College of Education Conceptual Framework

EDCI 8303 Statistical Analysis in Educational Research
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College of Education Conceptual Framework
COE Conceptual Development and Knowledge Base
The conceptual framework contains four core concepts, which are themes through which
we organize and deliver our programs; hence they are central to our vision of professional
educators and scholars. These include:
Interculturalism
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 regards to preparing teachers,
counselors, administrators, educational researchers, and professional at all levels, not
EDCI 8303 Statistical Analysis in Educational Research
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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.
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 the
operations of the unit 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/TSC. Please remember that your response to these surveys is critical to
UTB/TSC excellence.
Department of Teaching, Learning and Innovation (TLI) Mission Statement
The Mission of the Department of Teaching, Learning and Innovation (TLI) 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.
EDCI 8303 Statistical Analysis in Educational Research
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Department of Teaching, Learning & Innovation
EDCI 8303 Statistical Analysis in Educational Research
Summer II, 2012 (July 12—Aug. 17, 2012)
Prerequisite: Graduate Status
Course relationship in program: this course is one of fundamental courses in the Doctoral Program which
provides doctoral candidates with data analysis knowledge and skills in research design.
College of Education
Department of Teaching, Learning and Innovation
Instructor:
Office:
Office Phone:
Email:
Office Hours:
Time:
Location:
Zhidong Zhang, Ph. D.
EDBC 2.304
9568825723
[email protected]
Monday and Wednesday 4:30 pm to 5:30 pm
5:30pm—7:15 pm on Monday and Wednesday
EDBC 1.312
Course Catalog Description:
This is a statistical analysis course for doctoral candidates in educational program. It
adapts doctoral students from extremely basic statistical background gradually into
advanced statistical analysis knowledge, procedures and techniques. The course
emphasizes statistical theory and practice through classroom lecture, discussion and lab
exercises to manipulate statistical data via application of statistical software, SPSS.
Required Texts:
Warner, M. R. (2013). Applied statistics from bivariate through multivariate
techniques . Thousand Oaks, CA: Sage. (W R). ISBN:978-1-4129-9134-6
Aron, A., Aron, E., & Coups, E. (2011). Basic statistics for the behavioral and
social sciences (5th edition). Upper Saddle River, NJ: Prentice Hall. (A, A & C ).
ISBN-10: 0-205-79725-3
COURSE CONCEPTUAL FRAMEWORK AND KNOWLEDGE BASE
Course Description Expanded and Purpose of the Course:
The purpose of this course is to provide master’s/ doctoral students with statistical
analysis, procedures and techniques in strengthening their competence in data analysis for
their own research. It enables doctoral students to apply statistical knowledge and skills
to quantitative research design, data manipulation, data analysis, data representation and
robust conclusions. Technically, the course will assist the doctoral student to receive
smooth transaction from basic statistical understanding to advanced multivariate analysis.
EDCI 8303 Statistical Analysis in Educational Research
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Course Objectives:
I.
II.
Understand basic statistical concepts and fundamental hypothetical testing
procedures which relate to
Sample
Population
Normality
Central tendency
Variability
type I and Type II errors
t-test
ANOVA
Correlation
regression, and
chi-square test
Effect size and statistical power.
Based on the understanding of these concepts and hypothetical testing procedures,
students are able to apply the following advanced statistical procedures to design
their own research study and data analysis:
Analysis of Covariance
Multivariate Analysis of Variance (MANOVA)
Multiple Regression (MR)
Course Requirements and Completion:
Your attendance and active participation are required.
Assignments are due on the following week same day. Points will be deducted
for assignments turned in late.
Classroom exercises are indispensable; these exercises help you understand
concepts and skills of solving statistical problems.
A project is optional, and will be assigned after session eight and due near the
end of the semester.
The assignments and project can be completed with the aid of the professor. The
purposes of these assessments and project are to help students to understand intermediate
and advanced statistical analysis and further apply these statistical procedures and
techniques in their own research study.
Scaffolding and mastery learning are basic beliefs in this course. Thus, there is no any
examination.
Evaluation:
Attendance
Assignments
Project
20%
80%
Optional
EDCI 8303 Statistical Analysis in Educational Research
Grading system
A
90-100
B
80-89
C
70-79
5
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TOPICS, LEARNING PROCESSES AND DESIRED RESULTS
Session One: July 16, 2012
Topic: Basic statistics and relevant concepts
Reading and Activities: A, A & C Chapter 1 and 2.
Attendance and Discussion: 2 points
Assignment one: (8 points) Computing mean, standard deviation, and z score for the
data 1,2,3,4,5,5,6,7,8,9 (with calculator and SPSS).
Assignment one due: July 18, 2012
______________________________________________________________________
Session Two: July 18, 2012
Topic: Introduction to correlation and simple regression
Reading and Activities: A, A & C Chapter 3.
Attendance and Discussion: 2 points
Assignment two: (8 points) A, A & C page 112-116 for both correlation (1 point) and
regression (1 point).
Assignment two due: July 23, 2012
________________________________________________________________________
Session Three: July 23, 2012
Topic: Normal distribution and hypothesis testing I
Reading and Activities: A, A & C Chapter 4 and 5
Attendance and Discussion: 2 points
Assignment three: (8 points) Score=30, Mean=20 and SD=5 complete the similar
problem based on p. 166-p 167 Example Worked-out Problem
Assignment three due: July 25, 2012
________________________________________________________________________
Session Four: July 25, 2012
Topic: Hypothesis testing II, effect size and power
Reading and Activities: A, A & C Chapter 6 and 7
Attendance and Discussion: 2 points
Assignment four: (8 points) A sample=100 mean=16 on a particular measure. The
general population of individuals has a mean of 15 on this measure and SD=5. Complete
a similar procedure based on p. 194- p .195 Example Worked-out Problem.
Assignment four due: July 30, 2012
________________________________________________________________________
EDCI 8303 Statistical Analysis in Educational Research
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Session Five: July 30, 2012
Topic: t-test for a single sample
Reading and Activities: A, A & C Chapter 8 and 9
Attendance and Discussion: 2 points
Assignment five: (8 points) Scores are 14, 8, 6, 5, 13, 10, 10 and 6. The population (of
people not given this procedure) is normally distributed with a mean of 6. Using the 5%
level, two-tailed, does the experimental procedure make a difference?
Assignment five due: Aug. 1, 2012
________________________________________________________________________
Session Six: Aug. 1, 2012
Topic: One-way ANOVA
Reading and Activities: A, A & C Chapter 10
Attendance and Discussion: 2 points
Assignment six: (8 points) a one-way ANOVA problem; the problem is available from
the professor.
Assignment six due: Aug. 6, 2012
________________________________________________________________________
Session Seven: Aug. 6, 2012
Topic: Two-way ANOVA
Reading and Activities: Two-way ANOVA chapter is available from the professor.
Attendance and Discussion: 2 points
Assignment seven: (8 points): A two-way ANOVA problem; the problem is available
from the professor.
Assignment seven due: Aug. 8, 2012
________________________________________________________________________
Session Eight: Aug 8, 2012
Topic: Analysis of covariance
Reading and Activities: Rebecca Warner, chapter 17.
Attendance and Discussion: 2 points
Assignment eight: (8 points) do analysis of covariance of the data at Rebecca Warner’s
page 648-649.
•
•
•
•
Problem statement
Research questions
Assumptions
Data in SPSS
EDCI 8303 Statistical Analysis in Educational Research
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• SPSS commands and steps
• Outputs
• Refer to lecture notes page 46-62 to do analysis
•
Assignment eight due: Aug. 13, 2012
________________________________________________________________________
Session Nine: Aug. 13, 2012
Topic: Multivariate analysis of variance
Reading and Activities: Rebecca Warner, chapter 19.
Attendance and Discussion: 2 points
Assignment nine: (8 points)
• Problem description, questions and data (page 662, the data can be received
from the professor)
• Following lecture note page 36-51 to do analysis.
Assignment nine due: Aug 15, 2012
_______________________________________________________________________
Session Ten: Aug 15, 2012
Topic: Multiple regressions
Reading and Activities: Rebecca Warner, chapter 11.
Attendance and Discussion: 2 points
Assignment ten: (8 points): multiple regression analysis project (available from the
prof.)
Assignment ten due: Aug. 17, 2012 (Submitted via email)
________________________________________________________________________
EDCI 8303 Statistical Analysis in Educational Research
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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 successful course completion of at least 70% of course 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
EDCI 8303 Statistical Analysis in Educational Research
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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
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. Fro more
information, visit Disability Services in the Lightner Center, call 956-882-7374,
or e-mail [email protected].