Educational Research for Teachers – Educ 500
Summer, 2004
Tuesdays
– Wednesdays 6:00 – 8:45 p.m.
Instructor:
A. Keith Dils, Ed.D.
Office:
206
Administration
Email:
kdils@kings.edu
Website:
www.kings.edu/kdils
Interactive
Steps for Writing the Thesis Proposal
Course
Objectives:
Students will be able to identify the tools of science and evaluate their
appropriate use in the field of education. Students will be able to read and
critique existing studies in the field of reading education.
Students will be able to apply the tools of science to solve educational
problems.
Course
Description:
Students will be introduced to essential principles in educational research. Students will build a review of the literature in reading
education. This review of the
literature will be in response to classroom scenarios depicted in class.
For each classroom scenario, dependent variables and independent
variables will be identified and studies researching these variables will be
located, reviewed, and critiqued. Students
will present their findings to the class. Students
will submit a written version of the study review/critique to the instructor.
As a result of the course, students will complete a research project
proposal and will be prepared for ED575 (the completion of the project).
Project
I.
A total of seven (7) studies will be summarized and critiqued.
These critiques will be combined to establish the literature review for
student’s the project. The following steps will be used:
1.
Students will be introduced to essential principles in research design.
2.
Students will be shown a video clip depicting a classroom reading
teaching scenario for critiques 1-4. Critiques 5-7 will be based on the
research topic selected by each student.
3.
Students will identify dependent and independent variables.
4.
Students will locate a research study (at the King’s Library with the
aid of a King’s Librarian and, or using the King’s Library online Data Base)
that investigates the independent and dependent variables identified.
5.
Students will read, summarize, and critique the study.
6.
Students will summarize the study by describing the 1) purpose of the study, 2)
independent variables and dependent variables, 3) sample and population, and 4)
results and conclusions. Students
will then follow the textbook examples* of how to critique a study and pick and
critique at least five (5) aspects of the chosen study.
The critique will be in paragraph form following the summary.
The critique should demonstrate the student’s understanding of the
research principles covered in class and in the text.
*Textbook examples of how to critique research articles:
“Research Reports” found on the following pages:
290, 321, 354, 378, 412, 465, 495, 526, 557, 587.
7.
Students will present their findings to the class.
II. Introduction of the study to be conducted in ED 575 will be written (ch 1 of the thesis - 2-3 pages).
II. Description of the research design of the study to be conducted in Ed 575 will be written (ch 3 of the thesis - 2-3 pages).
No
late assignments will be accepted – critiques due before class
Required
Textbook: Fraenkel and Wallen
“How to design and evaluate research in education.”
McGraw Hill, 5th edition.
Course Outline:
June 29 Introduction, research concepts, view 2 clips to i.d. variables
Read Chapters 1-3, 15
June 30 Research concepts, critiques, using research tools (library, data base), view 2 clips to i.d. variables
Read Chapters 5, 6, 7, 8, 9, and 13
July 6 – Research concepts, using research tools, 4 articles located and Due (emailed or photocopied by end of class)
July 7 – Model critiques - review research concepts
July 13 – Critiques 1, 2 due – Student Presentations (show two video clips)
July 14 Individual conferences -
July 20 Critiques 3, 4 due – student presentations – identify possible research topic for ED 575
July 21
3 articles located and Due (emailed or photocopied by end of class) - articles to be related to research topic for ed 575 (not based on videos)
Read Chapter 14 - Single Subject Design Introduced - Identify possible variables for 575
July 27 Critiques 5, 6, 7 due – student presentations
July 28 Introduce Ch 1 and 3
August 3 Writing day – schedule individual conferences - rough draft Ch 1 and 3 due via email
Read Ch14, Ch 24
August 4 Ch 1 and Ch 3 due
Ch1 = Introduction (establish need for the study), limitations of study (critique single subject design). 2-3 typed pages
Ch 3 = description of single subject design study (what you propose to
do), 2-3 typed pages.