early childhood education ASSIGNMENT2
Assignment #2: Create an annotated bibliography using 5 sources. Remember, the bibliography should be in APA format.
Preparatory Assignment (O):
Begin work on research paper. (See syllabus pages 12-14)
Additional Resources (O):
A great resource for learning how to create annotated bibliographies is at the website below:
https://owl.english.purdue.edu/owl/resource/614/03/
*****GUIDELINE DOCUMENT WILL BE ATTACHED
Excellence in Learning and Leadership 1
Responsive Educator Syllabus
For the
College of Education and Human Development
Jackson State University
JSU COEHD Course Analysis and Standards Alignment
Department/Program/Instructor(s) Course name and number Program level (Initial/Advanced)
Educational Leadership
Dr. Vernesia Wilson
Methods of Educational
Research – EDFL 515
MAT & M.S. Ed.
Summary of Course Analysis
This course is adapted to correlate with the “Responsive Educator” Conceptual Framework (RECF) of the Jackson State
University (JSU) College of Education and Human Development (COEHD). This framework rests on a foundation
consistent with the vision, mission, and core values of the JSU learning community. Wedded to its motto, “Excellence in
Learning and Leadership,” the responsive educator concept, as put forward in the COEHD, seeks to enact learning
experiences that are integral to the university’s vision of offering “a model urban learning community for highly motivated
students from diverse backgrounds.”
The ultimate goal of the JSU COEHD is to positively impact the full range of K12 students. To this end, it strives to
provide learning opportunities for its candidates that are conducive to equipping completers who are qualified to :
? Demonstrate leadership
? Demonstrate learning
? Foster learning
? Facilitate collaboration
? Nurture diversity
? Integrate technology
? Implement accountability systems
? Develop instruction
? Advocate wellness
The COEHD has adopted four outcomes that are applicable to candidates and completers in all schools, departments,
and programs of the unit. The COEHD is committed to the continual development, refinement, maintenance, and
enhancement of learning opportunities designed to facilitate candidate outcomes consistent with the unit’s vision of the
“responsive educator,” as one who provides and embodies:
? A Committed Response
? A Knowledgeable Response
? A Skillful Response
? A Professional Response
Upon completion of the COEHD Educational Leadership program or other COEHD programs (MAT), specific ELCC
standards mandate that:
1) Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and
ability to promote the success of all students by facilitating the development, articulation, implementation, and
stewardship of a district vision of learning supported by the school community.
2) Candidates who complete the program are educational leaders who have the knowledge and ability to promote
the success of all students by promoting a positive district culture, providing effective instructional programs,
applying best practice to student learning, and designing comprehensive professional growth plans for staff.
3) Candidates who complete the program are educational leaders who have the knowledge and ability to promote
the success of all students by managing the organization, operations, and resources of a district in a way that
promotes a safe, efficient, and effective learning environment.
4) Candidates who complete the program are educational leaders who have the knowledge and ability to promote
the success of all students by collaborating with families and other community members, responding to diverse
community interests and needs, and mobilizing community resources.
5) Candidates who complete the program are educational leaders who have the knowledge and ability to promote
the success of all students by acting with integrity, fairly, and in an ethical manner.
6) Candidates who complete the program are educational leaders who have the knowledge and ability to promote
Excellence in Learning and Leadership 2
the success of all students by understanding, responding to, and influencing the larger political, social,
economic, legal, and cultural context.
Applicable to these standards, course objectives, content, and assignments of this course is designed to provide
“educators” with a comprehensive understanding of methods of educational research. This course will consider the
nature of problems in the field of educational research. An emphasis will be placed on selecting appropriate samples
and measuring instruments and applying appropriate statistical treatments in experimental and descriptive research.
The applicability of the computer to educational research will be introduced. Specific objectives and their identified
associated standards are listed below.
Standards Conceptual Framework Outcomes (Institutional
Standards)
NCATE Standards &
Commitments
Categories
of Course
Analysis
Knowledgeable
Response
Skillful Response Committed
Response
Professional
Response
Diversity Technology
Intended course
impact on
candidates’
knowledge of:
discipline
content,
pedagogy,
student
development,
historical &
theoretical
foundations of
education, &
learner
environment
management
Intended course
impact on
candidates’
development of
performance
abilities relative to
pedagogy, critical
thinking,
professional
performance, &
learning
community
enhancement
Intended
course impact
on
candidates’
understanding
& acceptance
of the
professional
goals &
obligations to
support
fairness &
equity in
learning
communities
Intended
course impact
on
candidates’
understanding
of education,
teaching as a
profession, &
the
relationships
between
schools,
families, &
cultural
contexts as
these affect
student
learning
Intended
impact on
knowledge,
skills, &
professional
dispositions
related to
supporting
diversity &
the goal of
adaptively
ensuring that
all students
learn
Intended impact on
candidate
knowledge & skill
in the use of
technology
Identification &
incorporation of
technology as it is
used in this course
Objectives The Candidate
will be able to:
1. Define and
use research
terminology.
2. Compare and
contrast
qualitative and
quantitative
research and
write and
example of
each type of
research.
3. List and
briefly describe
the major steps
involved in
conducting a
research study.
3. Given a
reprint of a
research study,
identify and
briefly state the
topic (purpose
of the study),
the procedures,
the method of
analysis, and
the major
conclusions.
4. Classify a
The Candidate will
be able to:
1. Design a
research proposal
based on an
educational
problem.
2. Read,
summarize, and
evaluate research
articles and
reports.
3. Work in groups
to solve research
problems.
4. Design a
research proposal
taking into account
the diversity of the
participants.
5. Use technology
(computer/Internet)
to locate research
studies.
6. Present
research proposal
using PowerPoint.
7. Present data
that interprets the
results of research.
8. Discuss
research projects
that improve
The
Candidate will
be able to:
1. Discuss
any attitudinal
changes in
regard to the
research
problem
solved.
2. Discuss
research
projects that
improve
instruction
and
encourage
the academic
development
of all
students.
3. Discuss
research
proposal in a
discipline
(e.g. physical
education,
guidance, or
social work)
that
advocates
wellness in
the area of
The
Candidate will
be able to:
1. Inform
parents of
students
involved in
their research
project.
2. Discuss
research
projects that
improve
instruction
and
encourage
the academic
development
of all
students.
The
Candidate
will be able
to:
1. Design a
research
proposal
taking into
account the
diversity of
the
participants.
2. Discuss
research
projects that
improve
instruction
and
encourage
the academic
development
of all
students.
The Candidate will
be able to:
1. Use technology
(computer/Internet)
to locate research
studies.
2. Present
research proposal
using PowerPoint.
3. Use email to
communicate with
the instructor and
send assignments
to instructor.
4. Use the
companion
website to review
chapter objectives
and test their
knowledge by
taking quizzes that
provide immediate
feedback with a
percentage score
and correct
answers.
5. Use the
companion
website to access
other online
resources and
suggested
educational
Excellence in Learning and Leadership 3
research study
as historical,
qualitative,
descriptive,
correlational,
causalcomparative,
or
experimental
and list the
characteristics
of each study
that supports
their
classification.
5. Write
examples of
each of the six
types of
research.
instruction and
encourage the
academic
development of all
students.
mental,
physical,
emotional, or
social health.
research-related
websites.
Content Research in the
schools and
other
organizations
Different types
of research
Research
Proposal
Research in the
schools and other
organizations
Different types of
research
Research Proposal
Sampling and
measurement
instruments
Research in
the schools
and other
organizations
Different
types of
research
Research
Proposal
Research in
the schools
and other
organizations
Research in
the schools
and other
organizations
Different
types of
research
Research
Proposal
Sampling and
measurement
instruments
Research in the
schools and other
organizations
Research Proposal
Sampling and
measurement
instruments
Assignments Homework
Presentation of
Research
Proposal
Research
Analysis
Tests
Homework
Presentation of
Research Proposal
Research Analysis
Tests
Homework
Presentation
of Research
Proposal
Research
Analysis
Tests
Homework
Presentation
of Research
Proposal
Research
Analysis
Tests
Homework
Presentation
of Research
Proposal
Research
Analysis
Tests
Homework
Presentation of
Research Proposal
Research Analysis
Tests
Course Alignment with Professional, Teacher, and State Standards1
SPA Standards ISLLC 1, 2, 4, 5
& 6; ELCC 4.2;
NCATE 1& 4
ISLLC 1, 2, 3, 4, 5
& 6; ELCC 2.2,
2.3, 4.2, 5, & 6.1,
NCATE 1& 4
ISLLC 1, 2,3,
4, 5; ELCC
2.3, 4.2, 5, &
6.1; NCATE
1& 4
ISLLC 1, 2, 3;
4, 5, 6; ELCC
2.3, 4.2, 5, &
6.1; NCATE
1& 4
ISLLC 1, 2,3,
4, 5; ELCC
2.3, 4.2, 5,
6.1; NCATE
1& 4
ISLLC 2, 3, 4, 6;
ELCC 2.2, 2.3;
NCATE 1& 4
INTASC Standards
NBPTS Standards NBPTS #2 NBPTS 1, 2, 3, 4,
& 5
NBPTS #4; NBPTS 2, 4 NBPTS 1, 2,
3, 4, & 5
NBPTS 1, 2, 3, 4,
& 5
MS Curriculum
Frameworks
Excellence in Learning and Leadership 4
Department of Educational Leadership
Course Syllabus
Course Number and Title: EDFL 515-100 Methods of Educational Research
Semester and Year: Spring 2017
Course Period: March 6, 2017 – April 28, 2017
Instructor: Dr. Vernesia Wilson
Office Location: N/A
Office Hours: By appointment
Email: vernesia.m.wilson@jsums.edu
Telephone: 601-503-5706
Required Text:
Gay, L.R., and Mills, G.E. (2016). Educational Research: Competencies for Analysis and
Applications, Eleventh Edition. Pearson: New Jersey.
Other Requirements: All candidates are to read current event articles, maintain a
notebook of course handouts, read the assigned textbook, and be prepared to discuss
concepts in class. Also, all students must have access to the Internet and have an active
e-mail address assigned by JSU. Contact technical support if you do not have a JSU email
address.
Course Description: Methods of Educational Research is an introductory course, which
will consider the nature of problems in the field of educational research, and the various
techniques used in the solution of these problems. Emphasis will be placed on selecting
appropriate statistical treatments in experimental and descriptive research. The
applicability of the computer to educational research will be introduced.
Prerequisites: EDFL 514 and PSY 631 (or its equivalent).
Programs in which this course is required: Masters of Business Education; Masters of
Elementary Education; Masters of Early Childhood; Masters of Science in Education,
Counseling; Masters of Science in Education, Guidance and Counseling; Masters of Arts
in Teaching; Elementary Education – Alternate Route Degree; Masters of Science in
Educational Administration and Supervision; Masters in Secondary Education, Masters
of Science in Secondary Education Social Studies; Masters of Arts in Teaching,
Secondary Education – Alternate Route Degree; Masters of Arts in Teaching Physical
Education and Health; Masters in Special Education; Masters of Arts in English, and
Masters of Arts in Music Education.
Course Objectives:
This course is adapted to correlate with the “Responsive Educator” Conceptual
Framework (REF) of the Jackson State University (JSU) College of Education and
Human Development (COEHD). This framework rests on a foundation consistent with
the vision, mission, and core values of the JSU learning community. Wedded to its
motto, “Excellence in Learning and Leadership,” the responsive educator concept, as put
forward in the COEHD, seeks to enact learning experiences that are integral to the
university’s vision of offering “a model urban learning community for highly motivated
students from diverse backgrounds.”
Excellence in Learning and Leadership 5
? A Committed Response
? A Knowledgeable Response
? A Skillful Response
? A Professional Response
Upon completion of the COEHD Educational Leadership program or other COEHD
related programs (MAT), specific ELCC standards mandate that:
7) Standard 1.0: Candidates who complete the program are educational leaders who
have the knowledge and ability to promote the success of all students by
facilitating the development, articulation, implementation, and stewardship of a
district vision of learning supported by the school community.
8) Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by promoting a
positive district culture, providing effective instructional programs, applying best
practice to student learning, and designing comprehensive professional growth
plans for staff.
9) Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by managing the
organization, operations, and resources of a district in a way that promotes a safe,
efficient, and effective learning environment.
10) Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by collaborating with
families and other community members, responding to diverse community
interests and needs, and mobilizing community resources.
11) Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by acting with
integrity, fairly, and in an ethical manner.
12) Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by understanding,
responding to, and influencing the larger political, social, economic, legal, and
cultural context.
Upon completion of this course, the candidate will exhibit the following outcomes as they
are related to the Conceptual Frameworks Outcomes (Institutional Outcomes) and the
*Educational Leadership Constituent Council (ELCC) Standards:
1. Demonstrate a committed response in understanding and acceptance of professional
goals and obligations to support fairness and equity in learning communities:
? Discuss any attitudinal changes in regard to the research problem solved (ELCC
2.2, 2.3, 4.2, 5, &6).
? Discuss research projects that improve instruction and encourage the academic
development of all students (ELCC 2.2, 2.3, 4.2, 5, &6).
____________________
*ELCC Standards are the guiding NCATE standards for the Department of Educational Leadership
? Discuss a research proposal in a discipline (e.g. physical education, guidance, or
social work) that advocates wellness in the area of mental, physical, emotional, or
social health (ELCC 2.2, 2.3, 4.2, 5, &6).
2. Demonstrate a knowledgeable response in content, pedagogical, historical, theoretical,
and learner environment management:
Excellence in Learning and Leadership 6
? Define and use research terminology (ELCC 4.2).
? Compare and contrast qualitative and quantitative research and write and example
of each type of research (ELCC 4.2).
? List and briefly describe the major steps involved in conducting a research study
(ELCC 4.2).
? Given a reprint of a research study, identify and briefly state the topic (purpose of
the study), the procedures, the method of analysis, and the major conclusions
(ELCC 4.2).
? Classify a research study as historical, qualitative, descriptive, correlational,
causal-comparative, or experimental and list the characteristics of each study that
supports their classification (ELCC 4.2).
? Write examples of each of the six types of research (ELCC 4.2).
3. Demonstrate a skillful response in performance abilities relative to pedagogy, critical
thinking, professional performance, and learning community enhancement:
? Design a research proposal based on an educational problem (ELCC 2.2, 2.3, 4.2,
5, &6).
? Read, summarize, and evaluate research articles and reports (ELCC 2.2, 2.3, 4.2,
5, &6).
? Work in groups to solve research problems (ELCC 2.2, 2.3, 4.2, 5, &6).
? Design a research proposal taking into account the diversity of the participants
(ELCC 2.2, 2.3, 4.2, 5, &6).
? Use technology (computer/Internet) to locate research studies (ELCC 2.2, 2.3, 4.2,
5, &6).
? Present research proposal using PowerPoint (ELCC 2.2, 2.3, 4.2, 5, &6).
? Present data that interprets the results of research (2.3, 2.3).
4. Demonstrate a professional response in understanding of education, teaching as a
profession, and the relationships between schools, families, and cultural contexts as
they affect student learning.:
? Inform parents of students involved in their research project (ELCC 2.2, 2.3, 4.2,
5, &6).
? Discuss research projects that improve instruction and encourage the academic
development of all students (ELCC 2.2, 2.3, 4.2, 5, &6).
NCATE Standards and Commitments:
Diversity
Demonstrate an understanding of and apply the knowledge, skills, and professional
dispositions necessary to work effectively in a multifaceted society, and support diversity
and the goal of adaptively ensuring that all students learn:
? Design a research proposal taking into account the diversity of the participants
(ELCC 2.2, 2.3, 4.2, 5, &6).
? Discuss research projects that improve instruction and encourage the academic
development of all students (ELCC 2.2, 2.3, 4.2, 5, &6).
Technology
Integrate technology that enhances learning environments and demonstrates candidate
knowledge and skill in the use of technology. Use technology (computer/Internet) to
locate research studies (ELCC 2.2, 2.3, 4.2, 5, &6).
Excellence in Learning and Leadership 7
? Present research proposal (ELCC 2.2, 2.3, 4.2, 5, &6).
? Use email to communicate with the instructor and send assignments to instructor
(2.3, 2.3).
? Use the companion website to review chapter objectives and test their knowledge
by taking quizzes that provide immediate feedback with a percentage score and
correct answers (ELCC 2.2, 2.3, 4.2, 5, &6).
? Use the companion website to access other online resources and suggested
educational research-related websites (ELCC 2.2, 2.3, 4.2, 5, &6).
Student Activities
1. Classroom/Instructional Activities: Candidates will read each chapter in the textbook,
solve research problems, describe various types research and discuss and present
research studies in journal articles.
2. Research Proposal: Candidates will design and present a research proposal in their
discipline (e.g., Physical Education, History, and Special Education).
3. Homework Assignments: Candidates will choose and describe in writing the problem
they will research. Candidates will summarize and evaluate journal articles on their
research topic.
4. Project Lab: Students will create a Research Lab project. The project is designed to
also assist students with the Graduate Area Comprehensive Exam (GACE).
5. Final Exam: Students will have a comprehensive final exam covering the material
from the course.
NOTE: Unless otherwise noted, all assignments, tests, etc. are due by or before 11:59
p.m. on the due date.
Method of Student Evaluation
Name of Evaluation Number of Points
Possible
Due Date
Class Participation: Eight (8) Discussion Responses
(12.5 pts each)
100 Varies-See Module
Details
Assignment #1: Creating Hypothesis Statements 50 March 12, 2017
Assignment #2: Annotated Bibliography 100 March 26, 2017
Assignment #3: Preliminary Elements-Research
Proposal
50 March 26, 2017
Assignment #4: Research Lab Project 140 April 2, 2017
Assignment #5: Journal Article/Research Report
Review Analysis
100 April 9, 2017
Assignment #6: Literature Review (Research Proposal) 100 April 16, 2017
Assignment #7: Final Research Proposal 200 April 23, 2017
Final Exam 160 April 24-28, 2017
Total Possible Points 1000
Grading Scale
A = 895 – 1000
B = 795 – 894
C = 695 – 794
D = 595 – 694
F = 594 and Below
Excellence in Learning and Leadership 8
Construct Three (3) Hypotheses Statements: ELCC 2, 3, 4, 5, 6: REF #3. Candidates
are expected to be able to write, upon demand, well constructed hypotheses. Students
should provide evidence of this proficiency by writing three hypotheses: 1 – Directional
Hypothesis (in either direction); 1- Non-directional Hypothesis; and 1 – Null Hypothesis.
Unacceptable (Below 40) Proficient (40-45 Points) Exemplary (45-50 Points)
Candidate is unable to write
3 adequately written
hypotheses that are base on
rationale, derived from
previous research, provides
a general explanation for
the predicted outcome,
states as clearly and
concisely as possible the
expected relation (or
difference) between the
variables and defines those
variables in operations,
measurable terms, and
would be testable.
Candidate is able to write 3
adequately written
hypotheses that are base on
rationale, derived from
previous research, provides
a general explanation for
the predicted outcome,
states as clearly and
concisely as possible the
expected relation (or
difference) between the
variables and defines those
variables in operations,
measurable terms, and
would be testable.
Candidate is able to write 3
well written hypotheses that
are based on sound
rationale, derived from
previous research, provides
a reasonable explanation for
the predicted outcome,
states clearly and concisely
the expected relation (or
difference) between the
variables and defines those
variables in operational,
measurable terms, and
would be testable.
Research Lab: ELCC 2, 3, 4, 5, 6: REF #3. Candidates will complete a research lab
project that is aimed to allow candidates to practice and strengthen skills that are essential
to understanding and producing education-related research. These assignable activities
give candidates opportunities to understand content more deeply and to practice applying
content. In addition, the lab is designed to assist students with the Graduate Area
Comprehensive Exam (GACE).
Annotated Bibliography: ELCC 2, 3, 4, 5, 6: REF #1, 2, 3, & 4. Students will provide
an annotated bibliography using 5 sources. The bibliography must be in APA format.
Students will be measured by the following criteria:
Unacceptable (Below 70) Proficient (70-89 Points) Exemplary (90-100 Points)
Candidate is unable to
annotate 5 sources using
APA formatting.
Candidate is able to
annotate 5 sources
adequately; several errors
are noted.
Candidate is able annotate 5
sources using APA, correct
grammar/spelling, and
minimal to no errors noted.
Preliminary Elements Research Proposal: ELCC 2, 3, 4, 5, 6: REF #1, 2, 3, & 4.
Students will submit the following elements as a precursor for their proposal:
A. Title of the Research Paper (Note: Ensure that your topic is a “true” research topic
opposed to a term paper or report).
B. Brief introduction consisting of at least 2 paragraphs (at least 10 sentences)
a. Statement of the Problem should be included in the Introduction.
Analyze Journal Article/Research Reports: ELCC 2, 3, 4, 5, 6: REF #1, 2, 3, & 4. In
an attempt to assist students in becoming better educational researchers, students will be
required to analyze an educational research report, journal article (research study), etc.
Excellence in Learning and Leadership 9
Students will choose their article using the JSU library online/campus. Students will be
measured on the following criteria:
INTRODUCTION Unacceptable Points
Below 70
Basic Points
70-79
Proficient
80-89
Exemplary
90-100
1. Significance – Does the topic
appear to be important in
society? Is it personally
relevant?
Candidate does not
provide any
information on the
study’s significance
and/or personal
relevancy or lack
thereof.
Candidate provides
information on study’s
significance and/or
personal relevancy or
lack thereof.
Candidate provides a
good statement of
study’s significance
and/or personal
relevancy or lack
thereof.
Candidate provides an
excellent statement of
study’s significance
and/or personal
relevancy or lack
thereof.
2. Language – Is the presentation
of information clear and
objective?
Candidate does not
provide any
information or facts of
the study’s
presentation of
information and
research questions or
lack thereof.
Candidate provides
some information and
facts of study’s
presentation of
information and
research questions or
lack thereof.
Candidate provides a
good statement (with
supporting facts) of
study’s presentation of
information and
research questions or
lack thereof.
Candidate provides an
excellent statement
(with supporting facts)
of study’s presentation
of information and
research questions or
lack thereof.
3. Literature Review – Is there
balance in the point of view
found in the citations? Is there
an appropriate time frame, with
some older and some more
current references? Is there a
coherent theme?
Candidate does not
provide at least a
general analysis of the
Literature Review
failing to critique
balance, time frame of
references, and theme.
Candidate provides a
general analysis of the
Literature Review
critiquing balance, time
frame of references,
and theme.
Candidate provides a
good analysis of the
Literature Review
critiquing balance, time
frame of references,
and theme.
Candidate provides an
excellent analysis of
the Literature Review
critiquing balance, time
frame of references,
and theme.
4. Research
Questions/Hypotheses – Are the
questions and/or hypotheses
clearly identified? If the study is
qualitative, are the questions
supported by the literature
review and/or by the data that
emerged during the study? If the
study is qualitative, are the
questions open-ended to
facilitate theme exploration? If
the study is quantitative, are the
questions/hypotheses limited to
those with direct foundation in
the literature review?
Candidate provides a
poor analysis of
research questions
and/or hypothesis, not
giving examples from
report or discussing in
sufficient detail how
the questions and/or
hypotheses were or
were not supported by
the literature review,
structured, and directly
related to foundation
laid in the literature
review.
Candidate provides an
adequate analysis of
research questions
and/or hypothesis by
giving examples from
report and discussing
in sufficient detail how
the questions and/or
hypotheses were or
were not supported by
the literature review,
structured, and directly
related to foundation
laid in the literature
review.
Candidate provides a
good analysis of
research questions
and/or hypothesis by
giving examples from
report and discussing
in good detail how the
questions and/or
hypotheses were or
were not supported by
the literature review,
structured, and directly
related to foundation
laid in the literature
review.
Candidate provides an
excellent analysis of
research questions
and/or hypothesis by
giving examples from
report and discussing
in great detail how the
questions and/or
hypotheses were or
were not supported by
the literature review,
structured, and directly
related to foundation
laid in the literature
review.
METHODS
Participants
5. What – Can you identify the
target population? Can you
identify the sample population?
Candidate was unable
to neither give some
information on target
(N) population nor give
numbers (when
applicable) or
discussing groups.
Candidate was able to
give some information
on target (N)
population including
giving numbers (when
applicable) and
discussing groups.
Candidate was able to
give a good statement
of target (N)
population including
giving numbers (when
applicable) and
discussing groups.
Candidate was able to
give an excel
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Get The Answer early childhood education ASSIGNMENT2
early childhood education ASSIGNMENT2
Assignment #2: Create an annotated bibliography using 5 sources. Remember, the bibliography should be in APA format.
Preparatory Assignment (O):
Begin work on research paper. (See syllabus pages 12-14)
Additional Resources (O):
A great resource for learning how to create annotated bibliographies is at the website below:
https://owl.english.purdue.edu/owl/resource/614/03/
*****GUIDELINE DOCUMENT WILL BE ATTACHED
Excellence in Learning and Leadership 1
Responsive Educator Syllabus
For the
College of Education and Human Development
Jackson State University
JSU COEHD Course Analysis and Standards Alignment
Department/Program/Instructor(s) Course name and number Program level (Initial/Advanced)
Educational Leadership
Dr. Vernesia Wilson
Methods of Educational
Research – EDFL 515
MAT & M.S. Ed.
Summary of Course Analysis
This course is adapted to correlate with the “Responsive Educator” Conceptual Framework (RECF) of the Jackson State
University (JSU) College of Education and Human Development (COEHD). This framework rests on a foundation
consistent with the vision, mission, and core values of the JSU learning community. Wedded to its motto, “Excellence in
Learning and Leadership,” the responsive educator concept, as put forward in the COEHD, seeks to enact learning
experiences that are integral to the university’s vision of offering “a model urban learning community for highly motivated
students from diverse backgrounds.”
The ultimate goal of the JSU COEHD is to positively impact the full range of K12 students. To this end, it strives to
provide learning opportunities for its candidates that are conducive to equipping completers who are qualified to :
? Demonstrate leadership
? Demonstrate learning
? Foster learning
? Facilitate collaboration
? Nurture diversity
? Integrate technology
? Implement accountability systems
? Develop instruction
? Advocate wellness
The COEHD has adopted four outcomes that are applicable to candidates and completers in all schools, departments,
and programs of the unit. The COEHD is committed to the continual development, refinement, maintenance, and
enhancement of learning opportunities designed to facilitate candidate outcomes consistent with the unit’s vision of the
“responsive educator,” as one who provides and embodies:
? A Committed Response
? A Knowledgeable Response
? A Skillful Response
? A Professional Response
Upon completion of the COEHD Educational Leadership program or other COEHD programs (MAT), specific ELCC
standards mandate that:
1) Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and
ability to promote the success of all students by facilitating the development, articulation, implementation, and
stewardship of a district vision of learning supported by the school community.
2) Candidates who complete the program are educational leaders who have the knowledge and ability to promote
the success of all students by promoting a positive district culture, providing effective instructional programs,
applying best practice to student learning, and designing comprehensive professional growth plans for staff.
3) Candidates who complete the program are educational leaders who have the knowledge and ability to promote
the success of all students by managing the organization, operations, and resources of a district in a way that
promotes a safe, efficient, and effective learning environment.
4) Candidates who complete the program are educational leaders who have the knowledge and ability to promote
the success of all students by collaborating with families and other community members, responding to diverse
community interests and needs, and mobilizing community resources.
5) Candidates who complete the program are educational leaders who have the knowledge and ability to promote
the success of all students by acting with integrity, fairly, and in an ethical manner.
6) Candidates who complete the program are educational leaders who have the knowledge and ability to promote
Excellence in Learning and Leadership 2
the success of all students by understanding, responding to, and influencing the larger political, social,
economic, legal, and cultural context.
Applicable to these standards, course objectives, content, and assignments of this course is designed to provide
“educators” with a comprehensive understanding of methods of educational research. This course will consider the
nature of problems in the field of educational research. An emphasis will be placed on selecting appropriate samples
and measuring instruments and applying appropriate statistical treatments in experimental and descriptive research.
The applicability of the computer to educational research will be introduced. Specific objectives and their identified
associated standards are listed below.
Standards Conceptual Framework Outcomes (Institutional
Standards)
NCATE Standards &
Commitments
Categories
of Course
Analysis
Knowledgeable
Response
Skillful Response Committed
Response
Professional
Response
Diversity Technology
Intended course
impact on
candidates’
knowledge of:
discipline
content,
pedagogy,
student
development,
historical &
theoretical
foundations of
education, &
learner
environment
management
Intended course
impact on
candidates’
development of
performance
abilities relative to
pedagogy, critical
thinking,
professional
performance, &
learning
community
enhancement
Intended
course impact
on
candidates’
understanding
& acceptance
of the
professional
goals &
obligations to
support
fairness &
equity in
learning
communities
Intended
course impact
on
candidates’
understanding
of education,
teaching as a
profession, &
the
relationships
between
schools,
families, &
cultural
contexts as
these affect
student
learning
Intended
impact on
knowledge,
skills, &
professional
dispositions
related to
supporting
diversity &
the goal of
adaptively
ensuring that
all students
learn
Intended impact on
candidate
knowledge & skill
in the use of
technology
Identification &
incorporation of
technology as it is
used in this course
Objectives The Candidate
will be able to:
1. Define and
use research
terminology.
2. Compare and
contrast
qualitative and
quantitative
research and
write and
example of
each type of
research.
3. List and
briefly describe
the major steps
involved in
conducting a
research study.
3. Given a
reprint of a
research study,
identify and
briefly state the
topic (purpose
of the study),
the procedures,
the method of
analysis, and
the major
conclusions.
4. Classify a
The Candidate will
be able to:
1. Design a
research proposal
based on an
educational
problem.
2. Read,
summarize, and
evaluate research
articles and
reports.
3. Work in groups
to solve research
problems.
4. Design a
research proposal
taking into account
the diversity of the
participants.
5. Use technology
(computer/Internet)
to locate research
studies.
6. Present
research proposal
using PowerPoint.
7. Present data
that interprets the
results of research.
8. Discuss
research projects
that improve
The
Candidate will
be able to:
1. Discuss
any attitudinal
changes in
regard to the
research
problem
solved.
2. Discuss
research
projects that
improve
instruction
and
encourage
the academic
development
of all
students.
3. Discuss
research
proposal in a
discipline
(e.g. physical
education,
guidance, or
social work)
that
advocates
wellness in
the area of
The
Candidate will
be able to:
1. Inform
parents of
students
involved in
their research
project.
2. Discuss
research
projects that
improve
instruction
and
encourage
the academic
development
of all
students.
The
Candidate
will be able
to:
1. Design a
research
proposal
taking into
account the
diversity of
the
participants.
2. Discuss
research
projects that
improve
instruction
and
encourage
the academic
development
of all
students.
The Candidate will
be able to:
1. Use technology
(computer/Internet)
to locate research
studies.
2. Present
research proposal
using PowerPoint.
3. Use email to
communicate with
the instructor and
send assignments
to instructor.
4. Use the
companion
website to review
chapter objectives
and test their
knowledge by
taking quizzes that
provide immediate
feedback with a
percentage score
and correct
answers.
5. Use the
companion
website to access
other online
resources and
suggested
educational
Excellence in Learning and Leadership 3
research study
as historical,
qualitative,
descriptive,
correlational,
causalcomparative,
or
experimental
and list the
characteristics
of each study
that supports
their
classification.
5. Write
examples of
each of the six
types of
research.
instruction and
encourage the
academic
development of all
students.
mental,
physical,
emotional, or
social health.
research-related
websites.
Content Research in the
schools and
other
organizations
Different types
of research
Research
Proposal
Research in the
schools and other
organizations
Different types of
research
Research Proposal
Sampling and
measurement
instruments
Research in
the schools
and other
organizations
Different
types of
research
Research
Proposal
Research in
the schools
and other
organizations
Research in
the schools
and other
organizations
Different
types of
research
Research
Proposal
Sampling and
measurement
instruments
Research in the
schools and other
organizations
Research Proposal
Sampling and
measurement
instruments
Assignments Homework
Presentation of
Research
Proposal
Research
Analysis
Tests
Homework
Presentation of
Research Proposal
Research Analysis
Tests
Homework
Presentation
of Research
Proposal
Research
Analysis
Tests
Homework
Presentation
of Research
Proposal
Research
Analysis
Tests
Homework
Presentation
of Research
Proposal
Research
Analysis
Tests
Homework
Presentation of
Research Proposal
Research Analysis
Tests
Course Alignment with Professional, Teacher, and State Standards1
SPA Standards ISLLC 1, 2, 4, 5
& 6; ELCC 4.2;
NCATE 1& 4
ISLLC 1, 2, 3, 4, 5
& 6; ELCC 2.2,
2.3, 4.2, 5, & 6.1,
NCATE 1& 4
ISLLC 1, 2,3,
4, 5; ELCC
2.3, 4.2, 5, &
6.1; NCATE
1& 4
ISLLC 1, 2, 3;
4, 5, 6; ELCC
2.3, 4.2, 5, &
6.1; NCATE
1& 4
ISLLC 1, 2,3,
4, 5; ELCC
2.3, 4.2, 5,
6.1; NCATE
1& 4
ISLLC 2, 3, 4, 6;
ELCC 2.2, 2.3;
NCATE 1& 4
INTASC Standards
NBPTS Standards NBPTS #2 NBPTS 1, 2, 3, 4,
& 5
NBPTS #4; NBPTS 2, 4 NBPTS 1, 2,
3, 4, & 5
NBPTS 1, 2, 3, 4,
& 5
MS Curriculum
Frameworks
Excellence in Learning and Leadership 4
Department of Educational Leadership
Course Syllabus
Course Number and Title: EDFL 515-100 Methods of Educational Research
Semester and Year: Spring 2017
Course Period: March 6, 2017 – April 28, 2017
Instructor: Dr. Vernesia Wilson
Office Location: N/A
Office Hours: By appointment
Email: vernesia.m.wilson@jsums.edu
Telephone: 601-503-5706
Required Text:
Gay, L.R., and Mills, G.E. (2016). Educational Research: Competencies for Analysis and
Applications, Eleventh Edition. Pearson: New Jersey.
Other Requirements: All candidates are to read current event articles, maintain a
notebook of course handouts, read the assigned textbook, and be prepared to discuss
concepts in class. Also, all students must have access to the Internet and have an active
e-mail address assigned by JSU. Contact technical support if you do not have a JSU email
address.
Course Description: Methods of Educational Research is an introductory course, which
will consider the nature of problems in the field of educational research, and the various
techniques used in the solution of these problems. Emphasis will be placed on selecting
appropriate statistical treatments in experimental and descriptive research. The
applicability of the computer to educational research will be introduced.
Prerequisites: EDFL 514 and PSY 631 (or its equivalent).
Programs in which this course is required: Masters of Business Education; Masters of
Elementary Education; Masters of Early Childhood; Masters of Science in Education,
Counseling; Masters of Science in Education, Guidance and Counseling; Masters of Arts
in Teaching; Elementary Education – Alternate Route Degree; Masters of Science in
Educational Administration and Supervision; Masters in Secondary Education, Masters
of Science in Secondary Education Social Studies; Masters of Arts in Teaching,
Secondary Education – Alternate Route Degree; Masters of Arts in Teaching Physical
Education and Health; Masters in Special Education; Masters of Arts in English, and
Masters of Arts in Music Education.
Course Objectives:
This course is adapted to correlate with the “Responsive Educator” Conceptual
Framework (REF) of the Jackson State University (JSU) College of Education and
Human Development (COEHD). This framework rests on a foundation consistent with
the vision, mission, and core values of the JSU learning community. Wedded to its
motto, “Excellence in Learning and Leadership,” the responsive educator concept, as put
forward in the COEHD, seeks to enact learning experiences that are integral to the
university’s vision of offering “a model urban learning community for highly motivated
students from diverse backgrounds.”
Excellence in Learning and Leadership 5
? A Committed Response
? A Knowledgeable Response
? A Skillful Response
? A Professional Response
Upon completion of the COEHD Educational Leadership program or other COEHD
related programs (MAT), specific ELCC standards mandate that:
7) Standard 1.0: Candidates who complete the program are educational leaders who
have the knowledge and ability to promote the success of all students by
facilitating the development, articulation, implementation, and stewardship of a
district vision of learning supported by the school community.
8) Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by promoting a
positive district culture, providing effective instructional programs, applying best
practice to student learning, and designing comprehensive professional growth
plans for staff.
9) Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by managing the
organization, operations, and resources of a district in a way that promotes a safe,
efficient, and effective learning environment.
10) Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by collaborating with
families and other community members, responding to diverse community
interests and needs, and mobilizing community resources.
11) Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by acting with
integrity, fairly, and in an ethical manner.
12) Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by understanding,
responding to, and influencing the larger political, social, economic, legal, and
cultural context.
Upon completion of this course, the candidate will exhibit the following outcomes as they
are related to the Conceptual Frameworks Outcomes (Institutional Outcomes) and the
*Educational Leadership Constituent Council (ELCC) Standards:
1. Demonstrate a committed response in understanding and acceptance of professional
goals and obligations to support fairness and equity in learning communities:
? Discuss any attitudinal changes in regard to the research problem solved (ELCC
2.2, 2.3, 4.2, 5, &6).
? Discuss research projects that improve instruction and encourage the academic
development of all students (ELCC 2.2, 2.3, 4.2, 5, &6).
____________________
*ELCC Standards are the guiding NCATE standards for the Department of Educational Leadership
? Discuss a research proposal in a discipline (e.g. physical education, guidance, or
social work) that advocates wellness in the area of mental, physical, emotional, or
social health (ELCC 2.2, 2.3, 4.2, 5, &6).
2. Demonstrate a knowledgeable response in content, pedagogical, historical, theoretical,
and learner environment management:
Excellence in Learning and Leadership 6
? Define and use research terminology (ELCC 4.2).
? Compare and contrast qualitative and quantitative research and write and example
of each type of research (ELCC 4.2).
? List and briefly describe the major steps involved in conducting a research study
(ELCC 4.2).
? Given a reprint of a research study, identify and briefly state the topic (purpose of
the study), the procedures, the method of analysis, and the major conclusions
(ELCC 4.2).
? Classify a research study as historical, qualitative, descriptive, correlational,
causal-comparative, or experimental and list the characteristics of each study that
supports their classification (ELCC 4.2).
? Write examples of each of the six types of research (ELCC 4.2).
3. Demonstrate a skillful response in performance abilities relative to pedagogy, critical
thinking, professional performance, and learning community enhancement:
? Design a research proposal based on an educational problem (ELCC 2.2, 2.3, 4.2,
5, &6).
? Read, summarize, and evaluate research articles and reports (ELCC 2.2, 2.3, 4.2,
5, &6).
? Work in groups to solve research problems (ELCC 2.2, 2.3, 4.2, 5, &6).
? Design a research proposal taking into account the diversity of the participants
(ELCC 2.2, 2.3, 4.2, 5, &6).
? Use technology (computer/Internet) to locate research studies (ELCC 2.2, 2.3, 4.2,
5, &6).
? Present research proposal using PowerPoint (ELCC 2.2, 2.3, 4.2, 5, &6).
? Present data that interprets the results of research (2.3, 2.3).
4. Demonstrate a professional response in understanding of education, teaching as a
profession, and the relationships between schools, families, and cultural contexts as
they affect student learning.:
? Inform parents of students involved in their research project (ELCC 2.2, 2.3, 4.2,
5, &6).
? Discuss research projects that improve instruction and encourage the academic
development of all students (ELCC 2.2, 2.3, 4.2, 5, &6).
NCATE Standards and Commitments:
Diversity
Demonstrate an understanding of and apply the knowledge, skills, and professional
dispositions necessary to work effectively in a multifaceted society, and support diversity
and the goal of adaptively ensuring that all students learn:
? Design a research proposal taking into account the diversity of the participants
(ELCC 2.2, 2.3, 4.2, 5, &6).
? Discuss research projects that improve instruction and encourage the academic
development of all students (ELCC 2.2, 2.3, 4.2, 5, &6).
Technology
Integrate technology that enhances learning environments and demonstrates candidate
knowledge and skill in the use of technology. Use technology (computer/Internet) to
locate research studies (ELCC 2.2, 2.3, 4.2, 5, &6).
Excellence in Learning and Leadership 7
? Present research proposal (ELCC 2.2, 2.3, 4.2, 5, &6).
? Use email to communicate with the instructor and send assignments to instructor
(2.3, 2.3).
? Use the companion website to review chapter objectives and test their knowledge
by taking quizzes that provide immediate feedback with a percentage score and
correct answers (ELCC 2.2, 2.3, 4.2, 5, &6).
? Use the companion website to access other online resources and suggested
educational research-related websites (ELCC 2.2, 2.3, 4.2, 5, &6).
Student Activities
1. Classroom/Instructional Activities: Candidates will read each chapter in the textbook,
solve research problems, describe various types research and discuss and present
research studies in journal articles.
2. Research Proposal: Candidates will design and present a research proposal in their
discipline (e.g., Physical Education, History, and Special Education).
3. Homework Assignments: Candidates will choose and describe in writing the problem
they will research. Candidates will summarize and evaluate journal articles on their
research topic.
4. Project Lab: Students will create a Research Lab project. The project is designed to
also assist students with the Graduate Area Comprehensive Exam (GACE).
5. Final Exam: Students will have a comprehensive final exam covering the material
from the course.
NOTE: Unless otherwise noted, all assignments, tests, etc. are due by or before 11:59
p.m. on the due date.
Method of Student Evaluation
Name of Evaluation Number of Points
Possible
Due Date
Class Participation: Eight (8) Discussion Responses
(12.5 pts each)
100 Varies-See Module
Details
Assignment #1: Creating Hypothesis Statements 50 March 12, 2017
Assignment #2: Annotated Bibliography 100 March 26, 2017
Assignment #3: Preliminary Elements-Research
Proposal
50 March 26, 2017
Assignment #4: Research Lab Project 140 April 2, 2017
Assignment #5: Journal Article/Research Report
Review Analysis
100 April 9, 2017
Assignment #6: Literature Review (Research Proposal) 100 April 16, 2017
Assignment #7: Final Research Proposal 200 April 23, 2017
Final Exam 160 April 24-28, 2017
Total Possible Points 1000
Grading Scale
A = 895 – 1000
B = 795 – 894
C = 695 – 794
D = 595 – 694
F = 594 and Below
Excellence in Learning and Leadership 8
Construct Three (3) Hypotheses Statements: ELCC 2, 3, 4, 5, 6: REF #3. Candidates
are expected to be able to write, upon demand, well constructed hypotheses. Students
should provide evidence of this proficiency by writing three hypotheses: 1 – Directional
Hypothesis (in either direction); 1- Non-directional Hypothesis; and 1 – Null Hypothesis.
Unacceptable (Below 40) Proficient (40-45 Points) Exemplary (45-50 Points)
Candidate is unable to write
3 adequately written
hypotheses that are base on
rationale, derived from
previous research, provides
a general explanation for
the predicted outcome,
states as clearly and
concisely as possible the
expected relation (or
difference) between the
variables and defines those
variables in operations,
measurable terms, and
would be testable.
Candidate is able to write 3
adequately written
hypotheses that are base on
rationale, derived from
previous research, provides
a general explanation for
the predicted outcome,
states as clearly and
concisely as possible the
expected relation (or
difference) between the
variables and defines those
variables in operations,
measurable terms, and
would be testable.
Candidate is able to write 3
well written hypotheses that
are based on sound
rationale, derived from
previous research, provides
a reasonable explanation for
the predicted outcome,
states clearly and concisely
the expected relation (or
difference) between the
variables and defines those
variables in operational,
measurable terms, and
would be testable.
Research Lab: ELCC 2, 3, 4, 5, 6: REF #3. Candidates will complete a research lab
project that is aimed to allow candidates to practice and strengthen skills that are essential
to understanding and producing education-related research. These assignable activities
give candidates opportunities to understand content more deeply and to practice applying
content. In addition, the lab is designed to assist students with the Graduate Area
Comprehensive Exam (GACE).
Annotated Bibliography: ELCC 2, 3, 4, 5, 6: REF #1, 2, 3, & 4. Students will provide
an annotated bibliography using 5 sources. The bibliography must be in APA format.
Students will be measured by the following criteria:
Unacceptable (Below 70) Proficient (70-89 Points) Exemplary (90-100 Points)
Candidate is unable to
annotate 5 sources using
APA formatting.
Candidate is able to
annotate 5 sources
adequately; several errors
are noted.
Candidate is able annotate 5
sources using APA, correct
grammar/spelling, and
minimal to no errors noted.
Preliminary Elements Research Proposal: ELCC 2, 3, 4, 5, 6: REF #1, 2, 3, & 4.
Students will submit the following elements as a precursor for their proposal:
A. Title of the Research Paper (Note: Ensure that your topic is a “true” research topic
opposed to a term paper or report).
B. Brief introduction consisting of at least 2 paragraphs (at least 10 sentences)
a. Statement of the Problem should be included in the Introduction.
Analyze Journal Article/Research Reports: ELCC 2, 3, 4, 5, 6: REF #1, 2, 3, & 4. In
an attempt to assist students in becoming better educational researchers, students will be
required to analyze an educational research report, journal article (research study), etc.
Excellence in Learning and Leadership 9
Students will choose their article using the JSU library online/campus. Students will be
measured on the following criteria:
INTRODUCTION Unacceptable Points
Below 70
Basic Points
70-79
Proficient
80-89
Exemplary
90-100
1. Significance – Does the topic
appear to be important in
society? Is it personally
relevant?
Candidate does not
provide any
information on the
study’s significance
and/or personal
relevancy or lack
thereof.
Candidate provides
information on study’s
significance and/or
personal relevancy or
lack thereof.
Candidate provides a
good statement of
study’s significance
and/or personal
relevancy or lack
thereof.
Candidate provides an
excellent statement of
study’s significance
and/or personal
relevancy or lack
thereof.
2. Language – Is the presentation
of information clear and
objective?
Candidate does not
provide any
information or facts of
the study’s
presentation of
information and
research questions or
lack thereof.
Candidate provides
some information and
facts of study’s
presentation of
information and
research questions or
lack thereof.
Candidate provides a
good statement (with
supporting facts) of
study’s presentation of
information and
research questions or
lack thereof.
Candidate provides an
excellent statement
(with supporting facts)
of study’s presentation
of information and
research questions or
lack thereof.
3. Literature Review – Is there
balance in the point of view
found in the citations? Is there
an appropriate time frame, with
some older and some more
current references? Is there a
coherent theme?
Candidate does not
provide at least a
general analysis of the
Literature Review
failing to critique
balance, time frame of
references, and theme.
Candidate provides a
general analysis of the
Literature Review
critiquing balance, time
frame of references,
and theme.
Candidate provides a
good analysis of the
Literature Review
critiquing balance, time
frame of references,
and theme.
Candidate provides an
excellent analysis of
the Literature Review
critiquing balance, time
frame of references,
and theme.
4. Research
Questions/Hypotheses – Are the
questions and/or hypotheses
clearly identified? If the study is
qualitative, are the questions
supported by the literature
review and/or by the data that
emerged during the study? If the
study is qualitative, are the
questions open-ended to
facilitate theme exploration? If
the study is quantitative, are the
questions/hypotheses limited to
those with direct foundation in
the literature review?
Candidate provides a
poor analysis of
research questions
and/or hypothesis, not
giving examples from
report or discussing in
sufficient detail how
the questions and/or
hypotheses were or
were not supported by
the literature review,
structured, and directly
related to foundation
laid in the literature
review.
Candidate provides an
adequate analysis of
research questions
and/or hypothesis by
giving examples from
report and discussing
in sufficient detail how
the questions and/or
hypotheses were or
were not supported by
the literature review,
structured, and directly
related to foundation
laid in the literature
review.
Candidate provides a
good analysis of
research questions
and/or hypothesis by
giving examples from
report and discussing
in good detail how the
questions and/or
hypotheses were or
were not supported by
the literature review,
structured, and directly
related to foundation
laid in the literature
review.
Candidate provides an
excellent analysis of
research questions
and/or hypothesis by
giving examples from
report and discussing
in great detail how the
questions and/or
hypotheses were or
were not supported by
the literature review,
structured, and directly
related to foundation
laid in the literature
review.
METHODS
Participants
5. What – Can you identify the
target population? Can you
identify the sample population?
Candidate was unable
to neither give some
information on target
(N) population nor give
numbers (when
applicable) or
discussing groups.
Candidate was able to
give some information
on target (N)
population including
giving numbers (when
applicable) and
discussing groups.
Candidate was able to
give a good statement
of target (N)
population including
giving numbers (when
applicable) and
discussing groups.
Candidate was able to
give an excel
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