California State University, San Bernardino College of Education
Course Syllabus
Course Title: Research Methods in Educational Administration
Number: EADM 602 Instructor: Stanley L. Swartz, Ph.D.
Office: Faculty Office Building 109
Office Hours: Arranged by email for this course and conducted at http://www.stanswartz.com/chatnew.html
Office Telephone: (909) 537-5601; fax (909) 862-4045
Email: sswartz@csusb.edu
Web page: www.stanswartz.com for this course http://66.146.117.207/default602.htm
Note about the Course The College of Education of California State University, San Bernardino (CSUSB) is dedicated to the development and support of wise, reflective professional educators who will work toward a just and diverse society that embraces democratic principles. The wise teacher: o Possesses rich subject matter knowledge. o Uses sound pedagogical judgment. o Has practical knowledge of context and culture. o Acknowledges the relativism associated with variations in the values and priorities of both their peers and their students. o Is comfortable with the uncertainty of the outcomes of instructional decisions. (College of Education Conceptual Framework, 2000)
Commitment to Diversity In our commitment to the furthering of knowledge and fulfilling our educational mission, California State University, San Bernardino seeks a campus climate that welcomes, celebrates, and promotes respect for the entire variety of human experience. In our commitment to diversity, we welcome people from all backgrounds and we seek to include knowledge and values from many cultures in the curriculum and extracurricular life of the campus community. Dimensions of diversity shall include, but are not limited to, the following: race, ethnicity, religious belief, sexual orientation, sex/gender, disability, socioeconomic status, cultural orientation, national origin, and age. (from the CSU San Bernardino University Diversity Committee Statement of Commitment to Diversity, 1995)
In keeping with the universityÕs Commitment to Diversity, the faculty of the College of Education fully support the Americans with Disabilities Act (ADA). Faculty will provide reasonable accommodation to any student with a disability who is registered with the Office of Services to Students with Disabilities and who needs and requests accommodation.
Catalog Description Introduction to the vocabulary, design, and sources of research in the field of educational leadership including qualitative and quantitative research methods, the utilization of technology in research, and the reading and conduct of research and evaluation studies.
Course Overview and/or Rationale The emphasis in the course is on giving students a basic introduction to the fundamentals of educational research - what it involves, what types exist, and how to design and conduct such research for school administrators.
Course Goals/Objectives Students will be able to: 1. Understand and be able to explain briefly the fundamental concepts of educational research. 3. To formulate a research problem, state a research hypothesis, and identify the variables of the hypothesis. 4. Conduct a review of the research literature on a given topic. 5. Locate or develop an instrument to test a hypothesis. 6. Identify and seek to control threats to the internal and external validity of a research investigation. 7. Collect, summarize and analyze research data using the appropriate instruments and tests. 8. Prepare an action research report.
Required Textbook Fraenkel, J., & Wallen, N. (2006). How to design and evaluate research in education, 6th ed. New York: McGraw-Hill.
Students will be assigned to a research support group based on research interests. The purpose of these groups is to provide collaborative review of research design, research procedures, and the Action Research Report. The groups will meet four times during the term using the course Discussion Forum, http://www.stanswartz.com/chatnew.html. A summary of these meetings and questions for the instructor will be prepared and submitted for each Research Support Group meeting.
Schedule of Meetings, Activities and Assignments
Week 1 Review of syllabus and course requirements Student profiles due Development of research support groups, either by topic or geography
Week 2 Meeting of research support groups #1 http://www.stanswartz.com/chatnew.html
Week 3 Summary of Research Support Group meeting due Reading, Chapter 1, The Nature of Education Research Activities for the reading due Review of Scientifically Based Research Criteria Review of research report due using this criteria
Meeting of research support groups
Week 5 Summary of Research Support Group meeting due Reading, Chapter 23, Action Research Activities for this reading due Identification of Research Problem Reading, Chapter 2, pages 27-30. Audio lecture Evaluating Research Questions form due The Research Question form due
Meeting of research support groups
Week 7 Summary of Research Support Group meeting due Review of literature related to the research problem due using the various search engines and databases from Research Tools, http://www.stanswartz.com/researchtools.html
Week 8
Meeting of research support groups
Week 9 Summary of Research Support Group meeting due
Week 10 Written Action Research Report due
Grading Online participation 25%
Written assignments 25% Final report 50%
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