The University of Akron
College of Education
Department of Educational Foundations and Leadership
Course Syllabus

Techniques of Research 5100:640

Instructor: Dr. Isadore Newman Class time: 4:50-7:20 W
Phone: 972-6955
Office: 424 Zook

Required Texts:

Conceptual Statistics for Beginners. (1994). Newman & Newman.

Qualitative/Quantitative Research Methodology: Exploring the Interaction Continuum. Newman & Benz.

Techniques of Research. Newman. Video tape study guide. In library. Video may be purchased or viewed in the viewing carrels on the third floor of Bierce Library.

Conducting Survey Research in the Social Sciences. (1998). Newman & McNeil.

Theses and Dissertations. (1997). Newman, Benz, Weis, & McNeil.

Optional:

Educational Statistics: A Workbook. Frass & Newman (Communication Center).

Rationale:

The course's major purpose is to provide students with the concepts needed to use the research literature in their field, so that they may make effective professional decisions, consequently, the reading, interpretation and evaluation of research will be highly stressed.

Desired Goals and Outcomes:
  1. To introduce students to concepts of the underlying philosophical assumptions of behavioral research.
  2. To comprehend concepts (non-computational) related to descriptive and inferential statistics, such as t-tests, F-tests, Chi Squares, probability levels, alpha levels, Type I Errors, Type II Errors, directional and non-directional tests, and power.
  3. To introduce students to methodological concepts, and bring them to a minimum level of understanding so they can critique and design research studies.
  4. To introduce students to the basic conventions of a five chapter format for writing a thesis (which also tends to be the basic five chapters to most behavioral published reports or articles).
  5. To introduce the student to the theoretical bases, aims, assumptions and methods of qualitative research.
  6. To identify and describe the qualitative-quantitative interactive continuum as a holistic conceptualization of research.
Course Description:

This course is designed to provide students with the concepts and knowledge needed to read and understand socio-behavioral research, with special emphasis on educational research. Both quantitative and qualitative paradigms will be explored. During this course, fundamental research strategies will be examined in order to equip students with skills needed to evaluate and interpret educational research and apply its findings to sound educational practice.

This course should be the most helpful course that you take in the graduate school. The course will introduce you to the importance of research in education, assist you in reading the research of others, and help you to conduct your own research.

Fundamental research strategies, both qualitative and quantitative, are examined and applied to educational phenomena. Graduate students are encouraged to consider investigating research problems in education. The development of a research proposal utilizing various research designs is introduced. No prior knowledge of statistics is required.

Teachers must deal with students, parents, and other educational colleagues in a variety of decision-making situations. What to teach, how to teach, and when to teach certain knowledge and skills to children---these questions pervade the competencies of classroom performance. Research by the teacher is one professional skill worth developing.

Instructional Methods:

Grading Criterion:

4 quizzes @ 125 points 500 points
Critique of a quantitative study 100 points
Critique of a qualitative study 100 points
Design of a Quantitative research study 200 points
Example Projects
Internet assignment 100 points

Grade for the course:

930 to 1000 = A 830 to 869 = B 730 to 769 = C
900 to 929 = A- 800 to 829 = B- 700 to 729 = C-
870 to 899 = B+ 770 to 700 = C+ etc.