics can include,
but are not limited to curricular issues, including instruction, educating
students who are culturally different from the majority, those with
special learning needs, technology, and high-stakes testing (DM, RT, PS,
CCT)
(Note: this will be a formal proposal for conducting an educational
research project.)
3.2.8 Demonstrate proficiency in the effective use of technology by
communicating with the instructor and classmates by e-mail and through
BlackBoard (DM, RT, PS, CCT)
3.2.9 Demonstrate proficiency in the effective use of electronic library resources
by conducting a thorough electronic literature search to be used in the
formal proposal (DM, RT, PS, CCT)
3.2.10 Demonstrate proficiency in the effective use of word processing software
and technology by submitting the formal proposal in appropriate APA
format (DM, RT, PS, CCT)
4. Student Activities and Experiences
Disability Policy:
It is the policy of NSU to accommodate students with disabilities, pursuant to federal law,
state law, and the University’s commitment to equal educational opportunities. Any
student with a disability who needs accommodations, for example in seating placement or
in arrangements for examinations, should inform the instructor at the beginning of the
course. Students with disabilities are encouraged to contact the Office of Disability
Support, which is located in Student Union, Room 240-A, telephone 357-4460.
NSU Classroom Civility Statement:
Each Northwestern State University student is encouraged to help create an environment
that promotes learning, dignity, and mutual respect for everyone in the learning
environment. Students who speak at inappropriate times, take frequent breaks, interrupt
the class by coming to class late or leaving early, engage in loud or distracting behaviors,
use cell phones or pagers (other noise-making devices like watches with alarms), listen to
headphones/CDs, play with computers or hand held games, use inappropriate language,
are verbally abusive, display defiance or disrespect to others, or behave aggressively
toward others during the class period may be asked to leave the class and subjected to
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Course Steward: Dr. Steve Horton College of Education & Human Development
Date syllabus revised: January 2011 Northwestern State University of LA
disciplinary action under the Northwestern State University Student Code of Conduct and
Sanctions (Article VII Sanctions). The instructor of a course may deem additional
behaviors or actions inappropriate; these actions or behaviors will be outlined in the
course syllabus. Copies of the infractions and sanctions are available on the NSU web
site at: http://www.nsula.edu/studenthandbook/page100.htm
Definition of Diversity:
Today members of our university community are more likely to experience differences
among people. Northwestern State University defines diversity as differences in age,
gender, religion, language, sexual orientation, socioeconomic status, ethnicity, race,
exceptionalities, and geographic background. In our mission to acknowledge our
differences, we also hope to realize our commonalities.
4.1 Assignments and/or Tasks
4.1.1. Read all assigned material in a thorough and timely manner. (RT, CCT)
4.1.2. Demonstrate content mastery in quizzes, tests and examinations. (PS,
CCT)
4.1.3. Develop a formal research proposal for conducting an empirical research
study. This proposal must be an original document developed by the
student. (CCT, RT, DM, PS)
4.1.4 Attend class meetings on a regular and punctual basis and actively
participate in class discussions and activities. (RT)
4.1.5. Conduct a thorough literature search to be used in the formal proposal.
(CCT, RT, PS)
4.1.6. Communicate with instructor electronically (journal). (PS, CCT)
4.1.7. Utilize BLACKBOARD as a supplemental component to the course.
5. Content Outline
The course and assignment calendar is tentative and subject to change if deemed
necessary by the instructor. You will be informed of all changes at class meetings. If
you are absent for a class period, it is your responsibility to get the information you may
have missed from a member of your class.
Topic Assignment
Introduction to Educational Research Chapter 1
Selecting and defining a topic
Locating reference materials from Library Chapters 2, 3
Computer searches of preliminary sources
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Course Steward: Dr. Steve Horton College of Education & Human Development
Date syllabus revised: January 2011 Northwestern State University of LA
Effective Proposal/Report Writing Chapter 4, 21, 22
Sampling Designs Chapter 5
Selecting Instruments Chapter 6
Survey Research Chapter 7
Correlational Research Chapter 8
Causal/Comparative Research Chapter 9
Experimental Research (single and multiple) Chapters 10, 11
Action Research Chapter 20
Qualitative Designs Chapters 14-17
Statistical Analysis Chapters 12, 13
5.1 Course Calendar
This calendar is subject to change if deemed necessary.
Date Topic Assignment due for that Week
Week One January 12 Syllabus, Introductions Chapter 1
Foundations of Research
Week Two January 19 The Literature Review Chapters 2, 3
The Research Problem Bibliographic statement due (BB)
Using Watson Library Journal 1 Due, 5 p.m.
Week Three January 26 Effective Proposal Writing Chapters 4, 21, 22
Topic and Title Due, 5 p.m.
Week Four February 2 Sampling Chapter 5
Journal 2 Due, 5 p.m.
Theoretical Framework (draft) due, 5
p.m.
Week Five February 9 Selecting Instruments Chapter 6
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Course Steward: Dr. Steve Horton College of Education & Human Development
Date syllabus revised: January 2011 Northwestern State University of LA
Preliminary Outline for Review Due,
5 p.m.
IRB Certificate Due, 5 p.m.
Week Six February 16 Wrapup, Review Lit Review Draft Due, 5 p.m.
IRB Applications Journal 3 Due, 4 p.m.
Week Seven February 23 Exam 1 Chapters 1-4, 5, 6, 21, 22
Week Eight March 2 Survey Research Chapters 7, 8
Correlational Research
Week Nine March 9 Causal Comparative Research Chapter 9
Week Ten March 16 Experimental Research Chapter 10
Journal 4 Due, 5 p.m.
Week Eleven March 23 Action Research Chapter 20
Intro/Methodology Draft Due, 5 p.m.
Week Twelve April 6 Qualitative Designs Chapters 14-17
Journal 5 Due, 5 p.m.
Week Thirteen April 13 Statistical Designs Chapters 12, 13
Last Day for Drafts, 5 p.m.
Week Fourteen April 20 Review for exam Entire proposal due 5 p.m.
MUST BE LOADED ON
PASSPORT BY 5 p.m.
Week Fifteen April 27 Exam 2 Covering Chapters 7-10, 12-13, 14-
17
6. Evaluation Policies
General University grading policies are located in the current General Catalog under the
heading of Academic Regulations. Policies of this course are in compliance with
University regulations.
6.1. Attendance
6.1.1. Regular attendance is expected.
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Course Steward: Dr. Steve Horton College of Education & Human Development
Date syllabus revised: January 2011 Northwestern State University of LA
6.2. Grading
POINTS
Attendance: 5 points
deducted for each unexcused
absence
25
Proposal 150
Miscellaneous (including
Passport load)
50-75
Exam 1 125
Exam 2 125
Journals 25
Completed IRB Application 25
TOTAL POINTS 525-
Grading Policy:
Timely submission of all assignments is expected. Assignments turned in late will be
graded based on half the allotted points. Assignments submitted past this time frame
will be received ONLY for feedback, and a grade of ZERO will be recorded. Also,
you must earn a passing grade (C or better) on the proposal to pass the course with a C or
better.
In-class assignments are due at 5 p.m. on the assigned class day. There are, however,
some Internet exercises that have “posted” deadlines that differ from these. Pay attention
to the times/days.
Make-up tests need to be approved by the instructor prior to the time of the test and are
only approved for serious emergencies.
All graded and ungraded work should be maintained in a notebook so that you are up to
date on everything in the class.
Journal entries will not be accepted after 5 p.m. on the day they are due.
9
Course Steward: Dr. Steve Horton College of Education & Human Development
Date syllabus revised: January 2011 Northwestern State University of LA
Cheating on quizzes/test, submitting work completed by others, and outright plagiarism
will result in consequences ranging from the grade of “F” in the course to expulsion from
the university and your graduate program.
I will always maintain an active Blackboard site for this course. Take advantage of
frequent log-ins, as I will often post extra suggestions, opportunities for bonus points, and
other “surprises” for those who keep current.
Grading Scale:
A 90-100
B 89-80
C 79-70
D 69-60
F below 60
7. Bibliography
Students are expected to consult recent empirical works in their area of research.
Scholarly journals and books may be obtained from the library or on-line sources.
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Course Steward: Dr. Steve Horton College of Education & Human Development
Date syllabus revised: January 2011 Northwestern State University of LA
Education 5010
Grading Rubric for Proposal
COMPONENT OF PROPOSAL POINTS POSSIBLE
POINTS LOST
COMMENTS
PREFACE 15
Title Page: Title page follows appropriate guidelines per
course requirements. Title creatively written. 5
Table of Contents: Table of contents includes all headings
and subheadings throughout proposal as directed by instructor and by APA.
5
List of Tables, if appropriate, includes all identified in
proposal. optional
List of Figures, if appropriate, includes all identified in
proposal. optional
Abstract: Abstract complete; follows requirements set forth
by APA. 5
INTRODUCTION 40
Background: Candidate demonstrates appropriate decision
making skills by summarizing the background of the proposal topic in an acceptable format.
5
Theoretical Framework: Statement of the Problem:
Clearly communicates problem and parallels proposal topic in an acceptable format.
5
Theoretical Framework: Research Questions: Research
question clearly communicates and parallels proposal topic in an acceptable format.
5
Theoretical Framework: Rationale (purpose) of Study:
Clearly communicates problem and parallels proposal topic in an acceptable format.
5
Significance: Candidate determines and establishes
relevance and need for study’s design and implementation in an acceptable format.
5
Definition of Terms: Operational definitions inclusive, in
complete sentences, and defined appropriately based on purpose of study.
5
Limitations/Delimitations/Assumptions of the Study:
Creative and critical decision making skills apparent in 5
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Course Steward: Dr. Steve Horton College of Education & Human Development
Date syllabus revised: January 2011 Northwestern State University of LA
candidates descriptions of limitations/delimitations/assumptions of the study.
Candidate demonstrates responsibility taking by ensuring that APA style, spelling, and mechanics are accurate.
5
REVIEW OF RELATED LITERATURE 40
Contains appropriate thesis statement that supports review of literature and demonstrates that candidate has made an appropriate choices based on perusal of available diverse scholarly works.
5
Proposal includes concluding paragraph that summarizes relative components of review.
5
Content of literature review is complete, relevant to purpose of study, critically analyzes appropriate, diverse, and relevant literature.
20
Candidate demonstrates responsibility taking by ensuring that APA style, spelling, and mechanics are accurate.
10
METHODOLOGY 40
Design: Identifies purpose of methodology section and
demonstrates that candidate has made appropriate choices based on understanding of research design and its critical components.
10
Setting and Participants (include sampling methods, IRB requirements): Appropriate selection of diverse, target
and accessible populations. Sampling method incorporated accurately.
5
Data Collection: Appropriate choice of instrumentation
explained, including type, components, and validity/reliability issues of same. Instrument either included in this section or appended (with appropriate citation).
10
Treatment of the Data: Procedure comprehensively
addressed based on design selected; validity/reliability of procedure addressed. Appropriate choice of data treatment/analysis based on design, collection method, and storing archiving method selected. Appropriate electronic data analysis system employed.
5
Implications for Future Research: Candidate clearly
summarizes kind of treatment/outcomes expected depending upon outcome results.
5
Candidate demonstrates responsibility taking by ensuring that APA style, spelling, and mechanics are accurate.
5
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Course Steward: Dr. Steve Horton College of Education & Human Development
Date syllabus revised: January 2011 Northwestern State University of LA
REFERENCES/APPENDIX 15
Candidate demonstrates responsibility taking by ensuring that APA style, spelling, and mechanics are accurate.
10
Appendix subpage included, with appropriate pagination and placement. All references to appendix included within text.
5
2 copies of paper included YES NO*
Copies of Articles, Drafts, etc. included YES NO*
*automatic 10-point deduction for not having either
5
Mastery
4
Near Mastery
3
Acceptable
2
Weak
1
Unacceptable
Clear and complete descriptions of all required components. Demonstration of problem solving, creative and critical thinking, decision making, and responsibility taking in description of tasks.
Descriptions of required components. Demonstration of problem solving, creative and critical thinking, decision making, and responsibility taking in description of tasks. Professor questions non-critical components.
Brief descriptions of required components. Demonstration of creative and critical thinking, decision making, and responsibility taking in description of tasks. Professor questions both critical and non-critical components.
Brief descriptions of required components. Components missing. Demonstration of decision making, and responsibility taking in description of tasks. Professor questions both critical and non-critical components.
Incomplete or inaccurate descriptions of required components. Components missing. No demonstration of problem solving, creative and critical thinking, decision making, and responsibility taking in description of tasks.
Scores will be doubled for items worth 10 points, tripled for items worth 15 points, and quadrupled for items worth 20 points.
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Course Steward: Dr. Steve Horton College of Education & Human Development
Date syllabus revised: January 2011 Northwestern State University of LA
EDUC 5010
INTERNET SECTION
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Course Steward: Dr. Steve Horton College of Education & Human Development
Date syllabus revised: January 2011 Northwestern State University of LA
EDUCATION 5010 -EDUCATIONAL RESEARCH AND EVALUATION
1. Identification of Course
1.1 EDUC 5010. Educational Research and Evaluation (3-3-0)
Prerequisites: EPSY 4400 or permission of the instructor. Letter grades A-F are
awarded. Semesters offered: Fall, Spring and Summer.
1.2 Textbook(s) and/or Supplementary Materials
Required Texts and Materials
Gay, L., & Airasian, P. (2009). Educational research: Competencies for analysis
and applications. Columbus: Prentice-Hall. NINTH EDITION
YOU MUST USE THE 9th
EDITION FOR THIS COURSE. It is much
different than the 8th
edition.
American Psychological Association (2009). Publication manual of the American
psychological Association (6th ed.). Washington, D.C.: Author.
YOU MUST USE THE 6th
EDITION FOR THIS COURSE. It is much
different than the 5th
edition.
Active PASSPORT ACCOUNT
Supplementary Materials:
Additional resources, readings, and/or references for this course provided
throughout the semester as appropriate. These supplementary materials are
generally posted in Moodle (or Blackboard) for this course.
1.3. General Information
Professor: Dr. Michelle Morris, Assistant Professor
Office: Teacher Education Center, Rm. B-109
E-mail: [email protected]
Phone number: 318-357-4252
Fax: 318-357-6275
This course has an active BLACKBOARD site.
NSU Academic calendar with important dates can be found at
http://www.nsula.edu/acacalendars/Default.htm
PASS-Port Policy
Each student must upload assigned artifacts to PASS-Port as a required
component of this class. Since all students are required to maintain a current
15
Course Steward: Dr. Steve Horton College of Education & Human Development
Date syllabus revised: January 2011 Northwestern State University of LA
PASS-Port subscription, if all required field experiences and artifacts are not
completed and entered into PASS-Port by the due date, the candidate will
receive a grade of F in the course regardless of other grades.
2. Course Description/Justification
2.1. Catalog Description
Qualitative and quantitative approaches to organization, design, implementation
and interpretation of empirical research in behavioral sciences; preparation of
research proposals; evaluation of proposals and reports.
2.2. Justification/Rationale
This course is an introduction to research methods, techniques and procedures. As
an introductory course, it is designed for students at an entry level in a master's
degree program or other post-baccalaureate programs. Emphasis in this course is
on the ability of students to read and understand research articles and reports and
to design and implement empirical studies relevant to their discipline. The
premise is that graduate study requires the ability to read, interpret and conduct
research that will enable students to explore the frontiers of the knowledge in their
discipline.
3. Goals and Objectives
3.1. Goals
All candidates pursuing degrees in the College of Education and Human
Development are expected to apply the principles of the conceptual framework,
Models for Learning. Thus, objectives and learning activities in this course call
upon candidates to take responsibility for their learning, to identify problems
within specific areas, to arrive at solutions using creative/critical thinking, and to
reflect upon and evaluate decisions made in the course of their learning.
For a copy of the Conceptual Framework document and link to the YouTube
video, go to http://education.nsula.edu/conceptual-framework/.
3.2. Objectives
By completing the assignments and/or tasks of this course, each candidate will:
3.2.1 Demonstrate proficiency in the use of appropriate vocabulary of research
design (DM, RT, PS, CCT)
3.2.2 Demonstrate competency in the use of oral and written language by using
appropriate syntactical structure, appropriate mechanics, standard English,
and acceptable standards of writing in all class assignments (DM, RT, PS,
CCT)
3.2.3 Describe the importance of the role of research in education and the social
sciences (DM, RT, PS, CCT)
16
Course Steward: Dr. Steve Horton College of Education & Human Development
Date syllabus revised: January 2011 Northwestern State University of LA
3.2.4 Select appropriate research methods related to specific research situations
(DM, RT, PS, CCT)
3.2.5 Critique completed research studies according to criteria presented in class
(DM, RT, PS, CCT)
3.2.6 Successfully complete the Human Participant Protections Education for
Research Teams tutorial (DM, RT, PS, CCT)
3.2.7 Select a problem area, state a research problem and design a research
proposal according to guidelines presented in class. Topics can include,
but are not limited to curricular issues, including instruction, educating
students who are culturally different from the majority, those with
special learning needs, technology, and high-stakes testing (DM, RT, PS,
CCT)
(Note: this will be a formal proposal for conducting an educational
research project.)
3.2.8 Demonstrate proficiency in the effective use of technology by
communicating with the instructor and classmates by e-mail and through
BlackBoard (DM, RT, PS, CCT)
3.2.9 Demonstrate proficiency in the effective use of electronic library resources
by conducting a thorough electronic literature search to be used in the
formal proposal (DM, RT, PS, CCT)
3.2.10 Demonstrate proficiency in the effective use of word processing software
and technology by submitting the formal proposal in appropriate APA
format (DM, RT, PS, CCT)
4. Student Activities and Experiences
Disability Policy:
It is the policy of NSU to accommodate students with disabilities, pursuant to federal law,
state law, and the University’s commitment to equal educational opportunities. Any
student with a disability who needs accommodations, for example in seating placement or
in arrangements for examinations, should inform the instructor at the beginning of the
course. Students with disabilities are encouraged to contact the Office of Disability
Support, which is located in Student Union, Room 240-A, telephone 357-4460.
NSU College of Education Online Civility Statement:
Each Northwestern State University candidate is encouraged to help create an
environment that promotes learning, dignity, and mutual respect for everyone in the
online learning environment. Candidates should communicate online with respect, read
and respond carefully to others in order to understand their point-of-view, take
responsibility for their words, keep criticism constructive, respect diversity, and be
17
Course Steward: Dr. Steve Horton College of Education & Human Development
Date syllabus revised: January 2011 Northwestern State University of LA
tolerant of differences. Students who make others feel unwelcome, disrespected,
harassed, use inappropriate language, are verbally abusive, display defiance or disrespect
to others, or behave aggressively toward others during the course may be asked to log off
the online class and subjected to disciplinary action under the Northwestern State
University Student Code of Conduct and Sanctions (Article VII Sanctions). The
instructor of a course may deem additional behaviors or actions inappropriate; these
actions or behaviors will be outlined in the course syllabus. Copies of the infractions and
sanctions are available on the NSU web site at:
http://www.nsula.edu/studenthandbook/page100.htm
Definition of Diversity:
Today members of our university community are more likely to experience differences
among people. Northwestern State University defines diversity as differences in age,
gender, religion, language, sexual orientation, socioeconomic status, ethnicity, race,
exceptionalities, and geographic background. In our mission to acknowledge our
differences, we also hope to realize our commonalities.
4.1 Assignments and/or Tasks
4.1.1. Read all assigned material in a thorough and timely manner. (RT, CCT)
4.1.2. Demonstrate content mastery in quizzes, tests and examinations. (PS,
CCT)
4.1.3. Develop a formal research proposal for conducting an empirical research
study. This proposal must be an original document developed by the
student. (CCT, RT, DM, PS)
4.1.5 Attend class meetings on a regular and punctual basis and actively
participate in class discussions and activities. (RT)
4.1.8. Conduct a thorough literature search to be used in the formal proposal.
(CCT, RT, PS)
4.1.9. Communicate with instructor electronically (journal). (PS, CCT)
4.1.10. Utilize BLACKBOARD as a supplemental component to the course.
5. Content Outline
The course and assignment calendar is tentative and subject to change if deemed
necessary by the instructor. You will be informed of all changes at class meetings. If
you are absent for a class period, it is your responsibility to get the information you may
have missed from a member of your class.
Topic Assignment
Introduction to Educational Research Chapter 1
18
Course Steward: Dr. Steve Horton College of Education & Human Development
Date syllabus revised: January 2011 Northwestern State University of LA
Selecting and defining a topic
Locating reference materials from Library Chapters 2, 3
Computer searches of preliminary sources
Effective Proposal/Report Writing Chapter 4, 21, 22
Sampling Designs Chapter 5
Selecting Instruments Chapter 6
Survey Research Chapter 7
Correlational Research Chapter 8
Causal/Comparative Research Chapter 9
Experimental Research (single and multiple) Chapters 10, 11
Action Research Chapter 20
Qualitative Designs Chapters 14-17
Statistical Analysis Chapters 12, 13
5.2 Course Calendar
This calendar is subject to change if deemed necessary.
Date Topic Assignment due for that Week
Week One January 12 Syllabus, Introductions Chapter 1
Foundations of Research
Week Two January 19 The Literature Review Chapters 2, 3
The Research Problem Bibliographic statement due (BB)
Using Watson Library Journal 1 Due, 5 p.m.
Week Three January 26 Effective Proposal Writing Chapters 4, 21, 22
Topic and Title Due, 5 p.m.
Week Four February 2 Sampling Chapter 5
19
Course Steward: Dr. Steve Horton College of Education & Human Development
Date syllabus revised: January 2011 Northwestern State University of LA
Journal 2 Due, 5 p.m.
Theoretical Framework (draft) due, 5
p.m.
Week Five February 9 Selecting Instruments Chapter 6
Preliminary Outline for Review Due,
5 p.m.
IRB Certificate Due, 5 p.m.
Week Six February 16 Wrapup, Review Lit Review Draft Due, 5 p.m.
IRB Applications Journal 3 Due, 4 p.m.
Week Seven February 23 Exam 1 Chapters 1-4, 5, 6, 21, 22
Week Eight March 2 Survey Research Chapters 7, 8
Correlational Research
Week Nine March 9 Causal Comparative Research Chapter 9
Week Ten March 16 Experimental Research Chapter 10
Journal 4 Due, 5 p.m.
Week Eleven March 23 Action Research Chapter 20
Intro/Methodology Draft Due, 5 p.m.
Week Twelve April 6 Qualitative Designs Chapters 14-17
Journal 5 Due, 5 p.m.
Week Thirteen April 13 Statistical Designs Chapters 12, 13
Last Day for Drafts, 5 p.m.
Week Fourteen April 20 Review for exam Entire proposal due 5 p.m.
MUST BE LOADED ON
PASSPORT BY 5 p.m.
Week Fifteen April 27 Exam 2 Covering Chapters 7-10, 12-13, 14-
17
20
Course Steward: Dr. Steve Horton College of Education & Human Development
Date syllabus revised: January 2011 Northwestern State University of LA
6. Evaluation Policies
General University grading policies are located in the current General Catalog under the
heading of Academic Regulations. Policies of this course are in compliance with
University regulations.
6.1. Attendance
6.1.1. Regular attendance is expected.
6.2. Grading
POINTS
Attendance: 5 points
deducted for each unexcused
absence
25
Proposal 150
Miscellaneous (including
Passport load)
50-75
Exam 1 125
Exam 2 125
Journals 25
Completed IRB Application 25
TOTAL POINTS 525-
Grading Policy:
Timely submission of all assignments is expected. Assignments turned in late will be
graded based on half the allotted points. Assignments submitted past this time frame
will be received ONLY for feedback, and a grade of ZERO will be recorded. Also,
you must earn a passing grade (C or better) on the proposal to pass the course with a C or
better.
21
Course Steward: Dr. Steve Horton College of Education & Human Development
Date syllabus revised: January 2011 Northwestern State University of LA
In-class assignments are due at 5 p.m. on the assigned class day. There are, however,
some Internet exercises that have “posted” deadlines that differ from these. Pay attention
to the times/days.
Make-up tests need to be approved by the instructor prior to the time of the test and are
only approved for serious emergencies.
All graded and ungraded work should be maintained in a notebook so that you are up to
date on everything in the class.
Journal entries will not be accepted after 5 p.m. on the day they are due.
Cheating on quizzes/test, submitting work completed by others, and outright plagiarism
will result in consequences ranging from the grade of “F” in the course to expulsion from
the university and your graduate program.
I will always maintain an active Blackboard site for this course. Take advantage of
frequent log-ins, as I will often post extra suggestions, opportunities for bonus points, and
other “surprises” for those who keep current.
Grading Scale:
A 90-100
B 89-80
C 79-70
D 69-60
F below 60
7. Bibliography
Students are expected to consult recent empirical works in their area of research.
Scholarly journals and books may be obtained from the library or on-line sources.
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Course Steward: Dr. Steve Horton College of Education & Human Development
Date syllabus revised: January 2011 Northwestern State University of LA
Education 5010
Grading Rubric for Proposal
COMPONENT OF PROPOSAL POINTS POSSIBLE
POINTS LOST
COMMENTS
PREFACE 15
Title Page: Title page follows appropriate guidelines per
course requirements. Title creatively written. 5
Table of Contents: Table of contents includes all headings
and subheadings throughout proposal as directed by instructor and by APA.
5
List of Tables, if appropriate, includes all identified in
proposal. optional
List of Figures, if appropriate, includes all identified in
proposal. optional
Abstract: Abstract complete; follows requirements set forth
by APA. 5
INTRODUCTION 40
Background: Candidate demonstrates appropriate decision
making skills by summarizing the background of the proposal topic in an acceptable format.
5
Theoretical Framework: Statement of the Problem:
Clearly communicates problem and parallels proposal topic in an acceptable format.
5
Theoretical Framework: Research Questions: Research
question clearly communicates and parallels proposal topic in an acceptable format.
5
Theoretical Framework: Rationale (purpose) of Study:
Clearly communicates problem and parallels proposal topic in an acceptable format.
5
Significance: Candidate determines and establishes
relevance and need for study’s design and implementation in an acceptable format.
5
Definition of Terms: Operational definitions inclusive, in
complete sentences, and defined appropriately based on purpose of study.
5
Limitations/Delimitations/Assumptions of the Study:
Creative and critical decision making skills apparent in 5
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Course Steward: Dr. Steve Horton College of Education & Human Development
Date syllabus revised: January 2011 Northwestern State University of LA
candidates descriptions of limitations/delimitations/assumptions of the study.
Candidate demonstrates responsibility taking by ensuring that APA style, spelling, and mechanics are accurate.
5
REVIEW OF RELATED LITERATURE 40
Contains appropriate thesis statement that supports review of literature and demonstrates that candidate has made an appropriate choices based on perusal of available diverse scholarly works.
5
Proposal includes concluding paragraph that summarizes relative components of review.
5
Content of literature review is complete, relevant to purpose of study, critically analyzes appropriate, diverse, and relevant literature.
20
Candidate demonstrates responsibility taking by ensuring that APA style, spelling, and mechanics are accurate.
10
METHODOLOGY 40
Design: Identifies purpose of methodology section and
demonstrates that candidate has made appropriate choices based on understanding of research design and its critical components.
10
Setting and Participants (include sampling methods, IRB requirements): Appropriate selection of diverse, target
and accessible populations. Sampling method incorporated accurately.
5
Data Collection: Appropriate choice of instrumentation
explained, including type, components, and validity/reliability issues of same. Instrument either included in this section or appended (with appropriate citation).
10
Treatment of the Data: Procedure comprehensively
addressed based on design selected; validity/reliability of procedure addressed. Appropriate choice of data treatment/analysis based on design, collection method, and storing archiving method selected. Appropriate electronic data analysis system employed.
5
Implications for Future Research: Candidate clearly
summarizes kind of treatment/outcomes expected depending upon outcome results.
5
Candidate demonstrates responsibility taking by ensuring that APA style, spelling, and mechanics are accurate.
5
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Course Steward: Dr. Steve Horton College of Education & Human Development
Date syllabus revised: January 2011 Northwestern State University of LA
REFERENCES/APPENDIX 15
Candidate demonstrates responsibility taking by ensuring that APA style, spelling, and mechanics are accurate.
10
Appendix subpage included, with appropriate pagination and placement. All references to appendix included within text.
5
2 copies of paper included YES NO*
Copies of Articles, Drafts, etc. included YES NO*
*automatic 10-point deduction for not having either
5
Mastery
4
Near Mastery
3
Acceptable
2
Weak
1
Unacceptable
Clear and complete descriptions of all required components. Demonstration of problem solving, creative and critical thinking, decision making, and responsibility taking in description of tasks.
Descriptions of required components. Demonstration of problem solving, creative and critical thinking, decision making, and responsibility taking in description of tasks. Professor questions non-critical components.
Brief descriptions of required components. Demonstration of creative and critical thinking, decision making, and responsibility taking in description of tasks. Professor questions both critical and non-critical components.
Brief descriptions of required components. Components missing. Demonstration of decision making, and responsibility taking in description of tasks. Professor questions both critical and non-critical components.
Incomplete or inaccurate descriptions of required components. Components missing. No demonstration of problem solving, creative and critical thinking, decision making, and responsibility taking in description of tasks.
Scores will be doubled for items worth 10 points, tripled for items worth 15 points, and quadrupled for items worth 20 points.