Syllabus - The University of Texas of the Permian Basin

Instructor Information:
EDUC 6305.701 / EDRD 6305.701
Research Design in Education and the Social Sciences
Spring 2013
Syllabus for EDUC 6305 1
Name: Dr. Rebecca Oekerman
Points of Contact: E-Mail: oekerman_r@utpb.edu
Cell: 432-889-4036 (to be used with discretion, does receive text messages)
Philosophy of Teaching: Teaching is a complex interplay of an educator’s creative abilities and
his/her deliberate, informed acts. What results from this symbiotic relationship is learning, not only
for the student but also for the educator.
Conceptual Framework of the School of Education of UT Permian Basin
Vision Statement
The vision of the School of Education is a community of life-long learners who actively reflect on the impact
of their values, attitudes, beliefs, and practices.
Mission Statement
The mission of the School of Education is to prepare pre-service and professional educators who are
proactive in nurturing the life-long development of all learners. This mission will be accomplished by:
Facilitating the acquisition of necessary knowledge, skills, and dispositions;
Cultivating the value of diversity
Encouraging collaborative inquiry, innovation, and research;
Promoting collegiality and service in schools and communities;
Integrating technology into practice;
Providing opportunities for professional growth; and
Influencing educational practices and policies at the local, state, and national level.
Learning Outcomes for Teacher Candidates and Other School-Based Professionals:
The faculty expects that candidates will:
Demonstrate content knowledge in their respective content-area
Use appropriate processes and teaching practices
Apply knowledge about child and adolescent development
Incorporate knowledge of diversity in planning and delivering instruction
Incorporate technology in planning and delivering instruction
Plan for and assess students’ learning
Create an appropriate learning environment
Communicate and collaborate with all stakeholders
Engage in professional growth
Disclaimer & Rights
Information contained in this syllabus is, to the best of the instructor’s knowledge,
considered correct and complete when distributed for use at the beginning of the
semester. However, the instructor reserves the right, acting within the policies and
procedures of UTPB, to make changes in the course content or instructional techniques
without notice or obligation. The students will be informed about the changes, if any.

Syllabus for EDUC 6305 2
Candidate Proficiencies
To achieve the learning outcomes, candidates must demonstrate that they “are gaining the
knowledge, skills, and dispositions necessary to have a positive impact on P-12 student learning” (NCATE,
2006, p. 9). The following is a list of the specific knowledge, skills, and dispositions that the faculty has
determined are important for each candidate to possess and exhibit. Those in red are emphasized in this
course.
Knowledge (K): Our candidates will exhibit knowledge about and understand the impact on teaching and
student learning of:
1. theoretical perspectives of the profession
2. the content, processes, and practices appropriate for their students
3. child and adolescent development
4. diversity
5. technology
6. planning and assessment
7. the learning environment and classroom management
8. collaboration
9. legal and ethical issues related to education
Skills (S): Our candidates will be able to:
1. select appropriate content for use in lesson planning and delivery
2. apply best practices to promote learning in all students
3. use knowledge of child and adolescent development to direct their teaching
4. select from an array of techniques to meet the needs of diverse learners
5. integrate the use of technology into the learning environment
6. use appropriate assessments to measure students’ developmental progress
7. develop an appropriate learning environment
8. apply classroom management techniques
9. communicate with all members of the educational community (students, families, other
educators, administration, community members)
10. reflect on their professional performance in order to improve their professional effectiveness
11. employ ethical and legal standards in education
Dispositions (D): Our candidates will demonstrate a/an:
1. respect for themselves and a positive regard for others
2. passionate nature about learning
3. belief in the value of a learner-centered instruction
4. dedication to providing a safe and supportive learning environment
5. acknowledgement of and respect for the fact people are shaped by their cultures
6. commitment to clear and accurate communication
7. professional and ethical attitude
8. desire to keep current on educational research and practice.
Diversity Proficiencies (DP):
1. Instill the awareness of diversity for implementing inclusive instruction
2. Incorporate the diverse nature of learning and teaching as exemplified in the global community.
3. Model critical global thinking through coursework
4. Conceptualize diversity experiences from a variety of perspectives:
a) to strive for social justice, equality, and equity for all learners
b) to continue the process of self-growth, narrowing the student achievement gap in our nation
c) to empower all learners as citizens in a global society

Course Information:
Syllabus for EDUC 6305 3
Description:
This course is designed to acquaint students with how research is conducted in the fields of
education and the social sciences. Students will select and evaluate research findings within their specific
fields and learn how to plan their own research studies.
Participants:
This course is designed for graduate students who are working toward a master’s degree in
education or in psychology.
Prerequisites:
No course prerequisites exist, however, admission to Graduate Studies or having been granted an
exception by the Office of Graduate Studies is required.
Objectives:
Upon successful completion of the course, the student will be able to:
(1) describe the nature of research and its diverse approaches (K5, S10, D2, D8).
(2) explain ethical, legal, and human relations issues inherent in planning research (K9, S11, D7).
(3) delineate the major components of a quantitative research study (K5, S6, S10, D8).
(4) explain the purpose of and methodology involved in qualitative research (K5, S6, S10, D8).
(5) use electronic and print databases to access most current knowledge on research topic (K5, D8)
(6) calculate statistics utilized in various research designs (K5, S6, S19, D8).
(7) frame a research problem and develop a proposal for investigating it (S10, D2, D6, D8, DP1).
(The letters and numerals listed after each course goal explain where the specified candidate
proficiencies are emphasized in the course.)
Required Textbooks:
Leedy, P.D., & Ormrod, J.E. (2013). Practical research: Planning and design (10th ed.). New York: Pearson.
ISBN: 9780132693240
American Psychological Association. (2001). Publication manual of the American Psychological
Association (5 th ed.). Washington, DC: Author.
Optional Textbook:
Houghton, P. M., & Houghton, T. J. (2009). APA: The easy way! (2 nd ed.). Flint, MI: Baker College.
This is a user-friendly version of the APA Manual and surprising informative!!
Method of Instruction:
Students will interact with each other and the instructor on the discussion board. Audio lectures with written
notes will supplement readings in the text, providing content in a variety of learning modes. Students will
also visit several websites related to research design. Over the semester, each student will develop a
research proposal on a topic of interest to him/her. In small groups, students will work together to complete
activities related to planning and conducting research over a specific topic.

Communication Plan:
Syllabus for EDUC 6305 4
Instructor Availability:
Since I do not live in the Midland/Odessa area, I will be available online only. However, I can be reached
by phone if necessary. I am not available online or via phone Monday evenings, after 9:00pm, or on
weekends.
On Blackboard:
For non-personal communication, such as asking for clarification on an assignment, policy or procedure,
please post your question in the "Coffeehouse" section of the Discussion Board. You may post
anonymously if you wish. Your peers may be able to answer your questions, but if not, I will answer as soon
as possible. Posts here will not be graded.
Email:
Each student must have an active UTPB email address that he/she can check daily. This is only email
address available to this instructor and to your group members. You can set your UTPB mail account to
default to your preferred email account (gmail; hotmail, etc.) by visiting Campus Connect via the "Register
Online" link on the UTPB home page, under the search box on the main menu. I am not responsible if
you do not receive important information about course events and changes.
I will endeavor to respond to all email inquiries within 48 hours. I check the discussion board at least twice a
week. In addition to posting any important information on the announcements page, I will also email the
information to the students. Please note: I will NOT accept assignments via email.
Telephone/Text
You may contact me at 432-889-4036 but ask that you use discretion in calling my cell phone.
Assignments, Evaluation Procedures, and Class Policies:
All assignments will be submitted via the course drop box before midnight of the due date. Please be sure
you save assignment in Word 2003 or 2007 with a file name in the following format:
yourlastname_Module#_Assignment.docx. Generally, you will attach the assignment as a file, but you
could copy and paste SHORT assignments into the text box if you wish. You can add comments in the text
box (e.g., This was a fascinating exercise! I thoroughly enjoyed completing the assignment.).
Assignments:
Readings
Each week, you will read chapters from Leedy and Ormrod (2013), and/or the Publication Manual of
the APA, and/or information from various websites/documents. After completing assigned readings,
students will review Lecture Notes prepared by Dr. Amy Burkman, the course developer, and listen to the
audio lectures. The lectures will be summaries and elaborations of the textbook material. If there is a
discrepancy between the information on an audio file and the other course material (calendar, syllabus,
assignments, discussion questions, etc.) please disregard the audio file and adhere to the course
calendar and syllabus.

Syllabus for EDUC 6305 5
Points Possible: Dates Due:
Individual Assignments (7 @10 points each) 70
Human Participants Ethics Tutorial January 20
Plagiarism Tutorial January 27
Research Topic and References February 3
Topic Paragraph and Expanded Reference List February 10
Finding Themes in Research February 17
Topical Outline February 24
NCATE Permission Forms and Candidate Disposition Form April 21
Class Discussion (8 @ 10 points each) 80
Syllabus Facts January 20
Possible Topics January 27
Quantitative Research February 10
Qualitative Research February 17
Variables in Quantitative Research March 3
What Works Clearinghouse March 24
Action Research March 31
Review of Poster Presentations April 21
Group Projects (5 @ 20 points each) 100
Quantitative and Qualitative Research February 3
Quantitative Research Methods February 24
Quantitative Data Analysis March 31
Summarizing April 14
Peer Review April 28
Research Proposal
Rough Draft: Introduction and Literature Review 25 March 17
Rough Draft: Methodology, Ethics, Timeline 25 March 24
Final 100 May 6
Brief Explanation of Assignments:
Individual Assignments – The student, working by him/herself, will complete, to the instructor’s
satisfaction, eight assignments that require students to reflect on topics related to educational
research.
Class Discussions – The student will participate in eight discussions with other members of the
class over on topics related to educational research. Students should log into the "Discussion
Board" to post answers to the discussion question. Students will also reply to the posts of two other
students. That means, to get full credit, students must make at least three posts for each
discussion before the module closes.
Group Projects – Students will form groups of no more than four which will analyze research
related to a specific topic and create a presentation over the findings of their analysis.
Research Proposal – The student will frame a research problem and write a proposal to
investigate the problem following the format developed by the American Psychological Association
(APA) as demonstrated in the Publication Manual of the American Psychological Association.

Syllabus for EDUC 6305 6
Evaluation Procedures:
The final grade for the course is determined using a criterion-referenced format. The
student can earn a maximum of 400 points for the course. The student’s grade is determined
using the following percentages:
A 93 – 100% (372-400)
B 85 - 92% (340-371)
C 77 - 84% (308 -339)
No grades of “D” are given as per decision of the School of Education graduate faculty. A
grade of “F” will be given, if necessary. Students in danger of earning less than 308 points for the
course should arrange a conference with the instructor prior to the end of the semester.
All the course activities will be graded within 7 to 10 days after the due date. You can check
your grades by going to the course GradeBook. Click on the score (it should be blue and
underlined) to access my feedback. If there is any confusion regarding the grade, you must contact
me immediately. I will provide individual feedback and/or post general feedback to the class in the
Announcements section. It is your responsibility to incorporate both individual and general
feedback into your work.
Penalty for Late Assignments:
Barring unusual circumstances, 10% of the points possible for the assignment will be
deducted when an assignment is turned in late. Computer problems experienced by the student
will not abrogate this penalty.
Important: All assignments must be completed for the student to pass the course.
University Policies:
Academic Dishonesty:
Scholastic dishonesty includes, but is not limited to cheating, plagiarism, collusion, falsifying
academic records, misrepresenting facts, the submission for credit of any work or materials that are
attributable in whole or in part to another person. This includes purchasing papers or assignments from
other people. Dishonesty includes doing an assignment for another person, any act designed to give unfair
advantage to a student such as, but not limited to, submission of essentially the same written assignment
for two courses (without the prior permission of the instructor) or the attempt to commit such acts.
"Plagiarism" includes, but is not limited to the appropriation of, buying, receiving as a gift, or
obtaining by any means material that is attributable in whole or in part to another source, including words,
ideas, illustrations, structure, computer code, other expression and media, and presenting that material as
one's own academic work being offered for credit.
Academic dishonesty will be handled as outlined in UTPB’s "Student Conduct and Discipline" found
at http://www.utpb.edu/media/pdf/g-catalog/Graduate%20Academic%20Regulations.pdf
8.11
Additional information on "plagiarism" is found at http://www.apa.org/ethics/code/index.aspx section

ADA Policy:
Syllabus for EDUC 6305 7
Americans with Disabilities Act: Students with disabilities who are admitted to The University of
Texas of the Permian Basin may request reasonable accommodations and classroom modifications as
addressed under Section 504/ADA regulations. Students needing assistance because of a disability must
contact the Director, Programs Assisting Student Study (PASS) Office, 552-2630, no later than 30 days
prior to the start of the semester.
The definition of a disability for purposes of ADA is that she or he (1) has a physical or mental
impairment that substantively limits a major life activity, (2) has a record of such an impairment or, (3) is
regarded as having such an impairment.
Students who have provided all documentation and are eligible for services will be advised of their
rights regarding academic accommodations and responsibilities. The University is not obligated to pay for
diagnosis or evaluations nor is it obligated to pay for personal services or auxiliary aids.
If you need accommodations because of a disability (i.e., if you need special arrangements to view
or listen to the course online), please inform the instructor immediately.
Drop Policy:
If a student is unable to complete the course, the last day to drop/withdraw is September 12. This
procedure must be completed by the student through UTPB’s Registrar’s Office. Failure to complete the
course or this procedure may result in the student receiving a grade of "F". All students are required to
complete the course within the semester in which they enrolled. For the grade appeal process go to
http://ss.utpb.edu/dean-of-students/student-grievances/
Course Policies:
Submission of Course Assignments:
Please keep in mind the following standards/practices for submission of assignments:
All course work submitted to the instructor will be in MS Word, Word 2003 or a more recent
revisions. Work done in Word Perfect (.wps) will not be graded.
File names should have your last name first, module number, and assignment name (e.g.,
Oekerman_Module1_ethics.docx).
Assignments associated with the research proposal should be so designated (e.g.,
Oekerman_Proposal_RoughDraft.docx.)
Always keep a copy of ALL the work you submit (even discussion posts) so that you won't need to
re-do it if it should get lost in cyberspace. That means you compose your discussion board posts
and assignments in a Word document first, then copy and paste them into the appropriate text box.
(It's best not to submit your answer as an attachment to the discussion board. Copy and paste
instead.)
If you get an error message that says you do not have the proper file type, you will have to purchase
Word 2007 from the bookstore ($33 or so) OR convert your files to Word documents on a lab
computer located on campus and submit from there.
Mozilla Firefox is the most stable browser to use with Blackboard. There may be problems if you
use Internet Explorer or any other browser. Tech Support can help you configure your computer and
browser to be compatible with Blackboard. PLEASE do the steps suggested on the Blackboard
home page!
I will NOT accept assignments via email. If you are having difficulties, call the Blackboard Tech
Support (available in the course menu at the left). They will help you work out your problems.

Attendance:
Syllabus for EDUC 6305 8
Although it might seem strange to have a policy on attendance for an online course, consistent
engagement with the course materials and in group discussions/projects is mandatory. The expectation is
that students will log on a minimum of three times every week. There are 125-150 hours required over the
semester (contact + outside study) for any graduate level course, whether online or face-to-face. Therefore,
you must plan to spend 10-15 hours per week studying for this course.
Blackboard course platforms have a tracking feature which allows the instructor to measure how
often and when students are active in the course. It provides information regarding whether the student has
accessed different pages of the course. Obviously, “attendance” on a regular basis is essential for success
in the course.
Netiquette:
Netiquette is defined as “the rules of etiquette that apply when communicating over computer
networks, especially the Internet” (Dictionary, 2012, §1). The student is expected to adhere to the following
guidelines. Choosing not to observe the guidelines can result in loss of points for an assignment. The
instructor reserves the right to remove your post and to deny you any further posting privileges, resulting in
damage to your grade.
Anything you type in the discussion area is public – which means that every person in this class
(including your instructor) will see what you write. Please pay attention to the language you use and adhere
to the following guidelines:
1) Do not post anything too personal.
2) Do not use language that is inappropriate for a classroom setting or prejudicial in regard to gender, race,
sexual orientation, religion, political perspective, ethnicity, etc.
3) Do not use all caps in the message box unless you are emphasizing (it is considered shouting).
4) Be courteous and respectful to other people on the list.
5) Do not overuse acronyms like you would use in text messaging. Some of your classmates may not be
familiar with acronyms. BMARMUOTS (i.e., Besides, most acronyms are made up on the spot!)
6) If the post is long, use line breaks and paragraphs to organize your thoughts. Then edit until you have a
clear, concise post.
7) Fill in a meaningful Subject Line.
8) Write your full name at the end of the post.
9) Be careful with sarcasm and subtle humor; one person's joke is another person's insult.
10) Likewise, give others the benefit of the doubt before you take offense at someone’s post. If you feel
attacked or offended by someone, please contact me IMMEDIATELY instead of responding to that post.
Additional information on netiquette can be found at http://www.albion.com/netiquette/corerules.html.
Class Discussion Participation:
Class Discussion POSTS: You should post an answer to the discussion question by the due date on
the course schedule. Each original answer posted should be a NEW THREAD. That way replies to your
post can be kept with the original post. Please use a meaningful subject line (not "Discussion Question 1")
and your last name. This post should demonstrate that you have read the text by incorporating
vocabulary, concepts and information from the chapter. You should strive to go beyond the first response
that pops into your mind and really think about your answer. Bringing in outside information and/or tying in

Syllabus for EDUC 6305 9
information from other chapters will earn that extra point. See the rubric for how I will evaluate the quality of
your posts.
Class Discussion REPLIES: You must read all other students' posts and respond to at least two
other students in a constructive, thoughtful manner by the time the module closes. So you will need to
post early in the week so you can go back to the Discussion Board at least one or two more days after your
initial post. If a classmate or I ask you a question about your post and you do not reply, you will lose points.
The more you get involved in the conversation, the more you will learn. Discussion posts must be made by
the due date on the course calendar to receive full credit.
It is a good idea to use a person's name in the body of your message when you reply to his/her message,
and sign off with your name. It helps us maintain a clearer sense of who is speaking to whom. As we begin
to associate names with tone and ideas, we form a community of learners.
There will also be an "Introduction" forum for everyone to get to know each other, and a "Coffeehouse"
forum for questions about course procedures, policies and assignments. The posts in these forums will not
be graded.
Instructor Feedback & End-of-course Evaluation:
Your input, both positive and negative, is encouraged throughout the semester. If you are struggling
with a classmate in the group project or with consistently score low on assignments, are dissatisfied with the
speed of feedback, or have any other problems, please call or email. Unlike face to face classes, I cannot
look out into the class and see what you're feeling and thinking. You have to tell me!
Every student must complete the end-of-course evaluation provided by UTPB. These evaluations
are your opportunity to shape instruction to suit your needs. Your suggestions for improvement and
acknowledgement of what worked well for you are communicated in a totally anonymous fashion.
Calendars:
University calendar found at http://aa.utpb.edu/registrar/academic-calendar/
Course calendar found under Syllabus and Calendar on left menu of course homepage
Hardware/Software Requirements:
Before starting the course, please make sure your computer and browser are compatible with Blackboard 9.
Do the Browser Test located on the Blackboard Login page, on the left side. Also note the UTPB Online
Support Center just below the Browser Test. If you are having problems submitting assignments or have
any other technical issue, please contact them first.
Computer:
A minimum of 64 MB RAM, 1 G of free disk space,150 MHz or higher recommended, a monitor
capable of at least 800 x 600 resolution
Peripherals: You will need external speakers to be able to listen to audio files. You may use
a microphone for Wimba Classroom sessions, but it is not required.

Syllabus for EDUC 6305 10
Software: The course content is presented through Softchalk. You do not require any special
software to view the files. There will be few Acrobat documents and you will need Acrobat Reader to
view these files. You are required to submit all the course assignments in MS Word 2003 or 2007.
Anti-virus software is highly recommended for students and instructors. Online courses
involve much file sharing, which increases your risk of computer virus infection. Anti-virus software
will help protect your computer in case of exposure to a computer virus.
Other software: There will be audio/video files in the course for which you will need Windows
Media Player or QuickTime or Real Player.
Internet Connection:
Recommended - Cable modem, DSL, or intranet (T-1); or 56.6 KBPS modem Note: Corporate or
academic security firewalls may block some course content, such as chat or streaming media.
Accommodations for access can usually be arranged if you contact your network administrator, though local
security policies ultimately dictate what is allowed. 56 K modem or better.
Technical Information:
The following link provides information on Computer requirements, Browser Configuration, Tools
and Resources, and 24/7 help Desk contact information.
http://reach.utpb.edu/technical-information/
Unsupported Browsers:
America Online (AOL), Prodigy, Juno, MSN, Yahoo and other Internet Service Providers (ISPs),
provide their own internal and proprietary web browsers. These browsers may not be compatible with online
courses.
Preparation for Computer Emergencies:
Computer Crash
Not having a working computer or a crashed computer during the semester will NOT be considered
as an acceptable reason for not completing course activities at a scheduled time. NOTE: Identify a second
computer before the semester begins, that you can use when/if your personal computer crashes. UTPB has
several student computer labs available that are open late at night and on the weekends. Please locate
them and find out their hours. You will need a flash drive or some sort of external storage device to transfer
your work from home to lab computers and back again.
Server Problems
When the Blackboard server needs downtime for maintenance, the Blackboard administrator will
post an announcement in your course informing the time and the date. If the server experiences unforeseen
problems, do not panic! Remember, if Blackboard is down for you, it is down for me and I cannot tell if you
have submitted your assignment on time or not!

Complete Loss of Contact
Syllabus for EDUC 6305 11
If you lose contact with me completely (i.e., you do not receive timely replies to your emails), you
need to call/text me at 432-889-4036. Be sure to leave me a way to contact you, if you have to leave a
message. Please speak your number clearly. Again, I want to stress that it is YOUR responsibility to
configure your email so that you receive all emails addressed to your UTPB email account EVEN IF YOU
NEVER USE THIS EMAIL ACCOUNT!!! All emails are sent to the class via Blackboard, which uses the
students' UTPB email addresses.
Lost/Corrupt/Disappeared Files
You must keep/save a copy of every project/assignment on an external disk or personal computer.
In the event of any kind of failure (e.g., Blackboard server crash or virus infection, student's own computer
crashes, loss of files in cyberspace, etc.) or any contradictions/problems, I will request that you resubmit the
files. In other words, if you submit a document to me, and I either do not receive it (lost in cyberspace) or it
is corrupted when I open it, it is incumbent upon you to resend it to me, corrected, with little or no
"downtime" in regard to the due date for submission.
Student Support Services:
ADA Accommodation/Support
Programs Assisting Student Study (PASS)
432-552-2365
Admissions & Registration & Transcripts 432-552-2605
Blackboard Technical Support 1-877-633-9152 (toll-free)
Bookstore 432-552-0220
Counseling/Advising 432-552-2661
Financial Aid and Scholarship 432-552-2620
UTPB Library
432-552-2370
http://library.utpb.edu/dehome.html
Student Services
http://cas.utpb.edu/academic-advising-center/eadvisor/
Writing Center 432-552-2302
Electronic Resources:
Texas Education Agency http://www.tea.state.tx.us/
American Psychological Association http://www.apa.org/ethics/code/index.aspx
Reference
Dictionary. (2012).“Netiquette”. Retrieved November 28, 2012 from
http://dictionary.reference.com/browse/netiquette?s=t.
National Council for Accreditation of Teacher Education (NCATE). (2006). Professional standards
for the accreditation of schools, colleges, and departments of education. Washington, DC: Author.

EDUC 6305/EDRD 6305 Course Calendar - Spring 2013
Week Module
Opens
1 Jan. 14
2 Jan. 21
3 Jan. 28
4 Feb. 4
5 Feb. 11
6 Feb. 18
7 Feb. 25
8 Mar. 4
Module Topic Readings
Ethical
Responsibility
and Research
The Roles and
Tools of
Research
Literature
Reviews
Learning APA
Format
Qualitative
Research
APA Manual: Chpt. 1
Leedy & Ormrod (2013):
pp. 104-110
Leedy & Ormrod: Chpts. 1 & 2
(pp. 27-42), pp. 226-7, 232
Leedy & Ormrod: Chpts. 3
- How to Evaluate Journal Articles
- What are Empirical Articles?
- Scholarly Sources -
Writing a Lierature Review
Leedy & Ormrod: Chpt. 5,
APA Manual: Chpts. 2, 6, 7
Leedy & Ormrod: Chpt. 6
Quantitative
Research:
Leedy & Ormrod: Chpt. 8
Descriptive
Research
Quantitative
Research:
Experimental and Leedy & Ormrod: Chpts. 4 & 9
Ex Post Facto
Designs
Group Projects Class Discussion
Group Project #1:
Quantitative and
Qualitative Research
Group Project #2:
Quantitative Research
Methods
Module Assignments
Collaborative Assignments
Module 1:
Class Discussion:
Syllabus Facts
Module 2:
Class Discussion: Possible
Topics
Module 3: None
Module 4:
Class Discussion:
Quantitative Research
Module 5: Class
Discussion: Qualitative
Research
Module 6: None
Module 7:
Class Discussion: Variables
in Quantitative Research
Strateiges for
Analyzing
Quantitative Data
Leedy & Ormrod: Chpt. 11 Module 8: None
Individual
Assignments
Module 1: Human
Participants Ethics Tutorial
Module 2:
Plagiarism Tutorial
Module 3:
Research Topic and
References
Module 4:
Topic Paragraph and
Expanded Reference List
Module 5:
Finding Themes in
Research
Module 6:
Topical Outline
Module 7:
Work on Rough Draft (no
assignment to be
submitted)
Module 8:
Submit Rough Draft of
Introduction and
Literature Review
Module Closes (at
midnight)
Jan. 20
Jan. 27
Feb. 3
Feb. 10
Feb. 17
Feb. 24
Mar. 3
Mar. 17

9 Mar. 18
Program
Evaluation
10 Mar. 25 Action Research
11 Apr. 1
12 Apr. 8
13 Apr. 15
14 Apr. 22
15 Apr. 29
Preparing a
Research
Proposal:
Methodology
Preparing a
Research
Proposal: Ethics
and Timeline
Reflecting on Our
Learning
Preparing a
Research
Proposal:
Introduction and
Abstract
Final Research
Proposal
Websites: 1)
What Works Clearinghouse
2) WWC Evidence Standards
2) Doing What Works
APA Manual: Chpt. 3
Leedy & Ormrod: Chpt. 4, p. 100 - Group Project #3:
Common Errors in Writing - Quantitative Data Analysis
Tips for Writing in an Academic Style
APA Manual: Chpt. 4
Leedy & Ormrod: Chpts. 6, 8, 9, 11
Leedy & Ormrod: Chpt. 5, 6, 8, 9
Ethics Tutorial Notes
Leedy & Ormrod: Chpt. 12
No Readings
Group Project #4:
Summarizing
Group Project #5: Peer
Review
Module 9:
Class Discussion: What
Works Clearinghouse
Module 10
Class Discussion: Action
Research
Module 11: None
Module 12: None
Module 13 Class
Discussion: Review of
Poster Presentations
Module 14: None
No Readings Module 15: None
Module 9:
Submit Rough Draft of
Methodology and Ethics
and Human
Relations/Timeline
Module 10:
Write the Literature
Review for the final
version of the Research
Proposal
Module 11:
Write the Methodology
for the final version of the
Research Proposal
Module 12:
Write the Ethics and
Human Relations and
Timeline for the final
version of the Research
Proposal
Module 13: Complete
the NCATE Permission
Form and Candidate
Disposition form
Module 14:
Write the Introduction
and Abstract for the final
version of the Research
Proposal
Module 15:
Submit the final version of
the Research Proposal
Mar. 24
Mar. 31
Apr. 7
Apr. 14
Apr. 21
Apr. 28
6-May