Dr. Edward J. Caropreso (Office: EB 241)COURSE SYLLABUS: Spring 2009Office Hours (EB 241):f2f (EB 241): M: 9 - 11:00 am; 4 - 5:00 pm; T: 1 - 3:00 pmVirtual (email/chat): W: 11 - 2:00 pm; R: 1 - 3:00 pm ([email protected] / Blackboard)and/orBy appointment: 910.962.7830; [email protected] 1 (Jan. 12th - 26th)6. ASSIGNMENTSA. Weekly/routine Reading/Writing Assignments:EDN 523: Research in EducationDr. Edward J. Caropreso (Office: EB 241)COURSE SYLLABUS: Spring 2009Office Hours (EB 241):f2f (EB 241): M: 9 - 11:00 am; 4 - 5:00 pm; T: 1 - 3:00 pmVirtual (email/chat): W: 11 - 2:00 pm; R: 1 - 3:00 pm ([email protected] / Blackboard)and/orBy appointment: 910.962.7830; [email protected] 523 has been designed as a one-semester graduate introduction to major domains and practices of educational and psychological research, including both theoretical and practical issues and concerns. This course will focus on building foundational knowledge of and experiences with educational and psychological research. This foundation is intended as a potential support for professional interpretation and critique of research practices and findings as related to professional decision-making in a variety of educational settings. Knowledge and skills related to both the reading (or consuming) and application of educational and psychological research and the conducting of educational and psychological research will be developed. EDN 523 reflects key components of the Watson School of Education’s Conceptual Framework related to significant aspects of professional development. Exposure to specific technical skills, such as the design and implementation of research, interpretation of research findings and the design and development of research reports, will occur. Your introduction to the foundations of educational and psychological research will support your developing competence as an education professional, especially related to informed decision-making, effective communication, and reflective professional practice, and help prepareyou for leadership positions in professional education. REQUIRED TEXTS: 1. McMillan, J. H. (2008). Educational research: Fundamentals for the consumer. NY: Pearson/Allyn & Bacon. http://wps.ablongman.com/ab_mcmillan_edresearch_5/ 2. Bracey, G. W. (2006). Reading educational research: How to avoid getting statistically snookered. Portsmouth, NH: Heinemann. http://www.amazon.com/Reading-Educational-Research-Statistically- Snookered/dp/0325008582(Additional supporting resources will be available online @ at the class webpage.)PURPOSE: This course has been developed to introduce graduate students and professional educators in a variety of educational roles to the domains and practices of educational and psychological research, particularly as they relate to professional decision-making. This will be accomplished through an examination of significant theoretical and practical issues related to the planning, development, implementation and reporting of research. The principal goal will be to establish fundamental knowledge and skills necessary to be a critical consumer of educational and psychological research. GENERAL OBJECTIVES:KNOWLEDGE: (The student will be able to. . .)1. identify major domains of research; 2. relate particular research domains to appropriate research questions or concerns; 3. identify major domains of analysis and interpretation of research findings; 4. distinguish between types of educational and psychological research and their appropriate applications;5. recognize researchable questions or hypotheses; 6. state researchable questions or hypotheses;7. understand ways in which educational and psychological research is intended to support and/or enhance professional decision-making; 8. explain critical principles of assessment and evaluation of research; 9. recognize the relationship between critical consumption of educational and psychological research and continuous professional development. Caropreso/EDN 523 p.1SKILLS: (The student will be able to. . .)1. analyze and evaluate components of different types of research; 2. analyze and evaluate reports of educational and psychological research; 3. plan an educational and/or psychological research project;4. implement an educational and/or psychological research project; 5. prepare a professional report of a research project; 6. demonstrate developing professional discourse skills, especially oral and written expression. DISPOSITIONS: (The student will be able to. . .)1. appreciate the need for educational and psychological research as a basis for educational practice;2. appreciate the potential complexity of educational and psychological research; 3. value the critical consumption of research, especially with respect to professional decision-making; 4. appreciate the potential range of educational and psychological research, from action-based to nomothetic and generalizable; 5. value the consistent consumption and application of educational and psychological research as an appropriate part of professional development & decision-making. COURSE REQUIREMENTS: 1. ATTENDANCE: Student participation is essential to learning, therefore, attendance will be regularly monitored. a) > 90% is the required minimum attendance before points are deducted from final course scores (eg, 14 of 15 classes, including the final conference date). b) Ten (10) points will be deducted for each class absence < 90% (except for those with appropriate and authentic documentation, ie, medical and/or professional excuses). Jan: 1-2 (2) Feb: 3-6 (4) Mar: 7-10 (4) Apr: 11-14 (4) May1st: 15 12: Introduction 2 7-15th: Spr Brk 9-12th: Easter Final Conference19: MLK/No Cls 9 2 6 Friday: 7-10 pm26 16 16 13 EB 24123 23 2030 27: Last Cls2. CLASS PREPARATION AND PARTICIPATION: EDN 523 may be unlike any you’ve had before (or may have again). This course will engage you in a combination of independent and interactive collaborative activities and tasks on which both your learning and evaluation will depend. The primary basis for both learning and assessment in EDN 523 will be small and large group discussion, independent research and reading, and lots of writing both in and out of class. Students are therefore expected to be prepared for each class having completed any/all assignments by the specified assignment dates. (See course schedule for specific assignments and due dates, in syllabus and online.) NOTE: All