Course Number:
EDUC 65511 Educational Research (3)
Focus:
Critical evaluation of research from teacher’s content area (builds on previous coursework/exposure in other master’s courses)
Related to:
- Evidence-based practices
- Continuous school improvement
- Data driven decision making
- Using data to improve student learning
- Developing critical consumers of educational research
Students will learn the practical aspects of evaluating research—not just how to apply a laundry list of technical terms from their textbooks.
- Each chapter is organized around evaluation questions. For each question, there is a concise explanation of how to apply it in the evaluation of research reports.
- Numerous examples from journals in the social and behavioral sciences illustrate the application of the evaluation questions. Students see actual examples of strong and weak features of published reports.
- Commonsense models for evaluation combined with a de-emphasis on jargon make it possible for students to start evaluating research articles the first week of class.
- The structure of this class enables students to work with confidence while evaluating articles for homework.
Sample Objectives
Unit 2 The Review of the Literature
Chapter 3
Introduction
Here you have a brief intro from the book
Objectives
You should be able to:
- identify the reasons for conducting a literature search
- describe the activities (in sequence) of the review of the literature
- use the Education Index to locate research studies for a specific research problem
- identify appropriate descriptors for locating research information in the ERIC sources, relative to a specific research problem.
- conduct a computer search of the literature relative to a specific research problem.
- use the connectors “or” and “and” for combining descriptors when broadening or limiting the search relative to a specific research problem.
- identify sources for research information other than indexes and ERIC, such as the
Review of Educational Research
- identify the components of an abstract or summary that would be included when reviewing a research report.
- identify the characteristics of a report to be considered when conducting a critical review
- use Research Navigator for locating information about a specific research problem.
Unit Requirement
This unit is tied to chapter 3 of your text. Please be sure that you have read the chapter(s) and complete the requirement for this unit below.
U02d1 Reviewing the Literature
Locate three examples of research studies in any area of educational research that interest you using the Research Navigator (included with text) or any electronic database of academic research articles. If you have access to the KSU Library you will be able to use that resource as well. For each of your three selected research studies, answer the following questions or provide the following information:
- What were the research goals of the study?
- What type of research was it—qualitative or quantitative? Briefly explain.
- Include the URL of each study or attach the articles to your post.
Then review and comment on the responses of one other student.
U02a2 Self-Assessment
Complete the self-assessment for this unit and submit your answers via the in-course email system.
Unit 3 Evaluating Research reports
Chapter 17
Introduction
Here you have a brief intro from the book
Objectives
You should be able to:
- describe the types of errors that may occur in published research articles.
- identify the questions that my be raised when evaluating the various sections of a research report.
- describe the characteristics of a research report that are considered when obtaining an overall impression of the report.
- describe the issues to be considered when evaluating a research proposal
- conduct an evaluation of a research report such as a professional journal article.
Unit Requirement
This unit is tied to chapter 17 of your text. Please be sure that you have read the chapter(s) and complete the requirement(s) for this unit below.
U03d1 Evaluating Research Reports
Included in this unit is an example of a research article. Evaluate the article using the questions in this chapter (pp 439-442). Post your response in the Discussion area. Then review and comment on the response of at least one other student, and post your comments on their responses in the Discussion area.
U03a3 Self-Assessment
Complete the self-assessment for this unit and submit your answers via the in-course email system.
Unit 4 Applying Knowledge of Research Studies
Introduction
For this week’s unit you will be asked to apply your knowledge of research studies by evaluating two different studies that I have provided for you and determine which of the two is an actual research study.
Objectives
You should be able to:
- identify information or characteristics that should be present in a research study.
Unit Requirement
This unit is tied to chapters 3 and 17 of your text. Please be sure that you have read the chapters and complete the requirement(s) for this unit below.
U04d1 Applying Knowledge of Research Studies
In the previous units we discussed basic differences between common research methods and also discussed how to evaluate characteristics of research studies. Presented in this unit are two articles (see first post in discussion thread). One of these articles is an example of a research study and the other, while published in an academic journal, is not. Review these two articles and identify which is an actual research article. Provide a rationale for selecting one as the research article using your knowledge of what should be contained in a research article/study.
Unit 5 Applying Knowledge: Evaluating Research in Your Field
Introduction
For this week’s unit you will be asked to apply your knowledge of research studies. To demonstrate this knowledge you will locate ONE article that reports on research in your area of interest or expertise and evaluate the article using the questions in chapter 17 (pp 439-442).
Objectives
You should be able to:
- evaluate research in your field of study
Unit Requirement
This unit is tied to chapters 3 and 17 of your text. Please be sure that you have read the chapters and complete the requirement(s) for this unit below.
U05d1 Applying Knowledge: Evaluating Research in Your Field
Use the Research Navigator (included with text) or any electronic database of academic research articles. If you have access to the KSU Library you will be able to use that resource as well, to locate ONE article that reports on research in your area of interest or expertise. Evaluate the article using the questions in chapter 17 (pp 439-442). Post your response in the Discussion area. Then review and comment on the response of at least one other student, and post your comments on their responses in the Discussion area.
Course Number:
EDPF 68795 Seminar: Classroom Assessment (3)
Focus:
Orientation to all forms of assessments that may be used in the classroom including informal, performance-based, portfolio, and traditional assessment techniques (builds on previous coursework/exposure in other master’s courses IF they had any in this area)
Related to:
- Evidence-based practices
- Continuous school improvement
- Data driven decision making
- Using data to improve student learning
- Classroom assessment skills
Classroom Assessment: A Practical Guide for Educators
PART I Introduction to Assessment
Chapter 1 Assessment in Elementary and Secondary Classrooms
Chapter 2 Teaching and Assessment: The Instructional Process
Chapter 3 Characteristics of Assessments
Chapter 4 Overview of Assessment Techniques
PART II Alternative Assessment Techniques
Chapter 5 Informal Assessments
Chapter 6 Performance-Based Assessments
Chapter 7 Portfolio Assessments
PART III Traditional Assessment Techniques
Chapter 8 Objective Test Items
Chapter 9 Subjective Test Items
PART IV Additional Assessment Issues
Chapter 10 Grading Systems
Chapter 11 Interpreting Standardized Tests
Chapter 12 Assessing Group Work
Chapter 13 Assessing Affective Characteristics
Appendix A Standards for Teacher Competence in Educational Assessment of Students
Appendix B The Code of Fair Testing Practices in Education
Course Number:
EDPF 68791 Classical Test Theory (interpreting test data) (3)
Focus:
Teachers have an ethical responsibility to be thoroughly familiar with the technical characteristics of the NATIONAL, STATE or DISTRICT level tests they will use and data they will need to explain to parents. This course prepares them for this responsibility. Teachers will get valuable practice in interpreting actual excerpts from published test manuals.
Related to:
- NCLB
- Evidence-based practices
- Continuous school improvement
- Data driven decision making
- Using data to improve student learning
Comprehending Test Data
Part C Standardized Test Scores
13. Percentile Ranks Test of Pragmatic Language 37
14. Stanines Flanagan Aptitude Classification Test 40
15. IQ Scores Wechsler Intelligence Scale for Children 43
16. Derived Scores and the Normal Curve Peabody Picture Vocabulary Test 46
17. Grade Equivalents KeyMath 49
18. Age Equivalents Vineland Adaptive Behavior Scales 52
Part D Issues in Interpreting Standardized Test Scores
19. Norm Group Composition: I The Adaptive Behavior Evaluation Scale 55
20. Norm Group Composition: II The Sixteen Personality Factor Questionnaire 58
21. Standard Error of Measurement: I Peabody Picture Vocabulary Test 61
22. Standard Error of Measurement: II Behavior Dimensions Scale—School 64
23. Standard Error of Measurement and Alternate-Forms Reliability Stanford
Achievement Test Series 66
24. Significance of Intra-Ability Difference Scores Gray Oral Reading Tests 69
Part E Bias in Testing
25. Use of a Bias Review Panel Personality Assessment Inventory 72
26. Pretesting Items to Reduce Bias SRA Pictorial Reasoning Test 75
27. Procedures to Eliminate Bias Stanford Achievement Test Series 78
Part G Item Analysis
33. Item analysis: I The Attention Deficit Disorders Evaluation Scale—Home 97
34. Item Analysis: II Comprehensive Receptive and Expressive Vocabulary Test 100
Part H Other Issues in Testing
35. Equivalence of Editions Self-Directed Search 103
36. Presenting Intelligence Test Items Stanford-Binet Intelligence Scale 106
37. Testing Conditions Minnesota Multiphasic Personaltity Inventory 109
38. Establishing Rapport During Test Administration Woodcock-Johnson Tests 111
of Cognitive Ability
39. Responsibility for Test Security Woodcock Language Proficiency Battery 113
Part A Reliability
1. Test-Retest Reliability Behavior Rating Profile 1
2. Interscorer Reliability Wechsler Preschool and Primary Scale 4
3. Internal Consistency and Test-Retest Reliability Occupational Aptitude Survey
and Interest Schedule 6
4. Internal Consistency Reliability (Cronback’s Alpha) The Sixteen Factor Personality
Questionnaire 9
Part B Validity
5. Concurrent Validity and Test-Retest Reliability Reading and Arithmetic Indexes (12) 12
6. Concurrent Validity Thurstone Test of Mental Alertness 15
7. Predictive Validity Wechsler Intelligence Scale for Children 18
8. Content Validity: I Test of Written Language 21
9. Content Validity: II Boehm Test of Basic Concepts 24
10. Construct Validity: I Comprehensive Receptive and Expressive Vocabulary 27
11. Construct Validity: II Gray Oral Reading Tests 31
12. Construct Valditiy: III Beck Depression Inventory 34
Course Number:
EDUC 65510 Educational Statistics I (Understanding descriptive data/statistics) (3)
Focus:
Teachers need to organize and summarize data for student projects, tests, grades, etc. This course will give them a thorough orientation to the purposes of descriptive statistics, and the proper interpretation. Actual data from their classrooms will be used throughout the course to illustrate various ways of deriving meaning from the data with descriptive statistics.
Related to:
NCLB
Evidence-based practices
Continuous school improvement
Data driven decision making
Using data to improve student learning
Fundamentals of Descriptive Statistics
Introduction v
- Introduction to Statistics 1
- Percentages and Bar Graphs 7
- Shapes of Distributions 13
- The Mean: The Most Popular Average 21
- The Median and Mode: Alternatives to the Mean 27
- The Standard Deviation: First Cousin of the Mean 33
- The Range, Quartiles, and Interquartile Range 43
- Standard Scores 49
- Scattergrams and the Pearson r 57
- The Coefficient of Determination 71
- Linear Regression 77
- Glossary of Descriptive Statistics 87
Appendix A Formula for the Interpolated Median 91
Appendix B Computational Formula for the Standard Deviation 93
Appendix C Computational Formula for the Person r
Course Number:
EDPF 68716 Educational Statistics II (Understanding advanced concepts of data/statistics) (3)
Focus:
Teachers will extend their knowledge of material presented in Educational Statistics I by applying concepts in two key areas: (1) Data analysis for continuous school improvement and (2) Using data to improve student learning in schools.
Related to:
- NCLB
- Continuous school improvement
- Data driven decision making
- Using data to improve student learning
Fundamentals of Descriptive Statistics
Introduction v
- Introduction to Statistics 1
- Percentages and Bar Graphs 7
- Shapes of Distributions 13
- The Mean: The Most Popular Average 21
- The Median and Mode: Alternatives to the Mean 27
- The Standard Deviation: First Cousin of the Mean 33
- The Range, Quartiles, and Interquartile Range 43
- Standard Scores 49
- Scattergrams and the Pearson r 57
- The Coefficient of Determination 71
- Linear Regression 77
- Glossary of Descriptive Statistics 87
Appendix A Formula for the Interpolated Median 91
Appendix B Computational Formula for the Standard Deviation 93
Appendix C Computational Formula for the Person r
Course Number:
EDPF 68795 Action Research (3)
Focus:
Teachers will extend their knowledge of teacher action research (TAR) to inform their practice.
Related to:
- Continuous school improvement
- Data driven decision making
- Using data to improve student learning
Fundamentals of Action Research
Course Number:
EDPF 68792 Practicum (orientation to the program and using WebCT/Vista) (2)
Focus:
Teachers will be oriented to national initiatives that will provide a framework for the coursework in this program. Teachers will discuss the influences of NCLB, continuous school improvement, data driven decision making, using data to improve student learning, and classroom assessment practices of teachers. Teachers will be introduced to each course and will be shown how content is related to the national initiatives. Teachers will learn how to use WebCT/Vista for courses in the program.
Related to:
- NCLB
- Continuous school improvement
- Data driven decision making
- Using data to improve student learning
Practicum
Course Number:
EDPF 68791 Classical Test Theory (test development ) (3)
Focus:
Teachers will extend their knowledge of how to create a variety of valid and reliable classroom tests used for assessing higher-order, critical thinking skills. Focus on developing short answer, multiple choice, T/F, matching, and essay items. Focus on self-assessments of their own teacher-made tests.
Related to:
- Continuous school improvement
- Data driven decision making
- Using data to improve student learning
Test Development
Course Number:
EDPF 68807 Evaluation in Education (3)
Focus:
Teachers will discuss multiple ways of determining program effectiveness. Exposure to discussion on and practice with formative and summative evaluation methods as well as curriculum evaluation methods.
Related to:
- NCLB
- Continuous school improvement
- Data driven decision making
- Using data to improve student learning
Evaluation in Education
Course Number:
SPED 50093 Differentiated Instruction (3)
Focus:
This workshop will assist teachers in the pedagogy area and focuses on meeting the needs of all learners in inclusive classrooms. Teachers will learn planning, collaboration, and instructional strategies that support differentiation. Emphasis is on practical application of differentiated instruction in the classroom.
Related to:
- Continuous school improvement
- Data driven decision making
- Using data to improve student learning
Differentiated Instruction
Course Number:
SPED XXXXX Single Subject Research Design (3)
Focus:
Teachers will extend their knowledge of these designs and learn how to use data generated from these designs to improve student learning in schools.
Related to:
- Continuous school improvement
- Data driven decision making
- Using data to improve student learning
Single Subject Design
Course Number:
EDUC XXXXX Educational Foundations UPR Requirement (3)
Focus:
Teachers will discuss a topic relevant to data analysis for continuous school improvement and using data to improve student learning in schools.
Related to:
- Continuous school improvement
- Data driven decision making
- Using data to improve student learning
Educational Foundations
