State University of New York College at Cortland

State University of New York College at Cortland
Department of Foundations and Social Advocacy
SPE-651: Understanding and Conducting Educational Research
Course Information
Credit Hours: 3
Semester/Year: Fall 2010
Location:VHB 134
Day/Time: W. 4:20 – 6:50 p.m.
Professor Information
Dr. Judy K. C. Bentley
Phone: 607-753-0133
Office Location: Cornish 1231
Office Hours: TBA & by Appointment
Email: [email protected]
Texts and Bibliographic Materials Required
American Psychological Association (2009, July [Second Printing]). Publication manual of
the American Psychological Association (6th ed.). Washington, DC: Author. (Required)
Wolcott, H. (2009). Writing up qualitative research (6th ed.). Thousand Oaks, CA: Sage.
(Recommended)
Resource Bibliography Upon which Course Is Based
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods
approaches (2nd ed.). Thousand Oaks, CA: Sage.
Kinchele, J. L. (2003). Teachers as researchers: Qualitative inquiry as a path to empowerment
(2nd ed.). New York: Routledge.
Mills, G.E. (2010). Action research: A guide for the teacher researcher (4th ed.).
Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Wolcott, H. (2009). Writing up qualitative research (6th ed.). Thousand Oaks, CA: Sage.
Yin, R. K. (Ed.) (2009). Case study research: Design and method (4th ed.).
Thousand Oaks CA: Sage.
Course Description
An initial course in the reading, analysis, and design of research in education and special
education. SPE 651 is intended to provide graduate students with basic understanding of text,
information, and methodology to be applied throughout the master's program.
Course Attendance Policy
This is a graduate class. You are expected to attend every class. Missing classes
can affect your final grade. Written and verbal engagement with required readings is required for
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successful class participation; and you will receive a grade for these activities as specified. In
case of an emergency, please notify the professor via phone or email as soon as possible. In the
case of prohibitive weather, use your own judgment. Safety first. If you miss a class, please be
professional and let me know as soon as possible why you were not able to attend. If you miss a
class, you are responsible for getting in touch with a classmate for copies of any course
materials distributed in your absence.
COURSE GOALS
I. The participant will recognize, define, describe, and effectively apply some major theoretical
perspectives and methods in shaped qualitative research.
II. The participant will utilize developing knowledge of qualitative research methods to design
and present a qualitative research study.
COURSE OBJECTIVES
The learning community of master’s students will . . .
1. Demonstrate – in writing, and/or by participating in class discussions – a basic understanding
of the following qualitative methods and philosophies: critical constructivism; positivism;
interpretivism; hermeneutics; ethnography; symbolic interactionism; action research CEC 9; CF
1, 2, 6, 7, 9 & 11).
2. Share data collected for the assigned research study described in Objectives 6‐7, and assist one
another in preliminary data analysis (CEC 9 & 10; CF 6 & 7).
3. Share stories and personal reflections on required readings and your own research, as directed
CEC 9 & 10; CF 1, 2, 7, 9 & 11).
The individual participant will . . .
4. Accurately complete the CITI Tutorial and IRB application on the date specified by the
instructor (CEC 9; CF 6 & 9).
5. Recognize, by name and by contribution, some major theorists in the field of qualitative
research (CEC 9; CF7).
6. Verbally and in writing, apply a qualitative researcher’s perspective to specified, ordinary
events CEC 1, 9 & 10; CF 6 & 7).
7. Critique and analyze refereed journal article(s) utilizing qualitative research CEC 9 & 10; CF
7).
8. Design and present a proposal for a qualitative research study, as specified by the instructor
CEC 9; CF 1, 2, & 7).
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9. Conduct at least two interviews, and one participant observation, or two observations and one
interview, to collect data for the qualitative research study. One interview must be audio
recorded and transcribed CEC 2, 9 & 10; CF 6, 7, 9 & 11).
10. Obtain at least one relevant artifact for the qualitative research study proposed in Objective #
8 (CEC 9 & 10; CF 6 & 7).
11. Submit at least one preliminary draft, and one final draft of the proposed qualitative research
study (CEC 9 & 10; CF 1, 2, 6, 7, ( 9 & 11) .
12. Demonstrate mastery of: APA style, selection of reputable and relevant published research,
theoretical application, reading, writing, appropriate use of technology, and formal presentation
at the master’s level of scholarship (CEC 9 & 10; CF 7 & 9).
IRB Certification Requirement
Students are required to successfully complete the CITI tutorial offered
online by the Institutional Review Board (IRB) of SUNY‐Cortland, and submit a research
proposal for exempt review. Information about the IRB is available on the website of the Office
of Sponsored Programs. Detailed information will also be provided in class, and a portion of
class time will be devoted to your IRB application. Data collected and papers written by students
who have not been certified, and/orwho do not have an approved application or signed consent
forms at the time of data collection, will not be accepted. Having unacceptable data will
eliminate a major portion of your grade, and will result in your failing the course.
IRB certification is an ethical responsibility, which protects the rights of vulnerable participants
(specifically persons with disabilities), student researchers, and the university. Consent forms are
federal, legal documents and must not be backdated.
Evaluation of Student Performance
Students are expected to complete the following assignments, as listed in the schedule.
1. Breaching exercise [10 points; due 9/8/10].
2. Field practice attendance & write‐up [10 points, due 9/22/10].
3. CITI Tutorial Certificate of Completion, [required to pass the course, due 9/22/10].
SPE 651 [Section 601/CRN 95716] Fall 2010 Bentley 3
4. Research Proposal [15 points, due 9/22/10]
5. Consent Forms [required to pass the course, due 9/29/10].
6. Selection & critique of a refereed journal article [15 points due 9/29/10].
7. Annotated bibliography [15 points, due 10/6/10].
8. AT LEAST ONE preliminary draft [10 points, due no later than 11/10/10] and . . .
9. Individual meeting [10 points, scheduled for 11/17/10].
10. Formal presentation of your study [25 points, scheduled for 12/1/10]
10. Final draft [50 points, due 12/7/07] of a qualitative monograph (see rubric).
11. “Gisting” and other class participation as directed [20 points]
12. APA **examlet(s) [20 points, schedule to be announced]
** An “examlet” is a brief quiz developed by the professor, based your demonstrated need for
study, practice, and assessment of your skills. One or more examlets will be given during the
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semester, to make sure you are familiar with basic APA style.
Percentage (Grade Points) 97‐100% (197‐200 Points) 93‐96% (193‐196 Points) 90‐92% (190‐192 Points) 87‐89% (187‐189 Points) 83‐86% (183‐186 Points) 80‐82% (180‐182 Points) 77‐79% (177‐179 Points) 73‐76% (173‐176 Points) 70‐72% (170‐172 Points 68‐69% (168‐169 Points) 66‐67% (166‐167 Points) 65% (165 Points) Below 65% (Below 165 Points) Letter Grade A+ A A‐ B+ B B‐ C+ C C‐ D+ D D‐ E Grade Points 4.3 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 1.7 0.0 Description Target Performance Acceptable Performance Moderately Acceptable Performance Minimally Acceptable Performance Unacceptable Performance Course Failure *Course Schedule and Activities
* The syllabus is subject to revision based upon individual and class strengths and needs,
weather contingencies, etc. You are responsible for knowing changes to the schedule, which will
be announced in class and/ or via email/WebCT.
WEEK ONE [9/1/10]: Researcher as Instrument and Advocate
Bring to next class: 1) A personal artifact that tells your story. You will share your artifact and
your story with the class. Prepare for class discussion of readings, as directed. 2) Breaching
exercise.
WEEK TWO [9/8/10]: Allowing a Critical Consciousness
Presentation of artifacts & breaching exercises
WEEK THREE [9/15/10]: In the Field
You will (during class time) spend 1.5 hours in one or more field locations to be determined by
the instructor. You will practice several forms of participant observation. Read for next class
Mills, Chapters 7 & 3 [Action Planning for Action Research; Data Collection Techniques, pp.
140-160; pp. 50-78]
Bring to next class: 1) Field practice write-up; 2) CITI Tutorial Certificate of Completion; 3)
Research Proposal.
WEEK FOUR [9/22/10]: Review of the Literature: Searching and Evaluating
Tutorial and practice: using the library databases, identifying and evaluating relevant sources,
Interlibrary Loan. You will open an ILL account as part of the tutorial.
Read for next class: Mills, Chapter 5 [Data Analysis & Interpretation, pp. 116-138]
Bring to next class: 1) an article relevant to your topic, which you should be prepared to
critique during class time; 2) your consent forms.
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WEEK FIVE [9/29/10]: Data Collection and Analysis: Interviews, Artifacts, Observation,
Grounded Theory
Read for next class: Mills, Chapter 8 [Writing Up Action Research, pp. 162-187]
Bring to next class: Annotated bibliography
WEEK SIX [10/6/10]: The Literature Review: Summary and Synthesis
WEEK SEVEN [10/13/10]: Live Data Analysis!
Bring your data.
WEEK EIGHT [10/20/10]: More Live Data Analysis!
Bring your data.
WEEK NINE [10/27/10]: Individual Meetings/Lab Session
WEEK TEN [11/3/10]: individual Meetings/Lab Session
WEEK ELEVEN [11/10/10]: Preliminary Draft Due
WEEK TWELVE [11/17/10]: Individual Meetings
WEEK THIRTEEN [12/1/10]: Formal Presentation of Studies** Class Evaluation
WEEK FOURTEEN [12/8/10]: LAST CLASS. FINAL PAPER DUE IN TWO FORMATS:
1) on paper, and 2) electronically, on MyRedDragon
Disability Accommodations Statement
SUNY Cortland is committed to upholding and maintaining all aspects of the federal Americans
with Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of 1973. If you
are a student with a disability and wish to request accommodations, please contact the Student
Disability Services Office located in B-1, Van Hoesen Hall or call 753-2066 for an appointment.
Because many accommodations require early planning, requests for accommodations should be
made as soon as possible.
Academic Integrity Statement
Students in this course are expected to abide by the guidelines on academic dishonesty that are
found in chapter 340 of the SUNY Cortland College Handbook
(http://www.cortland.edu/president/handbook.pdf). As stated in these guidelines, any instance of
plagiarism, cheating on examinations or other forms of academic dishonesty will be punished,
most likely by the receipt of a failing grade for this course and possible dismissal from the
College. The primary means for enforcing the course’s policy on academic dishonesty will be a
Web-based plagiarism detection service to which you will be required to submit all of the papers
you write for this course.
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