Andrews University

Department of Teaching, Learning, & Curriculum

EDCI885 Applied Research: Evaluation

Variable Credit (1-8)

Fall Semester 2004

Note: All times listed are in the Eastern Time Zone of the United States of America

Select Professor From;

Burton

Davidson

Hollingsead

Jones

Ostrander

Siebold

Class Time: Arranged

Class Location: Arranged

School of Education Conceptual Framework

The School of Education’s conceptual framework, “To Educate is to Redeem,” identifies six strands that describe the important learning outcomes for all programs in the unit. We believe that the following shared learning outcomes, organized by our conceptual framework strands, are essential in preparing educators and other school personnel who can fulfill the redemptive mission expressed in our conceptual framework.

Strand I: Worldview

This strand addresses appreciation of the perspectives of others and development of a personal philosophy from which action and service arise. Graduates will be able to . . .

I.A Explain worldviews and trace their historical development

I.B Critique worldviews from a Christian perspective

I.C Integrate principles of a Christian worldview into their chosen fields of study

Strand II: Human Growth and Change

This strand addresses principles of growth, development, and learning and the use of these principles to effect positive change. Graduates will be able to . . .

II.A Describe human development

II.B Apply current theories of learning

Strand III: Groups, Leadership, and Change

This strand addresses principles of group behavior and the use of these principles to effect positive change for individuals and organizations. Graduates will be able to . . .

III.A Facilitate change in groups and organizations

III.B Relate effectively with various cultural, racial, and special interest groups

III.C Identify political and legal issues

III.D Manage human, financial, and material resources

III.E Demonstrate servant leadership

Strand IV: Communication and Technology

This strand addresses oral, written, intrapersonal, and interpersonal communication as the essence of human behavior and technology as it enables, supports, and enhances human interaction and learning. Graduates will be able to . . .

IV.A Communicate effectively in written, verbal, and non-verbal forms

IV.B Use electronic tools effectively for professional communication, teaching, and research

Strand V: Research and Evaluation

This strand addresses valuing and conduction disciplined inquiry for decision-making. Graduates will be able to . . .

V.A Read and evaluate research

V.B Conduct research

V.C Report research findings

Strand VI: Personal and Professional Growth

This strand addresses commitment to holistic personal and professional growth. Graduates will be able to . . .

VI.A Demonstrate continuing professional development

VI.B Demonstrate ethical behavior in all professional activities

VI.C Demonstrate balanced physical, mental, spiritual, and social development

Course Description:

The AU Bulletin describes this course as–

“[A] planned research experience dealing with an actual educational situation. Students identify a faculty member with whom to engage in collaborative research study leading to joint publication.” This course is the sequel to the course EDCI636, program evaluation, which serves as a basic research methodology course. EDCI885, applied research: evaluation, is an advanced methodology in that the student is required to implement and publish an actual empirical study that uses the methodology in question. This is done under faculty guidance.

Program Objectives Met by EDCI885:

The objectives of EDCI885 are–

[1]. To help the study integrate theoretical principles into a real-life context

[2]. To familiarize the student with actual data analysis procedures

[3]. To prepare student for dissertation work

[4]. To sensitize the student to the world of publication in academic

How Applied Research “Fits” with other C&I doctoral studies:

Initial. One of the first broad approaches to study in your areas of interest was the one-credit course Current trends and Issues (EDCI689). The purpose of this course was a basic familiarization with the process of library search and presentation of your incipient ideas on a topic of interest.

Focused. EDCI756, goes much deeper as you assemble a sizable body of literature in your sub-areas of interest, discuss this literature with colleagues, and determine from your study which possible topics warrant your attention in terms of dissertation research.

Topic. Having done extensive reading in your sub-areas, you should identify a possible topic upon which to focus for the dissertation. You may not know your exact title but you should have a definable topic in mind and be able to justify it on the basis of your readings in EDCI756.

Theoretic framework. A theoretic framework goes far beyond a collection of literature or research studies on a topic. Now that you have read widely, it is now time for synthesis and making connections in novel ways. In EDCI730 you examine the inductive process of theory development that relates your literature review and your philosophical underpinnings to a framework that shows your distinctive contribution to the world of scholarship. The idea of original contribution to the knowledge base, incidentally is one defining characteristic of PhD study.

Research. Courses in research methodology and doctoral seminar provide tools for investigating your areas of interest. Your research methodologies should relate to your topic of interest both for the dissertation and for later research as a professional scholar. This advanced methodology (EDCI885) asks you to actually carry out a research study (possibly in collaboration with a faculty member) in a way that gives you actual research experience prior to the dissertation.

Dissertation. The dissertation (EDCI899) is the culmination of your academic work, but hopefully only the beginning of a life of search and re-search for truth. The dissertation process is described in the doctoral student’s handbook. Specific applications are described in the EDCI899 course outline described on a WEBCT file.

Development of a Proposal Contract

The basic requirements of Applied Research are as follows:

1. Plan a research project in collaboration with your professor

2. Obtain necessary IRB permissions for conducting the research.

3. Conduct the research either in collaboration with the professor or under the supervision of the professor

4. Write up the research results in an article format.

5. Submit the article for publication. Your professor should appear as co-author of the article because of his/her involvement in your research project.

On the page that follows, determine with your professor exactly what is to be done for the applied research experience. Then indicate the sequence of what is to be done, when, and under what expectations of quality.

On the first of each month (at least), provide the professor with a progress report.

Evaluation:

Grading for this class is S/U. Students who complete all requirements at an acceptable level of mastery receive an “S” grade. Students whose assignments are deemed “unacceptable” will receive feedback for revision/ improvement and be expected to resubmit their work.

Special Needs Accommodations

If because of a disability, you require assistance or reasonable accommodations to complete assigned work, speak with me after class or during my office hours. I will work with you on making this course, class activities, and exercises accessible for your full involvement. Support services for students with disabilities is available through Student Services or Karen Tilstra, (471-6205) Student Success Advisor.

Academic Honesty

Morally and spiritually, Andrews University is dedicated to scholastic integrity. Consequently, both students and faculty are required to maintain high, ethical Christian levels of honesty. You are encouraged to support the atmosphere of academic integrity by avoiding acts of academic dishonest and discouraging such acts in others. Participation in any of the following activities will qualify the student for disciplinary action as specified in the Student Bulletin.

Cheating: Using or attempting to use unauthorized materials, information, or study aids to gain an unfair grade advantage over other students in any academic exercise.

Plagiarism: Representing another's words or ideas as one's own in any academic exercise.

Multiple Submissions: Submitting the same assignment in two or more courses without obtaining the prior permission of the respective instructors.

Fabrication: Falsifying or inventing information or citations in an academic exercise.

Further Note

All students in this course are expected to read and be familiar with this syllabus. The syllabus has been prepared to assist you in understanding the scope of this course along with the type of instruction. Care has been taken in preparing this syllabus and it has been purposefully worded openly. However there may be times when the syllabus will need to be changed as necessary and appropriate. Any changes will be announced in class as far in advance as practicable.

Reference

American Psychological Association. (2001). Publication manual of the American psychological association (5^th ed.). Washington D.C., American Psychological Association, Author.

Bogdan, R. C., & Biklen, S. K., (1982). Qualitative research for education: An introduction of theory and methods (1^st ed.). Boston: Allyn and Bacon.

Chen, H. T., (1990). Theory-driven evaluations (1^st ed.). Newbury Park: SAGE Publications

Council of Graduate Studies (1991). The Role and Nature of the Doctoral Dissertation: A Policy Statement. Washington, D.C.

DeVellis, R. F., (1991). Scale development: Theory and applications (Volume 26). Newbury Park: SAGE Publications.

Eisner, E. W., (1991). The enlightened eye: Qualitative inquiry and the enhancement of educational practice (1^st ed.). New York: Macmillan Publishing Company.

Ellis, A.K., Fouts, J.T. (1997). Research on Educational Innovations. Larchmont, NY.: Eye on Education Inc.

Fowler, F. J., Jr. (1993). Survey research methods: Second edition (Volume 1). Newbury Park: SAGE Publications.

Goldsmith, J. A., Komlos, J, & Gold, P. S., (2001). The chicago guide to your academic career: A portable mentor for scholars from graduate school through tenure. (1^st ed.). Chicago: The University of Chicago Press.

Institute for Christian Teaching (1990- ) Christ in the Classroom Series. Proceedings from the Institute for Christian Teaching Faith-Learning Seminars, Volumes 1-x)

Hall, G.E., Horde, S.M. (1987). Change in Schools: Facilitating the Process. Albany, NY.: State University of New York Press.

Henson, K. T., (1999). Writing for professional publications: Keys to academic and business success (1^st ed.). Boston: Allyn and Bacon.

Lincoln, Y. S., & Guba, E. G., (1985). Naturalistic inquiry (1^st ed.). Beverley Hills: SAGE Publications.

McIntyre, D. J., & Byrd, D. M., (2000). Research on effective models for teacher education (Teacher , Education Yearbook VIII). Thousand Oaks, California: Corwin Press, INC.

Merriam, S.B., (1988). Case study research in education: A qualitative approach (1^st ed.). San Francisco: Jossey-Bass Publishers.

North American Division Office of Education. (1997). Focus on Adventist Curriculum and Trends for the Twenty-first Century. A document produced by the North American Division Curriculum Futures Commission.

Osborn, Richard. (1997). Possible Doctoral Dissertation Topics. A list presented to the A.U. Curriculum and Instruction program students and faculty.

Perrin, R., (2004). Pocket guide to apa style. (1^st ed.). Boston: Houghton Mifflin Company.

Plemons, Elaine and Gregory Thompson. (1997/8). Making Change for the 21^st Century–AE21. Journal of Adventist Education, December 1997/January 1998.

Rasi, Humberto. (1995). Suggested topics for research in Adventist Education. A list presented to the A.U. Curriculum and Instruction program students and faculty.

Reep, D. C., & Sharp, H. M., (1999). The educator’s writing handbook (1^st ed.). Boston: Allyn and Bacon.

White, E.G. (1903/1952). Education. Mountain View, California: Pacific Press

Worthen, B. R., Sanders, J. R., & Fitzpatrick, J. L. (1997). Program evaluation: Alternative approaches and practical guidelines. (2^nd ed.). New York: Addison Wesley Longman.

EDCI885 Study Contract

Objectives: Date Met by: Appv’d

Contract Approved on [Date]:

Professor Student

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