UniversityofCalgary FacultyofEducation OfficeofGraduateProgramsinEducation EDER603.21 ResearchMethodologyinEducation FallSession,2012 Professor(s): Skypename: Email: OfficeHours: Telephone: Termdates: Location: Times: SarahElaineEaton,Ph.D.

Ph.D. SarahElaineEaton seaton@ucalgary.ca Virtual,byappointment 4032449015 September10December7,2012 OnlineutilizingBlackboardandElluminate SynchronousElluminatesessionswillbeheld: Wednesday,September12,201219:0020:00MountainTime Wednesday,October10,201219:0020:00MountainTime Wednesday,November14,201219:0020:00MountainTime PublicHolidays:October8,November12Noclasses/Elluminate

Note:

CalendarDescription Thisfirstcourseineducationalresearchmethodologiesprovidesthebackgroundnecessaryforintelligent decisionsaroundthekindsofresearchquestionsmightbeaskedandthesort(s)ofinsightsandanswers particularmethodscanprovide. ExtendedDescription ThisintroductorycourseisdesignedforgraduatestudentsinthefirstyearoftheircohortbasedMasters of Education programs. It focuses on various issues, methods, and techniques in educational research withaparticularemphasisonresearchinLanguagesandDiversity.Thecurriculumincludessomeofthe issues and dilemmas that frame the context for contemporary research, as well as preliminary consideration of research strategies, methods, and techniques in a manner intended to assist participantsinselectingresearchquestions,methods,andstrategiesforfurtherstudy.Participantswill alsobeencouragedtoapproachresearcharticlesandreportswithacriticaleyeandprovidesomeskills andtechniquesforthiskindofclosereading. The field of education sits at a point of intersection of many other domains including neurology, psychology, sociology, anthropology, and the many disciplines represented in various subject area specialties. This positioning compels a particular sort of methodological breadth across all programs in education. For that reason, it is not the purpose of the course to develop extensive technical (operational)competenceinanyparticularmethodofresearch.Rather,thebroaderaimistosupportan initial understanding of the nature and purpose of various approaches all of which are useful in understandingeducationalphenomena,thoughtheymayappeartodiffersubstantially. Overthepast50years,therehasbeenaproliferationoftheoriesandassociatedresearchmethodologies in the field of education. A principal aim of the course is to nurture a sort of methodological connoisseurship not by championing specific emphases and approaches, but by interrogating the

EDER 603.21 Fall 2012 - Dr. Sarah Elaine Eaton

distinctions and commitments that are associated with various approaches to inquiry. To achieve this end, we should aim for a radical departure from traditional research methods courses that focus on clusters of specific methodologies. The emphasis here will be on the decisions, attitudes, and commitmentsthattakeonetoaparticularapproachandthatcompelcertainmethods. The guiding question/attitude is not How is this perspective or methodology different or wrong? which is deemed unproductive. After all, every frame is partial and can be found wanting. The orientationisthusmoretowardHowisthisperspectiveormethodologyright?Tothatend,amongthe simultaneousconsiderationsarethefollowing: Whatisthefocus(thesubject,object,phenomenon,unitofanalysis)ofinterest?Doesitchange?Ifso,at whatpace?Isitselftransformativeanddootheragentsorphenomena(e.g.,educatorsandresearchers) participateinitschange? CourseObjectives 1. To review the range of purposes for and products of educational research including the gatheringofempiricaldata,theapplicationoftheory,thegenerationoftheory,andthecritique oftheory. 2. To establish a basic literacy in research methodologies. Participants should be able to offer preliminary definitions of principal approaches to research in education and to distinguish among them according to phenomena examined, theoretical commitments, and relevance to theirownresearchinterests. 3. To appreciate that methodological breadth is better articulated in terms of complementarities than conflicts, recognizing that methods are developed in conversation with the phenomena they are intended to investigate. As such, any comparison of methods demands a range of questions,includingqueriesonwhatisbeingstudied,whoisdoingthestudying,thepurposesof study,thetimeframesoftheinquiry,etc.Detailsaroundtechnicaldifferencesamongmethods areatbestsecondaryconsiderationsinthisconversation. 4. To interrogate the personal prejudgments and methodological positionings that frame ones questions,orientonesselectionoftechniques,influencethedetailsonenotices,andaffectthe inferencesonedraws. 5. Tointroduceparticipantstotheissuesandchallengesofconductingethicalresearch. LearnerOutcomes Throughoutthecourseofstudystudentswillbeableto: 1. Identifyviableandinterestingresearchquestions,bothintheirownpotentialresearch endeavoursandintheworkofpublishedacademics 2. Identify,compareandcritiqueavarietyofeducationalresearchmethodologiesbasedontheir primaryassumptionsandmethods 3. Evaluatetherelevanceofeducationalresearchmethodologieswithspecialconsiderationbeing giventostatedresearchquestionsandtheknowledgebeingsought 4. Differentiatebetweenthecentraltenetsofqualitativeandquantitativedatacollectionand analysisstrategieswithspecialconsiderationbeinggiventothestrengths,weaknessesand relevanceofeachineducation 5. Assessthevalidityofavarietyofresearchmethods,bothqualitativeandquantitative,commonly usedineducation 6. Examineandinterrogatetherelationshipsbetweenresearchquestions,researchmethodsand interpretationoffindingsineducationalstudies

EDER 603.21 Fall 2012 - Dr. Sarah Elaine Eaton

7. Demonstrateacriticalunderstandingofethicalconsiderationsineducationalresearch, particularlywithregardtotheuseofhumansubjects 8. Formulateandevaluatetheirownpreliminaryresearchquestionsinresponsetoboththeir researchinterestsandprofessionalcontext. Topics

The following list is intended to provide a preliminary sense of the structure of the course. While the course has been planned in considerably more detail, the instructor is electing to present more fully developedplansasthecourseunfolds. 1. Epistemology,Ontology,Truth 2. PurposesofEducationalResearch 3. ObjectivityOrientedMethodologies:StatisticalMethods;ExperimentalandQuasiExperimental Research;GroundedResearch 4. SubjectivityOrientedMethodologies:Phenomenology;NarrativeInquiry;Autobiography 5. IntersubjectivityOrientedMethodologies:Hermeneutics;Ethnography 6. Interobjectivity(Participatory)OrientedMethodologies:ActionResearch;DesignBasedResearch 7. CriteriaofGoodResearch:Reliabilityvs.Reasonableness,Validityvs.Viability,Predictabilityvs. Practicality,Rigorvs.Relevance 8. MixedModesResearch 9. ResearchEthics CourseDesignandDelivery ThiscoursewilltakeplaceonlineviaBlackBoardandElluminate.Thismethodprovidesforexcellent opportunitiestodiscussanddebatethecomplexitiesofthevariousresearchmethodscommonthe educationalresearch,however,italsodemandsahighlevelofcommitmenttoBlackBoardpostsinorder tofullybenefitfromtheinformationbeingpresented.Whilethecoursehasbeendesignedwitha definitivestructureregardingtopicsfordiscussion,readingsandassignments,itshouldalsobe understoodthatstudentinterestswilldrivethedirectionofthecourseandsotopicsmay,inresponse, changeasneeded. Requiredtextsandreadings Creswell,J.W.(2009)Researchdesign:Qualitative,quantitative,andmixedmethodsApproaches(3rded). ThousandOaks,CA:Sage. BasicsofAPAStyle(Tutorial):http://www.apastyle.org/learn/tutorials/basicstutorial.aspx UniversityofCalgaryResearchServices:EthicsSupport,Online:http://www.ucalgary.ca/research/ethics UniversityofCalgaryConjointFacultiesResearchEthicsBoard(CFREB),Online: http://www.ucalgary.ca/research/compliance/cfreb TCPS2CORETutorial http://www.ucalgary.ca/research/ethics/CORE_Tutorial UofCGraduateStudiesCalendar(SectiononAcademicHonestyandPlagiarism) http://www.ucalgary.ca/pubs/calendar/current/k21.html

EDER 603.21 Fall 2012 - Dr. Sarah Elaine Eaton

Additionalsuggestedreadingsandresources Referencebookandtutorials

PublicationmanualoftheAmericanPsychologicalAssociation(6thed)(2009).Washington,DC:American PsychologicalAssociation:Author. Books Edwards,M.G.(2010)Chapter1:Theneedformetatheoryinthestudyoforganisationaltransformation. Organizationaltransformationforsustainability:anintegralmetatheory(pp.1025).NewYork: Routledge. Denzin,N.K.,&Lincoln,Y.S.(2005)TheSagehandbookofqualitativeresearch(4thed).ThousandOaks, CA:Sage. Mertens,D.M.(2005)Researchandevaluationineducationandpsychology(2nded.).ThousandOaks,CA: Sage. Slavin,R.E.(2007)Educationalresearchinanageofaccountability.Boston:Pearson. Suter,W.N.(2012).IntroductiontoEducationalResearch:ACriticalThinkingApproach(2nded.). ThousandOaks,CA:Sage. Articles(Note:AllofthesearticlescanbeaccessviatheUofClibrary) Bredo,E.(2009).CommentsonHowe:Gettingoverthemethodologywars.EducationalResearcher, 38(6),441448,Retrievedfromhttp://edr.sagepub.com.ezproxy.lib.ucalgary.ca Davis,B.,&Sumara,D.J.(2005).Challengingimagesofknowing:Complexityscienceandeducational research.InternationalJournalofQualitativeStudiesinEducation,18(3),305321.Retrievedfrom http://web.ebscohost.com.ezproxy.lib.ucalgary.ca/ehost Pole,K.(2007).Mixedmethoddesigns:Areviewofstrategiesforblendingquantitativeandqualitative methodologies.MidWesternEducationalResearcher,20(4),3538.Retrievedfrom http://web.ebscohost.com.ezproxy.lib.ucalgary.ca/ehost

EDER 603.21 Fall 2012 - Dr. Sarah Elaine Eaton

Weeklyschedule Date Sept.12 6:30p.m Week1 Sept.10

Topic Elluminate session Expectationsof Educational ResearchEthics andAPA

ClassContent Introductions,course organizationandexpectations ClassIntroductions QuestionBank: Whydowereferenceandcite others? WhatimpactdoesAPAhaveon youasaresearcher? Howwillyoulearntherigorous styleofAPAforyourcitations, referencesandpapers? Whatareethicsandwhydo theymatter? Whatareexamplesofthetypes ofresearchthatwould(and wouldnot)haveethical considerations?

Reading/AssignmentsDue Seereadinglistforthisweek. BasicsofAPAStyle(Tutorial): http://www.apastyle.org/learn /tutorials/basicstutorial.aspx UofCGraduateStudies Calendar(SectiononAcademic HonestyandPlagiarism) http://www.ucalgary.ca/pubs/c alendar/current/k21.html UniversityofCalgaryResearch Services:EthicsSupport, Online: http://www.ucalgary.ca/resear ch/ethics UniversityofCalgaryConjoint FacultiesResearchEthicsBoard (CFREB),Online: http://www.ucalgary.ca/resear ch/compliance/cfreb TCPS2CORETutorial http://www.ucalgary.ca/resear ch/ethics/CORE_Tutorial

EDER 603.21 Fall 2012 - Dr. Sarah Elaine Eaton

Week2 Sept.17 Introductionto Educational Research QuestionBank: Whatisresearch? Whydoweengageinresearch? Whatcountsasresearch? Whatismeantbyepistemology, ontologyandtruth? Whatisthedifferencebetween amethodandamethodology? QuestionBank: Howdoesonedecideif qualitative,quantitative,ora mixedmethodologyis appropriate? Howdotheseresearchworld viewsdiffer? Howcantheyworktogether? Howaretheseresearch paradigmsemployedinschools today? Whatistheroleoftheoryin educationalresearch Whatareexamplesofpotential realworldresearch opportunitiesineducation? Creswell(2009)Chapters1and 2 Optionalsuggestedreadings: Slavin(2007)Chapter1 Suter(2007)Chapter1

Week3 Sept.24

Qualitative, Quantitativeand MixedMethods Research Designs; Introductionto Theory

Creswell(2009)Chapter3 Bredo(2009) Davis&Sumara(2005) Pole(2007) Optionalsuggestedreading: Slavin(2007)pages135139.

EDER 603.21 Fall 2012 - Dr. Sarah Elaine Eaton

Week4 Oct.1 Presentationofa Research Methodology (LearningTask2) Eachgroupwillposttheironepage handouts. Studentsareexpectedtoviewand commentonallpresentations. Studentsareexpectedtoviewand commentonallpresentations. Nurturingmethodological connoisseurship. QuestionBank: Whatroledoethicsplayinthe undertakingofaprogramof research? Howdoweprotecthuman subjects? Howdoresearchersensureethical treatmentofdata? Howdoyouknowifyourresearch issignificant? Whatarethestepsand considerationsinplanninga researchstudy? Howdoesthetopicofstudyaffect themethodologicalchoicesmade bytheresearcher? Whataretheissuesfacingall educationalresearchers? Towhatextentwillthestudentbe expectedtocarryoutresearchin theirprogramofstudyandwould thisaffectthechoicestheywould berequiredtomakeas researchers? Groupswillposttheirmethodology presentations(LearningTask3)in BlackBoard. Studentsareexpectedtoviewand commentonallpresentations. Thereisnoneedtocommentupon yourownpresentation. Guideddiscussiononresearch methodsandprocess. Onepagehandoutsfrom LearningTask2. Emailyouronepage handoutandfullresponse toDr.SarahEaton. Seereadinglistforthis week. Creswell(2009)Chapters4 and5 Optionalsuggested readings: Slavin(2007)Chapters11 and12.

Oct.10 6:30 p.m. Week5 Oct.9

ELLUMINATE SESSION Ethics(revisited); ResearchDesign; Planningand WritingYour OwnResearch Study

Week6 Oct.15

Methodology Presentations (LearningTask3)

Noreadings. Watchandcommentonthe methodologypresentations ofyourclassmates. Seereadinglistforthis week.

Oct.23 6:30 p.m.

Elluminate session

EDER 603.21 Fall 2012 - Dr. Sarah Elaine Eaton

Week7 Oct.22 Research Questionsand Hypotheses QuestionBank: Whydowestartwitharesearch question? Whydoweneedapurpose statement? Whatisthedifferencebetweena researchquestionanda hypothesis? Whatmakesaresearchquestion good? Howdoesthestructureand formulationofresearchquestions necessitatecertainmethodological approaches? QuestionBank: Whenarethesequantitative researchdesignsappropriate? Howmightthesequantitative researchdesignsbeemployed successfullyineducational settings? Whatmightpreventonefrom employingthesemethodologiesin aneducationalsetting? Attheschoolanddistrictlevel, surveyresearchisoneofthemost prolificformsofresearch.Howdo youseeitbeingusedwellinyour professionalcontext?Arethere waysitcouldbeusedmore effectively? QuestionBank: Whenarequalitativeresearch designsappropriate? Howmightqualitativeresearch designsbeemployedsuccessfully ineducationalsettings? Whichoftheseresearchdesigns appealsmosttoyouandwhy? Creswell(2009)Chapters6 and7

Week8 Oct.29

Introductionto Quantitative Research

Creswell(2009)Chapter8 Optionalsuggested readings: Slavin(2007):Chapters5 and6 Denzin&Lincoln(2005) Chapters1and3

Week9 Nov.5

Introductionto Qualitative ResearchDesign

Creswell(2009)Chapter9 Optionalsuggested readings: Slavin(2007)Chapter7 pages120135. Slavin(2007)Chapter8 pages141154 Slavin(2007)Chapter9

EDER 603.21 Fall 2012 - Dr. Sarah Elaine Eaton

Week10 MixedMethods Nov.13 QuestionBank: Whenaremixedmethods researchdesignsappropriate? Howmightmixedmethods researchdesignsbeemployed successfullyineducational settings? Week11 Researchas Individualswillposttheir Nov.19 scholarly methodologypresentations discourse (LearningTask4)inBlack Presentationofa Board. ResearchJournal (LearningTask4) Studentsareexpectedtoview andcommentonall presentations. Thereisnoneedtocomment uponyourownpresentation. Week12 Developing QuestionBank: Nov.26 criticalresearch Whatcountsasgood skills research?Howdoweknow? Whatisthedifferencebetween reliabilityandvalidity? Whatistheroleofrigorin educationalresearch? Whatmakesourresearch relevantinour21stcentury educationalcontext? Whatdowemeanwhenwe talkaboutcriticalpedagogy? Whatisthefutureofresearch ineducationalcontexts Week13 Culminating Studentswillgiveabrief Dec.3 Discussionof overviewonBlackBoardof Potential theirtopicforLearningTask#5, Research payingparticularattentionto Possibilities howtheirmethodological choiceshavechangedsincethe firstclass. QuestionBank: Haveyourresearchinterests changedsincethebeginningof thecourse? Isthereoneparticularresearch methodwithwhichyou resonateandwhy? Creswell(2009)Chapter10 Emailyourresearch question(s)andpotential methodologicalchoicesfor LearningTask5toDr.Sarah Eaton. Noreadings. Watchandcommentonthe journalpresentationsofyour classmates.

Suggestedreadings: Denzin&Lincoln(2005) Chapters9and42

Noreadings LearningTask5due December7,2012.Please emailthispapertoDr.Sarah Eaton.

EDER 603.21 Fall 2012 - Dr. Sarah Elaine Eaton

GradedComponentsandAssignments

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TherearefiveLearningTaskswhichcomprisethegradedcomponentsofthiscourse.Pleasenote:APA formatandstyleistobefollowedforallassignments. LEARNINGTASK NUMBER DESCRIPTIONOFLEARNINGTASK PERCENT GROUPING

OFFINAL GRADE FORTASK

LearningTask#1

DiscussionBoardParticipation Duedate:Ongoing

10%

Individual

LearningTask#2

PresentationofaResearchMethodology Duedate:Sunday,September30at11:59p.m.Mountain Time

20%

Group

LearningTask#3

IntroductionofaComprehensiveTextofResearch Methodologies Duedate:Sunday,October14at11:59p.m.Mountain Time

20%

Group

LearningTask#4

IntroductionofanEducationalResearchJournal Duedate:Sunday,November19,2012at11:59p.m. MountainTime

20%

Individual

LearningTask#5

FinalPaper Duedate:Friday,December7at11:59p.m.Mountain Time

30%

Individual

1)LearningTask1Discussionboardparticipation(10%) Activeparticipationinthecoursediscussionboard,aminimumofonceperweekthroughoutthe course.Youareexpectedtocontributeaminimumoftwotothreeparagraphsperweektotheclass discussionontheassignedweeklyreadingsandcoursetopics.Whenappropritate,APAcitationsare tobeused.Studentsareexpectedtodemonstrateprofessionaldeportmentinanonlinelearning environmentandtousethediscussionboardasavirtualspacetodevelopanonlinecommunityof schoarlshipasgraduatestudents. Duedate:Thisisanongoingcomponentofthecourse.Youareexpectedtocontributeregularlyand onaweeklybasisbySundayevening11:59p.m.MountainTimeeachweekofthecourse.

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EDER 603.21 Fall 2012 - Dr. Sarah Elaine Eaton

CriteriaforAssessmentforLearningTask1 Criteria SurfaceScholarly MeetsAllRequirements Discourse:Doesnotmeet (B+toA) requirements(BtoB) ConstructiveUsesof Authoritative Sources Yousummarizereadings withlittleornocritical analysisorthoughtful interpretation. Youaddyour contributionwithlittle recognitionofothersin thegroup.

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EpistemicAgency

Youdemonstratea personalsenseof direction,power, motivation,and responsibility.

IdeaDiversity

Youparticipatein brainstormingdifferent ideas.

DeeperScholarly Discourse:MeetsAlland ExceedsSome Requirements(AtoA+) Youcriticallyevaluate Youdrawuponcontent informationsourcesand fromthereadingsand recognizethateventhe experiences,alongwith bestarefallible. additionalinformation sources,asdatafor his/herownknowledge buildingandideas improvingprocesses. Yourecognizeandpraise Youtreatallparticipants othersworkandhelp aslegitimate yourclassmatesfind contributorstothe neededinformation. sharedgoalsofthe community;allhavea senseofownershipof knowledgeadvances achievedbythegroup. Youmobilizepersonal Youmobilizepersonal strengthstosetforth strengthstosetforth yourideasandto yourideasandto negotiateafitbetween negotiateafitbetween personalideasandideas personalideasandideas ofothers. ofothers,usingcontrasts tosparkandsustain knowledgeadvancement ratherthandepending onotherstochartthat courseforyou. Youplayanactiverolein Youplayanactiverolein puttingforwarddifferent puttingforwarddifferent ideastocreatea ideastocreatea dynamicenvironment. dynamicenvironmentin whichcontrasts, competition,and complementarityof ideasisevident,creating arichenvironmentfor ideastoevolveintonew andmorerefinedforms.

Democratizing Knowledge

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EDER 603.21 Fall 2012 - Dr. Sarah Elaine Eaton

ImprovableIdeas Youacceptorrejectideas Youtreatallideasas onthebasisoflogical improvable. argumentandevidence. Youtreatallideasas improvablebyaimingto mirrortheworkofgreat thinkersingatheringand weighingevidence,and ensuringthat explanationscoherewith allavailableevidence. Yourcontributionto discourseservesto identifysharedproblems andgapsin understandingandto advanceunderstanding beyondthelevelofthe mostknowledgeable individual.

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Yourcontributionto discourseallows participantstoexpress andgainfeedbackon theirideas,defend differentpointsofview, arriveatconclusions.

2) LearningTask2Presentationofaresearchmethodology(20%) Smallgroupassignment(2to4pergroup)Insmallgroups,research,summarize,selectexemplars for, present on, and lead a discussion of a prominent methodology in contemporary educational research.Thepresentationwillbegradedaccordingtothecriteriaofthoroughnessofpreparation, clarity of presentation/demonstrated understanding, development of supporting materials (for distributiontoclassmates),andselectionofexemplars(e.g.,article,demonstration). ThediscussionsforthisLearningTaskwillbeconductedasynchronouslyonBlackboard.Studentsare expectedtoviewandcommentonallpresentations. Duedate:Sunday,September30at11:59p.m.MountainTime

KnowledgeBuilding Discourse

Yourcontributionto discourseservesto identifysharedproblems andgapsin understanding.

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EDER 603.21 Fall 2012 - Dr. Sarah Elaine Eaton

CriteriaforAssessmentforLearningTask2 Criteria SurfaceScholarly Interpretation:Doesnot meetrequirements(Bto B) Youprovideaclearbutat timesinaccurate descriptionofthe researchmethodoloy;or yourpresentationlacks precisionandfocus.You distributefew,ifany supportingmaterialsto yourclassmadesor providefew,ifany adequateexemplars. MeetsAllRequirements (B+toA) DeeperScholarly Interpretation:MeetsAll andExceedsSome Requirements(AtoA+) Youprovideanaccurate, thickdescriptionofthe researchmethodology. Yourpresentation includesasummary,clear exemplarsandcarefully curatedsupplementary materials. Youleadanindepth schoarlydiscussionthat cultivatesdeep knowledge. Youhaveprovidedanin depth,introspective presentationofthe researchmethodology, yieldingdeep understandingofthe professionalpracticesand approachscholarsuse whenadoptingthe methodology.

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Insight

Youhaveprovideda surfacelevelreadingand acursoryunderstanding oftheresearch methodology

Youclearlyandaccurately articulate(describe)the researchmethodology. Yousummarize,provide exemplarsandleada classdiscussiononthe methodology.You demonstrateaclear understandingofthe methodology. Youprovide supplementarymaterials toyourclassmates. Youhaveprovidedanin depth,introspective presentationofthe researchmethodology.

IdeasandContent

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EDER 603.21 Fall 2012 - Dr. Sarah Elaine Eaton

Thetitleisvagueornon descriptive. Yourwritingisnotclearly organized.Noclear structureisdiscernible. Mainideasaredifficultto identify. Acleartitletotheworkis provided. Yourarticleisclearly organized. Ideasareclearly expressed. Titleisdirect,clear powerfulinvitation describingarticle, suggestingargumentor implications;includes searchablekeywordsin title. Yourworkprovidesa compellingopening (anecdotal,subject, critical,significance, historicalor argumentative)and conclusionthat summarizesinapowerful waypointingbeyondthe article. Yourarticleisclearly organizedwithexplicit headingsand subheadingsfor structure. Allsourcesarecorrectly documentedusingAPA 6thEd.format. Youhavepaidattention todetailsinevery citation. Clarity,simplicity, parsimonyand appropriateEnglish characterizethe presentation.Yourwork provokes readers/viewers/listeners tothinkdeeply, awakeningnewquestions andinsights.

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OrganizationandStructure

Sources

Fewsourcesarecorrectly documentedusingAPA 6thEd.format.

Mostsourcesare correctlydocumented usingAPA6thEd.format.

AppropriateEnglish characterizethe presentation.Itcanbe easilyreadand understood. Writingandpresentation styleisengaging.

Clarity,simplicity, parsimonyand appropriateEnglish characterizethe presentation.Itcanbe easilyreadand understood. Writingandpresentation styleisengagingand thoughtprovoking.

Presentation

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EDER 603.21 Fall 2012 - Dr. Sarah Elaine Eaton

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3) LearningTask3Introductionofacomprehensivetextofresearchmethodologies(20%) Small group assignment (2 to 4 per group) In small groups, select, analyze, and report on a comprehensive educational research methodology text(book). The principal intention here is to becomefamiliarwithsomeofthewidearraytotextsthathavebeendevelopedtointroducenew researchers to this domain of inquiry and to guide their investigations. The presentation will be gradedaccordingtothecriteriaofthoroughnessofintroduction,demonstrationofcriticalawareness of authorial prejudgments and positionings, and quality of onepage overview (for distribution to classmates). Duedate:Sunday,October14at11:59p.m.MountainTime CriteriaforAssessmentforLearningTask3 Criteria SurfaceScholarly MeetsAllRequirements DeeperScholarly Interpretation:Doesnot (B+toA) Interpretation:MeetsAll meetrequirements(Bto andExceedsSome B) Requirements(AtoA+) Youprovideaclearbutat Youclearlyandaccurately Youprovideanaccurate, timesinaccurate articulateintroducethe thickintroductiontothe descriptionofthe comprehensivetextof comprehensivetextof comprehensivetextof researchmethodologies. researchmethodologies. researchmethodologies; oryourpresentationlacks Youdemonstrateaclear Youdemonstrate precisionandfocus. understandinganda exemplarycritical criticalawarenessofthe awarenessofauthorial Yourworkdemonstrates ofthecomprehensive prejudgementsand littlecriticalawareness. textofresearch positionings. methodologies. Youronepagesummary Youprovideaconcise iseithermissingorpoorly Youprovideahigh exemplaryonepage done,oritisnotposted qualityonepage overviewtoclassmatesin in.docor.pdfformat. overviewtoclassmatesin .docor.pdfformat. .docor.pdfformat. IdeasandContent

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EDER 603.21 Fall 2012 - Dr. Sarah Elaine Eaton

Youhaveprovideda surfacelevelreadingand acursoryintroductionto thecomprehensivetext ofresearch methodologies Insight Youhaveprovidedanin depth,introspective introductiontothe comprehensivetextof researchmethodologies. Youdrawappropriate conclusionsaboutthe textyouhavestudied. Youhaveprovidedanin depth,introspective introductiontothe comprehensivetextof researchmethodologies. Youdrawthoughtfuland meaningfulconclusions fromthetextyouhave studiedbyidentifying whatwasfoundtobe memorable,intriguing, enlightening,and/or useful. Allsourcesarecorrectly documentedusingAPA 6thEd.format. Youhavepaidattention todetailsinevery citation. Clarity,simplicity, parsimonyand appropriateEnglish characterizethe presentation.Yourwork provokes readers/viewers/listeners tothinkdeeply, awakeningnewquestions andinsights.

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Sources

Fewsourcesarecorrectly documentedusingAPA 6thEd.format.

Mostsourcesare correctlydocumented usingAPA6thEd.format.

AppropriateEnglish characterizethe presentation.Itcanbe easilyreadand understood. Writingandpresentation styleisengaging.

Clarity,simplicity, parsimonyand appropriateEnglish characterizethe presentation.Itcanbe easilyreadand understood. Writingandpresentation styleisengagingand thoughtprovoking.

Presentation

16

EDER 603.21 Fall 2012 - Dr. Sarah Elaine Eaton

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4) LearningTask4Introductionofaneducationalresearchjournal(20%) Thisisanindividualassignment.Individually,select,analyze,andreportonaneducationalresearch journal,whosearticlesareaccessibleonlineviatheUCalgarylibraryorareopensource. Theprincipalintentionhereisengagecriticallywiththemannerinwhichjournalscontributetothe waysacceptableclaimsmustbeformattedwithinafield. This presentation will be graded according to the criteria of thoroughness of introduction, demonstration of critical awareness of journal purposes and positionings, and quality of onepage overview(fordistributiontoclassmates). Duedate:Sunday,November19,2012at11:59p.m.MountainTime CriteriaforAssessmentforLearningTask4 Criteria SurfaceScholarly MeetsAllRequirements DeeperScholarly Interpretation:Doesnot (B+toA) Interpretation:MeetsAll meetrequirements(Bto andExceedsSome B) Requirements(AtoA+) Assignmentdoesnot Providesaclearrationale Providesaclearrationale includeaclearrationale forselectingacurrent forselectingacurrent forselectingaparticular andauthentic andauthentic journal. conference/journal. conference/journal. ProvidesanactiveURLfor NoactivejournalURLhas theselectedconference ProvidesanactiveURLfor theselectedconference beenprovided. orjournal. orjournal. Youronepagesummary Youprovideahigh Yourworkclearlyadheres iseithermissingorpoorly qualityonepage toallwritingguidelines done,oritisnotposted overviewtoclassmatesin anddemonstrates in.docor.pdfformat. .docor.pdfformat. excellenceinprofessional writing. Youprovideaconcise exemplaryonepage overviewtoclassmatesin .docor.pdfformat. IdeasandContent

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EDER 603.21 Fall 2012 - Dr. Sarah Elaine Eaton

Thetitleisvagueornon descriptive. Yourpresentationisnot clearlyorganized. Noclearstructureis discernible.Mainideas aredifficulttoidentify. Acleartitletotheworkis provided. Yourprsentationisclearly organized. Ideasareclearly expressed. Titleisadirect,clear powerfulinvitationto thereader. Yourprsentationisclearly organizedwithexplicit headingsand subheadingsforstructure Ideasareclearly expressed. Yourworkprovidesa compellingopening,well organizedcontentand andconclusionthat includesasuccinct summary. Youhaveprovidedanin depth,introspective presentationofthe journal,yieldingdeep understandingofthe professionalpracticesand approachscholarsuse whenadoptingthe methodology. Allsourcesarecorrectly documentedusingAPA 6thEd.format. Youhavepaidattention todetailsinevery citation. Clarity,simplicity, parsimonyand appropriateEnglish characterizethe presentation.Yourwork provokes readers/viewers/listeners tothinkdeeply, awakeningnewquestions andinsights.

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OrganizationandStructure

Insight

Youhaveprovideda surfacelevelreadingand acursoryunderstanding thejournal.

Youhaveprovidedanin depth,introspective presentationofthe journal.

Sources

Fewsourcesarecorrectly documentedusingAPA 6thEd.format.

Mostsourcesare correctlydocumented usingAPA6thEd.format.

AppropriateEnglish characterizethe presentation.Itcanbe easilyreadand understood. Writingandpresentation styleisengaging.

Clarity,simplicity, parsimonyand appropriateEnglish characterizethe presentation.Itcanbe easilyreadand understood. Writingandpresentation styleisengagingand thoughtprovoking.

Presentation

18

EDER 603.21 Fall 2012 - Dr. Sarah Elaine Eaton

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5) LearningTask5NarrativeSituatingandEmergingResearchCommitments(Finalpaper)(30%) This is an individual assignment. In this 1015page document, you will begin to situate your interests,experiences,andexpertiserelativeto: i. ii. iii. thesortsofresearchintereststhatyoucurrentlyhave, themethodologicalconsiderationsthataccompanythatinterest,and the theoretical and ethical considerations that might arise in pursuit of greater understandingofthatinterest.

The paper will be graded according to the criteria of the relevance of narrative situating, the appropriateness and comprehensiveness links made to the research literature, and clarity and thoroughnessofthewrittensubmission. Duedate:Friday,December7atat11:59p.m.MountainTime

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EDER 603.21 Fall 2012 - Dr. Sarah Elaine Eaton

CriteriaforAssessmentforLearningTask5 Criteria SurfaceScholarly MeetsAllRequirements Interpretation:Doesnot meetrequirements(Bto (B+toA) B) Youdonotsituateyour interests,experiencesor expertiserelativetoyour currentresearchinterests ormethodological considerations. Youpayinsufficient attentiontotheoretical andethical considerations. Youclearlyandaccurately articulateyourcurrent rearchinterests,and thoughtfullyconsiderthe methodological considerationsthat accompanyit.You exploretheoreticaland ethicalconsiderationsof yourproposedresearch topic(s). Youclearlyrelatdyour conceptsandideastothe coursecontentand readings,demonstrating masteryofthecourse contentthroughyour finalpaper. Youclearlyandaccurately articulateyourcurrent rearchinterests,and thoughtfullyconsiderthe methodological considerationsthat accompanyit.You exploretheoreticaland ethicalconsiderationsof yourproposedresearch topic(s). Youdeeplyand thoughtfulrelateyour conceptsandideastothe coursecontentand readings,demonstrating excpetionalmasteryof thecoursecontent throughyourfinalpaper. DeeperScholarly Interpretation:MeetsAll andExceedsSome Requirements(AtoA+)

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IdeasandContent

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EDER 603.21 Fall 2012 - Dr. Sarah Elaine Eaton

Youhaveprovideda surfaceleveldiscussionof researchinterests, methodologiesand theory. Insight Youhaveprovidedanin depth,introspective treatmentofthe relationshipbetween yourresearchinterests, educationalresearch methodologiesand theoreticalandethcial considerations. Youhaveprovidedanin depth,introspective treatmentofthe relationshipbetween yourresearchinterests, educationalresearch methodologiesand theoreticalandethcial considerationsyielding deepunderstandingof howthesethree elementscanplayoutin theresearchmilieu. Fewsourcesarecorrectly documentedusingAPA 6thEd.format. Sources Mostsourcesare correctlydocumented usingAPA6thEd.format. Therearenocitations missinganywherein yourdocument. Allsourcesarecorrectly documentedusingAPA 6thEd.format. Therearenocitations missinganywhereinyour document. Youhavepaidattention todetailsinevery citation. AppropriateEnglish characterizethepaper.It canbeeasilyreadand understood Presentation Writingandpresentation styleisengaging. Clarity,simplicity, parsimonyand appropriateEnglish characterizethepaper.It canbeeasilyreadand understood. Writingandpresentation styleisengagingand thoughtprovoking. Clarity,simplicity, parsimonyand appropriateEnglish characterizethepaper. Yourworkprovokesthe readertothinkdeeply, awakeningnewquestions andinsights.

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EDER 603.21 Fall 2012 - Dr. Sarah Elaine Eaton

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Ethics,AcademicHonesstyandIntegrity StudentsareadvisedtobecomefamiliarwiththeFacultyofGraduateStudiespoliciesandtheUniversity ofCalgarysupportservicesintheseareas:intellectualproperty,academicintegrity,plagiarism,research ethics,effectivewriting,andEnglishlanguageproficiency. Informationaboutthesetopicsisavailablethroughthefollowingwebaddresses: GRADINGSCALE

BC+ C CD+ D F 2.7 2.3 2.0 1.7 1.3 1.0 0.0 Grade A+ A AB+ B GP Value 4.0 4.0 3.7 3.3 3.0

http://www.grad.ucalgary.ca/Policies%20and%20Procedures.aspx http://www.ucalgary.ca/honesty/ http://www.ucalgary.ca/research/compliance/ethics/

DistributionofGrades
Graduate Description Outstanding Excellent - superior performance showing comprehensive understanding of the subject matter Very good performance Good performance Satisfactory performance Note: The grade point value (3.0) associated with this grade is the minimum acceptable average that a graduate student must maintain throughout the program as computed at the end of each year of the program. Minimum pass for students in the Faculty of Graduate Studies

All grades below B- are indicative of failure at the graduate level and cannot be counted toward Faculty of Graduate Studies course requirements.

*BaseduponFacultyofGraduateStudies2009/2010Calendar,DistributionofGrades AcademicAccommodation:Studentswithadisability,whorequireacademicaccommodation,needto registerwiththeDisabilityResourceCentrehttp://www.ucalgary.ca/UofC/Others/DRCMC295, telephone2208237.Academicaccommodationlettersneedtobeprovidedtocourseinstructorsno laterthanfourteen(14)daysafterthefirstdayofclass.Itisastudent'sresponsibilitytoregisterwith theDisabilityResourceCentreandtorequestacademicaccommodation,ifrequired. CampusSecurityprovidesarangeofservicesintendedtopromoteandfacilitateasafeandsecure learningandlivingenvironment,e.g.theSafeWalkprogramforstudentsattendingclassesoncampus. Formoreinformationpleasevisithttp://www.ucalgary.ca/security/ortelephone(403)2205333.

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EDER 603.21 Fall 2012 - Dr. Sarah Elaine Eaton

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TheFreedomofInformationProtectionofPrivacyActpreventsinstructorsfromplacingassignmentsor examinationsinapublicplaceforpickupandpreventsstudentsfromaccesstoexamsorassignments otherthantheirown.Therefore,studentsandinstructorsmayuseoneofthefollowingoptions: return/collectassignmentsduringclasstimeorduringinstructors'officehours,studentsprovide instructorswithaselfaddressedstampedenvelope,orsubmitassignments,orsubmit/return assignmentsaselectronicfilesattachedtoprivateemailmessage.

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