||ILD625 - Educational Research
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
An introductory educational research course designed to provide knowledge, skills, and dispositions required for students to understand and demonstrate knowledge of quantitative, qualitative and action research. Emphasis is on the knowledge and skills required of a competent consumer and producer of educational research. The course requires that students utilize a high level of library skills and computer technology to locate relevant research and literature. (Scheduled for two months and meets once a week).
|Course Learning Outcomes:
- Critically evaluate a published qualitative and quantitative research study.
- Interpret statistical strategies such as t-test, analysis of variance, chi-square, analysis of covariance, parametric and non-parametric tests, and correlational statistics.
- Design a research plan including the application of statistical and practical significance.
- Compare and contrast qualitative and quantitative methods.
|Specified Program Learning Outcomes:
- Build consensus among stake-holders, evaluate, analyze and develop new school programs and paradigms
- Critically analyze a topic related to educational leadership through the lens of a researcher.
- Demonstrate a basic understanding of descriptive statistics and test and survey construction, as well as the purpose and uses of standardized and un-standardized group and individual
- Demonstrate competence in the application of research methods including critiquing and synthesizing current educational literature.
- Demonstrate knowledge of varied
methods of assessment and data collection
methods for identifying strengths and needs,
developing effective services and programs, and
measuring progress and outcomes; demonstrates
skills to use psychological and educational
assessment, data collection strategies,
and technology resources and apply results to
design, implement, and evaluate response to
services and programs.
- Demonstrate knowledge of
research design, statistics, measurement, varied
data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data
in applied settings; demonstrates skills to
evaluate and apply research as a foundation
for service delivery and, in collaboration with
others, use various techniques and technology
resources for data collection, measurement,
analysis, and program evaluation to support
effective practices at the individual, group,
and/or systems levels.
- Demonstrate skills in developing and interpreting social science research and applying the findings to professional practice.
- Engage in the examination of philosophy of educational leadership, including a study of ethics through reflective reading of great educational thinkers/leaders.
- Interpret findings of social science research, developed and implemented by the student, to professional practice.
- Understand and utilize computer technology relevant to the tasks and role of a school counselor.
- Understand, evaluate, and apply financial policies and practices used in schools and districts, which emphasize federal, state, and local revenue sources as well as district and school budgeting and financial management procedures.
- Utilize research to solve problems that arise in a charter school
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures