INTERPRETING EDUCATIONAL RESEARCH

07.751

SUMMARY

Students will be critically analyzing research in education. The course will approach the topic of research design and data analysis from a “consumer perspective,” and students will be guided to develop their critical thinking and reflection abilities to recognize the qualities of well-designed research. Topics in the course will include observation and measurement, ethical considerations, research design strategies, and the development and communication of research ideas.

WHAT TO EXPECT

Students can expect to learn the skills necessary to perform a search of online databases for research related to a particular area of interest and how to read research with a critical eye. Students can look forward to writing a literature review on a topic relevant to their area of study.

REFLECTION

I was anticipating that this course would be math-intensive. My initial thought was that I was going to be doing a lot of data analysis and math. Not my forte. Luckily, there was plenty of reading and writing rather than number crunching. This course helped me understand the significance of both qualitative and quantitative date. Most importantly how to critically read research and look for validity in research claims.

SIGNIFICANT READINGS

American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.

Hittleman, D. R., & Simon, A. J. (2006). Interpreting education research: An introduction for consumers of research (4th ed.). Columbus, OH: Merrill Prentice Hall.

Massengill Shaw, D., & Sundberg, M. L. (2008). How a neurologically integrated approach which teaches sound-symbol correspondence and legible letter formations impacts at-risk first graders. Journal of At-Risk Issues, 14(1) 13-21. Retrieved January 28, 2015, from http://files.eric.ed.gov/fulltext/EJ942830.pdf

McIntyre, E., Rightmyer, E. C., & Petrosko, J. P. (2008). Scripted and non-scripted reading instructional models: Effects on the phonics and reading achievement of first grade struggling readers. Reading and Writing Quarterly: Overcoming Learning Difficulties,

24(4), 377-407. doi:10.1080/10573560802004464 Retrieved from Academic Search Premier database.

O’Grady, K., & Houme, K. (2014). PCAP 2013: Report on the Pan-Canadian assessment of science, reading, and mathematics. Retrieved January 19, 2015, from http://cmec.ca/Publications/Lists/Publications/Attachments/337/PCAP-2013-Public-Report-EN.pdf

Waiser, M., & Whiteley, J. (2001). Supporting beginning reading in kindergarten with independent writing. Retrieved February 11, 2015, from http://files.eric.ed.gov/fulltext/ED474065.pdf

Zascavage, V. S., McKenzie, G. K., Buot, M., Woods, C., & Orton-Gillingham, F. (2012). The effect of visual-spatial stimulation on emergent readers at risk for specific learning disability in reading. International Journal of Special Education, 27(3), 176–187. Retrieved February 15, 2015, from http://files.eric.ed.gov/fulltext/EJ1001070.pdf