Applied Research in Education and Behavioral Sciences
Applied Research in Education and Behavioral Sciences
Spring 2008

Instructor: Mary Bartlett Ph.D., LPC-CS, NCC, CFLE
Contact Information:  
     Phone: (205) 665-6377 or 665-6380 (CLF office)   
     Email: bartlettm@montevallo.edu 
Office Hours: Hours are posted weekly on office door at Wills 111, or by appointment
Course Credit: 3 hours
Prerequisite: Graduate standing
Meeting Time/Place: Wills G2, Wednesday 5:00 pm – 8:00 pm 
Web Information:  http://factstaffweb.montevallo.edu/bartlettm

Required text(s) and Instructional Resources:
American Psychological Association. (2001). Publication manual of the American Psychological 
Association (5th ed.). Washington, DC: American Psychological Association.

Orcher, L. T. (2005). Conducting research. Glendale, CA: Pyrczak Publishing.

Other Required Readings: Students will need to find at least 10 relevant journal articles for the research paper.

Course Description:
	This course is designed to familiarize students with research that enhances the knowledge base in the profession. The emphasis is placed on the development of specific research skills regarding the research question, the literature review, the research design, the methodology, and the reference section. This experience will prepare the student as a professional to not only understand available research, but to be able act on that knowledge in being discriminate evaluators of research and in being able to design research projects. With regard to the conceptual framework at the College of Education, this course primarily contributes to knowledge of subject matter.
 
Methods of Instruction: 
            This course will be taught using lecture, discussion, experiential activities, DVD, video and web resources, handouts, guest speakers, or supplemental materials.

Department Mission Statement:  
	The primary mission of the Department of Counseling, Leadership, and Foundations is to promote the continuing professional development of students who have made a commitment to the service areas of counseling, educational leadership, and teaching. It is the responsibility of the Department of Counseling, Leadership, and Foundations to prepare professionals for schools and other social agencies and to maintain programs of high quality for their preparation. All courses are designed to assist students in acquiring the skills, knowledge, and experiences to make informed decisions about teaching, learning, and human development.

College of Education Conceptual Framework: 
	The basic tenets of the conceptual framework in the College of Education are that educators must be trained professionals who demonstrate mature judgment, informed decision making, and knowledge, skills and dispositions in the world of practice. It is understood that this professional identity develops along a continuum from novice to expert professional through knowledge of self, diverse learners, a variety of delivery systems, and subject and specialty matter. By introducing students to national and state standards, providing classroom and field-experiences, and consistently evaluating professional dispositions of students, this conceptual framework is realized. 

Course Objectives, Assessment Plan, and Alignment with Standards:
OBJECTIVE	STANDARD	ASSESSMENT	
1. Analyze and demonstrate an understanding of research literature.	CACREP 8a, 8b, 8c, 8d, 8e;
INTASC 1, 9; NCATE Program Standard 2.1, 2.2, 2.3, & 2.4; CF 4 & 5	Summary Sheets, Research Proposal	
2. Analyze and demonstrate knowledge of the difference between qualitative and quantitative research.	CACREP 8b;
CF. 4B	Summary Sheets, Research Proposal, Midterm	
3. Analyze and identify the purpose statement and the significance of the purpose statement in both qualitative and quantitative research.
	CACREP 8a, 8b;
CF. 4B; INTASC 1	Summary Sheets, Research Proposal	
4. Analyze and identify the research questions, objectives, and hypotheses in both qualitative and quantitative research.	CACREP 8b, 8d; CF. 4B; INTASC 1	Midterm, Final	
5. Analyze and identify the use of the theory in both qualitative and quantitative research.	CACREP 8b, 8d;
CF. 4B; INTASC 1	Summary Sheets, Research Proposal, Midterm	
6. Analyze and identify the definitions, delimitations, and significance of the research in both qualitative and quantitative research.	CACREP 8b, 8d;
CF. 4B; INTASC 1	Summary Sheets, Research Proposal	
7. Analyze and identify the components, assumptions, the research’s role, the date recording and collection procedures, the models and research designs, and data analysis (nonparametric and parametric statistics) procedures in both qualitative and quantitative research.	CACREP 8b, 8c, 8d, ; CF. 4, CF. 5; INTASC 1	Summary Sheets, Research Proposal, Midterm, Final	
8. Distinguish between nonparametric and parametric statistics.  Further distinguish between descriptive statistics and inferential statistics.	CACREP 7. e., CACREP 8c; CF. 4B; INTASC 1	Summary Sheets, Research Proposal, Final	
9.  Understand how the results of research projects apply to the knowledge of oneself as a professional in education and apply this knowledge to the work environment.	CACREP 8d, 8e;
INTASC 1, 9; NCATE Program Standard 2.1, 2.2, 2.3, & 2.4; CF 4 & 5	Summary Sheets, Research Proposal	
10. Demonstrate the ability to evaluate research to develop knowledge of the learner, knowledge of curriculum, and knowledge of pedagogy.	CACREP 8d, 8e;
INTASC 1, 9; NCATE Program Standard 2.1, 2.2, 2.3, & 2.4; CF 4 & 5.	Summary Sheets, Research Proposal	
11. Decide on ways to conduct research that are appropriate to the contexts of the work environment.	CACREP 8d, 8e;
CF. 5.	Summary Sheets, Research Proposal	
12. Justify research methodology based upon informed decision making.	CACREP 8a, 8d, 8e;
CF. 5.	Summary Sheets, Research Proposal, Final	
13.  Understand research design, methods, basic statistics, and ethical/legal considerations in research. 
Professional Dispositions XII	CACREP 8a, 8b, 8c, 8d, 8f; SDE 2a12; NETS T(G3, G5, G8); CF. 3B, 4B, 5A	Midterm, Final, Summary Sheets, Research Proposal	

Course Requirements:
In addition to reading all assigned materials in preparation for each class, attending each class, and participating as appropriate, students are required to complete the following:

1. Research Article Reviews & Summaries: Students will review five research articles related to their literature review. For each research article the student will submit a one page summary. The summary will include a cover page and address the following four specific questions (1) Was the article Quantitative, Qualitative or a combination? (2) What was the problem? (3) What was the hypothesis or research question(s)? and (4) What were the conclusions? *A copy of the article must be turned in with the summary. 

2. Literature Review: Students will write an 8 to 10 page literature review paper that reports on a topic. The BODY of the paper is to be 8 to 10 pages in length. The body does NOT include the title page, the abstract, or the reference page. The review of literature must contain a minimum of 10 sources, and must be written according to the APA publication manual. This paper will be graded according to the review sheet that will be distributed in class. Late literature reviews will be penalized 10 points per day including weekends. No literature reviews will be accepted after the last day of class. * For students obtaining a traditional master’s degree, this assignment can be included as an artifact in your portfolio.

3. Examinations: Students will complete two exams covering the material in the textbook, all handouts, other required readings required, and the notes.

4. Technology Integration: Students will be exposed to technologies that allow them to search the literature for topics in their field. This knowledge will be applied when students write their summary sheets and paper.  

Grades:  Final grades for this course will be based on the following point system for completion of the following assignments; 
Assignment								Points
Research Article Reviews		(5 reviews @ 5 points each)	25 points
Examination #1								50 points 
Examination #2								50 points
	Literature Review Paper							125 points
						Total Possible Points:		250 points
	
Grading Scale:				230-250	A
209-229	B
188-208	C
167-187	D
166 and below	F
Appendix A
Related Policies

Professional Dispositions: 
Your performance in the counseling program will be reviewed each semester. The basis of evaluation includes academic performance, professional dispositions, your professional behavior and growth process in the program, and the acquisition of necessary skills. The dispositions include:

I.	Understand the importance of and exhibit respectful, genuine and empathic attitudes toward clients, thereby promoting client dignity, self-determination and welfare while avoiding dependency in the counseling relationship. Respectful professional behavior toward faculty, staff, site supervisors and other students is expected.

II.	Understand the importance of and exhibit the ability to engage clients, acknowledging the unique nature and needs of individuals at all developmental levels and across cultures.

III.	Develop and value facilitative communication skills.

IV.	Be aware of the importance of verbal and non-verbal communication.

V.	Demonstrate the ability to understand a client’s presenting problems/concerns.

VI.	Acknowledge the importance of themes presented by clients as they relate to presenting concerns.

VII.	Acknowledge the importance of conceptualizing client themes/problems within a theoretical framework, encouraging client growth and development to foster the client’s interests.

VIII.	Understand the importance of and exhibit the development and implementation of treatment goals.

IX.	Recognize the need to develop and articulate a personal theoretical approach for working with clients.

X.	Recognize the importance of assessment of the counseling process/relationship, making appropriate modifications to benefit client progress.

XI.	Value knowledge of the organizational structure of counseling settings.

XII.	Appreciate the need for program development.

XIII.	Exhibit professional dress and demeanor in accordance with practice settings.

XIV.	Value self awareness and self examination and take responsibility for seeking professional help for issues that might impede one’s counseling practice.

XV.	Understand, appreciate and adhere to professional standards of ethics and practice.

XVI.	Recognize the importance of professional growth and development.	

Attendance Policy: Regular attendance is expected and required. Excessive absences (30% of class meetings) may result in the loss of points equal to one letter grade. If serious illness or an emergency prevents a student from attending any class, please notify the instructor before the class begins. If a student misses an exam or fails to turn in an assignment due to serious illness, a written excuse from a physician to verify the absence must be provided. A make-up exam will be given if excused. It is the responsibility of the student to obtain any materials handed out or presented during the missed class from a classmate. 
Electronic Devices: 
No audio or video recording will be allowed. All electronic devices must be turned off during class sessions. Devices may be used during breaks, but it is the responsibility of the student to ensure any device used during break is turned off when class resumes. If a student is on call, please discuss this with the instructor prior to the start of class; depending on the nature of the responsibility, vibrate mode may be allowed during special circumstances. 

Evaluation of Written Work and Assignments:
All written work must conform to APA style. If you do not have a copy of the APA manual, you should purchase one, use a copy available in the curriculum center, or use one of the many APA style websites available online. You will be evaluated on how well you represent your thoughts on paper, craftsmanship in writing, and organization of the paper. All written work including essay responses, will be evaluated based on grammar, spelling, word usage, punctuation, subject-verb agreement, possessive vs. plural, typographical errors, etc. Errors of these kinds will result in a point deduction from the grade. For assistance with written assignments, students may contact the Harbert Writing Center at 311 Comer Hall, or by calling 665-6438. All assignments are due as scheduled regardless of attendance. There will be a 10 point deduction per calendar day unless prior arrangements are made with the instructor.

ADA Statement: 
“The University of Montevallo provides equal opportunity to qualified students. If you have a disability (medical, physical, learning, psychological, etc.) and wish to request disability-related accommodations to complete course requirements, contact Disability Support Services (located in Main Hall, rear entrance; 665-6250). Course requirements cannot be waived, but reasonable accommodations may be provided based on disability documentation and course objectives. Accommodations cannot be made retroactively.”
--http://www.montevallo.edu/SSwD/FacultyResponsiblities.shtm

Grades of Incomplete:
Grades of “I” (Incomplete) may be given only when students, because of circumstances beyond their control, are unable to complete course work that is due during the last 15 calendar days of long semesters and/or the last 5 days of the May and Summer terms. It is the student’s responsibility to make arrangements to complete remaining requirements.

At the instructor’s discretion, grades of “IP” (In Progress) may be given when students, because of circumstances beyond their control, are unable to complete requirements for practicum or internship during the semester. Students should not enroll in practicum or internship with an expectation that requirements will not be met by the end of the semester.

All incomplete work must be finished by a date determined by the instructor and not later than the conclusion of the next long semester; otherwise, an “I” grade automatically becomes an “F.”

Plagiarism and Academic Honesty Policy: To claim as one’s own the ideas and words of another is plagiarism. Please consult with the instructor of this course if you are unsure about how to document sources. Plagiarism is defined as the following:
•	using the exact words of another person’s work/writing without acknowledgement of your source through the use of quotation marks and correct citation/documentation;
•	rephrasing a passage by another writer without giving proper credit;
•	using someone else’s facts or ideas without acknowledgement;
•	using a piece of writing for one course that was already used in a previous course (or in courses in which you are simultaneously enrolled) without express permission from both instructors to do so; and
•	presenting fabricated or falsified citations or materials.

	Cheating on exams is also an affront to the principle of academic honesty. At the very least, an assignment on which plagiarism or cheating has occurred will receive no credit, and an Academic Dishonesty Incident Form concerning the incident will be kept on file in the Office of the Vice President for Student Affairs. A plagiarist/cheater is also subject to failure in the course and/or appearance before the Justice Council.
Appendix B
Bibliography

Alkin, M. C.  (Ed.). (1992). Encyclopedia of educational research. (6th ed.) New York: Macmillan. 
 
Brophy, J. (Ed.). (1990). Advances in research on teaching. Greenwich: Jai Press. 
 
Buttlar, L. J.  (1989). Education: A guide to reference and information sources. Englewood, CO: Libraries Unlimited. 
 
Flood, J., Jensen, J., Lapp, D., & Squire, J., (Eds.). (1991). Handbook of research on teaching the English language arts.  New York: Macmillan. 
 
Fraenkel, J. R., & Wallen, N. E. (2000). How to design and evaluate research in education. Boston: McGraw-Hill. 

Freed, M. N., Hess, R. K., & Ryan, J. M. (1989). The educator's desk reference: A sourcebook of educational information and research. New York: Macmillan. 
 
Hladczuk, J. & Eller, W. (Eds.). (1992). International handbook of reading education. Westport: Greenwood Press. 
 
Gabel, D. (Ed.). (1994). Handbook of research on science teaching and learning. New York: Macmillan. 
 
Grouws, D. (Ed.). (1992). Handbook of research on mathematics  teaching and learning. New York: Macmillan.   

Milinki, A. K. (2000). A cross section of psychological research. Journal articles for discussion and evaluation. Los Angeles: Pyrczak Publishing. 

Patten, M. L. (1997). Educational and psychological research. A cross section of journal articles for analysis and evaluation. Los Angeles: Pyrczak Publishing. 

Patten, M. L. (2000). Understanding research methods. An overview of the essentials (2nd ed.). Los Angeles: Pyrczak Publishing. 
 
Pearson, P. D.  (Ed.).  (1984). Handbook of reading research. New York: Longman. 
 
Powell, M. & Beard, J. W. (1986). Teacher attitudes: An annotated bibliography and guide to research. New York: Garland Publishing. 
 
Powell, M., & Beard, J. W.  (1984). Teacher effectiveness: An annotated bibliography and guide to research. New York: Garland Publishing. 

Pyrczak, F. (1996). Success at statistics: A worktext with humor. Los Angeles: Pyrczak Publishing. 

Pyrczak, F., & Bruce, R. R. (2000). Writing empirical research reports. A basic guide for students of the social and behavioral sciences. (3rd ed.). Los Angeles: Pyrczak Publishing. 

Schloss, P. J., & Smith, M. A. (1999). Conducting research. Upper Saddle River, NJ: Prentice-Hall.
 
Wallen, N. E., & Fraenkel, J. R. (1991). Educational research: A guide to the process. New York: McGraw-Hill.
 
Whittrock, M. C.  (Ed.)  (1985). Handbook of research on teaching. (3rd ed.). New York: Macmillan. 

Tentative Course Schedule
(This calendar is tentative and may be altered as needed)

Date				Topic								Assignment

January 9			Introductions, Syllabus Review & APA Format
								
January 16			Selecting Tentative Topics for Empirical Research			Chapter 1 
				Locating Literature & Refining a Research Topic			Chapter 2
				Orientation to Locating Literature in Library				Library Visit
Due: Be prepared to discuss possible research topics			Question Check
								
January 23			Meet in library at 5:00 pm—EBSCO Room				Locating Literature					Topic Selection							Refining Topic						Purpose of a Literature Review					Final Question																	
January 30			Preparing a Literature Review					Chapter 3
				Writing Research Hypotheses, Purposes, & Questions			Chapter 4
				
February 6			Selecting a Research Approach					Chapter 5
Looking Ahead to Participant Selection				Chapter 6   
Due: Article Review #1
					
February 13			Looking Ahead to Instrumentation					Chapter 7
Looking Ahead to Data Analysis for Quantitative Research		Chapter 8 
Due: Article Review #2
			
February 20			Looking Ahead to Data Analysis for Qualitative Research		Chapter 9
Preparing a Preliminary Research Proposal				Chapter 10			Due: Article Review #3

February 27			Participant Selection in Quantitative Research			Chapter 11
				Participant Selection in Qualitative Research				Chapter 12	
				Due: Article Review #4
				
March 5				Instrumentation in Quantitative Research				Chapter 13
				Writing Objective Instruments					Chapter 14						Due: Article Review #5

March 12			Instrumentation in Qualitative Research				Chapter 15
				Descriptive Statistics for Quantitative & Qualitative Research		Chapter 16
												
March 26			Examination #1			

April 2				Literature Review Paper Study Session	

April 9				Correlational Statistics for Quantitative Research			Chapter 17
				Inferential Statistics for Quantitative Research			Chapter 18
			
April 16				A Closer Look at Data Analysis in Qualitative Research		Chapter 19
				Threats to Experimentation & Threats to External Validity		Chapter 20
										
April 23	Threats to Internal Validity & True Experiments			Chapter 21
	Pre-Experiments & Quasi-Experiments				Chapter 22
	Writing Reports of Empirical Research				Chapter 23
	Due: Literature Review Paper (at 5:00 pm)				

April 30	Examination #2