ESR - Educational Statistics and Research

This course explores the definitions, purposes, and theories of assessment and curriculum differentiation in early childhood settings. The implication of assessments, ethical concerns, and appropriate assessment practices are discussed. Candidates learn various forms of authentic and other performance-based assessments appropriate for young children from different cultural, linguistic, and social economic backgrounds. Candidates learn meaningful ways to collect data on child performance, analyze and interpret teaching effectiveness, and utilize the assessment results for curriculum planning and differentiations. At least five hours of observation in early childhood settings are required. Pre-requisite(s): None. Co-requisite(s): None. 2 semester hours

In this course, candidates explore various types of educational inquiry and assessment by studying their own educational settings and contexts. Candidates investigate topics that are of interest to them and learn how to critique published research. Candidates collect and evaluate their own data to understand their classrooms and students’ behaviors and attitudes. Working collaboratively and/or independently on projects and assignments, candidates learn different approaches to data collection and assessment, considering issues of credibility, reliability, and validity. Candidates engage in a small scale site-based project, or its equivalent, to acquire practical skills of researching and evaluating educational phenomena. Prerequisite(s): None 3 semester hours

In this course, candidates explore research paradigms that underpin practitioner and action research and the corresponding methods of educational inquiry. Candidates examine their assumptions regarding the value of practitioner-oriented research and develop skills to conduct small-scale research projects within the areas of their specialization and interest. Course readings and assignments are used to exemplify various methods and styles of conceptualizing, conducting, and presenting research. Candidates learn to evaluate published research and scholarly works and to express themselves creatively in writing and presenting their research projects Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course is the first in a four-course action research sequence. It introduces the nature and processes of teachers' classroom inquiry to enlighten instruction and improve student learning. Towards this end, the course introduces traditions and conceptions of action research and its relation to other forms of inquiry. It emphasizes the role of teachers as researchers of their own practices and contexts in terms of their students' learning and construction of meaning. Candidates begin to explore their classrooms as complex systems shaped by interpersonal, cultural, and political/structural dynamics. Candidates build a framework for their own action research as they write their autobiography and their action research proposal. This course is for students in the M.Ed. Teaching, Learning, and Assessment Program. Prerequisite(s): None. Co-requisite(s): None. 2 semester hours

The course introduces traditions and conceptions of action research and its relation to other forms of inquiry. The teacher’s role as researcher of their own practices and contexts related to students’ learning and construction of meaning are explored. Candidates investigate their classrooms as complex systems shaped by interpersonal, cultural, and political/structural dynamics, building frameworks for action research through writing an autobiography, action research proposal, and literature review. Candidates learn how to become teacher researchers and change agents in their classrooms. The course is offered for 2 SH in the Teaching, Learning, and Assessment Program and for 3 SH for candidates with a Teacher Leader major. 10 field hours are required. Pre-requisite(s): ESR 531 ( required only for TLA program candidates). Co-requisite(s): None. 2 or 3 semester hours

Candidates continue their action research study, collecting and analyzing data, using data analysis to draft responses to research questions, and critiquing, synthesizing, and reflecting on relevant literature. Through recursive cycles of planning, implementing, observing, reading, conversing, and interpreting, they use emerging analyses to make meaning of student classroom experiences and self-experiences. By incorporating appropriate technology throughout these processes, candidates explore ways to enrich student experiences and enhance classroom success. The course is offered for 2 SH in the Teaching, Learning, and Assessment Program and for 3 SH for candidates with a Teacher Leader major. 10 field hours are required. Pre-requisite(s): ESR 532. Co-requisite(s): None. 2 or 3 semester hours

Candidates complete their action research cycle, becoming aware of the relationship of the research process to personal professional, and institutional change. Candidates reflect on their data, construct patterns, note changes in their practices, and prepare a final product communicating insights about their work and student learning. This action research project utilizes relevant technological formats as candidates explore uses of their inquiries to enrich professional and institutional change and explore ways to continue the self-assessment processes of reflective practitioners. self-assessment processes of reflective Teaching, Learning, and Assessment program and for 3 SH in the Teacher Leader program. 10 hours of field experiences are required. Pre-requisite(s): ESR 533. Co-requisite(s): None. 2 or 3 semester hours

The primary goal of this course is for students to develop the proposal for their doctoral dissertations or equivalents. This will involve definition of a research problem, review of the related literature, and design of appropriate procedures and instruments for pursuing the problem, review of the related literature, and design of appropriate procedures and instruments for pursuing the problem. As part of the class activities, students are also exposed to the research problems, related literature reviews, and methodologies developed by students from each of the other doctoral programs. Prerequisites: ESR 610, ESR 612, ESR 614, ESR 616 or ESR 618. The completion of comprehensive qualifying examinations is also recommended. 2 semester hours

This introductory doctoral research course engages students in the exploration of the purposes of research, the components of research design, and what constitutes data in the research process. Students develop a framework for evaluating the quality of research. They compare and contrast major assumptions and components of research design and implementation within a variety of scientific and social research methodologies and paradigms. Students also consider the history of research ethics, sensitivity to the language used in research, the importance of respect of research participants, and the requirements to adhere to federal regulations for protecting them. Pre-requisite(s): None. Co-requisite(s): None. 2 semester hours

In this course, students explore multiple theories of knowledge and research and the ways in which these theories are enacted in contemporary educational and interdisciplinary contexts. Students investigate the nature and language of epistemological claims as they are created and legitimized through scientific, philosophical, historical, cultural, and personal renditions of knowledge. Students examine the implications of specific paradigms of knowledge for critiquing, conceptualizing, conducting, interpreting, and using research within a variety of settings. Critical reflections on the intersections of knowledge, power, identity and context are emphasized throughout the course. Prerequisite(s): Doctoral standing or approval of doctoral program. 2 semester hours

This course is designed to provide students with an understanding of the role of statistics in educational research. Participants in the course learn the foundations of statistical analysis and how to apply statistical methods to educational research questions. During the course, the students use statistical software to answer research questions using data related to topic of interest. Pre-requisite(s): ESR 608. Co-requisite(s): None. 3 semester hours

This course is designed to develop students’ knowledge of the nature of multiple interpretive and critical research methodologies and their underpinning paradigms. Students explore and compare various qualitative research methods, their corresponding data collection and analysis procedures and strategies, and ways of representing research findings. Particular consideration is given to the role of the researcher positionality within the research process, the ethics, aesthetics, and analytic rigor of conducting research as a highly deliberative, nuanced, and creative endeavor. Students demonstrate their research skills in developing and implementing a small-scale research project. Pre-requisite(s): ESR 608. Co-requisite(s): None. 3 semester hours

This advanced doctoral research course engages students in understanding and applying mixed-methods research approaches. Students will learn the purposes, components of mixed-methods research design, and the questions appropriate for such a design. The course begins with a review of the quantitative and qualitative methods learned from previous courses, discusses the paradigm associated with mixed-methods designs, and develops an understanding of what constitutes high quality mixed methods approaches. Within the course students will collect pilot data associate with their research interests and preliminarily analyze the data using a mixed-methods approach. The outcome is that students will be able to write a draft methods chapter applying mixed-methods approach. Pre-requisite(s): ESR 608, ESR 612 and ESR 614. Co-requisite(s): None. 3 semester hours

In this course students will investigate various research designs as they investigate the components and processes involved in conceptualizing, proposing and carrying out research. They will delve deeply into the particular methodologies, theoretical frameworks, and types of data that might be of use in answering their own dissertation research questions. Students explore the interrelationship between questions, methods, forms of analysis, interpretation, context and the impact of their own standpoint on design and findings. Students also consider high quality examples of research, as well as ethical guidelines and principles, as they draft a cohesive research plan. Pre-requisite(s): ESR 608, ESR 612 and ESR 614. Co-requisite(s): None. 3 semester hours