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Scientific Inquiry
- EDUC 700
Fall 2013 Dr. Donna Schnorr Reflection… My first research course in the doctoral program to plant the seed for my research inquiry, conduct research and complete my dissertation. I was introduced to a variety of research inquiries with an emphasis in quantitative and qualitative research paradigms. I understood how using a mixed method study could provide a deep and wide understanding of a research inquiry and decided to embark my research journey on leadership practices of early childhood educational leaders. Completing the Collaborative Institutional Training Initiative (CITI) training and the Institutional Review Board (IRB) process gave me a better understanding, appreciation and the importance ethical issues and the respect to human subjects in research. I enjoyed reviewing dissertations and researching and reading peer reviewed articles on early childhood leadership practices. By Analyzing research articles and summarizing these, I learned to identify research questions, design, tools, and methodologies. These assignments helped me to develop my own research inquiry and complete a mini dissertation/with chapters comprising Chapters 1-III. Dr. Shnorr’s feedback and continued support motivated me to dig deeper and continue my passion to learn about leadership and professional aspects of early childhood educational leaders to improve the quality of early care and education. |
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Course Description, Program Objectives and Student Learning Objectives were obtained from the course syllabus
Course Description:
EDUC 700: Scientific Inquiry – Overview of basic tools and methods required for scientific inquiry. Guided practice in the critical review of current educational literature, hypothesis development, and design of basic quantitative and qualitative methods. Content coverage to include research designs, sampling techniques, data collection strategies, basic psychometrics, descriptive and inferential statistics, and ethical treatment of research participants.
Program Objectives and Student Learning Objectives
Student Indicators:
a. Comprehends the relationship and relevance of various theories of knowledge to the study and application of research methodologies in education.
b. Knows the differences between quantitative and qualitative research design and how epistemological perspectives are reflected in those research methodologies.
c. Comprehends how theoretical paradigms and perspectives are reflected in those research methodologies.
d. Recognizes the qualities of an effective research question that expresses a direction for inquiry in precise terms, that is based on a review of the pertinent literature, and that avoids the pitfalls of advocacy
Course Goals/Objectives
1. Recognize and describe the significant characteristics of quantitative and qualitative research paradigms
2. Recognize and describe the distinctions between quantitative and qualitative research paradigms
3. Appreciate the value of both paradigms by understanding that they contribute equally to the field of education
4. Search and use the scientific literature to pose research questions
5. Develop a research inquiry that is focused and purposeful based on a preliminary review of the literature on the topic
6. Determine and utilize research methodology that is most appropriate given the research inquiry, purpose of study and prior literature relevant to the inquiry
7. Describe validity and reliability when it relates to the appropriate research methodology
8. Recognize a broad range of data collection methods appropriate to each research methodology covered in class
9. Utilize appropriate data collection methods as they relate to research methodology selected for research proposal
10. Apply appropriate survey, measurement, interview and other data collection techniques
Course Description:
EDUC 700: Scientific Inquiry – Overview of basic tools and methods required for scientific inquiry. Guided practice in the critical review of current educational literature, hypothesis development, and design of basic quantitative and qualitative methods. Content coverage to include research designs, sampling techniques, data collection strategies, basic psychometrics, descriptive and inferential statistics, and ethical treatment of research participants.
Program Objectives and Student Learning Objectives
Student Indicators:
a. Comprehends the relationship and relevance of various theories of knowledge to the study and application of research methodologies in education.
b. Knows the differences between quantitative and qualitative research design and how epistemological perspectives are reflected in those research methodologies.
c. Comprehends how theoretical paradigms and perspectives are reflected in those research methodologies.
d. Recognizes the qualities of an effective research question that expresses a direction for inquiry in precise terms, that is based on a review of the pertinent literature, and that avoids the pitfalls of advocacy
Course Goals/Objectives
1. Recognize and describe the significant characteristics of quantitative and qualitative research paradigms
2. Recognize and describe the distinctions between quantitative and qualitative research paradigms
3. Appreciate the value of both paradigms by understanding that they contribute equally to the field of education
4. Search and use the scientific literature to pose research questions
5. Develop a research inquiry that is focused and purposeful based on a preliminary review of the literature on the topic
6. Determine and utilize research methodology that is most appropriate given the research inquiry, purpose of study and prior literature relevant to the inquiry
7. Describe validity and reliability when it relates to the appropriate research methodology
8. Recognize a broad range of data collection methods appropriate to each research methodology covered in class
9. Utilize appropriate data collection methods as they relate to research methodology selected for research proposal
10. Apply appropriate survey, measurement, interview and other data collection techniques