Spring 2023 - EDUC 719 G031

Research Approaches in Educational Leadership (3)

Class Number: 4764

Delivery Method: In Person

Overview

  • Course Times + Location:

    Location: TBA

  • Instructor:

    Verna Billy
    vbilly@icloud.com
    604.760.7264
    Office: Virtual
    Office Hours: Virtual

Description

CALENDAR DESCRIPTION:

Covers research methods, with special reference to research in Education Leadership. Fundamental theories, practices, and ethical issues of educational research are discussed. The course addresses some of the fundamental challenges and decisions in designing and using educational research.

COURSE DETAILS:

Meeting Dates:

January 20/21/22
February 24/25
March 24/25/26

Meeting Times:

Fridays 5:30 - 8:30 pm
Saturdays 9:30 - 4:30 pm
Sundays 9:00 - 1:00 pm

Meeting Location:

517 7th Avenue, Keremeos

COURSE-LEVEL EDUCATIONAL GOALS:

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, whether it is 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 understandings 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) with in the broader educational, professional, and societal experiences by connecting theory, research, and praxis.

Grading

  • Patricipation Assignmnet 1 15%
  • Group Work 10%
  • Personal Research profile (2 pages) Assignment 2 20%
  • Group Presentation Assignment 3 25%
  • Group Final Paper Assignment 4 30%

NOTES:

Accessible Learning Needs

Students with hidden or visible disabilities who may need classroom or exam accommodations are encouraged to register with the SFU Centre for Accessible Learning (1250 Maggie Benston Centre) as soon as possible to ensure that they are eligible and that approved accommodations and services are implemented in a timely fashion. For more information, please visit https://www.sfu.ca/students/accessiblelearning.html.

REQUIREMENTS:

Academic Honesty and Student Conduct

Academic integrity is a cornerstone of the development and acquisition of knowledge, and a commitment to six fundamental values: honesty, trust, fairness, respect, responsibility, and courage. Academic integrity includes a commitment not to engage in or tolerate acts of falsification, misrepresentation, or deception – acts which violate the fundamental ethical principles of the University community and compromise the worth of work completed by others. Simon Fraser University is committed to creating a scholarly community characterized by honesty and free inquiry. Each student is responsible for their own conduct as it affects the University community. All members of the University community share the responsibility for the academic standards and reputation of the University. Upholding academic integrity is a condition of continued membership in the university community. To review the full policy, visit http://www.sfu.ca/policies/gazette/student/s10-01.html.

COURSE REQUIREMENTS:

ASSIGNMENT ONE: ATTENDANCE & PARTICIPATION
(EVERY CLASS) 15%

Attendance and Participation:
The class will meet in person and members will also work individually/independently offline (non-synchronous). Saturday Classes will stop at 12: noon and afternoons will be to work in your groups. The course is a graduate seminar and as such it is crucial that you attend, are punctual and participate fully in class discussions. Learning about research is about reading about, discussing and reflecting on the theory and philosophy and various genres and approaches involved. Without your presence and your informed input in discussions both your own learning and the seminar are compromised. It is imperative, therefore, that you attend class, are on time, do the required readings, contribute from an informed perspective (based on readings and your reflections) to class discussions, demonstrations, etc. Attendance and participation grade will be based on attendance and frequency and especially the quality of your participation, and the extent to which such participation reflects the promotion of a safe space for various views and engagement with the texts and primary issues. Two percentage points will be deducted for every instance of absence without valid excuse and prior notification of the instructor.

ASSIGNMENT TWO:
20%

In a short essay of two pages, please outline who you are in terms of your academic profile and research interests. What is your disciplinary background and what is your previous knowledge of research and research methods? What topic or topics are of interest to you? How do you think of yourself in relation to research (is your knowledge and orientation quantitative or qualitative or non-empirical) and what does that mean for how you might approach a topic of interest? While your views and opinions are important, please note that the exercise is academic and as such you are required to make use of academic literature (studies, journal essays, books) to illustrate and support your points. You are required to share your profile with the class in a brief mini presentation (5 minutes maximum) and submit the written version to the instructor. Grade will be based on combination of the oral and written versions of the profile.

ASSIGNMENT THREE: REVIEW OF INDIDGENOUS RESEARCH TRADITION OR THEME
(DUE March 11) 25%

Course participants will form small groups of four members to review and provide a lecture on an Indigenous research tradition or research theme (Focus groups, Community Engagement etc.). The themes or tradition topic needs to be approved by the instructor. Work on this assignment includes a lecture/presentation session and a written report. The lecture should be about half an hour in length and is best presented with a Prezi or PowerPoint presentation. The work should include an introduction to the topic, a main body of description of the characteristics of the theme or research tradition, a critique of the theme or tradition (what it is good for and what it might not be very good for, what are its pros and cons) and a conclusion. There should be built in time for class participation (about 5 minutes) so it is best that group lecturers generate activity for class to undertake and/or questions for class to address. There will also be additional five to ten minutes (additional to 30 minutes presentation) for the class to engage the group in a Q&A session. The written report which is to be submitted to the instructor, should include a copy of the PowerPoint presentation and summary of the points made in the in- class presentation and the activity/questions for the class.

FINAL ASSIGNMENT FOUR: Group Presentation
(DUE April 15) 30%

For the final assignment for the course you will Present on topic of choice. Develop the presentation and present to class, maximum time is 45 minutes.  Paper must be in APA style. 

The PowerPoint and Paper is due: April 15, 2023

Materials

REQUIRED READING:

Tachine, A. and Nicolazzo, Z. (2019). Weaving an otherwise: In-Relations Methodological Practice. Sterling, Virginia: Stylus Publishing LLC.


ISBN: 978-64267-333-3

REQUIRED READING NOTES:

Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at: shop.sfu.ca/course-materials/my-personalized-course-materials.

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:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

SFU’s Academic Integrity website 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