Class Meetings and Assignments
| Week | Dates | Zoom & Visits | Chapters | Ed Research Assignments | Field Study Assignments—Done in Teams, Only one person uploads | |||
| T | TH | F & S | ||||||
| 1 | Oct 17-23 | 6:30-8:30 | 6:30-8:30 | 1 & 4 | 1—determine the problem | |||
| 2 | Oct 24-30 | 6:30-8:30 | 6:30-8:30 | 2 & 3 | 2a&b—CITI training and conceptual map | Anatomy Article 1 | ||
| 3 | Oct 31-Nov 6 | Face-to-face | 5 & 7 qual sampling & 8 | 3—annotated bibliography | Anatomy Article 2 | |||
| 4 |
Nov 7-13
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6:30-8:30 | 6:30-8:30 | 6,7 quan sampling, 9 | 4—theoretical frameworks | Anatomy Article 3 | ||
| 5 | Nov 14-20 | 6:30-8:30 | 6:30-8:30 | 5—lit review |
Apply chapters 6,7,9 SPSS Assignment 1 |
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| 6 | Nov 21-27 | 6:30-8:30 | 10 mixed methods, 11 action research | 6—design a qualitative study |
Apply chapters 6,7,9 SPSS Assignment 2 |
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| 7 | Nov 28-Dec 4 | 6:30-8:30 | 6:30-8:30 | 12 putting it all together, 13 academic writing | 7—design a quantitative study |
Apply chapters 5,7,8 Qualitative Assignment 1 |
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| 8 | Dec. 5-9 | 8—essay on ethical considerations |
Apply chapters 5,7,8 Qualitative Assignment 2 |
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| Week | Class topics | Students Prepare |
| 1 |
T—librarian, an overview of the class, and 1st assignments TH—ethics presentation and CITI training info, chapters 1& 4 LOs |
Questions they’d like addressed TH—Present assigned LOs for chapters 1&4 |
| 2 |
T chapter 2 TH chapter 3, discuss the week’s assignments |
Questions they’d like addressed T-have SPSS downloaded T-revised draft purpose and research questions T- LOs for chapter 2 anatomy of Fly in the buttermilk anatomy of The Motivations of First-Semester Hispanic Two-Year College Students. TH- LOs for chapter 3 |
| 3 | Face-to-face visit |
Questions they’d like addressed SLOs for Chapter 5,7,8 Present CITI training modules Share some of the theoretical frameworks and dissertations they’ve found |
| 4 |
T—chapter 6 TH—chapter 7 & 8 |
Questions they’d like addressed T- LOs for chapter 6 TH- LOs for chapters 7 and 8 |
| 5 |
T—SPSS work for Field Study TH—SPSS work |
SPSS questions |
| 6 | T—qualitative work for Field study | |
| 7 |
T—qualitative work for Field Study continued, chapters 10 & 11 TH—chapters 12 & 13 |
Questions they’d like addressed T- LOs for chapters 10 & 11 TH- LOs for chapters 12 & 13 |
| 8 | Wrap up course |
Student Learning Outcomes
Student Learning Outcomes
These are to be presented by the person matching the number in the first column during class discussions of the various chapters.
Participant Numbering
| 1 | Arca, Ahmy |
| 2 | Askey, Treva |
| 3 | Berreles-Acosta, Rosa |
| 4 | Cook, Channell |
| 5 | Freemansavage, Tashae |
| 6 | Griffith, DeDe |
| 7 | Hogue, Caleb |
| 8 | Jagne-Shaw, Marcel |
| 9 | Martinez, Vasiliki |
| 10 | Vasquez, Ricardo |
| 11 | Woolam, Patricia |
| # | Chapter 1 |
| 1 | Define the meaning of practitioner-scholar |
| 2 | State a working definition of educational research |
| 3 | Describe the problems of practice discussed throughout the textbook and their relationship to research |
| 4 | Summarize the purposes of educational research |
| 5 | Discuss the differences between the dominant research paradigms |
| 6 | Describe the meaning and role of ontology and epistemology in the research process |
| 7 | Identify and state the differences between research methodology and research method |
| 8 | Paraphrase basic definitions of qualitative, quantitative, mixed methods, and action research |
| Chapter 2 | |
| 9 | Discuss the cyclical research process. |
| 10 | Summarize how to design a qualitative and quantitative research study. |
| 11 | Construct a research problem statement for a qualitative and quantitative study. |
| 1 | Illustrate the process of creating and evaluating research questions. |
| 2 | Describe the differences between a theoretical and conceptual framework. |
| 3 | Explain the general considerations for selecting a research methodology. |
| 4 | Identify common research methods associated with particular research methodologies. |
| 5 | Paraphrase the procedures for conducting a qualitative and a quantitative data analysis. |
| 6 | Describe the various data sources that might be included in a qualitative and quantitative study. |
| Chapter 3 | |
| 7 | Describe the role and purposes of the literature review. |
| 8 | Discuss the various sections of a literature review. |
| 9 | Compare and contrast the role of a literature review for qualitative and quantitative research studies. |
| 10 | Develop a literature review in a step-wise fashion. |
| 11 | Assess the various types of sources. |
| 1 | Analyze literature for quality. |
| 2 | Identify technological tools to support the literature review process. |
| Chapter 4 | |
| 3 | Summarize the role of ethics in the research process. |
| 4 | Discuss the role of institutional regulations and policies in research ethics. |
| 5 | Identify the purposes and procedures common to Institutional Review Boards (IRB). |
| 6 | Report ethical considerations for managing research relationships with schools and districts. |
| 7 | Explain key ethical considerations when planning, designing, carrying out, and reporting research. |
| 8 | Define the unique ethical considerations inherent to particular research approaches. |
| 9 | Construct examples of ethical issues that you might encounter when engaging in educational research. |
| Chapter 5 | |
| 10 | · Describe common characteristics of qualitative research. |
| 11 | · Discuss the types of data typically collected in qualitative research studies. |
| 1 | · Summarize why a practitioner-scholar might undertake a qualitative research study. |
| 2 | · Identify what can and cannot be gained from qualitative research findings. |
| 3 | · Explain the basic characteristics and data sources commonly associated with case study, grounded theory, narrative. |
| 4 | · Explain the basic characteristics and data sources commonly associated with phenomenology, ethnography, and discourse analysis studies. |
| Chapter 6 | |
| 5 | · Describe the basic characteristics of quantitative research |
| 6 | · Paraphrase some of the differences between the characteristics of quantitative research and qualitative research |
| 7 | · Summarize the differences between experimental and non-experimental research |
| 8 | · Illustrate the basic features of the selected approaches to quantitative research, including: experimental, single-subject, correlational, causal-comparative, secondary data analysis, and survey |
| 9 | · Explain the various ways in which a selected quantitative research study can be conducted |
| Chapter 7 | |
| 10 | · Describe the primary differences between a sample and a population |
| 11 | · Identify the different qualitative sampling strategies |
| 1 | · Identify the different quantitative sampling strategies |
| · Summarize the considerations for developing an interview, observation, and document collection protocol | |
| 2 | · Paraphrase considerations for using student assessments, research instruments, surveys, and extant data |
| 3 | · Identify where and how to use technology tools to support the research process |
| Chapter 8 | |
| 4 | · Describe the aims and purposes of qualitative data analysis. |
| 5 | · Illustrate the overarching steps of a thematic analysis. |
| 6 | · Summarize the types of transcripts. |
| 7 | · Discuss the various types of transcription software. |
| 8 | · Describe the different types of coding and their functions. |
| 9 | · Explain how to move from codes to themes. |
| 10 | · Summarize how validity has been conceptualized in qualitative research. |
| 11 | · Identify the role of computer-assisted qualitative data analysis software in qualitative data analysis. |
| Chapter 9 | |
| 1 | · Describe the aims and purposes of quantitative data analysis |
| 2 | · Illustrate the overarching steps in quantitative data analysis |
| 3 | · Compare and contrast descriptive and inferential statistics |
| 4 | · Demonstrate when to use descriptive or inferential statistics |
| 5 | · Compare and contrast different inferential statistics |
| DJ | · Contrast Type I and Type II errors |
| DJ | · Describe reliability and validity |
| 6 | · Summarize how to handle missing or incomplete data |
| 7 | · Discuss the role of computer software in conducting quantitative data analysis |
Person |
Chapter 10 Learning Objectives |
| 8 | Define mixed methods research |
| 9 | Describe the basic assumptions of mixed methods research designs |
| 10 | Compare a qualitative-leading and a quantitative-leading mixed methods research design. Provide examples of each. |
| 11&1 | Identify the basic characteristics of the mixed methods research models, including: convergent parallel design, explanatory sequential design, exploratory sequential design, embedded design, multiphase design, and transformative design. Provide an example of each. |
| 2 | Discuss the differences between a fixed and an emergent mixed methods research design. Provide examples. |
| 3 | Formulate the steps of carrying out a mixed methods research study |
| 4 | Summarize how mixed methods analysis draws upon qualitative and quantitative analytic practices Provide examples |
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Chapter 11 Learning Objectives |
| 5 | Describe the characteristics of action research and participatory action research. |
| 6 | Identify the different types of action research. Provide examples. |
| 7 | Formulate the various criticisms of action research. |
| 8 | Outline and describe the action research cycle. |
| 9 | Assess the unique ethical considerations of action research. |
| 10 | Summarize the ways in which a website or blog might be used in the context of an action research study or a participatory action research study. Provide some examples |
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Chapter 12 Learning Objectives |
| 11 | Describe the main considerations for academic writing |
| 1 | Compare the various types of research reports |
| 2 | Explain the importance of considering your audience |
| 3 | Discuss the importance of using language carefully when writing research reports |
| 4 | Summarize the differences between qualitative and quantitative research reports |
| 5 | Identify technology tools that can be used to support writing up your research |
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Chapter 13 Learning Objectives |
| 6 | Demonstrate how your work as a practitioner-scholar intersects with the improvement of teaching and learning in your classroom, school, and/or district. |
| 7 | Summarize the value of practitioner-scholarship as an invitation to reflect, refine, and renew practices in your classroom, school, and/or district |
| 8 | Identify concrete ways that research can be used and the forums that you can create to share your work. |
| 9 | Recall the research process and useful methodologies. |
| 10 | Discuss the salient connections between the problems of practice and their relevance to your work. |
| 11 | Wrap Up for course |