Professional Documents
Culture Documents
School of Education
Houston Baptist University
Course Syllabus
Instructor Information
Name: Elizabeth (Polly) Trevino, Ph.D.
E-mail: etrevino@hbu.edu
Office Phone: (281) 649-3020
Physical Office Location: H347
Virtual Office Hours: Available by appointment.
Learning Resources
Course Text(s):
Gay, L.R., Mills, G.E., & Airasian, P.W. (2011). Educational research: Competencies for
analysis and applications (10th ed.). Boston: Pearson. ISBN: 978-0132613170.
Recommended Supplementary Text(s):
Machi, L.A. & McEvoy, B.T. (2012). The literature review: Six steps to success (2nd ed.).
Thousand Oaks, CA: Corwin. ISBN: 978-1-452240-88-6. (Recommended)
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Recommendation
Operating System
Memory
2GB
CPU
2 GHz
256 MB or More
Browser
Browser Settings
Internet Connection
Productivity Software
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the courses and mentoring necessary for a solid pedagogical grounding in their
discipline;
an understanding of their Christian mission and calling to influence individuals and the
larger society.
courses containing essential concepts and teaching strategies that reflect sound theories
and research-based instructional practices as well as in-depth content knowledge;
Learning Outcomes
Course Objectives
Upon completion of this course, students should be able to:
1. Formulate a personal perspective on the place, value and function of research in the
work of the education professional.
2. Describe the reasoning involved in the scientific method and how the scientific method is
applied in educational research.
3. Recognize the ethical obligations that educational researchers have and describe the
codes and procedures they follow to ensure ethical obligations are met.
4. Identify and choose appropriate research techniques for given purposes.
5. Define sampling in quantitative and qualitative research and describe ways to obtain an
appropriate sample for a study.
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6. Define basic measurement concepts (e.g., construct, variable, types of variables, levels
of scale, etc.) and apply measurement concepts to qualitative and quantitative research
scenarios.
7. Describe, discuss purposes for, and compare/contrast basic types of quantitative and
qualitative research designs.
8. Develop an understanding of descriptive and inferential statistics and qualitative data
analysis.
9. Identify and use a variety of primary and secondary information sources.
10. Access and utilize electronic information sources, HBU library resources, and other
research resources.
11. Interpret, analyze, and evaluate research reported in professional journals.
12. Design and conduct a systematic review of the literature for an educational topic of
students choice.
13. Write a systematic research review manuscript.
14. Communicate research results orally in small-group and professional settings.
Foundational learning objectives, knowledge and skills required for all students seeking initial
teacher certification are included in this course.
The course learning objectives acquired through the experiences in this course
support-state and national standards including the TEA Standards for Pedagogy and
Professional Responsibilities, the International Dyslexia Association (IDA) Standards
for Reading, and Requirements of the Texas Administrative Code 9 (TAC 228.30)
and H.B.2012.
Appropriate grade level TEA guidelines and TEKS are also included as part of this
course.
A matrix at the end of this document indicates the TAC 228.30 and H.B.2012
requirements addressed
TExES Competencies
The following TExES Principal (068) Competencies are addressed in part or in full in this course:
004 The principal knows how to facilitate the design and implementation of curricula and
strategic plans that enhance teaching and learning; ensure alignment of curriculum,
instruction, resources and assessment; and promote the use of varied assessments to
measure student performance.
B. Facilitate the use of sound, research-based practice in the development,
implementation and evaluation of campus curricular, co-curricular and
extracurricular programs.
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005 The principal knows how to advocate, nurture and sustain an instructional
program and a campus culture that are conducive to student learning and staff
professional growth.
C. Facilitate the development of a campus learning organization that supports
instructional improvement and change through ongoing study of relevant
research and best practice.
D. Facilitate the implementation of sound, research-based instructional
strategies, decisions and programs in which multiple opportunities to learn
and be successful are available to all students.
007 The principal knows how to apply organizational, decision-making, and problem
solving skills to ensure an effective learning environment.
B. Implement procedures for gathering, analyzing and using data from a variety
of sources for informed campus decision making.
C. Frame, analyze and resolve problems using appropriate problem-solving
techniques and decision-making skills.
The following TExES School Counselor (152) Competencies are addressed in part or in full in this
course:
004 The school counselor understands how to plan, implement and evaluate a
developmental guidance program, including counseling services, that promotes all students
success.
I.
Knows how to apply research-based practice to improve the school guidance and
counseling program.
006 The school counselor understands how to provide effective counseling services to
individuals and small groups.
F. Knows how to use counseling-related research techniques and practices to
address student needs.
007 The school counselor understands principles of assessment and is able to use
assessment results to identify students strengths and needs, monitor progress and engage
in planning to promote school success.
A. Demonstrates knowledge of assessment principles and procedures, including the
appropriate use of tests and test results.
C. Applies knowledge of assessment-related issues (e.g., validity, reliability, bias,
confidentiality, ethics).
E. Understands principles of testing and measurement that underlie group
standardized testing programs.
010 The school counselor understands and complies with ethical, legal and professional
standards relevant to the profession.
E. Knows how to use research, technology and other resources to facilitate
continual professional growth and improve the school guidance and counseling
program.
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The following TExES Diagnostician (153) Competencies are addressed in part or in full in this
course:
004 The educational diagnostician selects and administers appropriate formal and
informal assessments and evaluations.
A. Applies knowledge of basic terminology and statistical concepts (e.g., standard
error of measurement, mean, standard deviation) used in assessment and
evaluation.
B. Demonstrates knowledge of standards for test norming, reliability and validity;
procedures used in standardizing assessment instruments; and sources of
measurement error.
E. Applies knowledge of the uses and limitations of various types of assessment
instruments (e.g., norm-referenced, criterion-referenced) and observation
techniques (e.g., anecdotal, frequency, temporal).
005 The educational diagnostician applies skills for interpreting formal and informal
assessments and evaluations.
B. Demonstrates knowledge of the appropriate application and interpretation of
derived scores (e.g., standard scores, percentile ranks, age and grade
equivalents, stanines, T-scores, z-scores).
008 The educational diagnostician understands and applies knowledge of professional
practices, roles and responsibilities and the philosophical, legal and ethical foundations of
evaluation related to special education.
F. Applies knowledge of ethical practices (e.g., in relation to confidentiality, informed
consent, placement, state accountability measures).
I. Knows organizations and publications relevant to the field of educational
diagnosis and demonstrates awareness of the importance of engaging in
activities that foster professional competence and benefit individuals with
exceptional learning needs, their families and/or colleagues.
IDA Standards.
The following International Dyslexia Association (IDA) Reading Standards are addressed in part or
in full in this course:
Not Applicable
Topical Outline
A course agenda is included at the end of this syllabus. It includes the following topics:
1. Introduction to Educational Research: Qualitative and quantitative approaches, ethics,
selecting and defining a research topic, reviewing the literature.
2. Research Design: Research planning, internal and external validity, sampling,
generalizability, transferability, measurement.
3. Quantitative Research: Methods (survey, correlational, causal-comparative,
experimental, single-subject), data analysis (descriptive and inferential statistics).
4. Qualitative Research: Data collection, methods (narrative, ethnographic, case study),
data analysis and interpretation.
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Teaching Strategies
This course is delivered completely online. You do not have to physically attend class at regular
times; however, there are participation guidelines. You must meet due dates and deadlines for
readings, assignments, on-line discussions, and on-line quizzes/exams. Communication will be
through announcements, news forum posts, and/or learning management system (LMS) internal
messaging tools (Blackboard emailing for fully on-line courses).
Course delivery strategies include the following methods of instruction:
1. Reading, lecture, and discussion
2. Technology: Online resources, videoconference sessions, diagnostic practice quizzes,
interactive multimedia, and library research
3. Project-based learning: Literature review manuscript and related activities
4. Student presentations
5. Individual conferences (as needed)
Assessment of Learning
Assessment of Learning
Foundational learning experiences required for all students seeking initial teacher certification
are included in this course.
Course Requirements
See the Course Calendar in the Syllabus and Course Documents section of the Blackboard
course for due dates.
Quizzes
Five quizzes will be given. Your average quiz score will be 15% of your course grade. Quiz
questions will be selected-response (e.g., multiple-choice, matching, etc.).
Exams
A final exam (20%) will be given. The final will be comprehensive and will include constructedresponse items (e.g., short answer, essay). Constructed-response items will be scored
according to clarity, accuracy, relevance, and completeness.
Research Critiques
Each student will select 2 published journal articles to critique. One article must use qualitative
methodology, and one article must use quantitative methodology. Using knowledge of research
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concepts, students will read and evaluate the article and then write a critique of the studys
research methodology. Criteria for evaluating research studies are given in Chapter 22 of your
text. Complete instructions will be provided under separate cover. Critiques will be assessed
with the rubric appended to this document. Each critique will count for 15% of the final grade.
Literature Review Manuscript
Our long-term project in this course will be a literature review manuscript. Each student will
select a topic; search, survey, and critique the literature; and write a review of the literature (1012 pp., typed, double-spaced, 12 pt. font, APA style). This project will be completed throughout
the semester, and both finished product and process will be assessed. Process activities will
count for 10% of your course grade. The final paper will count for 20% of your course grade.
Process will be assessed through the completion of Lit Review Tasks, assignments to guide you
through the research and writing process. Step-by-step assignments for the research/writing
process will be provided under separate cover. The finished manuscript will be assessed for
clarity of communication; depth and quality of analysis, application, synthesis, and evaluation;
adherence to APA style and formal register; use of research sources and quality of research.
Rubric is appended to this document.
Lit Review Presentation
Each student will present their literature review in an online presentation during the final week of
class. Instructions and presentation template will be distributed under separate cover.
Presentations will be evaluated for clarity of oral and visual communication using the rubric
appended to this document. The presentation will count for 5% of the final grade.
Comments
Unsatisfactory
Needs Improvement
Proficient
Attributes
Exemplary
10
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Exemplary
Proficient
Needs Improvement
Unsatisfactory
Comments
15
13
12
60
51
44
36
15
13
12
Attributes
introduction,
method (including design-specific evaluation),
results, and
discussion
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Attributes
Unsatisfactory
Needs Improvement
Proficient
Exemplary
12
10
Research Quality: Research is thorough and thoughtful. Claims are supported by sources.
Sources are integrated seamlessly and cited appropriately. Sources are reputable sources;
peer-reviewed journal articles are cited. Minimum of 6 sources are reviewed in the
literature review.
10
APA Style: Author made a good-faith effort to use APA style in title page, in-text citations
and quotations, and reference page.
Paper Content (65%)
10
10
Method: The search strategy used to locate studies is described. The author states the
databases searched and the key words used. The author also states the criteria that
he/she used for including the studies in the systematic review.
25
23
21
19
Results: The author provides a narrative critical review of the studies included in the
review. Studies are summarized, critiqued, and synthesized.
15
13.5
12.75
12
4.5
3.5
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Presentation Rubric
Attribute
Excellent
Proficient
Needs
Improvement
Not
Present
40
35
30
20
15
10
20
15
10
20
15
10
Abstract
Introduction/Purpose Statement
Method
Results
Discussion
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Grade Distribution
Assignment
Reading Quizzes
Learning Objective(s)
1,2,3,4,5,6,7,8,9,10,11,1
4
Standards
Point
Value
15%
Principal: 007BC
Counselor: 006F, 007ABE
Diagnostician: 004A, 008F
1,2,3,4,5,6,7,8
20%
Principal: 007C
Counselor: 006F, 007ACE
Diagnostician: 004ABE, 005B
Research Critiques
4,5,6,7,8,10,11
30%
Counselor: 007ACE
Diagnostician: 004ABE
9,10,11,12,13
30%
14
5%
Descriptions and rubrics for assignments are included at the end of this document.
Each of these will result in a 1-100 score and an average of these scores will be
determined. This average will count 15% of the final grade.
Grading Standards
Grade
Grade points
per semester
hour
94 and above
A-
90-93
3.67
B+
87-89
3.33
83-86
3.00
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Grade
Grade points
per semester
hour
B-
80-82
2.67
C+
77-79
2.33
73-76
2.00
C-
70-72
1.67
I
F
69 and below
0.00
Student Appraisal
Students will complete faculty appraisal forms as regularly administered by the University.
Class Policies
Absence and Tardy Policies
Regular attendance in class is important for student success. In the on-line classroom
environment, attendance is documented through classroom participation (see class
participation) and follows the same policy set forth by HBU. Professors may apply additional
attendance policies as appropriate to individual courses, so make sure you read your class
syllabi. Likewise, the college or school may also apply additional attendance requirements as
necessary. If a waiver is provided, the student is responsible for any work missed and should be
aware that it is in some cases not possible to make up missed assignments. Please see the
catalog currently in use for the Universitys policy on classroom absences caused in the course
of student representation of the University, such as athletics, chorale, and mock trial activities.
Additional Attendance Policy: Attendance will be recorded based on your participation in
designated Attendance Activities (see Course Calendar). Each week, one learning activity or
assessment is designated as the weeks attendance activity. Course weeks begin on Mondays.
In order to be counted present for the week, you must submit the attendance activity by the end
of the week (11:55PM the following Sunday).
In the College of Education and Behavioral Sciences, students must attend at least 75% of
class sessions in order to receive a passing grade in the course. In this online course, you must
be counted present via attendance activities for 12 of the 15 weeks (75% of the course) in order
to receive a passing grade in the course. This means that if you have more than 3 incomplete
attendance activities, the course grade will be F no matter what test and paper scores might
be.
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Academic Honesty
The University has implemented a clear policy with regard to academic honesty, which will be
strictly enforced in this class. Please refer to the student catalog for more information. Note that
the University utilizes TurnItIn and other programs to investigate possible plagiarism. Students
will submit all major papers for this course to the TurnItIn plagiarism prevention software
through a Blackboard link on or before its due date. No paper will be graded without first
meeting this requirement.
In accordance with FERPA and to protect students privacy, students should include no
personal identification (e.g., name, social security number, H number) with the text of
submissions. However, Turnitin may ask for the students name and e-mail address when
setting up a personal account. This identifying information will be used by the instructor to
evaluate the students paper and cannot be viewed by other faculty or students.
In an effort to protect our students and the institution, Houston Baptist University has contracted
with an identity-verification company. Each student will be expected to confirm his or her identity
at the beginning of each online course and several times during the course. The questions
asked during this process generate from public databases and typically are not a challenge for
the student in question. A student who does not successfully verify will be expected to undergo
additional investigation. The University reserves the right to request additional verification on I
any student at any time during the course.
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Class Participation
This is a 100% online class. We will not meet face-to-face. Class weeks begin each Monday. If
participants do not log in to the course shell by noon on Wednesday the first week of class, the
facilitator will cancel their enrollment and fill these vacancies with students on the waiting list.
Course weeks begin on Mondays. Unless otherwise indicated, assignments are due by 11:55
PM on Sunday. Some course activities are designated as Attendance Activities and are used
for recording attendance. See the Attendance Policy and the Course Calendar.
Participants must post weekly group responses to the discussion forum question and respond to
classmates posts if clarification is needed. The facilitator has provided a rubric to illustrate
appropriate forum posting. While you are welcome to continue discussions after the weekly
module ends, the facilitator will not grade posts submitted after 11:55 p.m. Central time on
Sundays.
Early Alert
As an instructor, I am committed to your success, not only in this class, but in all aspects of
HBU life. To ensure that every student takes full advantage of the educational and learning
opportunities, HBU has implemented an Academic Early Alert Referral System (EARS). If I think
you would benefit from some of these special programs or services available to you, I will make
the appropriate referral. You, in turn, will be expected to take advantage of the help offered to
you.
Email Policy
All University and class email communication will be sent to your HBU email account through
the University Learning Management System (Blackboard). You are responsible for checking
this frequently. If you choose, you may reroute your HBU email to another email address. Your
email correspondence should be in a professional format with correct spelling, capitalization,
and grammar.
Grievance Procedures
The Academic Grievance Policy may be found in the catalog currently in use, in the Academic
section of the HBU Forms section of the HBU Portal, and on the Registrars page on the HBU
Website.
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Incomplete Grades
Only the dean of the college or school may grant incompletes and only to students who have a
major documented emergency in the last few days of a semester. Students with excessive
absences or lack of participation in on-line activities, which may result in failing the course, will
not be allowed to take the final exam nor be eligible to receive an incomplete. Any student
requesting an incomplete grade due to the aforementioned criteria should contact his/her course
instructor (email through LMS to schedule phone or virtual meeting time). All requests for an
incomplete grade are made by the course instructor to the dean of the college.
Late Work
All assignments are expected to be completed and successfully submitted by 11:55PM on the
designated due date. Late work is strongly discouraged. Work may be submitted late within the
following TWO calendar days, including weekends, for a maximum grade value of 80%. No
work will be accepted after that deadline passes.
Missed Tests
All the tests should be taken within the time window that they are scheduled. Make-up tests will
be given ONLY when the instructor is notified at least 8 hours prior to the end of the exam
window, and there is a documented excused reason for missing the exam. Legitimate reasons
include documented illness, death in the family, etc. A make-up test will then be completed at a
time mutually agreed upon by both the professor and studentas soon as possible after the
exam date. Failure to complete and submit the exam during the specified time frame will result
in a grade of zero for the particular test with no opportunity for a make-up test.
Netiquette
Effective written communication is an important part of online learning. In a face-to-face
classroom, body language, verbal responses, and questions help the facilitator and participants
communicate with each other. In an online environment, however, misunderstandings can easily
occur when participants do not follow basic rules of netiquette (online etiquette). Therefore,
please use the following guidelines when communicating in this course:
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Please use ONLY the internal LMS messaging feature, not e-mail, when communicating
with your Professor.
Do not use all capital letters in online communication, as doing so indicates you are
yelling. Limited use of capitalized words is acceptable when you need to emphasize a
point.
Use a descriptive subject line in forum posts.
You may use emoticons in the forums, chats, and messages.
Examples:
o :) = happy
o :( = sad
o ;) = wink; sometimes used to show sarcasm
Derogatory comments, ranting, and vulgar language are not acceptable in any form of
communication in this course.
Please keep in mind that something considered offensive may be unintentional. If you
are concerned about something that appears unacceptable, please inform your
instructor.
Course Outline
Week
Modules/Topics
Literature Reviews
Intro to Ed Research
Ethics
Sampling
6
7
Measurement
Measurement
Survey Research
10
11
Writing/Research Workshop
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Week
Modules/Topics
13
14
The content of this outline and the attached schedule are subject to change at the discretion of
the professor.
Curriculum Topic
TAC 228.30
I, III
1.Reading Instruction : A
variety of theories and
methods appropriate for
teaching these five essential
components of reading
instruction.
II, IV
2. Code of Ethics
3. Child Development
I, II, III,
4. Motivation
I, II, III
5. Learning Theories
I, II, III
Learning
Experiences,
Products &/or
Assessments
Lit Review
(depending on
students topic
choice)
Lit Review
(depending on
students topic
choice)
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PPR
Standard
Curriculum Topic
TAC 228.30
I, III
6. TEKS Organization,
I, III
7. Content TEKS
http://ritter.tea. state.tx.us/teks/http://www.tea.state.tx.us/
click on Testing/ Accountability, click on Texas Essential
Knowledge and Skills for much more information.
I, II, IV
8. State Assessment of
Students & STAAR:Testing,
I, II, III
I, III
II, IV
I, II, III, IV
III, IV
I, III
I, III, IV
15.Pedagogy/ Instructional
Strategies
Learning
Experiences,
Products &/or
Assessments
Measurement
Lecture and
Learning
Activities
Lit Review
(depending on
students topic
choice)
Measurement
Lecture and
Learning
Activities
Lit Review
(depending on
students topic
choice)
Lit Review
(depending on
students topic
choice)
Lit Review
(depending on
students topic
choice)
Lit Review
(depending on
students topic
choice)
Lit Review
Lit Review
(depending on
students topic
choice)
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PPR
Standard
I, II, III, IV
Curriculum Topic
TAC 228.30
IV
Learning
Experiences,
Products &/or
Assessments
Lit Review
(depending on
students topic
choice)
I,
IV
IV
I,II,III,IV
Dyslexia Informational Power Point Dyslexia Handbook English (PDF, 2.45 MB, outside source)
Lit Review
(depending on
students topic
choice)
9/25/2014
_____________________________________
Instructors Signature
________________
Date
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