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Course Criteria
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2.00 Credits
Students apply research tools and strategies of problem investigation to the formulation of original small-scale research proposals and plans for program evaluation relevant to Educational and School Psychology that embody acceptable standards of reliability, validity, and ethics. Students develop sound and testable research questions and hypotheses, conduct an abbreviated literature review, and use quantitative and qualitative data collection and analysis techniques. These techniques may include measures of central tendency and dispersion, measurement error, correlation, t-tests, analysis of variance, factor analysis, chi-square, meta-analysis, observation, interviewing, case study, and questionnaire construction. Prerequisite(s): ESR502 - Research Analysis Methods for Educational Psychologists or equivalent course or consent of instructor. 2 semester hours
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15.00 Credits
Students explore research paradigms and methodologies by studying their own educational settings and contexts. Students investigate topics that are of interest to them and learn how to retrieve, critique, and summarize published research. They produce and evaluate their own data to understand their classrooms and their students' achievement, behaviors, and attitudes. Working collaboratively and independently on small projects and assignments, students learn different approaches to data collection and evaluation considering issues of credibility, reliability and validity. This course requires a minimum of 15 hours of field-based activities. Students who have taken ESR506 and
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2.00 Credits
Students explore the distinctions and relationships within and between the interpretive and critical paradigms. Various data collection methods such as observation, interview, document, analysis, and narrative examination are introduced and practiced in order to gain insight into the educational setting. Students plan, conduct, and present a research project. Students are expected to attend a library session prior to or during the first three weeks of this course to learn how to use the library resources. 2 semester hours
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2.00 Credits
Students acquire skills that enable them to conduct research in their own classrooms or educational settings and to extend their ability to critique research studies using quantitative measures. The course includes a discussion of the empirical/quantitative paradigm and its advantages and limitations. The course focuses on the use of quantitative methods that may be used by educators conducting research and reflecting on educational practice. Students plan and carry out a small-scale research study in their own area of interest using Windows-based computer software to analyze data by generating appropriate descriptive and inferential statistics . Topics related to assessment, such as norms, reliability, and validity, will also be introduced. Prerequisite ESR506. 2 semester hours
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3.00 Credits
Students explore the distinctions and relationships between research paradigms used to facilitate school change. Various data collection methods specific to the paradigms are introduced and practiced in order to gain insight into their application for leaders in educational settings. Topics related to assessment and technology-based strategies are introduced to support and facilitate the use of research and research-based decision-making in these settings. Students work collaboratively to plan, conduct and present research projects representing each paradigm. The research projects are school-based, done in conjunction with their required internship component, and are consistent with guidelines suggested by the Educational Leadership Constituent Consortium. 3 semester hours
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3.00 Credits
Systems (offered only in the IDS program) This course is the third in a three part alternative core of courses that is offered in select cluster groups. This course, along with
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3.00 Credits
The course introduces traditions and conceptions of action and interpretive research and its relation to other forms of research. It emphasizes the role of teachers as researchers of their own practices and contexts. Participants explore their classrooms as complex systems shaped by interpersonal, cultural, and COURSE DESCRIPTIONS 310 NATIONAL COLLEGE OF EDUCATION political/structural dynamics. Participants build a framework as they begin their action research projects. Participants explore ways to incorporate their knowledge of technology through their research experience. Prerequisites: Admission to the M.Ed. Fieldbased program 3 semester hours
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3.00 Credits
This course focuses on participants as teacher researchers and change agents in their classrooms, seen as dynamic places of interaction. Participants conduct an action research project. Through recursive cycles of planning, implementing, observing, reading, conversing, and interpreting, they analyze their data as a means to make meaning of classroom experience. Participants explore ways to incorporate their knowledge of technology through their research experience. Prerequisite(s): Admission to the M.Ed. Field-based program and ESR510. 3 semester hours
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15.00 Credits
Researchers (for M.A.T. students) Students explore research paradigms with an emphasis on practitioner research and its role in education. Students examine their own educational views, histories, and values, and choose topics for small-scale projects and assignments that introduce them to different research designs and methodologies. Data from several sources will be collected and analyzed. Course readings are used to exemplify various methods and styles of conceptualizing, conducting, and presenting research. Students will learn about ethical considerations in educational inquiry and the skills necessary to critique research. This course requires a minimum of 15 hours of field-based activities. Students who have taken ESR506 and ESR507 may not receive degree credit for ESR514. 3 semester hours
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2.00 Credits
(offered only in the IDS program) This course marks the transition from conducting a systematic action research study to a more conscious awareness of the integrated nature of daily teaching and informal researching. Participants reflect on their data, construct patterns, and note changes in their practices, and prepare for a final project communicating what they have learned. They explore ways to continue, in an on-going fashion, the self-assessment processes of reflective practitioners. Participants explore ways to incorporate their knowledge of technology through their research experience. Prerequisite(s): Admission to the M.Ed. Field-based program and ESR511. 2 semester hours
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