EDCI-6390.60 Research Methods in Education THE UNIVERSITY OF TEXAS AT BROWNSVILLE

THE UNIVERSITY OF TEXAS AT BROWNSVILLE
College of Education
Syllabus
EDCI-6390.60 Research Methods in Education
Conceptual Framework&Knowledge Base
The conceptual framework contains four core
concepts that are themes through which we
organize and deliver our programs; hence they are
central to our vision of professional educators and
scholars. These include:
Inter-culturalism
Interrelatedness
Inquiry
Pedagogical Leadership
College of Education (COE) Mission
Statement
To prepare highly skilled professionals to assume roles and positions in teaching,
research, educational leadership, and human development.
To provide undergraduate and graduate programs based on proven best practice,
knowledge acquisition, reflective inquiry, critical thinking, and respect for the
cultural and linguistically diverse learner.
To continuously develop a dynamic local, state, national, and international,
dimension that promotes innovations and contributes to scientific educational,
economic, and social change.
College of Education (COE) Vision Statement
The vision of the College of Education is to be consistently recognized as fullyaccredited and as a nationally and internationally respected college in the areas of
science, mathematics, educational technology and intercultural dimension (language,
literacy, culture and interdisciplinary studies in regard to preparing teachers,
counselors, administrators, educational researchers, and professional at all levels, not
only for the school system but for other economical and service areas which require
training, human resources, development and life-long learning.
Teacher preparation programs of the College of Education will be central to the mission
of the University and will have national prominence. It will be at the forefront in
programs for English Language Learners and, through teacher preparation, P-16 and
life-long education initiatives will be a model for helping to close the student
achievement gap.
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All of these will require the COE to be noted for the quality of its graduates, the
scholarship of its faculty, and the leadership and service they provide to the local,
regional, and national educational communities in the previously mentioned areas.
Note: Be advised that the College of Education conducts ongoing research regarding
the effectiveness of the programs. You will receive one survey in the final semester
prior to graduation regarding your program during your time here. A second survey
will occur within one year following graduation from or completion of a program,
and will be sent to your employer. This survey will focus on the preparation
received at UTB. Please remember that your response to these surveys is critical to
UTB excellence.
Department of Teaching, Learning & Innovation (TLI) Mission Statement
The mission of the Department of Teaching, Learning, and Innovation is to prepare and
develop highly skilled professionals for leadership roles in the educational practice and
service of our region, state and nation, accomplished through rigorous, comprehensive and
innovative curricula.
The undergraduate and post baccalaureate programs engage students in the acquisition of
knowledge, skills and disposition for entering the teaching profession, and in the use of
inquiry to improve pedagogy for diverse learners.
The graduate programs cultivate an active community of scholars who promote research
and develop educational leadership to serve as advocates for educational excellence and
lifetime learning.
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College of Education
Department of Teaching, Learning and Innovation
EDCI-6390.60 Research Methods in Education
Summer II 2012
Prerequisite: approval of graduate advisor
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Professor: Dr. Alberto Josē Herrera
Office: EDBC #1.316
Office Phone: (956) 882-6702, Cell: (956) 497-1053
Office Hours: Tuesday, Wednesday, Thursday, Friday (1:30-2:30 pm)
other times by appointment
Email: [email protected]
Classroom Location: EDCI-1.312 Computer Lab
Class Dates: July 13, 14; July 20, 21; July 27, 28
Class Times: Fridays 2:30- 9:30PM, Saturdays 8:30AM -4:30PM
Course Catalog Description:
This course will provide graduate students with opportunities to increase their
competence as educational researchers through an in-depth dialogue and instruction of
research paradigms and methodologies in education. It is designed to prepare students to
plan a research study and write and defend a Master’s Thesis. Lec. 3, Cr. 3
Required Texts:
Calabrese, R. L. (2006). The elements of an effective dissertation and thesis. Rowman &
Littlefield Education ISBN-10-1-57886-351-1 (pbk.) or ISBN-13-978-1-57886351-8 (pbk.)
Bryant, M. T. (2006). The portable dissertation advisor. Corwin Press.
ISBN-0-7619-4695-0 (cloth) or ISBN 0-7619-4696-9 (pbk.)
American Psychological Association (2001). Publication manual (6th ed.). Washington,
DC. ISBN-13-978-1-4338-0561-5 (soft cover)
Required: MEAD Journal (or equivalent) Composition Journal. Wide Ruled, 100 sheets,
200 pages 9¾ X 7½in. (or equivalent)
Other: Computer access to the UTB Blackboard and Collaborate is required.
Additional /supplemental Course Handouts provided or referenced by Instructor.
Purpose of this Course
The purpose is to help graduate students refresh their skills in the area of research,
research methods, creating a theoretical framework, and a conceptual framework from a
synthesis of related literature. The student will focus on a research topic and problem in
education and will decide on a topic that will become the focus of a research agenda for all
their graduate coursework. Students will also learn how to navigate UT Systems
Blackboard, Collaborate and the many UTB Library online resources.
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Topics, Learning Processes, Desired Results,
and Tentative Course Schedule
Seminar One (15 hours): Project One (July 13, 14)
Course begins with an introduction to educational research. Students will
learn: What is Educational Research? What are the different types of Quantitative and
Qualitative Research methods and the different types of analysis. What are the APA
standards required by the College of Education? Students will also learn how to access
and navigate the online UTB Blackboard classroom. Students will create a research
agenda with a focus on a topic and problem of interest in education. Student learning
outcome is Project One: Statement of the Research Problem.
Seminar Two (15 hours): Projects Two and Three (July 20, 21)
Meet a UTB Librarian and experience a virtual tour of the library. Continue to
focus on a research topic of interest. Students will learn how to research related
literature. Students will establish a Research Agenda. Project One: students will
Analyze and Critique peer-reviewed original and primary research articles. Project
Two: students will create a Theoretical Framework with sources cited to APA standards.
Students will also learn how to access and attend an online web-conference lecture
using Blackboard and Collaborate. The student learning outcome is Project Two: Article
Analysis, Project Three: The Theoretical Framework.
Seminar Three (15 hours): Project Four (July 27, 28)
Students will write a short Synthesis of the Literature and create a Conceptual
Framework from the synthesis with references cited to APA standards. This synthesis
becomes the basis for Project Four: Conceptual Framework and Review of the Related
Literature. The student learning outcome is Project Four: the Conceptual Framework
and Review of the Related Literature.
Major Assignments
Project One: Statement of the Research Problem (100 pts.)
Students will choose a topic of interest to them and will use this topic as an anchor
for selecting and analyzing research articles and doing the literature analysis. The research
topic chosen will be narrowed down (or expanded) to reformulate into an instructional
problem for the purpose of research. The research problem will include the context
(background) and need for studying the topic, the participants to be studied, and the
potential research design that would address the problem. The statement of the problem
will draw on at least two peer-reviewed research articles.
Project Two: Article Analysis (100 pts.)
Students will select four empirical research articles and will analyze the
articles focusing on the research design and the relationships between theory, methods and
claims. Analysis will be conducted to identify research quotations, theoretical framing,
research design and methods for participant selection, data collection and data analysis.
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By analyzing research methodology as reported in the articles, the students will
evaluate the strengths and weaknesses of the research reports and the claims the author(s)
make. AERA research reporting standards should be used in evaluating the research
article. The student will choose four articles from two different research journals.
Project Three: the Theoretical Framework (125 pts.) This is Chapter One of the
Dissertation.
Students will choose a topic of interest to them and will use this topic as an anchor
for selecting and analyzing research articles and doing the literature analysis. The research
topic chosen will be narrowed down to reformulate into an instructional problem for the
purpose of their research of the literature for the rest of the semester. The instructional
problem will become the basis for creating a Theoretical Framework. The Theoretical
Framework will quote five articles from two different journals.
Project Four: the Conceptual Framework and Review of the Related
Literature (175 pts.) This is Chapter Two of the Dissertation.
Students will read peer-reviewed research articles and will analyze the articles
applying the knowledge gained from class lectures, discussions, and textbook reading. The
analyses will consist of investigating the similarities and differences in ways researchers
carried out and reported the research studies on a topic of interest to the student. The final
research literature synthesis will consist of the synthesis of literature based on the
analyses carried out throughout the course. A minimum of 8 articles must be from at least
three different peer reviewed research journals and must include different kinds of
research methodologies. The Conceptual Framework will quote eight articles from three
different peer reviewed journals.
Reflective Journals and Online Journal
Students are encouraged to learn and use journal techniques to track ideas discussed in
class and to reflect on lessons learned after each seminar.
1. Relate the course content to scientific knowledge and method.
2. Indicate how the course content develops professional development.
3. Relate how the course information can be used in the classroom.
4. Indicate questions or issues that arise throughout the semester.
5. Indicate other information that is deemed appropriate to share among other
students.
6. Personal reflections and anecdotes for future reference.
7. Reflective journals are reviewed every class meeting.
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Course Requirements and Method of Evaluation:
Attendance, class participation (50 x 6)
Reflective Journal (Mead equivalent)
Online Reflective Journal
Online Discussion Board Forum
Project One: Statement of the Problem
Project Two: Article Analysis
Project Three: Theoretical Framework
Project Four: Conceptual Framework
and Review of Related Literature
All Project assignments will be submitted online.
Grading Scale
900-1000 points
A
800-899 points
B
700-799 points
C
600-699 points
D
0-599 points
F
300 pts.
50 pts.
75 pts.
75 pts.
100 pts.
100 pts.
125 pts.
175 pts.
_________________
1000 points
Course Policies
1. Complete all assignments by the due date.
2. Please type all assignments, unless otherwise specified.
3. The instructor reserves the right to make changes in the syllabus as deemed
necessary. Students will be notified of any and all changes.
Attendance Policy:
(1) Attendance is mandatory.
(2) No excused absences.
(3) Absence from two half-day periods or two full days will constitute a
letter grade reduction.
Student Contact with Instructor:
A student is required to notify the instructor immediately if problems arise with
development and or implementation of an assigned project occurs.
Incomplete Grades: A grade of Incomplete (I) may be given at the discretion of the
instructor to a student who has been unable to complete the course requirements due to a
serious interruption not caused by the student’s own negligence.
INSTITUTIONAL POLICIES
SATISFACTORY ACADEMIC PROGRESS
UTB/TSC monitors academic progress every fall and spring semesters to identify
those students who are experiencing difficulty with their courses. Satisfactory
Academic Progress (Sap) is based upon two components: GPA of 2.0 or higher and
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successful course completion of at least 70% of couse work attempted. Students
remain in good standing with the university and Financial Aid when both criteria
are met. Students who do not maintain these required minimum standards will be
placed on probation or suspension as appropriate. The complete Satisfactory
Academic Progress policy and the Undergraduate Satisfactory Academic Progress
for Financial Aid policy can be found in the current Undergraduate catalog. For
more information, please visit http://blue.utb.edu/vpaa/sap
SCHOLASTIC DISHONESTY
Students who engage in scholastic dishonesty are subject to disciplinary penalties,
including the possibility of failure in the course and expulsion from the University.
Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion,
submission for credit of any work or materials that are attributable in whole or in
part to another person, taking an examination for another person, any act designed
to be unfair advantage to a student, or the attempt to commit such acts. Since
scholastic dishonesty harms the individual, all students and the integrity of the
University, Policies on scholastic dishonesty will be strictly enforce. (Board of
Regents Rules and Regulations)
STUDENTS ACADEMIC RESPONSIBLILITIES
Students are expected to be diligent in their studies and attend class regularly and
on time. Students are responsible for all class work and assignments. On
recommendation of the instructor concerned and with the approval of the Dean,
students may, at anytime, be dropped from course. This may result in a “w” or “F”
on the student’s permanent record.
EMERGENCY POLICY STATEMENT
In compliance with the Emergency UTB/TSC Academic continuity Program,
academic course, partially or entirely, will be made available on the MyUTBTSC
Blackboard course management system. This allows faculty members and students
to continue their teaching and learning via MyUTBTSC Blackboard
http://myutbtscblacboard.com, in case the university shuts down as a result of a
hurricane or any other natural disaster.
The university will use MyUTBTSC Blackboard to post announcements notifying
faculty members and students of their responsibilities as a hurricane approaches
our region. If the university is forced to shut down, faculty will notify their
course(s). To receive credit for a course, it is the student’s responsibility to
complete all requirements for that course. Failure to access course materials once
reasonably possible can result in a reduction of your overall grade in the class.
To facilitate the completion of class, most or all of the communication between
students and the institution, the instructor, and fellow classmates will take place
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using the features in your MyUTBTSC Blackboard and UTB email system. Therefore,
all students must use Scorpion Online to provide a current email address. Students
may update their email address by following the like titled “Validate your e-Mail
Account” in MyUTBTSC Blackboard Portal. In the event of a disaster, that disrupts
normal operations, all students and faculty must make every effort to access an
internet-enabled computer as often as possible to continue the learning process.
AMERICANS WITH DISABILITIES ACT (ADA)
Students with disabilities, including learning disabilities, who wish to request
accommodations in this class should notify the Disability Services Office early in the
semester so that the appropriate arrangements may be made. In accordance with
federal law, a student requesting accommodations must provide documentation of
his/her disability to the Disability Services counselor. For more information, visit
Disability Services in the Lightner Center, call 956-882-7374, or e-mail
[email protected].
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