Spring Session 2022
Instructor: Dr. Dana Ulveland
Office: Ed. 227
Introduces the methods and techniques of quantitative, qualitative, action, and mixed methods commonly used in educational research in a variety of education, workplace, and community settings. Builds awareness of the range of methods that may be applied to different types of research studies and guidelines that should be used to select appropriate research methods. Includes research resources, ethics, and academic writing.
Articulate the impact of educational research in the field of education.
Differentiate between the major education research methodologies
Analyze peer-reviewed and practitioner-focused research articles
Support a stated research problem or question with associated research and academic writing.
Required Evidence Showing That Objectives Have Been Met
Written Reflective Responses
During each lecture, I will pose questions. I will ask that you submit your responses to the questions I pose on three different occasions during the term. A couple of times during the term and once near the end of the course. You will see the due dates below in the schedule. I will also provide submission reminders in the lectures.
The dates I ask that you submit your responses are staggered with submissions from my other classes. If I receive responses late it is sometimes difficult for me to respond as thoroughly to your work as I would like. But I am well aware that life happens and sometimes we all need a little extra time. I do, however, have a final date and time that I have to submit my grades to the registrar though–even if I need a little more time 🙂
There will be 3 sets of responses. Your responses will be to questions I intersperse throughout the lectures.
Each response = 25 percent.
This will be a rough draft of a research proposal. Even though this research proposal rough draft might be thought of as a final culminating project, I do recognize that your draft will end up somewhere along a continuum from an outline with headings to a structured proposal with completed components. Most importantly, you will end up with a basic research proposal and you will have a good understanding of the research proposal construct regardless of the extent to which it is complete.
Rough draft of research proposal = 25 percent
Final Grade Assignment
|A||95 – 100|
|A-||90 – 94|
|B+||85 – 89|
|B||80 – 84|
|B-||75 – 79|
|C+||70 – 74|
|C||65 – 69|
|C-||60 – 64|
Textbook (Available at the WOU bookstore or at online sellers such as Amazon in hardcopy or electronic format)
Research Methodology: A Step-by-Step Guide for Beginners
by Ranjit Kumar. 5th Edition. Sage Publishing. 2019
Tentative Schedule Outline (Content will change depending on our progress.)
*** Click below on Week One to get to the first lecture***
A bit about the class
Chapter One: Research: a Way of Thinking
What does research mean?
Types of research
Application Perspective / Objectives Perspective / Enquiry Mode
Approaches: Quantitative, Qualitative, and Mixed Methods
Chapter Two: The Research Process A Quick Glance
The Research Process: Eight Step Model
A. Deciding What To Research
Step one: Formulating a research problem
B. Planning how to conduct a study
Step Two: Conceptualizing a research design
Step Three: Constructing an instrument fo data collection
Step Four: Selecting a sample
Step Five: Writing a research proposal
C. Conducting a research study
Step Six: Collecting Data
Step Seven: Processing and displaying data
Step eight: Writing a research report
Chapter 3: Reviewing the Literature
Developing a theoretical framework
Developing a conceptual framework
Writing about the literature reviewed
**** First Set of Responses Questions (weeks one through three) Due any time this week (week four) ****
Chapter 4: Formulating a Research Problem
Considerations in selecting a research problem
Steps in formulating a research problem
The formulation of research objectives
Establishing operational definitions
Formulating a research problem in qualitative research
Chapter 5: Identifying Variables
Converting concepts into variables
Types of Variables
Types of measurement scale
Qualitative (additional content)
Chapter 6: Constructing Hypotheses
Types of Hypothesis
Testing a hypothesis
Hypotheses in qualitative research
Action Research (additional content)
Chapter 7: The Research Design
What is a research design?
The functions of a research design
Theory of Causality
Chapter 14: Considering ethical issues in data collection
**** Second Set of Responses Questions (weeks Four through Seven) Due any time this week (week Eight) ****
Chapter 8: Selecting a Study Design
Chapter 9: Selecting a Method of Data Collection
Narrative, Ethnographic, Case Study and Phenomenology
Chapter 10: Collecting Data Using Attitudinal Scales
Chapter 11: Establishing the Validity and Reliability of a research instrument
Chapter 12: Selecting a Sample
Chapter 13: Writing a Research Proposal
Final Thoughts / Final Question
Week Eleven: (Tuesday, June 7th)
**** Final Response Question from week ten Due today ****
**** This might include a rough draft of your proposal if you so choose ****
Accommodations: Students with documented disabilities are entitled under the law to reasonable accommodations. If you have a disability and need accommodations, you should also contact the Office of Disability Services at 503-838-8250.
Respect: In this class, the expectation is of mutual respect. Western Oregon University is an inclusive community that celebrates diversity and strives to reflect the diversity of our pluralistic society in our faculty, staff and students. We do not discriminate on the basis of race, class, linguistic background, religion, gender identity, sex, sexual orientation, ethnicity, age, or physical ability. In this class the goal is to establish an environment that values and nurtures individual and group differences and encourages engagement and interaction. Understanding and respecting multiple experiences and perspectives will serve to challenge and stimulate all of us to learn about others, about the larger world and about ourselves. By promoting diversity and intellectual exchange, we will not only mirror society as it is, but also model society as it should and can be.
DISABILITY ACCOMMODATIONS: If you have a documented disability that may require assistance, you will need to contact the Office of Disabilities Services (ODS) for coordination in your academic accommodations. The ODS is located in the Academic Programs and Support Center (APSC) Suite 405. The phone/TTY is (503) 838-8250.
Military Service Statement: Veterans and active duty military personnel with special circumstances are welcome and encouraged to communicate these, in advance if possible, to the instructor.
Student Success Specialist: Students in this class may be referred to the WOU Student Success Specialist (SSS) if the instructor determines their performance in the class is placing them at academic risk. The SSS will offer to work with referred students to address issues and develop a student success strategy. Irrespective of whether a referral has or has not been made, you are ultimately responsible for tracking your own progress in this course.
WOU Writing Center: If you feel you need additional assistance with your writing, I encourage you to take advantage of the writing center. Help is available. For further information go to: www.wou.edu/writingcenter.