Professor: Daniel L. McCollum, Ph.D.
E-mail: mccollum@uhcl.edu
Phone: 281-283-3604
Office: B1119-02
Office Hours:

Secretary: Sharon Klein
Email: klein@uhcl.edu
Phone: 281-283-3540
Office: B1119

This is the first in a two course sequence (EDLS 7031 and EDLS 7032) that focuses on quantitative techniques of inquiry that pertain to educational research and policy analysis. Using an integrated approach, students will study statistics; exploratory data analysis; sampling, survey, and experimental design; naturalistic observation and inquiry; and interview and questionnaire design in the context of using research information in planning, change management, policy analysis, and program management. Topics include inferential, descriptive, comparative, relational, and non-parametric statistics. Instructional material would include readings; case studies and reports from educational, governmental, and service organizations; and field research projects. SPSS program will be used for data analysis.

This course will provide knowledge and skills in quantitative research design, which includes: reviewing literature related to a research problem; developing research questions and hypotheses; selecting a research design (correlational, causal-comparative, experimental, survey) appropriate for answering the research questions or testing the hypotheses; sampling; instrument development including identifying and creating instruments, as well as determining validity and reliability; analyzing quantitative data to address reliability and answer research questions and test hypotheses, statistics to include are descriptive, independent and related samples t-tests, Pearson's r, chi-square, one-way ANOVA, simple regression and Cronbach's alpha. Statistical Package for the Social Sciences (SPSS) will be taught for data analysis. Overall, the purpose of the course is to prepare students to conduct research, such as for a dissertation.

1. Learn how to plan, conduct, and write-up a quantitative research study
   1. Identify a research problem
   2. Select and review literature
   3. Develop research questions and hypotheses
   4. Develop an appropriate research design
   5. Select a sample
   6. Select and develop instrumentation
   7. Analyze data
   8. Incorporate research into policy and decision-making through the evaluation of case studies

Required Texts:

These texts will be used for 7030 and 7031, additional texts will also be required for 7031.

Gall, M. D., Borg, W. R., & Gall, J. P. (2003). Educational Research: An Introduction (7th ed.). White Plains, NY: Longman Publishers.

Green, S. B., & Salkind, N. J. (2005). Using SPSS for Windows and Macintosh: Analyzing and Understanding Data, (4th ed.). Prentice Hall.

APA (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: APA.

Required Case Studies (available online through the Neumann Library):

Feuerstein, A., & Dietrich, J. A. (2003). State standards in the local context: A survey of school board members and superintendents. Educational Policy, 17 (2), 237-256.

Iatarola, P., & Fruchter, N. (2004). District effectiveness: A study of investment strategies in New York City public schools and districts. Educational Policy, 18 (3), 491-512.

Goddard, R. D., LoGerfo, L., & Hoy, W. K. (2004). High school accountability: The role of perceived collective efficacy. Educational Policy, 18 (3), 403-425.

Shapiro, A. M. (2004). How including prior knowledge as a subject variable may change outcomes of learning research. American Educational Research Journal, 41 (1), 159-189.

Other Texts (Supplemental reading, not required):

Morgan, G. A., Leech, N. L., Gloeckner, G. W., & Barrett, K. C. (2004). SPSS for Introductory Statistics (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.

Spector, P. E. (1991). Summated rating scale construction: An Introduction. Newbury Park, CA: Sage Publications.

Stevens, J. P. (1999). Intermediate Statistics (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.

Key Websites (to be used for review/additional readings, not required)

http://espse.ed.psu.edu/statistics/Investigating.htm (covers basic statistics)

Http://davidmlane.com/hyperstat/ (covers basic, intermediate, and advanced statistics)

http://www.statsoft.com/textbook/stathome.html (covers basic, intermediate, and advanced statistics)

IV. Prerequisite Skills for the Course
Students taking this course should have completed introductory courses in research design and statistical analysis. Students should be familiar with correlational, causal-comparative, experimental, and survey research designs. Students should know descriptive statistics, and be at least familiar with the use of t-tests, Pearson's r, chi-square, and one-way ANOVA. Familiarity with SPSS would be helpful

V. Course Expectations

Assignments (Description):

4 Case Study Reviews (cases exemplifying each of the 4 research designs will be assigned and analyzed/critiqued by students)

3 Tests (multiple choice, true/false and short answers tests; given in class; cover text and lecture material, NONE of the tests are comprehensive, each covers 1 of 3 sections of the course)

2 Statistical Analysis Projects (data sets will be given to students; students will develop hypothesizes, analyze the data, and write a report of the results in APA style)

1 Instrument Review Project (students will be required to find one pre-existing measurement instrument of a construct they might be interested in measuring; students will review the test providing validity and reliability evidence, as well as information on norms and scoring)

1 Research Proposal (student will write a full research proposal including a problem statement, literature review, hypotheses/research questions, and a full methods section):

All course materials (analysis project, case studies, instrument review project, and research proposal assignment will be available online).

Class Attendance and Participation: Attendance is important. You should attend every class and arrive on time. However, there is no grade penalty for not attending.

Missed Assignments and Quizzes
Missed assignments and quizzes and late assignments will receive a grade of zero. No late work is accepted.

Student Accommodations Under the Americans with Disabilities Act: Any individual with a disability who requires a special accommodation should inform the professor and contact the Disability Services office, Bayou Building, Room 1402, or call (281) 283-2627.

Academic Honesty Policy: The Academic Honesty Policy at UHCL (found on pages 74-76 of the 2004-2005 catalog) states: "Academic honesty is the cornerstone of the academic integrity of the university. It is the foundation upon which the student builds personal integrity and establishes a standard of personal behavior." The Honesty Code of UHCL states: "I will be honest in all my academic activities and will not tolerate dishonesty." Because honesty and integrity are such important factors, you should be aware that failure to perform within the bounds of these ethical standards is sufficient grounds to receive a grade of "F" in this course and be recommended for suspension from UHCL.

4 Case Study Reviews, 5% each = 20%
3 Tests, 10% each = 30%
2 Statistical Analysis Projects, 15% each = 30%
1 Research Proposal = 20%
1 Instrument Review = 2% extra credit

The instructor may alter this syllabus as conditions warrant.