ED 830: Research Design and Methodology

Spring 2010: Cohort XIII

Mary Ellen Gevelinger, OP, Ed D. Deming Way Office 104B

mgevelinger@edgewood.edu Cell Phone: 608-347-0800
Office hours: by appointment Office Phone: 608-663-3244

Sara Jimenez Soffa, Ph.D. Deming Way Office 104A

Sjimenezsoffa@edgewood.edu Cell Phone: 608-469-6650
Office hours: by appointment Office Phone: 608-663-3462

Required Readings and Materials

Creswell, John W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches (3rd edition). Thousand Oaks, CA: Sage

American Psychological Association Publication Manual, (2005) 5th ed. Washington, DC.

APA Style Guide to Electronic References http://0-

library.edgewood.edu.oscar.edgewood.edu/edgewood-only/APA-electronic-style-guide.pdf

Additional selected readings are available on the Blackboard site for this course.

Course Description
This course is designed to provide students with a working understanding of the varied methodologies and
strategies employed in educational research. These include knowing the definition of different
approaches, considering philosophical worldviews, reviewing the literature,
understanding the use of theory, anticipating ethical issues, and developing writing
strategies. Students will be expected to learn the essentials needed to carry out the entire research process
from identifying a research problem, to selecting the best methodology to examine that problem, to writing a
proposal to study the problem, and ultimately completing the dissertation. In addition, students will be
expected to become more critical consumers of educational research, acquiring the knowledge to examine
published studies and evaluate the usefulness of the findings and recommendations in relation to their unique
professional experience and context.

Instructional Strategies
This course is a combination of face-to-face classes, individual conferences with the instructors, and
instruction and interaction through the Blackboard course management system. The classroom sessions will
be in a seminar format, where students and faculty engage in meaningful conversations about and critical
analyses of research. Class discussion and interaction will focus on the assigned readings, students’ scholarly
writing, and applied research practices.
Course Objectives

As a result of actively engaging in this course, students will be able to:

1. Read, understand, synthesize, and evaluate educational research.

2. Understand, evaluate, and employ research tools, designs, and methods.
3. Identify, select, and evaluate resources for designing and conducting educational research.
4. Demonstrate the ability to read, think, discuss, and write in a thoughtful, analytical, and critical
manner, using APA as the style of writing. (writing)
5. Anticipate ethical issues related to research. (ethics)
6. Demonstrate the ability to use technology, library and web-based resources relevant to
conducting research and engaging in professional practice. (technology)
7. Explore the impact of gender, ethnicity, culture, religion, sexual orientation, ability, and age on
the ways in which they design their research. (inclusion)
8. Make linkages between published research results and professional decision-making.
9. Design a viable research proposal . (research)
10. Prepare a professional powerpoint presentation of your research proposal. (presentation)

Requirements
For each of the assignments listed below, students are required to submit electronically to their
instructors AND bring hard copy to class on due date:

(Due: Friday January 23rd )

1. Write and submit first draft of Chapter 1, including the following elements:
- Introduction to the study
- Contextual Orientation (setting context)
- Problem Statement
- Main research question and ancillary questions
- Definition of terms
- Significance of the Study
- Theoretical Model (as a lead into the literature review)
- Summary and lead your reader into chapter 2

(Due: Friday February 5th )

2. Write and submit first draft of Chapter 2 with a foundational literature map, which
includes 10-20 sources and the following elements:
- Drawing from your main research question(s) and theoretical model, map the
development and progression of your literature to tell the story of your research
topic.
- Identify the bodies of literature that support your topic.
- Formulate an introduction that highlights the major bodies of literature that
support your topic.
- Unfold the story of literature based on your map by using subheadings to
delineate the various topic areas.
- Summarize the major elements of your literature review as they inform your
research and support your research question – restate your research question –

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 and lead your reader into chapter 3.

(Due: Saturday April 24th )

3. Write and submit first draft of Chapter 3, including the following elements:
- Introduction to research design
o Restate the problem statement and research question
o Highlight major research themes as summarized in chapter 2
o Role of the researcher (setting context)
- Research Methodology
o Orientation (qualitative, quantitative, mixed – case study, interviews,
survey)
o Data sources (Target population – who are your participants?)
o Data collection (instrumentation – survey/interview prototcol)
o Data Analysis
- Research permission and ethical considerations (HPRB)
- Limitations of the study
- Summarize the major elements of your methodology as it informs your research
and support your research question – restate your research question – and lead
your reader into chapter 4.

(Due: Friday/Saturday May 7-8: ED801)

4. Present research proposal to peers in Cohort VIII and Cohort IX. Refer to research
proposal worksheet rubric (found on Blackboard) for specific expectations for this
presentation.

Draft of Course Calendar

Date Course Content Guiding Questions Readings/Assignments/Notes

First Half of the Semester
Friday Introduction to the Check-in: Reflection Readings:
January 8 course/course overview of yourself as a Applied Social Research, Chapter 1
researcher (Blackboard)
Map
What is research? Creswell: Preface and Chapter 1 pp. x1x-20.

Guest Speaker
Sylvia Contreras (5-7pm)

Bring laptop to class if you have one

Saturday Focus on Chapter 1 – Elements
January 9 of the introduction, significance
of the study, problem statement,
research question(s),
conceptualizing theoretical
model
What are the Bring research article to class: a scholarly,
elements of a good peer-reviewed research article
problem statement?
Readings:
What are the Creswell Chapters 5-7: pp. 95-144
elements of a quality
research question? Article Tutorials on Blackboard

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Friday Review Chapter 1
January 22nd
Focus on Chapter 2 – Elements
of the literature review,
conceptualizing theoretical
model, mapping the literature,
synthesizing literature, honoring
sources in APA writing style
What is a theoretical Suggested Studies on Blackboard
model and in what
ways does it serve as Applied Worksheet(s) on Blackboard: (BB)
the foundation for Application worksheet for choosing a
research? research design
(BB) Application worksheet for writing
an introduction
What might a
(BB) Application worksheet for writing a
feasible timeline for purpose statement)
research look like for
me?
What did we learn Readings:
from our experience Creswell Chapter 2: pp. 23-48
writing the first draft
of Chapter 1? (BB) Webster & Watson (2002). Analyzing the
past to prepare for the future: Writing a
How can you map a literature review.
body of (or bodies of)
(BB) Ivankova (2002) Sample Proposal
literature to support
your research (BB) Morales (2006) Sample Proposal
question and
theoretical model? (BB) Hayes (2007) Sample Proposal

What is the Article Tutorials on Blackboard

difference between
synthesizing Suggested Studies on Blackboard
literature and
reporting it? Applied Worksheet(s) on Blackboard
(BB) Application worksheet for review of
lit

Saturday (continued) (continued) Draft of Chapter 1 Due

January 23rd
Friday Review of Chapters 1 and 2
February 5th
Chapter 3 as a roadmap or
recipe for the dissertation
Research methodology
Reliability/Validity
Sampling
Consent/Ethical Permissions
Data sources
Data collection
Methods of Analysis
What did we learn Readings:
from our experience Creswell Chapters 3, 7, 8, 9, and 10
conceptualizing and
writing the first draft (BB) Bogdan & Biklin (2007) Qualitative
of the literature Research for Education – chapter on Case
review? Studies
In what ways is Article Tutorials on Blackboard
Chapter 3 like a
roadmap to your Suggested Studies on Blackboard
dissertation?
Applied Worksheet(s) on Blackboard

Saturday (continued) (continued) Draft of Chapter 2 Due

February 6th
Second Half of the Semester
Friday April
9th
Saturday
April 10th

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Saturday
April 24th
Friday May
7th
Saturday
May 8th

Mission Statement
Sponsored by the Sinsinawa Dominicans, Edgewood College is a community of learners that affirms both its
Catholic heritage and its respect for other religious traditions. The liberal arts are the foundation of all our
curricular offerings in the humanities, arts, sciences, and professional programs. Committed to excellence in
teaching and learning, we seek to develop intellect, spirit, imagination, and heart. We welcome women and
men who reflect the rich diversity of the world's cultures and perspectives. We foster open, caring, thoughtful
engagement with one another and an enduring commitment to service, all in an educational community that
seeks truth, compassion, justice, and partnership.

Edgewood College Diversity Statement

Edgewood College welcomes to its learning community women and men of diverse backgrounds, religious
affiliations, ethnic and racial identifications, and sexual orientation.

Conceptual Framework
From our Dominican tradition springs a strong commitment to the role of liberal arts, to the place of
reflection, and to sharing the fruits of our reflection in education. From our mission as a Catholic liberal arts
college, there is a strong commitment to excellence with balanced preparation in the liberal arts and sciences,
core professional studies, and specialized professional preparation within a context of concerns for service,
for peace and justice, and for salutary relationships. Our profession provides us with a knowledge base,
standards of quality, and a community of shared expectations for assessment and professional preparation.

Standards Addressed for Students Seeking Superintendent Licensure

As a required module in the school superintendent license program, the Edgewood College standards for
school administration are the foundation of this course. The Edgewood College standards are adopted from
the Wisconsin Standards for Administrator licensing in Chapter PI 34 of the Wisconsin Administrative Code.
These are standards adapted from the Interstate School Leaders Licensure Consortium (ISLLC), a group
sponsored nationally by the Council of Chief State School Officers (CCSSO). The standards are:

1. The administrator has an understanding of and demonstrates competence in the teacher standards.

2. The administrator leads by facilitating the development, articulation, implementation, and

stewardship of a vision of learning that is shared and supported by the school community.

3. The administrator manages by advocating, nurturing, and sustaining a school culture and instructional
program conducive to pupil learning and staff professional growth.

4. The administrator ensures management of the organization, operations, finances, and resources for a
safe, efficient, and effective learning environment.

5. The administrator models collaborating with families and community members, responding to diverse

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 community interests and needs, and mobilizing community resources.

6. The administrator acts with integrity, fairness, and in an ethical manner.

7. The administrator understands, responds to, and interacts with the larger political, social, economic,
legal, and cultural context that affects schooling.

Commitment to Learning
Active commitment and engagement in learning is critical to your performance in this course and to the
ultimate completion of your doctoral degree. We expect that you will maintain high standards of ethical and
professional conduct, including being prepared for class, contribute to class discussions, submit quality work,
and represent your work fairly and honestly. We expect you to communicate with us if you have concerns
about any aspect of the course. Most importantly, we expect that you engage with us and with your
classmates so as to contribute to building a community of learners that embraces the mission of Edgewood
College and supports its members in their educational and professional goals.

Assessment
Student assessment will be based on class discussion, networking, small group projects, and individual
learning. Therefore attendance, preparation, and participation at each class session are essential. Assessment
will be based on attendance and timely response to the course assignments. It is recognized that each class
member is a professional who has work-related and family responsibilities that may conflict with the class
schedule. In these cases, please make arrangements in advance with the instructors. While it may be
necessary to miss class due to schedule conflicts on occasion, more than one absence will have an impact on
the course grade. Similarly, late responses to assignment deadlines will affect the course grade.

Formal Grades will be given for the following assignments:

Attendance 20% of grade 100
Chapter 1 completed format (4/24) 100
Chapter 2 completed format (4/24) 100
Chapter 3 completed format (4/24) 100
Proposal presentation (5/7 &8) 100
Total 500

450-500 points: A
400-449 AB
350-399 B
300-349 BC
200-299 C
100-199 D
0-99 F

Accommodations

Edgewood College is committed to providing a learning environment that is accessible to all. If you have a
disability and would like accommodations, please contact us privately before the end of the first week of class
to discuss your specific needs.

In addition, please contact Lili O'Connell, Disability Services Coordinator, by phone at (608) 663-
2281, or by emailing loconnell@edgewood.edu if you have additional questions. The Disabilities

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Support Services Office is located in the Student Resource Center, 206 DeRicci. To schedule an appointment,
call 663-2281.

Blackboard

We will use Blackboard as our course management tool for this class. Blackboard provides you with the
opportunity to discuss readings, contribute assignments, and submit preliminary writing for review by your
peers and your instructor. The link to Blackboard is: http://edgecms.edgewood.edu/. We expect that you
actively use this site, as I will regularly post announcements and course readings on this site.

Academic Honesty Policy

As members of a scholarly community dedicated to healthy intellectual development, students and faculty at
Edgewood College are expected to share responsibility for maintaining high standards of honesty and
integrity in their academic work. Each student should reflect this sense of responsibility toward the
community by submitting work that is a product of his or her own effort in a particular course, unless the
instructor has directed otherwise. In order to clarify and emphasize its standards for academic honesty, the
College has adopted this policy.

The following are examples of violations of standards for academic honesty and are subject of academic
sanction: Cheating on exams; submitting collaborative work as one’s own; falsifying records,
achievements, field or laboratory data, or other course work; stealing examinations or course
materials; submitting work previously submitted in another course, unless specifically approved by the
present instructor; falsifying documents or signing an instructor’s or administrator’s name to any
document or form; plagiarism, or aiding another student in any of the above actions.

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