The University of Akron
College of Education
Department of Educational Foundations and Leadership
5100:640 Techniques of Research
Instructor:
Office:
Phone:
E-mail:
Office Hours:
Dr. Qetler Jensrud
Central Howard 313
TBA
[email protected] (use email contact)
U
By appointment
Section:
Building:
Room:
Day/Time:
Gladwin
314
W 5:20 – 7:50
Course Description
Techniques of Research is an educational foundations course that introduces students to the social science research
process. The course introduces students to different approaches in conducting research, the criteria used to evaluate
the quality of research, and strategies to consider when designing a research study. As a foundations course it is
designed for students to take during their first few semesters of graduate studies. The emphasis of the course is on
identifying and using scholarly sources to locate published research in the students’ fields of study and applying the
quality standards of quantitative and qualitative research to evaluate published research.
Rationale
Teachers, administrators, counselors, and sports and wellness experts are faced with many decisions in regard to the
effectiveness of various professional practices. Scholarly research can be used to guide their decision-making and
practice. The purpose of this course is to provide practitioners with the skills and knowledge to locate and critically
evaluate scholarly research and be able to make research design decisions for their own research studies.
Required Textbook
Gall, J. P., Gall, M. D., & Borg, W. R. (2010). Applying educational research: A practical guide (5th ed.).Boston:
Pearson.
Course Goals and Objectives
Objectives
UA Conceptual
Framework
Proficiencies
Applicable Standard
Students will understand the
concepts, purposes, and methods
that are fundamental to conducting
systematic inquiry within the
multiple perspectives of the research
process
Students will
demonstrate knowledge
of the content necessary
of optimum practice
and/or research in their
respective employment
settings (content
knowledge) K1
Educational researchers
should report research
conceptions, procedures,
results, and analyses
accurately and sufficiently
in detail to allow
knowledgeable, trained
researchers to understand
and interpret them.
AERA Standard #6
Educational researchers'
reports to the public
should be written
straightforwardly to
communicate the practical
significance for policy,
including limits in
Assignment
Weekly Discussion
Unit Assessment
Article Critique
Research Proposal
Students will identify and adhere to
general ethical standards of
education research and to specific
research standards of various subdisciplines
Students will bridge the
theory/praxis continuum by
developing and applying useful
research skills to real-world
problems such as those required to
critique published research or
develop one’s own research project
Students will use the new
technologies to locate and
communicate research knowledge
Students will
demonstrate knowledge
of the content necessary
of optimum practice
and/or research in their
respective employment
settings (content
knowledge) K1
Students will
demonstrate knowledge
of the content necessary
of optimum practice
and/or research in their
respective employment
settings (content
knowledge) K1
Students will
demonstrate knowledge
of the content necessary
of optimum practice
and/or research in their
respective employment
settings (content
knowledge) K1
effectiveness and in
generalizability to
situations, problems, and
contexts. In writing for or
communicating with nonresearchers, educational
researchers must take care
not to misrepresent the
practical or policy
implications of their
research or the research of
others. AERA Standard
#7
Educational researchers
must not fabricate, falsify,
or misrepresent
authorship, evidence,
data, findings, or
conclusions. AERA
Standard #2
Educational researchers'
reports to the public
should be written
straightforwardly to
communicate the practical
significance for policy,
including limits in
effectiveness and in
generalizability to
situations, problems, and
contexts. In writing for or
communicating with nonresearchers, educational
researchers must take care
not to misrepresent the
practical or policy
implications of their
research or the research of
others. AERA Standard
#7
Educational researchers
should report research
conceptions, procedures,
results, and analyses
accurately and sufficiently
in detail to allow
knowledgeable, trained
researchers to understand
and interpret them.
AERA Standard #6
Weekly Discussion
Unit Assessment
Article Critique
Weekly Discussion
Article Critique
Research Proposal
(including reference
list)
Weekly Discussion
Research Proposal
(including reference
list)
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Instructional Strategies, Activities, and Technology
Learning Modules: Techniques of Research is organized into 5 units:
Unit 1: Introduction to Educational Research
Unit 2: Quantitative Research Designs: Experimental & Quasi-experimental
Unit 3: Quantitative Research Designs: Non-experimental & Survey
Research
Unit 4: Qualitative Research Designs
Unit 5: Evaluation and Action Research
Participation/Discussion: Each week you will be expected to engage in scholarly discussion of topics associated
with the class including but not necessarily limited to chapter readings, discussions related to research articles in
your field of study, etc. Specific directions for completing this assignment are provided at the Assignment link on
the course website on Springboard.
Research Article Critique: You will work collaboratively in partners or small groups to read, evaluate, and write a
critique of an article in your field of study. The instructor will provide you with a list of scholarly articles to select
an article from your field of study. Specific directions for completing this assignment are provided at the
Assignments link on the course website on Springboard.
Unit Assessments: There will be a total of five unit assessments (one per unit). The assessments might include
multiple-choice and short-answer questions.
Research Design Mini-Proposal: For this assignment, you will work collaboratively with a partner or in small
groups to identify a topic area of interest. Together you will create a research design proposal consisting of the
following sections;
• Problem statement
• Purpose statement
• At least 3 related research questions
• Significance of the Study
• Method
• Limitations
• Reference list
Specific directions for completing this assignment are provided at the Assignments link on the course website on
Springboard.
Evaluation
.
Course Evaluation: Grading Formula, Breakdown, and Weighting
Component
Weight
Assessment 1
5%
Assessment 2
5%
Assessment 3
5%
Assessment 4
5%
Assessment 5
5%
Participation/Discussion
15%
Research Article Critique
25%
Mini-Research Design Proposal
35%
Course Outline is provided in separate document.
Page 3 of 5
Grade
Percent
Grade
Percent
A
93-100
C
75-77
A-
90-92
C-
72-74
B+
87-89
D+
69-71
B
84-86
D
66-68
B-
81-83
D-
63-65
C+
78-80
F
0-62
I
a
Incomplete
a
Incomplete indicates that the student has done passing work in the course but that some part of the work
is, for good and acceptable reason, not complete at the end of the term. Failure to make up the omitted
work satisfactorily by the end of the following term, not including summer sessions, converts the "I" to an
"F" (Graduate Bulletin, p. 2).
Conceptual Framework Proficiencies
The University of Akron, College of Education has identified Educator as Decision Maker as the theme of our
conceptual framework, which has been developed around the core components of professional practice and
scholarship identified in the mission statement of the college: Knowledge, Technology, Diversity, and Ethics. The
theme and components provide direction for programs, courses, teaching, candidate performance, scholarship,
service, and unit accountability. It is our goal to provide opportunities to candidates to develop a solid foundation in
the identified proficiencies for each of the core components through well-planned coursework. This foundation then
transfers into knowledge-based decision making as it applies to Standards Setting Programs, Research and
Inquiry, and Outreach. Descriptions of the proficiencies are provided at
http://www.uakron.edu/colleges/educ/COE/cf-proficiencies.php
As you progress through your program, you will find the conceptual framework aligned with course objectives.
You will also find the conceptual framework theme and core components reflected throughout the College of
Education. This reflects our commitment to these central tenets and our vision that all of our graduates will be
effective decision makers throughout their professional careers.
Student Ethics and Other Policy Information
Late Assignments: Assignments must be completed by the assigned date and time.
Incomplete Grades: Will not be given for this course. Talk over situations with the instructor.
Academic Honesty: For further information about The University of Akron's policies regarding student ethics and
conduct, please consult the following sources: http://www.uakron.edu/gradsch/docs/Gradbulletin.pdf, then select
"General Information" (academic honesty); or http://www.uakron.edu/studentlife/sja/codecon.php (Student Code of
Conduct).
Special Arrangements: Any student who feels she/he may need an accommodation based on the impact of a
disability please consult http://www.uakron.edu/access and the Office of Accessibility at (330) 972-7928. This is
your responsibility as a student. Please let me know how I may assist. I will cooperate to the fullest.
Bibliography
Connolly, T. M., MacArthur, E., Stansfield, M., & McLellan, E. (2007). A quasi-experimental study of three online
learning courses in computing. Computers & Education, 49, 345-359.
Dake, J. A., Price, J. H., Telljohann, S. K., & Funk, J. B. (2004). Health Education & Behavior, 31(3), 372-387.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (1994). Handbook of qualitative research. Thousand Oaks, CA: Sage.
Page 4 of 5
Desimone, L. M., & Le Floch, K. C. (2004). Are we asking the right questions? Using cognitive interviews to
improve surveys in education research. Educational Evaluation and Policy Analysis, 26(1), 1-22.
Galvan, J. L. (2009). Writing literature reviews: A guide for students of the social and behavioral sciences (4th ed.).
Glendale, CA: Pyrczak Press.
Homan, R. (2001). The principle of assumed consent: The ethics of gatekeeping. Journal of Philosophy of
Education, 35(3), 329-343.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA:
Sage.
Pyrczak, F. (2006). Making sense of statistics: A conceptual overview (4th ed.). Glendale, CA: Pyrczak Press.
Pyrczak, F. (2008). Evaluating research in academic journals: A practical guide to realistic evaluation (4th ed.).
Glendale, CA: Pyrczak Press.
Slavin, R. E. (2002). Evidence-based education: Transforming educational practice and research. Educational
Researcher, 31(7), 15-21.
Slaving, R. E. (2007). Educational research: In an age of accountability. Boston, MA: Pearson.
Yin, R. K. (1994). Case study techniques: Design and methods (2nd ed.). Newbury Park, CA: Sage.
Developed by: Kristin L. K. Koskey, Ph.D.
and Susan Kushner-Benson, Ph.D.
Date: 08/2009
Updated F2014: Qetler Jensrud
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