ETEC 500: Research Methodologies in Education (core course)
Description
This course introduces students to issues and practices in a range of educational research methodologies.
Through interactive modules, students learn about and engage with research strategies to promote an
understanding of how research impacts our lives and educational pursuits.
This course examines the methodological possibilities available to those reading, reviewing or conducting
educational research. Research is viewed as a way of thinking critically about education issues and practice
and is seen as central to the conduct of all education. We assume that education is advanced through the
critical application of research and believe it is enhanced when educators practice with a disposition of inquiry and wonder.
We recommend that students complete the four required core courses as early in your program as possible. Students will find it beneficial to take this course (ETEC 500) earlier rather than later in their program, and many previous students have stated that taking this course first in their program is extremely beneficial.
Objectives
Specifically the course will:
- introduce students to the variety of ways people frame and conduct research in education;
- familiarize students with resources available to them for the conduct of research (for example, libraries, online resources);
- enhance skills in critical reading and scholarly writing pertaining to educational research, and
- enable students to use the information and skills obtained through the above objectives in the development of assignments that reflect their personal education and research interests.
Learning Outcomes
At the end of the course, students will be able to:
- describe the kinds of knowledge claims that various research methodologies can make;
- determine the relationship between the research question or problem and the selection of a methodology;
- locate and critically evaluate and/or build on previous research in their area of interest;
- write clear and coherent essays that synthesize and critique educational research in their area of interest.
Topics
Module 1, Weeks 1 to 3:
Personal introductions and research interests. What constitutes good research?
Criteria of Educational Research. Research paradigms, problems, and questions.
Methodological assumptions. Elements of research design. Differences and similarities
between quantitative methods and qualitative methods. Forms of writing and information
presentation. Sources of information for research. Use of libraries and online resources.
APA style manual.
Module 2, Weeks 4 & 5:
Ethnography, Field Research
and Interview. History and document analysis.
Module 3, Week 6:
Introduction to doing a Literature Review.
Module 4, Weeks 7 to 9:
Survey, quasi-experimental, and action research.
Module 5, Week 10:
Project and proposal design and writing.
Module 6, Weeks 11 to 13:
Data analysis and transformation,
qualitative and quantitative. Issues of representation, credibility, subjectivity, and reliability.
Ethical issues.
Evaluation
The final grade in the course will be based on:
- Participation (20%). Participation will be assessed according to contribution to group tasks, meeting deadlines for postings, and quality of contributions and postings.
- Three Article Critiques (40%). Critiques #1 and #2 are each worth 10%. Critique #3 is worth 20%.
- Final Assignment (40%). An individual assignment with 2 parts; Literature review (20%) and Research Proposal (20%).
Textbooks
- Gay, L.R., Mills, G.E., & Airasian, P.W. (2009). Educational research: Competencies for analysis and application (9th ed.). Upper Saddle River, NJ: Merrill Prentice Hall
|
