educ 5010 face-to-face -...

1

Course Steward: Dr. Steve Horton College of Education & Human Development

Date syllabus revised: January 2011 Northwestern State University of LA

EDUC 5010

FACE-TO-FACE

2



EDUCATION 5010 -EDUCATIONAL RESEARCH AND EVALUATION

1. Identification of Course

1.1 EDUC 5010. Educational Research and Evaluation (3-3-0)

Prerequisites: EPSY 4400 or permission of the instructor. Letter grades A-F are

awarded. Semesters offered: Fall, Spring and Summer.

1.2 Textbook(s) and/or Supplementary Materials

Required Texts and Materials

Gay, L., & Airasian, P. (2009). Educational research: Competencies for analysis

and applications. Columbus: Prentice-Hall. NINTH EDITION

YOU MUST USE THE 9th

EDITION FOR THIS COURSE. It is much

different than the 8th

edition.

American Psychological Association (2009). Publication manual of the American

psychological Association (6th ed.). Washington, D.C.: Author.




edition.

Active PASSPORT ACCOUNT

Supplementary Materials:

Additional resources, readings, and/or references for this course provided

throughout the semester as appropriate. These supplementary materials are

generally posted in Moodle (or Blackboard) for this course.

1.3. General Information

Dr. Steve Horton, Professor of Education and Dean of the Graduate School

Office: 101 Roy Hall, 318.357.4330

Fax: 318.357.4330. E-mail address: [email protected]

Office hours: 8 a.m. - 4:30 p.m. M-R, 8 a.m. – Noon F

Other hours by appointment

This course has an active BLACKBOARD site.

NSU Academic calendar with important dates can be found at

http://www.nsula.edu/acacalendars/Default.htm

PASS-Port Policy

Each student must upload assigned artifacts to PASS-Port as a required

component of this class. Since all students are required to maintain a current

PASS-Port subscription, if all required field experiences and artifacts are not

completed and entered into PASS-Port by the due date, the candidate will

receive a grade of F in the course regardless of other grades.

mailto:[email protected]


3



2. Course Description/Justification

2.1. Catalog Description

Qualitative and quantitative approaches to organization, design, implementation

and interpretation of empirical research in behavioral sciences; preparation of

research proposals; evaluation of proposals and reports.

2.2. Justification/Rationale

This course is an introduction to research methods, techniques and procedures. As

an introductory course, it is designed for students at an entry level in a master's

degree program or other post-baccalaureate programs. Emphasis in this course is

on the ability of students to read and understand research articles and reports and

to design and implement empirical studies relevant to their discipline. The

premise is that graduate study requires the ability to read, interpret and conduct

research that will enable students to explore the frontiers of the knowledge in their

discipline.

3. Goals and Objectives

3.1. Goals

All candidates pursuing degrees in the College of Education and Human

Development are expected to apply the principles of the conceptual framework,

Models for Learning. Thus, objectives and learning activities in this course call

upon candidates to take responsibility for their learning, to identify problems

within specific areas, to arrive at solutions using creative/critical thinking, and to

reflect upon and evaluate decisions made in the course of their learning.

For a copy of the Conceptual Framework document and link to the YouTube

video, go to http://education.nsula.edu/conceptual-framework/.

3.2. Objectives

By completing the assignments and/or tasks of this course, each candidate will:

3.2.1 Demonstrate proficiency in the use of appropriate vocabulary of research

design (DM, RT, PS, CCT)

3.2.2 Demonstrate competency in the use of oral and written language by using

appropriate syntactical structure, appropriate mechanics, standard English,

and acceptable standards of writing in all class assignments (DM, RT, PS,

CCT)

3.2.3 Describe the importance of the role of research in education and the social

sciences (DM, RT, PS, CCT)

3.2.4 Select appropriate research methods related to specific research situations

(DM, RT, PS, CCT)

http://education.nsula.edu/conceptual-framework/

4



3.2.5 Critique completed research studies according to criteria presented in class

(DM, RT, PS, CCT)

3.2.6 Successfully complete the Human Participant Protections Education for

Research Teams tutorial (DM, RT, PS, CCT)

3.2.7 Select a problem area, state a research problem and design a research

proposal according to guidelines presented in class. Topics can include,

but are not limited to curricular issues, including instruction, educating

students who are culturally different from the majority, those with

special learning needs, technology, and high-stakes testing (DM, RT, PS,

CCT)

(Note: this will be a formal proposal for conducting an educational

research project.)

3.2.8 Demonstrate proficiency in the effective use of technology by

communicating with the instructor and classmates by e-mail and through

BlackBoard (DM, RT, PS, CCT)

3.2.9 Demonstrate proficiency in the effective use of electronic library resources

by conducting a thorough electronic literature search to be used in the

formal proposal (DM, RT, PS, CCT)

3.2.10 Demonstrate proficiency in the effective use of word processing software

and technology by submitting the formal proposal in appropriate APA

format (DM, RT, PS, CCT)

4. Student Activities and Experiences

Disability Policy:

It is the policy of NSU to accommodate students with disabilities, pursuant to federal law,

state law, and the University’s commitment to equal educational opportunities. Any

student with a disability who needs accommodations, for example in seating placement or

in arrangements for examinations, should inform the instructor at the beginning of the

course. Students with disabilities are encouraged to contact the Office of Disability

Support, which is located in Student Union, Room 240-A, telephone 357-4460.

NSU Classroom Civility Statement:

Each Northwestern State University student is encouraged to help create an environment

that promotes learning, dignity, and mutual respect for everyone in the learning

environment. Students who speak at inappropriate times, take frequent breaks, interrupt

the class by coming to class late or leaving early, engage in loud or distracting behaviors,

use cell phones or pagers (other noise-making devices like watches with alarms), listen to

headphones/CDs, play with computers or hand held games, use inappropriate language,

are verbally abusive, display defiance or disrespect to others, or behave aggressively

toward others during the class period may be asked to leave the class and subjected to

5



disciplinary action under the Northwestern State University Student Code of Conduct and

Sanctions (Article VII Sanctions). The instructor of a course may deem additional

behaviors or actions inappropriate; these actions or behaviors will be outlined in the

course syllabus. Copies of the infractions and sanctions are available on the NSU web

site at: http://www.nsula.edu/studenthandbook/page100.htm

Definition of Diversity:

Today members of our university community are more likely to experience differences

among people. Northwestern State University defines diversity as differences in age,

gender, religion, language, sexual orientation, socioeconomic status, ethnicity, race,

exceptionalities, and geographic background. In our mission to acknowledge our

differences, we also hope to realize our commonalities.

4.1 Assignments and/or Tasks

4.1.1. Read all assigned material in a thorough and timely manner. (RT, CCT)

4.1.2. Demonstrate content mastery in quizzes, tests and examinations. (PS,

CCT)

4.1.3. Develop a formal research proposal for conducting an empirical research

study. This proposal must be an original document developed by the

student. (CCT, RT, DM, PS)

4.1.4 Attend class meetings on a regular and punctual basis and actively

participate in class discussions and activities. (RT)

4.1.5. Conduct a thorough literature search to be used in the formal proposal.

(CCT, RT, PS)

4.1.6. Communicate with instructor electronically (journal). (PS, CCT)

4.1.7. Utilize BLACKBOARD as a supplemental component to the course.

5. Content Outline

The course and assignment calendar is tentative and subject to change if deemed

necessary by the instructor. You will be informed of all changes at class meetings. If

you are absent for a class period, it is your responsibility to get the information you may

have missed from a member of your class.

Topic Assignment

Introduction to Educational Research Chapter 1

Selecting and defining a topic

Locating reference materials from Library Chapters 2, 3

Computer searches of preliminary sources

http://www.nsula.edu/studenthandbook/page100.htm

6



Effective Proposal/Report Writing Chapter 4, 21, 22

Sampling Designs Chapter 5

Selecting Instruments Chapter 6

Survey Research Chapter 7

Correlational Research Chapter 8

Causal/Comparative Research Chapter 9

Experimental Research (single and multiple) Chapters 10, 11

Action Research Chapter 20

Qualitative Designs Chapters 14-17

Statistical Analysis Chapters 12, 13

5.1 Course Calendar

This calendar is subject to change if deemed necessary.

Date Topic Assignment due for that Week

Week One January 12 Syllabus, Introductions Chapter 1

Foundations of Research

Week Two January 19 The Literature Review Chapters 2, 3

The Research Problem Bibliographic statement due (BB)

Using Watson Library Journal 1 Due, 5 p.m.

Week Three January 26 Effective Proposal Writing Chapters 4, 21, 22

Topic and Title Due, 5 p.m.

Week Four February 2 Sampling Chapter 5

Journal 2 Due, 5 p.m.

Theoretical Framework (draft) due, 5

p.m.

Week Five February 9 Selecting Instruments Chapter 6

7



Preliminary Outline for Review Due,

5 p.m.

IRB Certificate Due, 5 p.m.

Week Six February 16 Wrapup, Review Lit Review Draft Due, 5 p.m.

IRB Applications Journal 3 Due, 4 p.m.

Week Seven February 23 Exam 1 Chapters 1-4, 5, 6, 21, 22

Week Eight March 2 Survey Research Chapters 7, 8

Correlational Research

Week Nine March 9 Causal Comparative Research Chapter 9

Week Ten March 16 Experimental Research Chapter 10


Week Eleven March 23 Action Research Chapter 20

Intro/Methodology Draft Due, 5 p.m.

Week Twelve April 6 Qualitative Designs Chapters 14-17


Week Thirteen April 13 Statistical Designs Chapters 12, 13

Last Day for Drafts, 5 p.m.

Week Fourteen April 20 Review for exam Entire proposal due 5 p.m.

MUST BE LOADED ON

PASSPORT BY 5 p.m.

Week Fifteen April 27 Exam 2 Covering Chapters 7-10, 12-13, 14-

17

6. Evaluation Policies

General University grading policies are located in the current General Catalog under the

heading of Academic Regulations. Policies of this course are in compliance with

University regulations.

6.1. Attendance

6.1.1. Regular attendance is expected.

8



6.2. Grading

POINTS

Attendance: 5 points

deducted for each unexcused

absence

25

Proposal 150

Miscellaneous (including

Passport load)

50-75

Exam 1 125

Exam 2 125

Journals 25

Completed IRB Application 25

TOTAL POINTS 525-

Grading Policy:

Timely submission of all assignments is expected. Assignments turned in late will be

graded based on half the allotted points. Assignments submitted past this time frame

will be received ONLY for feedback, and a grade of ZERO will be recorded. Also,

you must earn a passing grade (C or better) on the proposal to pass the course with a C or

better.

In-class assignments are due at 5 p.m. on the assigned class day. There are, however,

some Internet exercises that have “posted” deadlines that differ from these. Pay attention

to the times/days.

Make-up tests need to be approved by the instructor prior to the time of the test and are

only approved for serious emergencies.

All graded and ungraded work should be maintained in a notebook so that you are up to

date on everything in the class.

Journal entries will not be accepted after 5 p.m. on the day they are due.

9



Cheating on quizzes/test, submitting work completed by others, and outright plagiarism

will result in consequences ranging from the grade of “F” in the course to expulsion from

the university and your graduate program.

I will always maintain an active Blackboard site for this course. Take advantage of

frequent log-ins, as I will often post extra suggestions, opportunities for bonus points, and

other “surprises” for those who keep current.

Grading Scale:

A 90-100

B 89-80

C 79-70

D 69-60

F below 60

7. Bibliography

Students are expected to consult recent empirical works in their area of research.

Scholarly journals and books may be obtained from the library or on-line sources.

10



Education 5010

Grading Rubric for Proposal

COMPONENT OF PROPOSAL POINTS POSSIBLE

POINTS LOST

COMMENTS

PREFACE 15

Title Page: Title page follows appropriate guidelines per

course requirements. Title creatively written. 5

Table of Contents: Table of contents includes all headings

and subheadings throughout proposal as directed by instructor and by APA.

5

List of Tables, if appropriate, includes all identified in

proposal. optional

List of Figures, if appropriate, includes all identified in

proposal. optional

Abstract: Abstract complete; follows requirements set forth

by APA. 5

INTRODUCTION 40

Background: Candidate demonstrates appropriate decision

making skills by summarizing the background of the proposal topic in an acceptable format.

5

Theoretical Framework: Statement of the Problem:

Clearly communicates problem and parallels proposal topic in an acceptable format.

5

Theoretical Framework: Research Questions: Research

question clearly communicates and parallels proposal topic in an acceptable format.

5

Theoretical Framework: Rationale (purpose) of Study:


5

Significance: Candidate determines and establishes

relevance and need for study’s design and implementation in an acceptable format.

5

Definition of Terms: Operational definitions inclusive, in

complete sentences, and defined appropriately based on purpose of study.

5

Limitations/Delimitations/Assumptions of the Study:

Creative and critical decision making skills apparent in 5

11



candidates descriptions of limitations/delimitations/assumptions of the study.

Candidate demonstrates responsibility taking by ensuring that APA style, spelling, and mechanics are accurate.

5

REVIEW OF RELATED LITERATURE 40

Contains appropriate thesis statement that supports review of literature and demonstrates that candidate has made an appropriate choices based on perusal of available diverse scholarly works.

5

Proposal includes concluding paragraph that summarizes relative components of review.

5

Content of literature review is complete, relevant to purpose of study, critically analyzes appropriate, diverse, and relevant literature.

20


10

METHODOLOGY 40

Design: Identifies purpose of methodology section and

demonstrates that candidate has made appropriate choices based on understanding of research design and its critical components.

10

Setting and Participants (include sampling methods, IRB requirements): Appropriate selection of diverse, target

and accessible populations. Sampling method incorporated accurately.

5

Data Collection: Appropriate choice of instrumentation

explained, including type, components, and validity/reliability issues of same. Instrument either included in this section or appended (with appropriate citation).

10

Treatment of the Data: Procedure comprehensively

addressed based on design selected; validity/reliability of procedure addressed. Appropriate choice of data treatment/analysis based on design, collection method, and storing archiving method selected. Appropriate electronic data analysis system employed.

5

Implications for Future Research: Candidate clearly

summarizes kind of treatment/outcomes expected depending upon outcome results.

5


5

12



REFERENCES/APPENDIX 15


10

Appendix subpage included, with appropriate pagination and placement. All references to appendix included within text.

5

2 copies of paper included YES NO*

Copies of Articles, Drafts, etc. included YES NO*

*automatic 10-point deduction for not having either

5

Mastery

4

Near Mastery

3

Acceptable

2

Weak

1

Unacceptable

Clear and complete descriptions of all required components. Demonstration of problem solving, creative and critical thinking, decision making, and responsibility taking in description of tasks.

Descriptions of required components. Demonstration of problem solving, creative and critical thinking, decision making, and responsibility taking in description of tasks. Professor questions non-critical components.

Brief descriptions of required components. Demonstration of creative and critical thinking, decision making, and responsibility taking in description of tasks. Professor questions both critical and non-critical components.

Brief descriptions of required components. Components missing. Demonstration of decision making, and responsibility taking in description of tasks. Professor questions both critical and non-critical components.

Incomplete or inaccurate descriptions of required components. Components missing. No demonstration of problem solving, creative and critical thinking, decision making, and responsibility taking in description of tasks.

Scores will be doubled for items worth 10 points, tripled for items worth 15 points, and quadrupled for items worth 20 points.

13



EDUC 5010

INTERNET SECTION

14



EDUCATION 5010 -EDUCATIONAL RESEARCH AND EVALUATION

1. Identification of Course

1.1 EDUC 5010. Educational Research and Evaluation (3-3-0)

Prerequisites: EPSY 4400 or permission of the instructor. Letter grades A-F are

awarded. Semesters offered: Fall, Spring and Summer.

1.2 Textbook(s) and/or Supplementary Materials

Required Texts and Materials

Gay, L., & Airasian, P. (2009). Educational research: Competencies for analysis

and applications. Columbus: Prentice-Hall. NINTH EDITION




edition.

American Psychological Association (2009). Publication manual of the American

psychological Association (6th ed.). Washington, D.C.: Author.




edition.

Active PASSPORT ACCOUNT

Supplementary Materials:

Additional resources, readings, and/or references for this course provided

throughout the semester as appropriate. These supplementary materials are

generally posted in Moodle (or Blackboard) for this course.

1.3. General Information

Professor: Dr. Michelle Morris, Assistant Professor

Office: Teacher Education Center, Rm. B-109

E-mail: [email protected]

Phone number: 318-357-4252

Fax: 318-357-6275

This course has an active BLACKBOARD site.

NSU Academic calendar with important dates can be found at


PASS-Port Policy

Each student must upload assigned artifacts to PASS-Port as a required

component of this class. Since all students are required to maintain a current


15



PASS-Port subscription, if all required field experiences and artifacts are not

completed and entered into PASS-Port by the due date, the candidate will

receive a grade of F in the course regardless of other grades.

2. Course Description/Justification

2.1. Catalog Description

Qualitative and quantitative approaches to organization, design, implementation

and interpretation of empirical research in behavioral sciences; preparation of

research proposals; evaluation of proposals and reports.

2.2. Justification/Rationale

This course is an introduction to research methods, techniques and procedures. As

an introductory course, it is designed for students at an entry level in a master's

degree program or other post-baccalaureate programs. Emphasis in this course is

on the ability of students to read and understand research articles and reports and

to design and implement empirical studies relevant to their discipline. The

premise is that graduate study requires the ability to read, interpret and conduct

research that will enable students to explore the frontiers of the knowledge in their

discipline.

3. Goals and Objectives

3.1. Goals

All candidates pursuing degrees in the College of Education and Human

Development are expected to apply the principles of the conceptual framework,

Models for Learning. Thus, objectives and learning activities in this course call

upon candidates to take responsibility for their learning, to identify problems

within specific areas, to arrive at solutions using creative/critical thinking, and to

reflect upon and evaluate decisions made in the course of their learning.

For a copy of the Conceptual Framework document and link to the YouTube

video, go to http://education.nsula.edu/conceptual-framework/.

3.2. Objectives

By completing the assignments and/or tasks of this course, each candidate will:

3.2.1 Demonstrate proficiency in the use of appropriate vocabulary of research

design (DM, RT, PS, CCT)

3.2.2 Demonstrate competency in the use of oral and written language by using

appropriate syntactical structure, appropriate mechanics, standard English,

and acceptable standards of writing in all class assignments (DM, RT, PS,

CCT)

3.2.3 Describe the importance of the role of research in education and the social

sciences (DM, RT, PS, CCT)

http://education.nsula.edu/conceptual-framework/

16



3.2.4 Select appropriate research methods related to specific research situations

(DM, RT, PS, CCT)

3.2.5 Critique completed research studies according to criteria presented in class

(DM, RT, PS, CCT)

3.2.6 Successfully complete the Human Participant Protections Education for

Research Teams tutorial (DM, RT, PS, CCT)

3.2.7 Select a problem area, state a research problem and design a research

proposal according to guidelines presented in class. Topics can include,

but are not limited to curricular issues, including instruction, educating

students who are culturally different from the majority, those with

special learning needs, technology, and high-stakes testing (DM, RT, PS,

CCT)

(Note: this will be a formal proposal for conducting an educational

research project.)

3.2.8 Demonstrate proficiency in the effective use of technology by

communicating with the instructor and classmates by e-mail and through

BlackBoard (DM, RT, PS, CCT)

3.2.9 Demonstrate proficiency in the effective use of electronic library resources

by conducting a thorough electronic literature search to be used in the

formal proposal (DM, RT, PS, CCT)

3.2.10 Demonstrate proficiency in the effective use of word processing software

and technology by submitting the formal proposal in appropriate APA

format (DM, RT, PS, CCT)

4. Student Activities and Experiences

Disability Policy:

It is the policy of NSU to accommodate students with disabilities, pursuant to federal law,

state law, and the University’s commitment to equal educational opportunities. Any

student with a disability who needs accommodations, for example in seating placement or

in arrangements for examinations, should inform the instructor at the beginning of the

course. Students with disabilities are encouraged to contact the Office of Disability

Support, which is located in Student Union, Room 240-A, telephone 357-4460.

NSU College of Education Online Civility Statement:

Each Northwestern State University candidate is encouraged to help create an

environment that promotes learning, dignity, and mutual respect for everyone in the

online learning environment. Candidates should communicate online with respect, read

and respond carefully to others in order to understand their point-of-view, take

responsibility for their words, keep criticism constructive, respect diversity, and be

17



tolerant of differences. Students who make others feel unwelcome, disrespected,

harassed, use inappropriate language, are verbally abusive, display defiance or disrespect

to others, or behave aggressively toward others during the course may be asked to log off

the online class and subjected to disciplinary action under the Northwestern State

University Student Code of Conduct and Sanctions (Article VII Sanctions). The

instructor of a course may deem additional behaviors or actions inappropriate; these

actions or behaviors will be outlined in the course syllabus. Copies of the infractions and

sanctions are available on the NSU web site at:


Definition of Diversity:

Today members of our university community are more likely to experience differences

among people. Northwestern State University defines diversity as differences in age,

gender, religion, language, sexual orientation, socioeconomic status, ethnicity, race,

exceptionalities, and geographic background. In our mission to acknowledge our

differences, we also hope to realize our commonalities.

4.1 Assignments and/or Tasks

4.1.1. Read all assigned material in a thorough and timely manner. (RT, CCT)

4.1.2. Demonstrate content mastery in quizzes, tests and examinations. (PS,

CCT)

4.1.3. Develop a formal research proposal for conducting an empirical research

study. This proposal must be an original document developed by the

student. (CCT, RT, DM, PS)

4.1.5 Attend class meetings on a regular and punctual basis and actively

participate in class discussions and activities. (RT)

4.1.8. Conduct a thorough literature search to be used in the formal proposal.

(CCT, RT, PS)

4.1.9. Communicate with instructor electronically (journal). (PS, CCT)

4.1.10. Utilize BLACKBOARD as a supplemental component to the course.

5. Content Outline

The course and assignment calendar is tentative and subject to change if deemed

necessary by the instructor. You will be informed of all changes at class meetings. If

you are absent for a class period, it is your responsibility to get the information you may

have missed from a member of your class.

Topic Assignment

Introduction to Educational Research Chapter 1


18



Selecting and defining a topic

Locating reference materials from Library Chapters 2, 3

Computer searches of preliminary sources

Effective Proposal/Report Writing Chapter 4, 21, 22

Sampling Designs Chapter 5

Selecting Instruments Chapter 6

Survey Research Chapter 7

Correlational Research Chapter 8

Causal/Comparative Research Chapter 9

Experimental Research (single and multiple) Chapters 10, 11

Action Research Chapter 20

Qualitative Designs Chapters 14-17

Statistical Analysis Chapters 12, 13

5.2 Course Calendar

This calendar is subject to change if deemed necessary.

Date Topic Assignment due for that Week

Week One January 12 Syllabus, Introductions Chapter 1

Foundations of Research

Week Two January 19 The Literature Review Chapters 2, 3

The Research Problem Bibliographic statement due (BB)

Using Watson Library Journal 1 Due, 5 p.m.

Week Three January 26 Effective Proposal Writing Chapters 4, 21, 22

Topic and Title Due, 5 p.m.

Week Four February 2 Sampling Chapter 5

19




Theoretical Framework (draft) due, 5

p.m.

Week Five February 9 Selecting Instruments Chapter 6

Preliminary Outline for Review Due,

5 p.m.

IRB Certificate Due, 5 p.m.

Week Six February 16 Wrapup, Review Lit Review Draft Due, 5 p.m.

IRB Applications Journal 3 Due, 4 p.m.

Week Seven February 23 Exam 1 Chapters 1-4, 5, 6, 21, 22

Week Eight March 2 Survey Research Chapters 7, 8

Correlational Research

Week Nine March 9 Causal Comparative Research Chapter 9

Week Ten March 16 Experimental Research Chapter 10


Week Eleven March 23 Action Research Chapter 20

Intro/Methodology Draft Due, 5 p.m.

Week Twelve April 6 Qualitative Designs Chapters 14-17


Week Thirteen April 13 Statistical Designs Chapters 12, 13

Last Day for Drafts, 5 p.m.

Week Fourteen April 20 Review for exam Entire proposal due 5 p.m.

MUST BE LOADED ON

PASSPORT BY 5 p.m.

Week Fifteen April 27 Exam 2 Covering Chapters 7-10, 12-13, 14-

17

20



6. Evaluation Policies

General University grading policies are located in the current General Catalog under the

heading of Academic Regulations. Policies of this course are in compliance with

University regulations.

6.1. Attendance

6.1.1. Regular attendance is expected.

6.2. Grading

POINTS

Attendance: 5 points

deducted for each unexcused

absence

25

Proposal 150

Miscellaneous (including

Passport load)

50-75

Exam 1 125

Exam 2 125

Journals 25

Completed IRB Application 25

TOTAL POINTS 525-

Grading Policy:

Timely submission of all assignments is expected. Assignments turned in late will be

graded based on half the allotted points. Assignments submitted past this time frame

will be received ONLY for feedback, and a grade of ZERO will be recorded. Also,

you must earn a passing grade (C or better) on the proposal to pass the course with a C or

better.

21



In-class assignments are due at 5 p.m. on the assigned class day. There are, however,

some Internet exercises that have “posted” deadlines that differ from these. Pay attention

to the times/days.

Make-up tests need to be approved by the instructor prior to the time of the test and are

only approved for serious emergencies.

All graded and ungraded work should be maintained in a notebook so that you are up to

date on everything in the class.

Journal entries will not be accepted after 5 p.m. on the day they are due.

Cheating on quizzes/test, submitting work completed by others, and outright plagiarism

will result in consequences ranging from the grade of “F” in the course to expulsion from

the university and your graduate program.

I will always maintain an active Blackboard site for this course. Take advantage of

frequent log-ins, as I will often post extra suggestions, opportunities for bonus points, and

other “surprises” for those who keep current.

Grading Scale:

A 90-100

B 89-80

C 79-70

D 69-60

F below 60

7. Bibliography

Students are expected to consult recent empirical works in their area of research.

Scholarly journals and books may be obtained from the library or on-line sources.

22



Education 5010

Grading Rubric for Proposal

COMPONENT OF PROPOSAL POINTS POSSIBLE

POINTS LOST

COMMENTS

PREFACE 15

Title Page: Title page follows appropriate guidelines per

course requirements. Title creatively written. 5

Table of Contents: Table of contents includes all headings

and subheadings throughout proposal as directed by instructor and by APA.

5

List of Tables, if appropriate, includes all identified in

proposal. optional

List of Figures, if appropriate, includes all identified in

proposal. optional

Abstract: Abstract complete; follows requirements set forth

by APA. 5

INTRODUCTION 40

Background: Candidate demonstrates appropriate decision

making skills by summarizing the background of the proposal topic in an acceptable format.

5

Theoretical Framework: Statement of the Problem:


5

Theoretical Framework: Research Questions: Research

question clearly communicates and parallels proposal topic in an acceptable format.

5

Theoretical Framework: Rationale (purpose) of Study:


5

Significance: Candidate determines and establishes

relevance and need for study’s design and implementation in an acceptable format.

5

Definition of Terms: Operational definitions inclusive, in

complete sentences, and defined appropriately based on purpose of study.

5

Limitations/Delimitations/Assumptions of the Study:

Creative and critical decision making skills apparent in 5

23



candidates descriptions of limitations/delimitations/assumptions of the study.


5

REVIEW OF RELATED LITERATURE 40

Contains appropriate thesis statement that supports review of literature and demonstrates that candidate has made an appropriate choices based on perusal of available diverse scholarly works.

5

Proposal includes concluding paragraph that summarizes relative components of review.

5

Content of literature review is complete, relevant to purpose of study, critically analyzes appropriate, diverse, and relevant literature.

20


10

METHODOLOGY 40

Design: Identifies purpose of methodology section and

demonstrates that candidate has made appropriate choices based on understanding of research design and its critical components.

10

Setting and Participants (include sampling methods, IRB requirements): Appropriate selection of diverse, target

and accessible populations. Sampling method incorporated accurately.

5

Data Collection: Appropriate choice of instrumentation

explained, including type, components, and validity/reliability issues of same. Instrument either included in this section or appended (with appropriate citation).

10

Treatment of the Data: Procedure comprehensively

addressed based on design selected; validity/reliability of procedure addressed. Appropriate choice of data treatment/analysis based on design, collection method, and storing archiving method selected. Appropriate electronic data analysis system employed.

5

Implications for Future Research: Candidate clearly

summarizes kind of treatment/outcomes expected depending upon outcome results.

5


5

24



REFERENCES/APPENDIX 15


10

Appendix subpage included, with appropriate pagination and placement. All references to appendix included within text.

5

2 copies of paper included YES NO*

Copies of Articles, Drafts, etc. included YES NO*

*automatic 10-point deduction for not having either

5

Mastery

4

Near Mastery

3

Acceptable

2

Weak

1

Unacceptable

Clear and complete descriptions of all required components. Demonstration of problem solving, creative and critical thinking, decision making, and responsibility taking in description of tasks.

Descriptions of required components. Demonstration of problem solving, creative and critical thinking, decision making, and responsibility taking in description of tasks. Professor questions non-critical components.

Brief descriptions of required components. Demonstration of creative and critical thinking, decision making, and responsibility taking in description of tasks. Professor questions both critical and non-critical components.

Brief descriptions of required components. Components missing. Demonstration of decision making, and responsibility taking in description of tasks. Professor questions both critical and non-critical components.

Incomplete or inaccurate descriptions of required components. Components missing. No demonstration of problem solving, creative and critical thinking, decision making, and responsibility taking in description of tasks.

Scores will be doubled for items worth 10 points, tripled for items worth 15 points, and quadrupled for items worth 20 points.

educ 5010 face-to-face -...

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