Instructor: Dr. Ingrid Johnston Class Dates:

Office: 445 Education South. Times: Mon to Fri: 9-12.30

Phone: Office: 492-5639

Home: 458-4806

E-mail: ingrid.johnston@ualberta.ca

EDSE 510 is an introductory research and research design course. The intent is to acquaint you the many and varied methods of educational research, and the means of gathering, preparing and presenting data using consistent and clear techniques. In effect, it is desired that upon completion of this course, you will demonstrate research literacy and be ready to design a research proposal for your master’s project (to be developed in the companion course EDSE 512).

EDSE 510 will be taught through a combination of lectures, discussions and reflections, class presentations and activities, and guest presentations. My hope is that the class will offer you a firm foundation for constructing your own research. By becoming acquainted with a variety of research methods, you will be able to select the method most suitable for your own research questions and area of research interest. The class will also offer you insight into stylistic conventions and systems that will help you in writing and reading research findings in educational journals. An understanding of different research methodologies enables you to critically ascertain whether research is well constructed and whether the findings and suggestions of the research are credible.

I will have an optional package of photocopied articles for you to purchase for a fee of $10.00.

Journal Review: 40%

May be completed individually or in pairs:

Select an educational research journal or a refereed research journal in an area of interest and chart its direction over the past 10 to 15 years (in the library or on line). This assignment has two parts:

Part A: Written Review (25%):

Provide a review of the research trends and orientations in the journal you have selected. Include in your review an annotated summary of three (if working individually) or five (if working in pairs) articles in the journal that you believe either best encapsulate the spirit of the journal or demonstrate how the journal’s research emphasis has shifted. Copies of the articles should be included with the review. Part B: Oral Presentation and Handout (15%): Design a short class presentation (15 minutes) to highlight the research trends and orientations of the journal you have selected. Be creative in the form of presentation you design. Create an interesting handout (1 to 2 pages) for class members that presents the highlights of your findings.

Literature Review. 30%

Select a topic that interests you and undertake a search of the relevant literature (using at least three different sources/databases). Prepare an annotated reference list of no less than 10 items. Include a summary of the topic/research area and offer your own opinion regarding the issues the literature raises. Conclude with possible ideas for further research in the area. (This need not be a long paper. 3-5 pages double-spaced is adequate)

Term Paper or Project. 30%

You will have choices about the kind of paper or project that you would like to develop, depending on your personal interests. The following are possible suggestions:

• An 6-8 page paper describing which research method(s) you believe will be most useful for your project. Give reasons and justification to support your selection, and explain briefly why this method is more suitable than other research methods.
• A position paper on an educational research issue of importance and interest to you. Possible issues might include: anonymity/confidentiality, generalizability of findings, qualitative/quantitative approaches, objectivity/subjectivity, representation, the notion of truth in educational research.
• A paper or poster presenting some research you have undertaken (including references) that is ready for submission to an educational journal, conference or symposium. Include a copy of the guidelines for the journal, conference or symposium.

Each assignment will be graded on a nine point scale and the final grade determined by the quality of thought, thoroughness of discussion and writing ability and correctness. Final grades will be decided on an absolute scale.

9= exceptional work of publishable quality, well beyond normal expectations.

8= very good work which maintains a high quality throughout the course.

7= good work which demonstrates an understanding of the material.

6= generally acceptable work with some inconsistencies of quality

5= below standard for a graduate course

Inclusive Language: This course supports Faculty policy of using non-discriminatory language that works to create a welcoming classroom atmosphere in which students’ experiences and views are treated with equal respect and value in relation to their gender, racial background, sexual orientation and ethnic background.

These will include:

Theories of knowledge

Finding the question

Ethical issues

An overview of qualitative and quantitative methodologies

This will include guest speakers who are "experts" in their particular research orientation:

Literature review

Field work

Documents and artifacts

Data analysis and writing

Data dissemination and representation

Styles (APA etc.)

Writing for journals

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