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Advancing Research Methods in Education: Structure, Content, and Practice

This document outlines the recent discussions and revisions regarding the structuring of research methodology courses in education. It addresses the differing credit requirements for M.Ed. versus M.A./M.S. programs, highlights important texts in educational research, and explores the integration of ethical considerations in research. It emphasizes a shift towards understanding statistical concepts in the context of research literature, fostering a teacher-researcher paradigm. Additionally, it presents various course structures focusing on consumer research, quantitative and qualitative methods, and program evaluation.

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Advancing Research Methods in Education: Structure, Content, and Practice

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  1. Research Methods Progress and Possibilities

  2. Prior Discussion • Task force last spring • Six credit research requirement • How do we structure this? • What do we do about those who have research embedded in their courses? • What about those who don’t have thesis requirements?

  3. Course Content Guide Revisions • CCG currently on record (attached) • Revisions • Shifts focus from proposal preparation • Shifts focus from doing stats to understanding them within the context of research literature • Focus on reading and evaluating research literature • Explore issues of ethics with respect to research • Integrates idea of teacher as researcher

  4. Texts • McMillan, J. (2003). Educational Research: Fundamentals for the Consumer (4th ed.). NJ: Allyn & Bacon. • Creswell, J. (2005). Educational Research: Planning, conducting, and evaluating quantitative and qualitative research. NJ: Prentice Hall • Green, J., Camilli, G., & Elmore, P. (Eds.). (2006). Handbook of complementary methods in education research. Washington, DC and Mahwah, NJ: AERA & Lawrence Erlbaum.

  5. What other institutions are doing • Making a distinction between M.Ed. & M.A./M.S. • For those that make a distinction, typically the M.Ed. requires three credits of research, the M.A. and M.S. require six • For those who did not, we saw mainly (not only) three credits of research required • All had and an intro to research course • Typical breakdown was by 3 credit courses; most had a variety to offer

  6. Consumer Research Course 3-4 Credits (currently EDFN 627 – under revision) Complements of Genre-Specific Courses Two-Credit Level (Example) Quantitative Intro Program Evaluation Action Research Qualitative Intro One-Credit (Example) Treat as choices - Quant Advanced - Statistics - Applied Qual Res - Data Analysis - Data Analysis using QDA software Possibilities for Structure I

  7. Possibilities for Structure II Consumer Research Course 3 Credits (currently EDFN 627 – under revision) Complements of Genre-Specific Courses One-Credit (Example) Treat as choices or track - Quantitative Intro - Quant Advanced - Statistics - Single-Subject Research - Mixed-Methods Research - Program Evaluation - Mixed-Methods Research - Action Research Intro - Action Research in Education - Case Studies from Action Research - Mixed-Methods Research - Qualitative Intro - Applied Qual Res - Data Analysis - Data Analysis using QDA software - Mixed-Methods Research

  8. Possibilities for Structure III Consumer Research Course 3 Credits (currently EDFN 627 – under revision) Complements of Genre-Specific Courses Three-Credit Level (Example) Quantitative Intro Program Evaluation Action Research Qualitative Intro

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