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  • Course introduction posted

    1. 1. EDFI 6420: RESEARCHAND EDUCATION2012 Summer Session 1Dr. Sara Abercrombie
    2. 2. Welcome!• Welcome to your online course on Research and Education. This presentation will give you a general introduction to the course including: • Course policies and procedures • Course assignments and expectations • The assessment plan • A general overview of educational research
    3. 3. Welcome to EDFI 6420!• Before starting this powerpoint, please print out and have in front of you the following documents: • The Module 1 Guide • The Course Syllabus• Also, please read Chapter 1, The Nature of Research, in your textbook prior to starting the slides• As a reminder, the required textbook for this course is: Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to Design and Evaluate Research in Education (8th ed). New York: McGraw-Hill. ISBN-13: 9780078097850
    4. 4. What Is This Course About?• This course is about the principles and practice of conducting research in education. • The Language of Research • The Theories Behind Educational Research • The Processes of Conducting Educational Research In addition to teaching you about conducting research, this course will help you better read, understand, interpret, and evaluate research, which are critical skills for any educational professional!
    5. 5. Basics of the Course Structure• Weekly folders – each week will have a dedicated folder in the Course Documents tab. Within the weekly folder, you will find: • Topic Specific Learning Modules with presentations and notes • Readings • Assignments • Quizzes
    6. 6. The Textbook and MaterialsTextbook: Fraenkel, J. R., Wallen, N. E., & Hyun, H.H. (2011). How to Design and Evaluate Research inEducation (8th ed). New York: McGraw-Hill. ISBN-13:9780078097850All other materials will be provided for you inBlackboardPlease note, the textbook is required for thiscourse, and you will be tested on the content in thereading in your quizzes
    7. 7. Course Calendar• Turn to page 7 & 8 of your course syllabus• Here, you will find all the assignments and due dates for the entire semester • Example: In week 1, you have: • 3 textbook chapters to read • A journal article to read • Discussion board posts due • The HSRB training due (which will be explained in the slides on ethics) • Your first quiz• Take a few moments now to review the due dates for all 6 weeks of the semester.
    8. 8. ExpectationsNow, turn to page 2 of the syllabus, and review the courseexpectations:• Participation – you are expected to participate in all aspects of the course,• Hard work – Remember, this course covers a semester’s worth of content in 6 weeks!• Peer collaboration – we will work together to support each other in this course; your collaboration is expected!• Openness to learn – this will be a great learning experience!
    9. 9. The Course Assessment PlanAt this time, please review the course assessment plan ofthe syllabus, pages 3-6.Your grade is comprised of the following parts: • Discussion Board Participation (10%) • HSRB Training (5%) • Article Reviews (10%) • Quizzes (20%) • Research Proposal (55%)
    10. 10. The Research Proposal• Part 1: Research Question(s) and Topic Summary (10%)• Part 2: Literature Review (15%)• Part 3: Method Section and Proposed Analysis (15%)• Peer Feedback (15%)
    11. 11. About the InstructorSara AbercrombieAssistant Professor, BGSUEducational Foundations, Leadership& PolicyPh.D. in Educational Psychology,University of New MexicoResearch interests: Learning &Instruction, Case-based Learning,Teacher Education, Assessment forHigher Order ThinkingI look forward to working with you thisSemester!
    12. 12. Module 1 GuideAt this point, you should be familiar with the course policiesand procedures. Now, I’d like to give you a littleintroduction into the course content. Review the followingslides with the additional information provided in themodule 1 learning guide.
    13. 13. What is Research?A systematic process of steps used tocollect and analyze information in order toincrease our understanding of a topic orissue.3 basic steps 1. Pose a question. 2. Collect data to answer the question. 3. Present an answer to the question.
    14. 14. Why is Educational Research Important?• Adds to our Knowledge • Addresses Gaps in Knowledge • Replicate Knowledge • Expand Knowledge • Broaden our Perspectives
    15. 15. What are Some Characteristics ofResearch?• Publicly Accessible Policies & Procedures • Allows for “Progressive Discourse”• Replicability of Findings • Procedures thoroughly described in reports• Research Does Not “Prove” Anything • Research either disproves or supports• Control for Researcher Errors & Biases • All research has limitations
    16. 16. Who Consumes Educational Research?• Policy makers• Other researchers• Principles, teachers, counselors, educational leaders, and other educational professionals• Parents and students!
    17. 17. Are there Different Types of EducationalResearch?• Quantitative • Experimental, quasi-experimental, causal- comparative, correlational, survey• Qualitative • Historical research, ethnography, case- study, phenomenology, grounded theory• Mixed-Methods • Combination of quantitative and qualitative• Action Research • Research applied to specific setting for the purpose of addressing an immediate problem (popular with teachers)
    18. 18. Which Types of Educational ResearchWill We Learn About in this Course?• We will learn the basics of each type of research• This course is a beginning, and the topics discussed here will set you on the path to thinking like a researcher