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EDUS 710
Educational Research Design
Tuesdays, Sept. 9 – December 9, 2008
Thompson Middle School

SYLLABUS

INSTRUCTOR
Jonathan D. Becker, J.D., Ph.D.
jbecker@vcu.edu
804-827-2655

COURSE DESCRIPTION:

The purpose of this course is twofold: (1) to examine complex quantitative data-
yielding research designs and concepts that are commonly encountered in
conducting such research in applied social settings, and (2) to explore the
application of the design principles and the resultant data to school leadership via
data-driven decision-making. There are two prerequisites for this course, EDUS
660, and STAT 608.

COURSE OBJECTIVES:
The course is designed for doctoral students. An important goal of the course is
to enable students to become critically reflective, data-driven school leaders.
More specifically, the objectives include student understanding and application
of:

1. the effects of sampling on nonexperimental and experimental designs

2. data entry and SPSS software for data analysis
3. advanced principles of measurement as related to research design
4. statistical, internal, construct, and external experimental validity
5. survey and nonexperimental designs
6. experimental and quasi-experimental designs, including single and
multiple factor designs
7. multivariate research designs

ONLINE TEXT: Trochim, William M. The Research Methods Knowledge Base,

2nd Edition. <http://www.socialresearchmethods.net/kb/> (version current as of ).

OPTIONAL “PRINT” TEXT: Mitchell, M., & Jolley, J. (2007) Research design
explained (6TH Edition), Forth Worth, TX: Harcourt/Wadsworth.
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EDUS 710
Educational Research Design
Tuesdays, Sept. 9 – December 9, 2008
Thompson Middle School
VCU POLICIES

Students with Disabilities

The Americans with Disabilities Act of 1990 requires Virginia Commonwealth
University to provide a reasonable accommodation to any individual who advises
us of a physical or mental disability. If you have a physical or mental limitation
that requires an accommodation or an academic adjustment, please arrange a
meeting with me within the first two weeks of class.

Religious Observances
It is the policy of Virginia Commonwealth University to accord students, on an
individual basis, the opportunity to observe their traditional religious holidays.
Students desiring to observe a religious holiday of special importance must
provide advance written notification to each instructor by the end of the second
week of classes.

Academic Integrity
Students are responsible for refraining from committing any act of cheating,
plagiarizing, facilitating academic dishonesty abusing academic materials, or
soliciting others to engage in any of these acts. Specifications of the VCU Honor
System can be found in the University Resource Guide and can be located
online at http://www.vcu.edu/provost/univ_policies/honor.htm

Student Safety
What to know and do to be prepared for emergencies at VCU:
1. Sign up to receive text messaging alerts (http://www.vcu.edu/alert/notify).
Keep your information up-to-date.
2. Know the safe evacuation routes from each of your classrooms.
Emergency evacuation routes are posted in on-campus classrooms.
3. Listen for and follow instructions from VCU or other designated
authorities.
4. Know where to go for additional emergency information
(http://www.vcu.edu/alert).
5. Know the emergency phone number for the VCU Police (828-1234).
Report suspicious activities and objects.
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EDUS 710
Educational Research Design
Tuesdays, Sept. 9 – December 9, 2008
Thompson Middle School

COURSE REQUIREMENTS AND EXPECTATIONS OF STUDENTS:

Expectations for Students:

Class participation is essential not only as an assessment tool, but also as a
means of including the personal and professional experiences of students to
enrich class discourse. The class will be conducted primarily as both a seminar
and a workshop with considerable emphasis on application and critical
discussion of the material and related issues.
More specifically:
• You are expected to attend all classes and to arrive on time. I respect
that you lead busy and important professional and personal lives, and I will
try to accommodate you in times of crisis or emergency. Otherwise,
please respect the learning experience I’ve worked hard to create for you
all by attending classes regularly.
• You will read all of the assigned chapters and/or cases prior to class.
• You will be prepared to work with and critically discuss the material
for each and every class.

Assignments and Grading

In addition to the readings, there are two sets of assignments for this course:
data analysis assignments and a group Web-based survey project.

DATA ANALYSIS ASSIGNMENTS

Using data provided to the students, these assignments are purposefully
sequenced to assess facility with data management and statistical analysis. The
assignments will require students to use MS EXCEL and SPSS. All assignments
will be posted to student group pages before the date/time of the class in which it
is due.

GROUP WEB-BASED SURVEY PROJECT

(SEE ATTACHED)

Finally, since this class is primarily structured as a workshop-style course, there

is significant emphasis on assignments and projects. In the end, then, final
grades will be determined according to the following formula:

• Data analysis assignments (4 @ 10 pts. Each)- 40%

• Class participation - 15%
• Web-based survey project - 45%
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EDUS 710
Educational Research Design
Tuesdays, Sept. 9 – December 9, 2008
Thompson Middle School
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EDUS 710
Educational Research Design
Tuesdays, Sept. 9 – December 9, 2008
Thompson Middle School
DATE TOPIC Book Chapter(s) Other Reading Web- Assignment(s)
based
Survey
Deadlines
Sept. * COURSE
16 INTRODUCTION
*VARIABLES
*RESEARCH
PROBLEMS
*INTRODUCTION
TO
MEASUREMENT
SCALES
Sept. MEASUREMENT – http://www.socialresearchmethods.net/kb/constval.php Read articles 1 &2 Submit DATA
23 RELIABILITY AND and research FACILITY
CONSTRUCT http://www.socialresearchmethods.net/kb/reliable.php question(s) ASSIGNMENT
VALIDITY at end of
class
Sept. MEASUREMENT http://www.socialresearchmethods.net/kb/survey.php Read articles 3&4
30 *SURVEY and
RESEARCH http://www.socialresearchmethods.net/kb/sampling.php
*SAMPLING
Oct. WORKING WITH http://www.socialresearchmethods.net/kb/genlin.php Read chapter TBA Administer
7 SURVEYMONKEY survey
after class
Oct. RESEARCH http://www.socialresearchmethods.net/kb/desintro.php Data analysis
14 DESIGN and assignment #1
*Intro. to Design http://www.socialresearchmethods.net/kb/destypes.php
*Types of Design and
*Designing http://www.socialresearchmethods.net/kb/desdes.php
Designs for and
Research http://www.socialresearchmethods.net/kb/intval.php
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EDUS 710
Educational Research Design
Tuesdays, Sept. 9 – December 9, 2008
Thompson Middle School
DATE TOPIC Book Chapter(s) Other Reading Web- Assignment(s)
based
Survey
Deadlines
*Internal Validity and
http://www.socialresearchmethods.net/kb/measlevl.php
and
http://www.socialresearchmethods.net/kb/statdesc.php
Oct. EXPERIMENT – http://www.socialresearchmethods.net/kb/desexper.php Read ECE Data analysis
21 SIMPLE AND and chapters 1&2 assignment #2
MULTI http://www.socialresearchmethods.net/kb/statsimp.php
Oct. EXPERIMENT - http://www.socialresearchmethods.net/kb/statcorr.php Read articles 5&6 Data analysis
28 FACTORIAL and assignment #3
http://www.socialresearchmethods.net/kb/stat_t.php
and
http://www.socialresearchmethods.net/kb/expfact.php
and
http://www.socialresearchmethods.net/kb/statfact.php
and
http://www.socialresearchmethods.net/kb/statcov.php
Nov. NO CLASS WORKING WITH Get results Data analysis
4 MEETING SURVEYMONKEY / Begin assignment #4
– PART II data
(VIDEO) analysis
Nov. GROUP
11 WORKING
MEETING
Nov. QUASI- http://www.socialresearchmethods.net/kb/quasiexp.php Read article 7 Start
18 EXPERIMENTAL writing up
DESIGNS report

MULTIVARIATE
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EDUS 710
Educational Research Design
Tuesdays, Sept. 9 – December 9, 2008
Thompson Middle School
DATE TOPIC Book Chapter(s) Other Reading Web- Assignment(s)
based
Survey
Deadlines
DESIGNS:
UNDERSTANDING
VARIABILITY
Nov. PRESENTATION http://www.socialresearchmethods.net/kb/writeup.php Read article: TBA
25 ZEN: THE ART OF
(RE)PRESENTING
DATA
Dec 2 GROUP Submit
PRESENTATIONS group
report
NOTE: In the event of inclement weather, we will NOT meet if school is closed for students OR if after-school activities for students are cancelled.
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EDUS 710
Educational Research Design
Tuesdays, Sept. 9 – December 9, 2008
Thompson Middle School

ARTICLES

1. Kurbanoglu, S.S., Akkoyunlu, B., & Umay, A. (2006). Developing

the information literacy self-efficacy scale. Journal of Documentation, v.
62(6), pp. 730-743.
2. Ponterotto, J.G, Baluch, S., Greig, T. & Rivera, L. Development And
Initial Score Validation Of The Teacher Multicultural Attitude Survey.
Educational and Psychological Measurement 58.6 (Dec 1998): p1002(1).
3. Ladd, H.F. & Zelli, A. (2002). School-Based Accountability in
North Carolina: The Responses of School Principals. Educational
Administration Quarterly, v. 38(4), pp. 494-529.
4. Leithwood, K. & Jantzi, D. (1999). The Relative Effects of Principal and
Teacher Sources of Leadership on Student Engagement With School.
Educational Administration Quarterly, v. 35 (Supplemental), pp. 679-706.
5. Nye, B., Hedges, L.V., Konstamtopoulos, S. (2002). Do low-achieving
students benefit more from small classes? Evidence from the Tennessee
class-size experiment. Educational Evaluation and Policy Analysis, v.
24(3), pp. 201-17.
6. Laffey, J.M., Espinosa, L., Moore, J., & Lodree, A. (2003). Supporting
learning and behavior of at-risk young children: Computers in urban
education. Journal of Research on Technology in Education, v. 35(4), pp.
423-40.
7. Copland, M.A. (2000). Problem-Based learning and prospective
principals’ problem-framing ability. Educational Administration
Quarterly, v. 36(4), pp. 585-607.