Fall 2017 - EDUC 864 G001
Research Designs in Education (5)
Class Number: 4515
Delivery Method: In Person
Overview
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Course Times + Location:
Sep 5 – Dec 4, 2017: Tue, 4:30–9:20 p.m.
Burnaby
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Instructor:
Pooja Dharamshi
pdharams@sfu.ca
Description
CALENDAR DESCRIPTION:
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
COURSE DETAILS:
Course Rationale
Research surrounds us on a daily basis, yet, we rarely take the time to question how the research is being presented, what informed the design, was it a 'good' study, and how relevant are the findings? More importantly, how can we effectively use research in our own practice?
The purpose of this course is to further develop our understanding of the fundamental elements, concepts, and tools of various research approaches (e.g. qualitative, quantitative, mixed methods). We will reflect on how our understandings of the world connect to our own experiences and to larger societal issues present in educational settings, and engage the intersections between research, theory, and practice as future researchers. In this course we will critically explore research design from having a 'big idea' to forming a research question, articulating the appropriate research method, all the way to elements of the research design and the project itself. Therefore, the goals of this course will be three-fold: knowledge acquisition, self-reflection, and application to practice. We will explore questions such as:
How are we informed by research: how do we understand research; and more importantly, how can we use research, as research practitioners and leaders, to inform our practice? In this course will explore how we support and engage those with whom we work (e.g. colleagues, administration, students, parents, provincial organizations and Ministry of Education) within the broader educational, professional, and societal experiences by connecting, theory, research, and praxis.
COURSE-LEVEL EDUCATIONAL GOALS:
Knowledge
a) Develop your understanding of tenants, strengths, and limitations of various research paradigms,
b) Gain an appreciation for and insight into the concepts of research skills and approaches across the educational and professional sectors,
c) To understand the principles of ethical research.
Self-reflection
a) To develop an awareness of your personal understandings and professional practice of research,
b) To share and contrast your understandings of research (as per course readings and discussions) with colleagues through in-class and online discussions, reflections, and other course related activities,
c) To reflect on areas of strengths and weaknesses of research design.
Applicaiton to practice
a) To apply research design in your practice as an educational leader in a collaborative context with your peers within the cohort,
b) To construct a useful set of research frameworks designed to assist you in confronting complex issues through research,
c) To develop research project that considers methodological approaches (strengths/limitations) and ethical consdiderations specific to the research project.
Grading
- In class and online participation 20%%
- Team In-Class Presentaiton 20%%
- Research Activities Portfolio 20%%
- Individual Research Proposal and Presentation 40%%
NOTES:
Course assignments are subject to change. Course assignments, due dates, and grading structure will be finalized our first week together.
Graduate General Regulations 1.5.1 Normal Grading System:
A+ = 4.33 points A = 4.00 A- = 3.67 B+ = 3.33 B = 3.00 B- =2.67
(Normally, graduate students must maintain a cumulative GPA of 3.0)
Materials
REQUIRED READING:
Creswell, J. W. (2015). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 5th edition. Pearson.
Two options: Enhanced Pearson eText with Loose-Leaf Version ISBN-10: 0-13-383153-1 • ISBN-13: 978-0-13-383153-5
eTextbook Version ISBN-13: 978-0-13-354967-6
NOTE: If you have an earlier of this text that is good too! ISBN: 978482274048
RECOMMENDED READING:
American Psychological Association. (2009). Publication Manual of the American O’Leary, Z. (2014). The essential guide to doing your research project (2nd ed.). Thousand Oaks, CA: Sage Publications. ISBN: 9781446258972
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.
Registrar Notes:
SFU’s Academic Integrity web site http://students.sfu.ca/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