Spring 2020 - EDUC 864 G031
Research Designs in Education (5)
Class Number: 7360
Delivery Method: In Person
Designing and interpreting research about education. Introduction to survey techniques, correlational designs, classic experimental and evaluation designs for investigating causal relations, case study methods, interpretive approaches to research. Students with credit for EDUC 814 may not take this course for further credit. Equivalent Courses: EDUC814
This course outline is for the EL SC63 cohort with Faculty Sponsor Dr. Rebecca Cox.
Times: Fridays 5:00-8:30 pm; Saturdays 9:30 am-4:00 pm
Location: Surrey Room 2980
COURSE-LEVEL EDUCATIONAL GOALS:
By the end of the course, students will be able to:
- Understand the criteria for assessing research quality and apply that knowledge to one’s own work and the work of others',
- Identify the strengths and weaknesses of different research methods and understand the appropriate application of each method,
- Conceptualize a research study by framing the research problem, defining research questions, and identifying the kinds (and sources) of information needed to answer the questions;
- Identify and address ethical concerns relating to research with/of human participants.
- Attendance & Participation 20%
- In-Progress Writing 20%
- Imagination/Creativity Component 20%
- Research Proposal (Written Submission & Consultation) 40%
3 Reading Assignments for Weekend 1:
Robinson, D. H., Levin, J. R., Thomas, G. D., Pituch, K. A., & Vaughn, S. (2007). The incidence of “causal” statements in teaching-and-learning research journals. American Educational Research Journal, 44(2), 400-413. [Available through SFU library]
Creswell & Creswell (required textbook), chapter 1.
Potts, K. L., & Brown, L. (2015). In S. Strega & L. Brown (eds.), Research as resistance: Critical, indigenous and anti-oppressive approaches, 2nd Edition (pp. 17-41). Toronto, ON: Canadian Scholars’ Press. [Electronic copy will be distributed]
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. (5th edition). Sage publications.
Additional readings include book chapters and journal articles. Selections that are not electronically accessible through the SFU library will be available on the course’s CANVAS site.
Egan, K. & Judson, G. (2015) Imagination and the engaged learner: Cognitive tools for the classroom. New York, NY: Teachers’ College Press.
American Psychological Association. (2009). Publication manual of the American Psychological Association (6th Edition).
Graduate Studies Notes:
Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.
SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS