Fall Semester Lyn C. Howell, Ph. D.
Milligan College FOB 101, 461-8484
COURSE DESCRIPTION:
An introduction to the role of problem solving and inquiry in education. An overview of educational research methods and design. The course includes a survey of current educational research, exploration of a research topic, and initiation of a literature search.
Milligan College teacher education faculty has adopted a dynamic, organic model represented by a drawing of a living tree. The theme, “A teacher as a reflecting and caring person” describes how a teacher implements the Christian values, knowledge, and interpersonal skills developed through study and experience. The teacher guides constructivist students who can think and plan. Aware of the worth of children and the importance of their development, the teacher models a caring support for their growth. This model is a strategy to synthesize teacher education beliefs and to activate current knowledge base in the Milligan College curriculum. Basic Assumptions relate to the ”roots” of the Milligan tree, and include the heritage of the unit and instruction, the professional education knowledge base, content knowledge in various programs of study, and the context of our ongoing work with partner schools in the community and region. Basic Intentions relate to the “trunk and limbs” of the Milligan tree, and focus on our commitment to produce high quality, reflective and caring teachers whose effects promote learning in all P-12 students. Basic Expectations relate to the “fruit” of the Milligan tree, and focus on the performance outcomes of our programs of study and their impact on P-12 student learning
TEXTS/READINGS:
American Psychological Association. (2001). Publication manual of the American Psychological Association. Washington, D.C.: APA
Creswell, J.W. (1994). Research design: Qualitative and
quantitative approaches. Thousand Oaks: Sage Publications.
Hubbard, R.S. & Power, B.M. (1993). The art of classroom inquiry. Portsmouth,
NH: Heinemann.
Selected readings
Selections from Action Research Grant Summaries, published by the Center for Teaching Excellence. Available on reserve in the library.
OBJECTIVES:
Objectives for this course are as follows:
1. Become familiar with and be able to identify a variety
of research designs,
2. Apply APA publication guidelines in the design of scholarly written products
and the documentation of resources,
3. Correctly use language to express ideas and reduce bias in language.
4. Understand and apply IRB policy and procedures when conducting research,
5. Create a literature review for the chosen topic,
6. Correctly prepare Chapter 2 for submission.
COURSE REQUIREMENTS:
The expectation is for active participation. Part of your job is to participate in both oral and written form. Please read the assignments before class and be ready to participate in the discussion. Ask about those points you don’t understand and consider how to paraphrase sections you found difficult. A portion of your grade will be based on your presence and participation.
You will be expected to access our class site on Blackboard regularly. Some assignments will require you to send information via your Milligan email address. Both of these requirements necessitate your knowing and using your Milligan email address and password.
ASSIGNMENTS:
§ Completing chapter 2
§ Completing IRB proposal
§ Writing 5 article reviews
EVALUATION/GRADING POLICY:
Exercises/class participation 15%
Chapter 2 20%
Article reviews 25%
Following APA style 5%
IRB proposal 15%
Quizzes/midterm/final 20%
A = 94+ A- = 92+
B+ = 90+
B = 84+ B- = 82+ C+ = 80+
C = 74+ C- = 72+
Assignments are required to be typed, double-spaced, and are due on the date designated. There are assignments that may not be turned in late. Those that are accepted will carry a 10% penalty. Late is defined as any time after the class period in which the assignment is due. No assignment may be turned in more than a week late.
Attendance is both expected and required. If you are not present you will miss the discussion and your classmates will miss hearing your insights. My expectation is that you will be present when class begins and stay until it ends. A portion of your grade will be based on your attendance and participation.
I am in FOB 101
Tuesdays 9:30 – 11. 1 - 3
Wednesdays 1:30-3:00
I am available other times by appointment, but, because I supervise student teachers and interns, I will often be in the field. Please confirm by phone or email if you would like to meet with me at a time other than during office hours, 461-8484 or lchowell@milligan.edu
Allen, Rick. (2002, Winter). Honing the tools of instruction: How research can improve teaching for the 21st century. ASCD Curriculum Update.
Anderson, G.L, Herr, K., & Nihlen, A.S. (1994). Studying your own school: An educator’s guide to qualitative practitioner research. Thousand Oaks, CA.: Corwin Press, Inc.
Best, John W. & Kahn, James V. (1998). Research in education. Boston: Allyn & Bacon.
Birnbaum, Michael H. (2001). Introduction to behavioral research on the internet. Upper Saddle River, NJ: Prentice Hall.
Bordens, Kenneth S., & Abbott, Bruce B. (2002). Research design and methods: A process approach. Boston: McGraw Hill.
Hubbard, R.S. & Power, B.M. (1999). Living the questions: A guide for teacher-researchers.
York, Maine: Stenhouse Publishers.
Langston, William. (2002). Research methods laboratory manual for psychology. Pacific Grove, CA: Wadsworth.
Levy, David A. (1997). Tools of critical thinking: metathoughts for psychology. Boston: Allyn and Bacon.
Mitchell, Diana, & Christenbury, Leila. (2000). Both art and craft: Teaching ideas that spark
learning. Urbana, IL: National Council of Teachers of English.
Mithaug, D.E. (2000). Learning to theorize: A four-step strategy. Thousand Oaks, CA: SAGE
Publications, Inc.
Morse, Janice M. & Richards, Lyn. (2002). Readmefirst: For a user’s guide to qualitative methods. Thousand Oaks: SAGE Publications.
Patton, M. Q. (1987). How to use qualitative methods in education. Newbury Park: SAGE
Publications
Pelham, Brett W. (1999). Conducting research in psychology: Measuring the weight of smoke. Pacific Grove, CA: Brooks/Cole Publishing Company.
Perrone, Vito, Ed. (1991), Expanding student assessment. USA: ASCD.
Peterson, Rai. (2000). Real-world research. Boston: Houghton Mifflin Company.
Shavelson, R.J. (1996). Statistical reasoning for the behavioral sciences. Boston: Allyn &
Bacon.
Varlas, Laura. (2002, Winter). Getting acquainted with the essential nine. . ASCD Curriculum Update.
Varnhagen, Connie K. (2002). Making sense of psychology on the web: A guide for research and critical thinking. New York: Worth Publishers.