THE COLLEGE OF NEW JERSEY
	DEPARTMENT OF EDUCATIONAL ADMINISTRATION & SECONDARY 
EDUCATION
	INTRODUCTION TO RESEARCH - EDEN 508-01
	Spring 1997

Instructor:	Dr. Ruth J. Palmer		Office:	FH  Rm 388		Phone:	(609) 
771-2803
Class Time: 	5:00- 7:50.			Class Room: FH 256		Of.Hrs.: M., 
T. 3:00-5:00.
 
I.	COURSE DESCRIPTION:  This course is intended for graduate students in 
Education. Emphasis is on 
the reading, analysis, interpretation, development and implementation of educational 
research. Course content includes 
critical analyses of current research, research design, use of statistics and proficiency in technical writing. 

	REQUIRED TEXTS: Frankel, Jack R. & Wallen, Norman E. (1996). How to 
Design and Evaluate 
Research in Education. (Third Edition). New York: Mc Graw-Hill, Inc.

	American Psychological Association (1994).  Publication Manual of the American 
Psychological Association, 
Fourth Edition. Washington, DC: American Psychological Association.

II.	COURSE OBJECTIVES: In Spring 1996, the School of Education adopted a new 
Conceptual Framework 
which reflects the values and demonstrates the desired outcomes for its students. Within 
this framework, the School's 
stated mission is to create exemplary professionals. Exemplary professionalism is based in 
five conceptual themes 
embedded within which are the objectives and intended outcomes of this course; the 
reading, assignments, activities 
and assessment methods of this course are intended to provide students with opportunities 
to :

Knowledge and Inquiry 
	€ Reflect on their professional goals and practice.
	€ Critically analyze the knowledge base - the research literature - in the field of 
education.
	€ Use reflection on and critical analysis of this literature to generate hypotheses and 
construct meaning in and 
for the teaching profession.
	€ Describe, differentiate and utilize research methods appropriate to the study of 
educational practices. 
	€ Apply current descriptive and inferential statistical principles and analysis to the 
organization and analysis of 
educational data. 
	€ Use microcomputers in locating information, and storing and analyzing 
educational data.
Multiculturalism, Diversity and Inclusion
	€ Demonstrate openmindedness, a willingness to suspend judgment and a 
willingness to revise opinions
	€ Understand and interpret the role of inquiry in the profession as service to 
teaching and learning of all.
	€ Nurture a positive disposition to differences, alternative approaches and answers 
and contrary points of view. 
Multiple Contexts and Communities
	€ Collaborate with colleagues in the course as indication of reflective model of 
classroom/school practice.
Leadership and Advocacy
	€ Appreciate the importance of developing, practicing and modeling higher order 
thinking through inquiry.
	€ Cultivate a commitment to situational analysis, educational inquiry and best 
practices. 
	€ Weigh seriously and accept responsibility for the consequences of inquiry-based 
decisions.
Excellence in Practice
	€ Analyze and evaluate classroom/school practices .
	€ Use microcomputers to support presentation of research findings. 


III.	COURSE OUTLINE

Session
Topics
Readings/Assignments

1/20
… Review of Course Syllabus
… The Nature of Educational Research
… Research and Professional Practice in 
Education. 
Reading: Chs. 1, 2
Articles: Teacher Research	   
Review Eric database Tutorial - Library
Research Exercise 1, 2 & 3 (pp. 21. 35, 47)

1/27
… Basics of Educational Research:
	The Research Problem
	Ethical Practices in Research
… Teacher Research
Reading: Chs 2, 3


2/3
… Variables and Hypotheses/Objectives
… Review of the Literature: Intro.
Library Skills 
Writing
Reading: Ch. 4, 5
Task 1 due
Research Exercise 4 (p. 63)

2/10
… Review of  the Literature

Reading: Ch 5.
Research Exercise 5 (p. 89)

2/17
… Sampling

Reading: Ch 6
Task 2a due
Research Exercise 6 (p. 113)

2/24
… Instrumentation

Readings: Ch 7, 8
Research Exercise 7 (p. 151)

3/3
… Research Methodology:  Qualitative 
Participant Observation
Non-Participant Observation
Ethnographic Research
… Content Analysis**
… Historical Research**
Reading: Ch. 18
Quiz 1 
Research Exercise 18 (p. 493)

3/10
… Research Methodology:  Survey 
	Cross Sectional
	Longitudinal 
Trend
Reading: Ch. 16 
Research Exercise 16 (p. 403) 
Task 2b due 

3/17
SPRING BREAK

3/24
… Research Methodology:  Experimental 	
	Group Designs
	Single Subject designs
Reading: Ch. 13
Research Exercise 13 (p. 307)

3/31
… Research Methodology: Correlational and 
Causal Comparative
Reading: Ch.s 14 &15 
Research Exercises  14 &15 (p. 339, 365)
Task 2c due



4/7
… Descriptive Statistics
	Summarizing quantitative, categorical, 
& qualitative data.
… Inferential Statistics: Intro
Reading: Ch.s 9 &10 
 Research Exercise 9 & 10 (p. 203)

4/14
… Inferential Statistics
	Parametric Approaches	
Reading: Ch. 9, 10


4/21
… Inferential Statistics
	Non- Parametric Techniques

Reading: Ch. 10
Research Exercise 10 (p. 227)

4/28
… Presentations.
	
Prepare an abstract of your study.
Task 2d 
Turn in a Completed Project.



IV.	COURSE REQUIREMENTS

	This course is anchored both in the acquisition of  the values, skills and disposition 
of research and the practice of research. The classroom interactions including your participation, together with the task structure and assessment are designed to support those.

	There are two principal tasks to be completed for this course. We have just some 
fourteen (14 weeks) in which to get the work done. Together then, we - students and faculty, will establish 
norms to govern our interactions,  time and stress management strategies, and the supports necessary to maintain the integrity of the course content.  Scoring rubrics will be provided for each assignment.

Task 1
	Using articles provided, prepare a brief critical discussion (no longer than 3 double-
spaced pages) of  
your understanding of Teacher Research. (10pts)


Task 2	Foci: 	 Excellence in Practice
		Classroom Learning

	Identify an issue that is pertinent to your professional practice and design a mini 
research project. 
The parts of this task are arranged and scheduled to support the completion of this project 
in a timely  and 
systematic fashion.  

a	Reflecting on observations and insights from your own professional practice (or 
your preparation for  
your professional practice in the case of teacher candidates) select an issue of interest for 
investigation and  
write the first section of your proposed research (15pts).  This will include:
… the issue that you wish to address;
… purpose of the research 
… Research Questions & Hypotheses 
… Operational Definition of Terms; 
… Assumptions; 
… the  Significance of the study. (15pts - To be turned in as scheduled but  not graded 
finally until after the 
Review of the Literature) 

REMINDER : 	(I)   This task is about your insight and judgment and your teaching. You 
will 
not have all the information to frame the issue completely. Nevertheless, it provides an area 
of focus 
with which you can approach the work of experts in the field.
			(ii)  Your professor is available to assist you - to clarify your ideas.
			(iii)  This must be conceptualize as a manageable task that you can 
do


b.	Develop a Review of the literature related to the your focused topic of  research. 
(20)

	REMINDER: 	The review of the literature serves to understand, clarify and frame 
the issue 
	that  you .Once you have completed this exercise, you can revise Task 2a.


c.	Develop the methodology section  for your research project (15).  This will include:
… description of the participants, 
… sampling procedures (including possible sources of sampling bias)
… research design
… intervention (if applicable) 
… procedure including 
	intervention, (if applicable) 
	instruments and 
	statistical analyses 

	REMINDER	As you work, develop your appendixes, e.g. lesson plans, 
questionnaire, scale et


2d.	Present the results/findings of your  study and a discussion of  the findings  (15 
pts)


V.	EXAMINATION/QUIZZES  (10/10 pts)
	There will be two quizzes over the period of the course. These will cover the 
content covered for that 
section of the course. 

VI.	IN-CLASS ACTIVITIES
	Active participation in in-class activities, comprising discussion and 
individual/group projects is 
expected of all students.  These activities are essential to classroom teaching and learning 
and must be 
completed satisfactorily by each student.  Prompted Reflection will be an essential part of 
classroom 
discourse.

VII.	GRADES.
	Adequate performance on all activities is expected of all students who pass the 
course.  Your final 
grade will be based on your grades on all assignments: quizzes, written and oral reports.

	Criteria:

	100 - 90		A, A-
	89 - 80		B+, B, B-
	--------------------------
	79 - 70		C+, C, C-
	60 - 69		D
	59 and Below 	F

	Incomplete grades will be given only in grave situations.



	REFERENCES	

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	Cochran-Smith, M. & Lytle, S. (1993). Research on teaching and teacher research: 
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	Connely, M. & Clandinin, J.  (1990). Stories of experience and narrative inquiry. 
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	Curry, L., Wergin, J. F. and Associates (1994). Educating Professionals: 
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	Darling-Hammond, L. (1996).  The quiet revolution:  Rethinking teacher 
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	Duckworth,  E. (1986). Teaching as research. Harvard Educational Review, 56, 
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	Eisner, E. W. & Peshkin, A. Eds. (1990). Qualitative Inquiry in Education:The 
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	Fenstermacher, G. D. (1994). The knower and the known: The nature of 
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48, 4-5.  Palmer: Intro to Research - Spring 97