EDPS 581/X1
INTRODUCTION TO EVALUATING EDUCATIONAL RESEARCH 

Fall 2003

Thursays: 18:00 - 21:00
Location: Education South 177 

Department of 
Educational Policy 
Studies		 Instructor: Margaret Haughey
Office: 7-113 (Education North)
Tel.: 492-7609
E-mail: margaret.haughey@ualberta.ca
If you would like an appointment, you can leave a message on the answering machine or a note on my door but the best way is to e-mail. Let me know your availability so we can arrange a time. If you have an immediate query, e-mail and I will get back to you asap.


Purpose

This course offers an introduction to interpreting and evaluating educational research related to the specializations within EPS. Various orientations and approaches to research will be explored. The course will provide an overview of issues related to the design, conduct, critical interpretation and evaluation of research, including related technical and ethical considerations. The intent is to develop understanding that will enable you to analyze and critique, in a fair and thoughtful manner, a range of research reports.

Required Reading

Wellington, J. (2000). Educational research: contemporary issues and practical approaches. London & New York: Continuum.

Selected articles. I will hand these out during the course and collect a xeroxing fee.

Grading

The University of Alberta has adopted letter grades (in line with most other universities). Below are the grade and the recommended distribution for graduate courses.
Rating Grade Recommended grade distribution
Excellent A+, A, A- 40%
Good B+, B 33%
Satisfactory B-, C+  22%
Unsatisfactory
5%


The median grade is between B and B+
University Policies
Please note you are required to follow the University guidelines concerning
Copyright (www.library.ualberta.ca/copyright/index.cfm)
Inclusive language (www.education.ualberta.ca/ed/L35/EQRSintro)
Plagiarism and Cheating (www.ualberta.ca/~unisecr/appeals.htm)


My Expectations

  
Course Outline

September 4 Introduction
Introductions, expectations of the course, what is research? Reading research (W 11, 163-164; 3, 37-8)

September 11 Thinking about research
Interviewing, The big picture—historical perspectives (W 1, 1-14; 2, 15-33, article/s) Glossary (W 194-201), Library session 1

September 18 Reading scholarly articles
Criteria for reading, (W 3; 8, 108-118), Trustworthiness (W 30-31), Interviewing (W 5), Library session 2

September 25 Designing research
Research designs (W47-49), Data analysis (W 10), Group time.

October 2 Ethics and Participants
Designing surveys (W 7, 101-107), Sampling (W4, 58-66), Validity & Reliability (W. 30-32), Ethical concerns (W. 4, 54-57), Bias, Group time.

October 9 Case studies
Introduction (W6, 124-127, article/s), Group discussion, Visitor, Coding survey data, Group time.

October 16 Narrative studies
Introduction (article), Group discussion, Visitor, Working with data sets W.106-107/article), Group time.

October 23 Critical theory studies
Introduction (article), Group discussion, Visitor, Reporting data, Visitor, Group time.

October 30 Interpretivist studies
Introduction (article), Group discussion, Visitor, Observations (W. 44-46), Group time.

November 6 Feminist studies
Introduction (article), Group discussion, Visitor, Field work, Group time.

November 13 Action research studies
Introduction (article/s), Group discussion, Visitor, Media analysis, Group time.

November 20 Reflexivity
Course evaluation, Media analysis, Review and Questions, Group time.

November 27 Conclusion
Presenting proposals
 
Assignments and Grading
1. Field work  50%

During the course, you will be asked to do a number of activities. Each activity is designed to help you experience aspects of doing research so as to enhance your skill in reading research. The activities involve interviewing, surveying, observing, analyzing and doing a review. All are about 2 pages in length and each is worth 10%. More details will be provided in class. It is most helpful if you add a cover page with your name, staple the paper and do not put it in a folder.

2. Group discussion  CR 10%

Each group will provide questions and lead discussion of two readings related to one of the following methodologies:
Check with me about article suitability. Articles need to be handed in at least two weeks before the session so materials can be xeroxed for distribution.

3. Article review  25%

Provide a review of a scholarly article using the review protocol.
4. Application for Funding  15%

DUE DATES:

Assignments are due Sept. 18, 25, Oct. 9, 30, Nov. 6, 20 and 27.

Course Assignment
NEWS RELEASE

7-N

Seven-North Educational Policy Trust


Edmonton, Alberta




REQUEST FOR PROPOSALS, 2003



Seven-North Educational Policy Trust continues its investment in educational policy studies through funded research activities. The Trust’s research interests are in the areas of adult education, First Nations studies, studies in theory, culture and international education, and studies in educational administration and leadership. Proposals are invited from researchers in any of these areas. Maximum funding for a single project is $20,000.



Applicants should provide a brief description of their proposed research under the following headings:

purpose, rationale, literature review, methodology, and method/s.


Proposals should be 1000 words (4 pages) maximum (inclusive of references). Please submit 2 copies of the proposal.

The deadline for submission is November 27.
Please direct submissions to:
Margaret Haughey, PhD
Funding Director
7-104 Ed-N


7-N is a non-profit charitable organization operating under licence.