Edci 631 7901-sp22-1

EDCI 631 7901, Online
Research Design and Analysis

Chadron State College
Spring 2022
January 10, 2022 – May 06, 2022
Location: Online
Instructor Information
Name: Dr. Irasema Ortega, Associate Professor of Science Education
Office: Old Admin 115
Phone: 308-432-6364
E-mail: [email protected]
Virtual Office Hours: By appointment
Please send an email/call to schedule a Zoom appointment when needed.
Course Description
Credit hours: 3
Develop competencies in producing and utilizing research to improve professional

practice. Quantitative, qualitative, and mixed methods will be presented. Students will
produce a research plan and literature review (Chadron State College 2019-2021
Graduate Catalog)
Prerequisite: Graduate Status
Required Text
Educational Research: Competencies for Analysis and Applications
By Mills, Geoffrey E.
12th Edition (2019)
Pearson
ISBN13: 978-0-13-478422-9
Publication Manual of the American Psychological Association (Hardback)
By American Psychological Association
7th Edition (2020)
American Psychological Association - APA
ISBN13: 978-1-4338-3215-4
Please have your own copies of the text and the APA Style Manual. You may not
share these resources during the final exam.
Methods of Instruction
Online: A combination of guided reading, discussion of assigned readings and topics,
mastery quizzes, research article analysis, small group interactions, participation in
writing and data analysis tasks, and development of research project (research
question(s)/hypothesis, literature review and research plan).
Feedback and Response Time
Official policy for feedback will be a 48-hour response time. Most replies will occur
within 24 hours, including weekends. An announcement post will be made any time the
instructing faculty member will be away longer than 48-hours. Please use the Messages
tool for correspondence.
Course Requirements
Read, study, and evaluate the assigned text chapters. Chapter quizzes will be completed
online and the results automatically entered into the online grade book. Quizzes may be
re-taken until the score is perfect. The textbook website and companion materials have
additional practice quizzes and learning aids.
Please complete reading assignments and the online quiz for the assigned chapter(s)
before Thursday at 11:55 PM of the scheduled week. Quizzes are mastery quizzes; they
should be repeated until all of the points are obtained.
Assignments will be submitted as Microsoft Word attachments using the Assignments
tool in CSC Online prior to 11:55 PM on their respective due dates.
Forums are to be completed in the Forums tool. Original response posts to forum
prompts are due by Friday at 11:55 PM of the week they occur in. Response posts to 2
classmates are due by Sunday at 11:55 PM of the week the forum occurs in.
Complete individual written assignments (Task 1, Library Assignment, and Topic
Statement). As individuals or as part of a self-selected small group, read and analyze 5
research articles (available in the text, and in the weekly materials in Sakai). Each article
analysis is designed to aid students in understanding specific research designs and in
applying concepts learned in class. Please submit all assignments with the following
format: firstinitiallastname-assignmentname.docx (example: jdoe-task1.docx).
Select and define an appropriate research problem. Conduct a rigorous review of
literature (Paper #1). Develop a research plan for conducting an empirical study based on
the research question(s) (Paper #2).
Submit two graduate quality papers for grading. “The Literature Review” (paper #1) will
define the research problem and describe the results of the literature review. Components
of this paper will include (1) title page; (2) abstract; (3) table of contents; (4)
introduction; (5) statement of the problem (6) review of literature; (7) statement of
hypothesis or research question(s); and (9) references.
Course Requirements, continued…
“The Research Proposal/Plan” (Paper #2) will propose a research design appropriate to
the problem stated in the first paper. Components of the second paper will build on the
Literature Review (Paper #1) and will include sections: (1) title page (repeated); (2)
abstract (updated); (3) table of contents (updated); (7) statement of hypothesis or
research question(s) (repeated); (9) methodology; (10) data analysis plan; (11) proposed
time line for conducting the study; (12) budget; (8) references (repeated/updated); and
(13) completed CSC IRB documents—application for review, and IRB certificate, subject
consent and ascent forms, letters to district and principal. Completed documents for the
CSC Institutional Review Board must be attached if proposed study involves human
subjects, including surveys.
All written work will be consistent with the Publication Manual of the American
Psychological Association (7th ed.).
Program Learning Outcomes
Education Administration Program Outcomes: This course is a required core course
in both the Education Administration and Curriculum and Instruction master’s programs.
The Program Outcomes are cross-referenced with Chadron State College’s Conceptual
Framework for the Education Unit. Intended Program Outcomes for both programs
follow:
• Lead and organize the collaborative development, articulation, implementation,
and stewardship of a school or district vision of learning supported by the school
community. (Communication, Thinking Skills, Inclusive Learning Environments)
• Lead and promote a positive school culture, providing an effective standard based
instructional program, applying best practice to student learning, and designing
comprehensive professional growth plans for staff based on identified needs.
(Methodology, Professionalism, Assessment, Thinking Skills, Inclusive Learning
Environments)
• Lead and promote the success of all students by managing the organization,
operations, and resources in a way that promotes a safe, efficient, and effective
learning environment. (Communication, Thinking Skills, Methodology,
Professionalism)
• Demonstrate the knowledge, ability and dispositions to promote the success of all
students by collaborating with families and other community members,
responding to diverse community interests and needs, and mobilizing community
resources. (Communication, Methodology, Inclusive Learning Environments)
• Demonstrate the skill, knowledge, and ability to promote the success of all
students by acting fairly, with integrity, and in an ethical manner. (Inclusive
Learning Environments, Communication, Professionalism)
• Demonstrate the skill, knowledge, and ability to respond to, and influence the
larger political, social, economic, legal, and cultural context. (Professionalism,
Thinking Skills, Inclusive Learning Environments)
Program Learning Outcomes, continued…
• Demonstrate the ability to accept genuine responsibility for leading, facilitating,
and making decisions typical of those made by educational leaders.
(Communication, Thinking Skills, Methodology, Professionalism, Assessment,
and Inclusive Learning Environments)
Curriculum and Instruction Program Outcomes:
• Develop and implement curriculum based on central concepts, tools of inquiry,
and structures of the discipline(s) he/she teaches; diverse learner needs and
abilities; cognitive and developmental levels; and community and curricular
goals. (Methodology, Inclusive Learning Environments)
• Develop and implement curriculum using a variety of instructional strategies to
encourage students’ development of critical thinking, problem solving, and
performance skills. (Methodology, Thinking Skills)
• Design and facilitate a learning environment that encourages individual and group
motivation, positive social interaction, and active engagement in learning.
(Methodology, Professionalism, Assessment)
• Demonstrate cultural awareness, gender sensitivity, and racial and ethnic
appreciation in fostering an inclusive learning environment. (Inclusive Learning
Environments, Methodology)
• Communicate clearly using listening, writing, speaking, and media skills in a
manner that is consistent with and responsive to the specific audience.
(Communication, Professionalism)
• Utilize assessment strategies and data to improve student learning and social
development at the individual and program level. (Assessment, Methodology)
• Improve instruction based on reflective practice and research-based “best
practices.” The candidate will continuously seek to grow as a professional
educator. (Professionalism, Methodology)
• Foster relationships with school colleagues, parents, and agencies of the larger
community based on an understanding of the impacts of philosophy, sociology,
political and legal forces on public education. (Professionalism, Communication,
Inclusive Learning Environments)
Visionary Leader Conceptual Framework
Components and Activity
Leadership: Develop positive, professional associations with class members in
order to complete group tasks.
Thinking Skills: Analyze research literature to identify design components,
appropriateness of statistical procedures, and worthiness of findings. Select,
define, and describe steps of a research problem.
Inclusive Learning Environments: Work with group members to develop
research skills through problem solving tasks. Learn to critique group members'
research efforts in a positive and constructive manner.
Visionary Leader Conceptual Framework, continued…
Assessment: Review professional literature; collect and interpret data; draw valid
conclusions based on data.
Communication: Prepare research manuscript that reflects the APA style and is
understandable to the reader.
Methodology: Demonstrate knowledge of various types, methods, and purposes
of research; and statistical, as well as qualitative and mixed methods procedures
used in research problems.
Professionalism: Interpret the ethical and moral issues involved in research
design and project completion.
Topics:
• Introduction to educational research
• Selecting and defining a research topic
• Reviewing the literature
• Preparing and evaluating a research plan
• Selecting a sample
• Selecting measuring instruments
• Descriptive/survey research
• Correlational research
• Causal-comparative research
• Experimental research
• Single subject experimental designs
• Descriptive statistics
• Inferential statistics
• Overview of qualitative research
• Qualitative data collection
• Narrative research
• Ethnographic research
• Case study research
• Historical research
• Qualitative research: Data analysis and interpretation
• Mixed methods research
• Action research
• Preparing a research report
• Evaluating a research report
Grading Procedures
Grades will be based on a weighted scale, with final grades determined by the following
percentages:
Grade letter of A is 93% to 100%
Grade letter of B is 85% to 92.9%
Grade letter of C is 77% to 84.9%
Grade letter of D is 70% to 76.9%
Grade letter of F is 0% to 69.9%
Approximate assignment category values will be as follows:
Item Percentage
Chapter Quizzes and Final 25%
Forums 10%
Article Analysis 15%
Integrated Literature Review 30%
Research Proposal/Plan 20%
Total 100%
Late Work Policy

To ensure your success in learning, you are responsible for completing all assigned work
as high-quality submissions in the time frame allowed for each unit. You are also
responsible for prioritizing your time accordingly to ensure timely completion of
assigned course work and activities. Be sure to pay close attention to deadlines—there
will be no make-up assignments or quizzes or late work accepted without a serious and
compelling reason and instructor approval. It is expected that students will complete all
assigned work, with high quality, in the time provided during each unit. Students are also
expected to prioritize time accordingly to ensure timely completion of assigned work.
Viewing Grades in CSC Online
Grade feedback will be available within 10 business days of the assignment due date.
Board Policy 4141 Credit Hour Defined Modality
For a 1-credit hour course, Nebraska State College Board Policy 4141 suggests that you
spend at least 45 hours per credit hour in learning activities. Since EDCI 631 is a 3-credit
hour course, you should plan to spend a minimum of 135 hours in learning activities. A
combination of the following learning activities will support you in attaining the course
Student Learning Outcomes described in this syllabus. Be prepared to devote the Hours
per Week associated with each of the course activities or components listed below.
Board Policy 4141 Credit Hour Defined Modality Chart
Learning Activity Hours Per Week Total for Course
Reading & Interactive Multimedia (16 Weeks) 1.5 Hours Per Week 24 Total for Course
Study Notes (16 Weeks) 1.5 Hours Per Week 24 Total for Course
Article Analysis Assignments (4 Weeks) 3 Hours Per Week 12 Total for Course
Library Assignment (2 Weeks) 4 Hours Per Week 8 Total for Course
Research-Based Learning (16 Weeks) 4.5 Hours Per Week 72 Total for Course
Forum Discussions (11 Weeks) 2 Hours Per Week 22 Total for Course
Assessments (14 Weeks) 1 Hours Per Week 14 Total for Course
Assessments (Final) 8 Hours 8 Total for Course
Total 11-14 Hours Per Week 184 Hours Total
The actual hours spent on individual learning activities will vary from student to student
depending on prior knowledge; however, 135 hours represents the minimum expectation
for any student.
**Disclaimer: Grades are not determined according to time spent on task – although
research indicates this is very important. The work you turn in must meet established
criteria to pass the course. Completing minimum time requirements will not automatically
result in a passing grade.
Student Behavior
Academic Honesty
Students are encouraged and expected, with the assistance of the faculty, to
conduct themselves in conformity with the highest standards with regard to
academic honesty. Violation of college, state, or federal standards with regard to
plagiarism, cheating, or falsification of official records will not be tolerated.
Students violating such standards will be advised and disciplined. Violations of
these standards may result in course failure, suspension, or dismissal from the
college. Students are encouraged to seek the advice of instructors as to the proper
procedures to avoid such violations. The following acts are examples of academic
dishonesty:
1. Cheating – intentionally using or attempting to use unauthorized
materials, information, or study aids in any academic exercise.
2. Fabrication – intentional and unauthorized falsification or invention of
any information or citation in an academic exercise.
3. Facilitating Academic Dishonesty – intentionally or knowingly
helping or attempting to help another in an act of academic dishonesty.
4. Plagiarism – appropriating or imitating language, ideas, and thoughts
of another author, representing them as one’s own original work. The
following acts are examples of plagiarism:
a. Submitting an assignment that someone else has written and
claiming the work as one’s own.
b. Submitting an assignment that contains sections, paragraphs,
sentences or key phrases that someone else has written without
appropriately documenting the source(s) for each portion of the
assignment not written by the student submitting the
assignment.
c. Submitting an assignment that contains paraphrased ideas from
another source, published or unpublished, without
appropriately documenting the source for each paraphrase.
(Changing around a few words in a sentence from the source is
not sufficient to avoid plagiarism).
Note: “Someone else” in the three statements above may refer
to a published author, another student, an internet source, or
any person other than the student claiming credit for the
assignment. If an individual is unsure in how to document
sources used within an assignment, they are encouraged to ask
their professor or the reference librarian for assistance.
Student Behavior Continued…
Self-Plagiarism
Self-plagiarism is defined as using your own work in a different context without
citing that it was used previously. This includes when a student submits the same
paper to two different instructors in separate classes for credit, or using parts of a
paper from a previous class in a different class without acknowledging its origin.
Students are expected to produce original work and self-plagiarism is not
permitted without the express permission of the instructor. Self-plagiarism may
result in no credit for the affected assignment.
Attendance/Participation Policy
The College assumes that students will seek to profit from the instructional
program and will recognize the importance of attending every class meeting of
courses for which credit is expected. Responsibility for notifying faculty of
absences, and for arranging potential make-up, rests with the students. In courses
that utilize an online format, students are expected to participate in an appropriate
and frequent manner, as determined by course instructor.
Civility/Netiquette
Civil behavior enhances the learning environment and is expected at all times.
Courtesy and respect for others are essential elements to the learning process.
Courses offered through Chadron State College welcome a difference of opinion,
discourse, and debate within a civil environment. All members of the class are
expected to follow rules of common courtesy in all communications (including
email messages, discussion, and chats). You may find these guidelines helpful:
1. Clearly label posts and emails with a relevant subject heading.
2. Use capital letters sparingly to avoid the appearance of shouting.
3. Forward emails only with a writer's permission.
4. Be considerate of others' feelings and use language carefully.
5. Cite all quotations, references, and sources.
6. Use humor carefully-humor can be misread as criticism or personal attack.
7. Use complete sentences and proper paragraphs following Standard English
grammar to compose posts.
8. Review work before submission.
Selected Bibliography
Creswell, J.W. (1994). Research design: Qualitative and quantitative approaches.
Thousand Oaks, CA: Sage Publications.
Creswell, J.W. (2008). Educational research: Planning, conducting, and evaluating
quantitative and qualitative research. Upper Saddle River, NJ: Pearson.
Drew, C.J., Hardman, M.L., & Hosp, J.L. (2008). Designing and conducting research in
education. Los Angeles, CA: Sage Publications.
Girden, E.R. (1996). Evaluating research articles: From start to finish. Thousand Oaks,
CA: Sage Publications.
Merriam, S.B. (1989). Case study research in education: A qualitative approach. San
Francisco: Josey-Bass.
Pan, M.L. (2003). Preparing literature reviews: Quantitative and qualitative approaches.
Los Angeles, CA: Pyrczak Publishing.
Yin, R.K. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks,
CA: Sage Publications.
Course Schedule/Outline
This is a tentative schedule; it is subject to change. Consult the Course Navigation tool
in Sakai for coursework details and to review any possible changes or adjustments
Week 1
Read Introduction, Chapter 01, and Chapter 02
Week 1 – Statement of Understanding: Due by 11:55 on Wednesday of Week 1
Chapter 01 Quiz: Due by 11:55 PM on Thursday of Week 1
Week 1 – Research Interests: Due by 11:55 on Friday of Week 1
Week 1 Forum: Original post due by 11:55 PM on Friday of Week 1
Week 1 Forum: Response posts due by 11:55 PM on Sunday of Week 1
Complete IRB Training and Certification: Due by 11:55 PM on Sunday of Week 1
(instructions available in Course Navigation)
Week 2
Read Chapter 03 and Chapter 17
Participate in Research Interest Group Meeting
Week 3
Skim Chapter 22 and Chapter 23
Week 3 - Library Assignment: Due by 11:55 PM on Sunday of Week 3
Week 4
Read Chapter 06
Week 5
Read Chapter 07
Week 5 - Task 3A: Due by 11:55 PM on Sunday of Week 5
Week 6
Read Chapter 08
Week 6 - Survey/Descriptive Article Analysis: Due by 11:55 PM on Sunday of Week 6
Week 7
Read Chapter 09
Week 7 - Correlational Article Analysis: Due by 11:55 PM on Sunday of Week 7
Week 8
Read Chapter 18
Week 9
Week 9 - Causal-Comparative Article Analysis: Due by 11:55 PM on Sunday of Week 9
Week 10
Week 10 - Experimental Article Analysis: Due by 11:55 PM on Sunday of Week 10
Week 11
Read Chapter 13, Chapter 14, and Chapter 15
Chapter 13, 14, and 15 Quiz: Due by 11:55 PM on Thursday of Week 11
Peer Review – Literature Review: Due in Forums by 11:55 PM on Friday of Week 11
Peer Review – Literature Review: Response posts due by 11:55 PM on Sunday of Week 11
Week 12
Read Chapter 16
Paper 1: Literature Review: Due by 11:55 PM on Sunday of Week 12
Week 13
Week 13 - Qualitative Article Analysis: Due by 11:55 PM on Sunday of Week 13
Week 14
Paper 2: Research Proposal: Due by 11:55 PM on Sunday of Week 14
Week 15
Final Exam: Due by 11:55 PM on Sunday of Week 15
(Opens at 12:00 AM on Monday of Week 15)
Week 16
Finals Week

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EDCI 631 7901, Online

Research Design and Analysis

Develop competencies in producing and utilizing research to improve professional

Prerequisite: Graduate Status

Late Work Policy

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