EDUR 7130: EDUCATIONAL RESEARCH

Summer 2017
Dr. Meca Williams-Johnson

Instructor Information

Address: College of Education

Dept. of Curriculum, Foundations, & Reading
P.O. Box 8144 / Office 3131
Georgia Southern University
Statesboro, GA 30460
Phone: (912) 478-5252
Fax: (912) 478-5382
Office Hours Mon Thurs 9:00 am - 12:00 Noon

Contacting the Instructor

The best way to contact me is through the course sites e-mail system. Please allow 24 hours
response to your e-mail. Responses may take longer over the weekend. If you have an
emergency or would like to talk via phone please call 912-478-5252.

Catalog Description

A comprehensive overview of topics related to research as it is applied to educational settings.

Emphasis is placed upon methods of quantitative and qualitative research, especially in regard to
applied and basic research in education. Student must have experience with Web browsing
(Chrome, Explorer or Mozilla) and WORD. Access to the internet and an email account
are required. Discussion posts are required. Supplemental chats may be available using live
voice and web-camera display for communication; to participate in these supplemental chats,
students must have access to a computer with a fast internet connection (i.e., DSL or cable) and a
working computer microphone.

Course Description

The course serves as an introduction to research methods, with focus on the

(a) problems and procedures of commonly used quantitative and quantitative research methods;
(b) criteria for evaluating research; and
(c) communication (terminology) of research findings.

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Relationship to the Colleges Conceptual Framework

The College of Education s conceptual framework advances the theme of reflective educators for diverse
learners. In this course information will be learned that should make each student a more knowledgeable
consumer of educational research. With this knowledge you will be better able to critically evaluate
current and recommended practices in empirical research studies.

Academic Integrity Expectations

Students are expected to abide by the GSU Student Conduct Code and Regulations regarding
academic integrity. Academic misconduct such as cheating and plagiarism will be reported to
the Office of Judicial Affairs and appropriate penalties impose that could affect course grade.
See Student Conduct Code, Section III.

Disability Accommodations

If a student has a documented and declared disability, reasonable accommodations will be

provided if requested by the student according to the recommendations of the GSU Disabled
Student Services Office. If you have learning issues that may affect your performance, you
should inform the instructor sooner rather than later.

Required Texts (available at the GSU bookstore)

Creswell, J.W. (2015) Educational research: Planning,

conducting, and evaluating quantitative and qualitative
research (5th ed.) Upper Saddle River: Pearson Publications.

Additional readings will be provided on our course website in the

notes and journal articles folder. You will need a computer headset
or speakers/microphone to participate in optional discussions.
USB headsets are recommended.

Course Requirements & Grading

Your final grade will be based on your performance on the listed activities. Each item should be
submitted to the indicated places within the chart. Items sent to my email will NOT be graded.
Late work will NOT be accepted.

Requirement Due Date Points available Where to Submit

Assignment posts Most Wednesdays Varies Assignment Post
(one assignment on a
Friday July 7th)
Learning Module June 7 25 Learning module
Developing Research
Analysis Project June 21 25 Assignment Post
Final July 12-13 50 Assessments

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Discussion Posts:
As a graduate student at Georgia Southern University, free discourse of ideas should be expected.
I believe the open exchange of ideas is necessary for learning. You may find that some of the
class readings and discussions challenge your perspectives. I expect openness to differences and
a willingness to interpret issues from frameworks that may not be quite so comfortable for you.
My goal is to create a socially safe space in which everyone feels that they can participate in the
discussion. This does not mean people can not disagree. But it does suggest that we all need to
be sensitive appreciative, and respectful, no matter how strong we might disagree. To encourage
participation, points will be given for posting your responses to the discussion board. In the
discussions, you are to respond to the initial prompts in the discussion topic, as well as craft at
least one response to one of your colleagues. Your responses are expected to be broader more and
substantive than short fleeting statements. Thus, the following responses would NOT be
considered substantive:
"Great post".
"I agree with you totally".
"Good thinking, keep up the good work".
"That made me think about this differently."

Each of these statements does not add to substance. We know what your opinion is concerning
the post, but we do not know anything about why you thought the post was great or why you
agree totally with the author. The substantive post will contain a logical and complete flow of
ideas about why you believed that the posting was good.

Learning Module: This activity is designed to familiarize you with developing research and
application of content within the assigned readings. FIRST READ the instructions carefully!
Then find TWO articles in top tier journal and list the research purpose, research question and
methods of analysis. Also describe the type of literature review used to discuss current research
on the topic.

Analysis Project: The best way to learn about the research process is to experience it. During
the semester, you will be assigned to review the analysis procedure used by previous qualitative
researcher. Additionally you will need to create a graphic illustration to show the relationships
between the themes that were created to analyze the transcript. You will be graded on both level
and quality of your review of the analysis and the design used to illustrate the themes.

Assessments and Grading: There will be one quiz to assess the major themes covered over the
summer term. Although the quiz is open-book, you should not wait until the day of the quiz to
review the material; if you do not study beforehand, you will not be able to complete the quiz in
the time allotted.

All assessments will be conducted on-line through the Assessment feature within course site.
Each assessment will be placed on our Homepage the day they are to be taken. Each assessment
is to be completed on the days they are offered. No exceptions. Only one attempt is allowed for

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taking each assessment. You are allowed to use your books and notes. You are not allowed to
consult with others. Cheating on the quiz results in a score of zero. Verbal and written
communication between students during an exam constitutes cheating.

It is not likely that all students will earn a grade of A in this course. Per the Georgia Southern
University definition of an A grade, a student must possess exceptional mastery of the course
material before an instructor assigns a grade of A to the students work. This is a graduate
level course, and graduate standards will be applied in assessing all course assignments. Final
grades will not be rounded and extra credit opportunities are also not available in this course.

The criterion-reference grading formula used in this course is based upon the Universitys
definitions of grades, which are:

The A grade may be interpreted to mean that the instructor recognized exceptional capacities
and exceptional performance.

The B signifies that the student has, for any combination of reasons, demonstrated a
significantly more effective command of the material than is generally expected in the course.

The C grade is the instructors certification that the student has demonstrated the required
mastery of the material.

The D is given when her/his grasp of the course is minimal.

The F indicates failure to master the essentials and the necessity for repeating before credit
may be allowed.

(From 2008 - 2009 GSU Catalog)

At the graduate level, No grade below a C may apply toward any graduate degree.
(From 2008 - 2009 GSU Catalog)

Course Platform: This course is administered through Georgia On My Line (GOML) or Desire
2 Learn (D2L). If you have not had experience with this online format, you should begin by
accessing the online tutorial, found at center for emerging technology website. If you encounter
problems with the system, you should call the Help Desk at 478-5429. I am not a technological
expert and will not be able to help you debug problems with your computer.

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 EDUR 7130
Weekly Schedule

Below is a week-by-week listing of online lecture topics and the readings and
assignments that are due for each week. Please note that you are expected to have read the
chapters associated with the topic of the week before the online discussion. This includes
reading any articles at the end of the chapter.

Module 1 Introduction to Research

Topic Syllabus, Introduction Post
Activity Review syllabus
Attendance Verification Discussion Post
- In your post introduce yourself, professional position and what
information you intend to acquire from this course.
Additionally include a response to the short educational research
video linked to the discussion post.
Read chapters 1-2
Review PPT for Chapter 2
Due Date June 1st

Module 2 Developing Research

Topic Connecting the literature review, research purpose and research questions
Activity Read chapters 3-4
Review PPT for Chapter 3
Identifying Research Problem and Literature Reviews
- Search for two articles (one using qualitative methods and one
using quantitative methods) and describe the type of literature
review the authors used, rate the literature review, list the research
questions, and research purpose
June 7th

Module 3 Quantitative Data

Topic Collecting and Analyzing Quantitative Data
Activity Read Chapters 5-6
Review the PPTs on Chapter 5 and 6
Complete the Variable and Hypothesis Practice Activity
Complete the Normal Distribution Curve Activity
Due Date June 14

Module 4 Qualitative Data

Topic Collecting Qualitative Data
Activity Read Chapters 7-8
Read Chapter 9
Review PPT on Chapter 9

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 Complete Analysis Project
Complete Mid-Term Discussion Post
Due Date June 21

Module 5 Quantitative Design

Topic Experimental, Correlational and Survey Design
Activity Read Chapters 10-12
Review Notes on chapter 10-12
Complete Consulting Quantitative Design Scenarios
Due Date June 28

Module 6 Qualitative Designs & Mixed Methods

Topic Grounded Theory, Ethnographic, and Narrative
Activity Read Chapters 13-15
Complete Consulting Qualitative Design Scenarios
Read Chapters 16-17
Review PPTs on Chapter 17
Due Dates July 7

Module 7 Assessment and Course Evaluation

Topic Final Quiz and Course Evaluation
Activity Complete Quiz
Complete Course Evaluation
Due Dates Quiz opens July 12 (5:00 am) and closes July 13(11:59 pm)
Course Evaluation due when quiz is completed