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Research Seminar - 1 - EDUC 790
Spring 2013 Dr. Patricia Arlin Reflection… This course is the 1st one of 5 courses. Dr. Arlin guided me to understand the connections between research articles by completing Connections and Construction (C&C) assignments. It sparked an interest in a wide variety of sub categories of my research topic. Completing the review of literature assignment using the Shulman’s article helped me to lay the foundation of my literature review of my research topic. Reading each article to review research questions, learning about the type of research, reading the analysis of findings and summarizing each article helped me to dig deeper in learning how to conduct a critical review of relevant literature as Dr. Arlin constantly reminded us. Finding more and more research articles inspired me to learn about Zotero and to organize my research articles. |
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Course Description, Program Objectives and Student Learning Outcomes were obtained from the Course Syllabus
Course Description
EDUC 790: Research Seminar – Mentors and guides candidates through the dissertation process. Doctoral students meet and discuss their progress with the cohort and faculty. Faculty supervised dissertation planning, research and preparation. Seminar must be repeated for a total of five units.
Program Objectives and Student Learning Objectives:
The following list is extracted from the full list of Student Learning Objectives and identifies the alignment of Student Learning Objectives and Student Indicators addressed. This seminar addresses only a subset of the indicators:
Student Learning Objective:
Designers and users of quantitative and qualitative research to effectuate reform and increase student achievement.
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 perspective 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.
e. Knows what are frequency distributions and their meaning.
f. Knows what contingency tables are and how to test variable relationships.
g. Knows the concepts of reliability and variability.
h. Knows what is central tendency, variability, standard normal distributions, and the likelihood of getting an exact mean.
i. Knows what effect sizes are in evaluation studies and how to calculate them on SPSS.
j. Demonstrates the concept of hypothesis testing, the null hypothesis, the concepts of Type I and Type II errors, t-tests, analysis of variance (ANOVA), and procedures for running t-tests and ANOVA on SPSS or similar statistical software.
k. Demonstrates the ideas of predicting one variable from another (correlation/regression) and explanatory power versus reliability findings when interpreting correlations and regressions.
l. Formulates a problem statement that represents a researchable question or set of processes.
m. Prepares a critical relevant review of the literature that situates the problem within that literature and indicates the importance of the problem to increase student achievement and/or close the achievement gap.
Student Learning Objective:
Agents of change in education.
Student Indicator:
a. Is cognizant of the benefits and effectiveness of the instructional program and is willing to alter the components when necessary.
b. Demonstrates visionary leadership.
c. Maintains a current knowledge base in instructional practices in order to identify necessary changes.
d. Maintains positive, meaningful, and sustaining relationships among colleagues and constituents to bring about positive changes.
Student Learning Objective:
Visionary leaders.
Student Indicators:
a. Develops a shared vision.
b. Plans and implements activities to support this vision.
c. Provides appropriate staff development to ensure the implementation of the vision.
d. Facilitates the stewardship of a vision of learning that is shared and supported by the school community.
Course Description
EDUC 790: Research Seminar – Mentors and guides candidates through the dissertation process. Doctoral students meet and discuss their progress with the cohort and faculty. Faculty supervised dissertation planning, research and preparation. Seminar must be repeated for a total of five units.
Program Objectives and Student Learning Objectives:
The following list is extracted from the full list of Student Learning Objectives and identifies the alignment of Student Learning Objectives and Student Indicators addressed. This seminar addresses only a subset of the indicators:
Student Learning Objective:
Designers and users of quantitative and qualitative research to effectuate reform and increase student achievement.
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 perspective 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.
e. Knows what are frequency distributions and their meaning.
f. Knows what contingency tables are and how to test variable relationships.
g. Knows the concepts of reliability and variability.
h. Knows what is central tendency, variability, standard normal distributions, and the likelihood of getting an exact mean.
i. Knows what effect sizes are in evaluation studies and how to calculate them on SPSS.
j. Demonstrates the concept of hypothesis testing, the null hypothesis, the concepts of Type I and Type II errors, t-tests, analysis of variance (ANOVA), and procedures for running t-tests and ANOVA on SPSS or similar statistical software.
k. Demonstrates the ideas of predicting one variable from another (correlation/regression) and explanatory power versus reliability findings when interpreting correlations and regressions.
l. Formulates a problem statement that represents a researchable question or set of processes.
m. Prepares a critical relevant review of the literature that situates the problem within that literature and indicates the importance of the problem to increase student achievement and/or close the achievement gap.
Student Learning Objective:
Agents of change in education.
Student Indicator:
a. Is cognizant of the benefits and effectiveness of the instructional program and is willing to alter the components when necessary.
b. Demonstrates visionary leadership.
c. Maintains a current knowledge base in instructional practices in order to identify necessary changes.
d. Maintains positive, meaningful, and sustaining relationships among colleagues and constituents to bring about positive changes.
Student Learning Objective:
Visionary leaders.
Student Indicators:
a. Develops a shared vision.
b. Plans and implements activities to support this vision.
c. Provides appropriate staff development to ensure the implementation of the vision.
d. Facilitates the stewardship of a vision of learning that is shared and supported by the school community.