|
Class/Program |
Skill Description |
EDUC 310
Introduction to Education
|
Students are introduced to the
concept of classroom-based research. They read and
analyze a research article from a professional
journal.
Students are introduced to APA style of
documentation and use it whenever appropriate. |
EDUC
311
Technology Laboratory and
Field Placement
|
Students are introduced to major
databases used for educational research. They learn
to retrieve ERIC documents.
In field placements students as participant
observers record teacher and/or student behaviors. |
|
K-6 licensure course work |
Students read and analyze one article
about classroom research in each of their methods
courses. Instructors suggest research topics
whenever appropriate. Instructors point out the
research base for instructional strategies. Students
are required to use research as the basis of
presentations about teaching/learning strategies.
Research can be indicated through annotated
bibliographies/research analyses (use APA style for
all research citations). |
|
K-12 licensure course work |
Students read and analyze one article
about classroom research in each of their methods
courses. Instructors suggest research topics
whenever appropriate. Instructors point out the
research base for instructional strategies. Students
are required to use research as the basis of
presentations about teaching/learning strategies.
Research can be indicated through annotated
bibliographies/research analyses (use APA style for
all research citations). |
|
6-12 licensure course work |
Students read and analyze one article
about classroom research in each of their methods
courses. Instructors suggest research topics
whenever appropriate. Instructors point out the
research base for instructional strategies. Students
are required to use research as the basis of
presentations about teaching/learning strategies.
Research can be indicated through annotated
bibliographies/research analyses (use APA style for
all research citations). |
EDUC 396
Research Methods
in Education |
This course guides
students through the process of identifying a
research question, conducting a search of the
literature, and analyzing research studies in
preparation for designing their own research
study. In order to identify a research topic that
is relevant to their student teaching situation,
they observe in their assigned classrooms and
interview their cooperating teacher about
pedagogical issues pertinent to the classroom
setting.
Students then use electronic data bases to conduct
a search of the extant research on the topic they
have identified. They primarily use the EBSCOhost
database and its two major databases, Academic
Search Elite and ERIC. Students are required to
identify and analyze research studies in the main
scholarly research journals in their particular
academic area as indicated in the course handbook.
Web resources can be used but students must
carefully evaluate the particular web site, using
the criteria provided by the university
librarians.
Based on their search and analysis of the
literature, students write the introduction,
review of the literature, and the research design
sections of their paper. The literature review
requires summary and analysis of 8-10 research
studies. Students must address all significant
aspects of the topic, such as the theoretical base
for the research, descriptions of related
research, and experimental studies of the topic.
This review must be organized logically and lead
directly into their own research question. They
must propose to generate new information through
their study, clarify or replicate previous
studies, or examine the topic from a new
perspective.
The research design that students plan derives
from studies they have analyzed. The research
design includes descriptions of the subjects,
assessment instruments, teaching materials,
timeline of the research implementation, and the
ways the data will be collected and analyzed. |
EDUC 496
Directed
Research in Education |
Students continue
their research process. They first revise the
research design planned in the previous semester
to conform to their present teaching situation.
They then implement their design, and collect and
analyze data. At the end of their student
teaching, they complete the writing of the
research report which includes the design, data
analysis, and discussion sections. In the data
analysis section, they lay out the summaries of
their research finding in charts and explanatory
text. In the discussion section, students analyze
their data, draw conclusions, and discuss the
implications of their research for their teaching
and future research. They also prepare a report of
their research and present it at the undergraduate
research symposium on campus using presentation
software. On occasion, students present their
research with their faculty advisor at state
education conferences. |
