Fall 2017 - EDUC 864 G031

Research Designs in Education (5)

Class Number: 7537

Delivery Method: In Person

Overview

  • Course Times + Location:

    Sep 8 – Dec 8, 2017: Fri, 5:00–8:50 p.m.
    Burnaby

    Oct 20, 2017: Fri, 5:00–8:50 p.m.
    Burnaby

    Sep 29, 2017: Fri, 5:00–8:50 p.m.
    Burnaby

    Dec 1, 2017: Fri, 5:00–8:50 p.m.
    Burnaby

    Sep 9, 2017: Sat, 9:00 a.m.–4:50 p.m.
    Burnaby

    Sep 30, 2017: Sat, 9:00 a.m.–4:50 p.m.
    Burnaby

    Oct 21, 2017: Sat, 9:00 a.m.–4:50 p.m.
    Burnaby

    Dec 2, 2017: Sat, 9:00 a.m.–4:50 p.m.
    Burnaby

    Sep 10, 2017: Sun, 9:00 a.m.–12:50 p.m.
    Burnaby

    Oct 1, 2017: Sun, 9:00 a.m.–12:50 p.m.
    Burnaby

    Oct 22, 2017: Sun, 9:00 a.m.–12:50 p.m.
    Burnaby

    Dec 3, 2017: Sun, 9:00 a.m.–12:50 p.m.
    Burnaby

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:

EDUC 864-5 Research Designs in Education: Numeracy provides course participants with opportunities to start to engage more deeply with the range and depth of professional and academic writing that exists about issues within the field of mathematics education and to connect it to their own classroom situation, practice and concerns. A range of topics related to broad aspects of teaching and learning mathematics in classrooms will be explored, including classroom language (spoken and written), the nature of mathematics textbooks and other materials, as well as work specifically concerned with number, arithmetic, geometry and early algebra. In addition, there will be engagement with a growing area of writing on becoming/being a teacher–researcher, closely related to the fifth course (fieldwork) in the program, which follows in 2018-1.

Meeting Dates:
Sep 8/9/10
Sep 29/30/Oct 1
Oct 20/21/22
Dec 1/2/3

Times:
Fridays: 5:00 - 9:00 pm
Saturdays: 9:00 am - 5:00 pm
Sundays: 9:00 am - 1:00 pm

Location:  Burnaby Campus, BLU 10655

COURSE-LEVEL EDUCATIONAL GOALS:

The course will employ a variety of approaches – brief lectures, class discussions of assigned readings and current issues, student presentations of readings, guest speakers, case studies and large- and small-group activity. It will be both experiential and text-related. We will work together on some mathematical tasks, as well as engage with readings about research involving mathematical tasks. It is intended that the course be informative and interactive, and capitalise upon the cumulative knowledge, experience, and thoughtful reflections of class participants, as well as making reference to the courses taken in the program to date.  

The instructor will be responsible for introducing key topics and course materials; providing introductory, orienting, and summarising constructs and frameworks; and guiding class discussions. Participants are expected to devour all assigned readings, attend all class meetings (to the extent possible), and contribute meaningfully and continuously to class discussions. The instructor also expects to have fun and hopes other participants will too.

Grading

  • Student In-Class Presentation 30%
  • Critical Analysis 30%
  • Exploratory Research Proposal 40%

NOTES:

Here are some sample assignments. Precise assignments and due dates will be finalised (following class discussion) by the end of the first weekend.  

1.   Student In-Class Presentation (30%)

Each pair of students will be expected to plan, present and lead an in-class discussion on an assigned reading, during one of weekends 2, 3 and 4. Specifics of the assignments will be discussed during the first weekend.  

The in-class presentation will consist of:
  • a critical synthesis of the salient content described in the assigned reading (e.g. the purpose(s) of the piece in question, the theoretical concern(s), the concept(s) being developed, what specific data is described and discussed);
  • a description of the possible relevance of the content of the reading to mathematics education in schools;
  • one or two reflective question(s) for discussion by the class (the question should be framed so as to provoke debate).  
The presentation of the article and its discussion in class should be planned to last no more than 30 minutes with an additional 30 minutes set aside for discussion. Presenters may use power point (excluding title page, no more than 12 slides, please) or other visual emphases or class tasks to support the presentation. Presentations will be scheduled for subsequent class meetings.  

2.     Critical Analysis (30%)

Course participants will produce a critical analysis of one of two assigned academic journal articles. The critical analysis should consist of between 1000 and 1500 words. The course instructor will provide the articles and assignment criteria at the second weekend meeting. The Critical Analysis is to be submitted by the third weekend.

3.     Exploratory Research Proposal (40%)

Each student will author one paper (1000–1500 words) relating to a course theme, concept or framework. The purposes and expectations of this assignment will be discussed during the first weekend.

The paper should reflect assigned readings, class discussions and critical analyses of current practices. The paper will be in the form of a proposal for research, will provide a clear summary of a proposed research project with sufficient detail of the key aspects to enable it to be understood and evaluated, and will consist of the following sections:
  • description of a problem to be examined (300–500 words);
  • research question(s) arising from the problem to be examined (200–300 words);
  • significance of the problem to be examined to personal learning, professional practice, or professional knowledge (300–400 words);
  • proposed data source(s) and methodology (200–300 words).

REQUIREMENTS:

The course will employ a variety of approaches – brief lectures, class discussions of assigned readings and current issues, student presentations of readings, guest speakers, case studies and large- and small-group activity. It will be both experiential and text-related. We will work together on some mathematical tasks, as well as engage with readings about research involving mathematical tasks. It is intended that the course be informative and interactive, and capitalise upon the cumulative knowledge, experience, and thoughtful reflections of class participants, as well as making reference to the courses taken in the program to date.  

The instructor will be responsible for introducing key topics and course materials; providing introductory, orienting, and summarising constructs and frameworks; and guiding class discussions. Participants are expected to devour all assigned readings, attend all class meetings (to the extent possible), and contribute meaningfully and continuously to class discussions. The instructor also expects to have fun and hopes other participants will too.

Materials

REQUIRED READING:

There is no set book or course pack for this course. Readings will be assigned, which students will access through the SFU library. However, during the course we will start to work through the set book for the next course:

John Mason (2001) Researching your own practice: The discipline of noticing (London, UK: Routledge). Electronic access is available through the SFU library.

There is no need to look at this book before the course begins.

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