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 excellent
statement of target (N)
population including
giving numbers (when
applicable) and
discussing groups.
6. Who – Is sufficient detail
provided about the participants
to judge if they are consistent
with the target population?
Candidate was unable
to neither give some
information on sample
(n) population nor give
numbers (when
applicable) or
discussing groups.
Candidate was able to
give some information
on sample (n)
population including
giving numbers (when
applicable) and
discussing groups.
Candidate was able to
give a good statement
of sample (n)
population including
giving numbers (when
applicable) and
discussing groups.
Candidate was able to
give an excellent
statement of sample (n)
population including
giving numbers (when
applicable) and
discussing groups.
7. Where – Did the researchers
identify the time period during
Candidate is unable to
give a sufficient
Candidate gives a
sufficient description
Candidate gives a good
description of the
Candidate gives an
excellent description of
Excellence in Learning and Leadership 10
which the study was conducted? description of the
relevant time period.
of the relevant time
period.
relevant time period. the relevant time
period.
8. How – Did the researchers
specify how participants were
selected and did the selection
procedure appear to be
appropriate?
Candidate is unable to
neither give a sufficient
description of how
participants were
selected nor a
justification of the
appropriateness of the
selection.
Candidate gives a
sufficient description
of how participants
were selected and some
justification of the
appropriateness of the
selection.
Candidate gives a good
description of how
participants were
selected and
justification of the
appropriateness of the
selection.
Candidate gives an
excellent description of
how participants were
selected and a clear
justification of the
appropriateness of the
selection.
9. Why – Was there explanation
for why these participants were
selected and is there reason to
suggest a bias in selection that
would influence findings?
Candidate does not
give a sufficient
description of why
participants were
selected or an adequate
statement of why or
why not the selection
process was
appropriate.
Candidate gives a
sufficient description
of why participants
were selected and an
adequate statement of
why or why not the
selection process was
appropriate.
Candidate gives a good
description of why
participants were
selected and a good
statement of why or
why not the selection
process was
appropriate.
Candidate gives an
excellent description of
why participants were
selected and a clear
statement of why or
why not the selection
process was
appropriate.
PROCEDURES
10. Completeness – Was
sufficient detail provided about
the procedures so that the study
can be replicated?
Candidate does not
give a sufficient
description of the
completeness of the
procedures section.
Candidate gives a
sufficient description
of the completeness of
the procedures section.
Candidate gives a good
description of the
completeness of the
procedures section.
Candidate gives an
excellent description of
the completeness of the
procedures section.
11. Appropriateness – Do the
procedures appear relevant for
the research
questions/hypotheses identified
for the study?
Candidate does not
give a sufficient
statement of the
appropriateness of the
procedures section.
Candidate gives a
sufficient statement of
the appropriateness of
the procedures section.
Candidate gives a good
statement of the
appropriateness of the
procedures section.
Candidate gives an
excellent statement of
the appropriateness of
the procedures section.
INSTRUMENTATION
12. Identification – Were the
tools used to gather information
clearly identified?
Candidate does not list
any instrument used for
the study.
N/A Candidate lists most
instrument(s) used for
the study.
Candidate lists all
instrument(s) used for
the study.
13. Quality – Do the instruments
used to gather information
appear appropriate and sufficient
to define and describe the
variables that were being
studied?
Candidate does not
give a sufficient
statement of the quality
or appropriateness of
the instrument(s) used.
Candidate gives a
sufficient statement of
the quality and
appropriateness of the
instrument(s) used.
Candidate gives a good
statement of the quality
and appropriateness of
the instrument(s) used.
Candidate gives an
excellent statement of
the quality and
appropriateness of the
instrument(s) used.
RESULTS
14. Clarity – Were the findings
clearly reported?
Candidate does not
give an adequate
statement of the clarity
of the study findings.
Candidate gives an
adequate statement of
the clarity of the study
findings.
Candidate gives a good
statement of the clarity
of the study findings.
Candidate gives an
excellent statement of
the clarity of the study
findings.
15. Completeness – Were the
data analysis techniques used
appropriate and was data
analysis complete? Were there
indicators of an incomplete
analysis, and if so, was the
reason explained?
Candidate does not
give an adequate
description of data
analysis techniques
used or their
appropriateness/lack
thereof.
Candidate gives an
adequate description of
data analysis
techniques used and
their appropriateness or
lack thereof.
Candidate gives a good
description of data
analysis techniques
used and their
appropriateness or lack
thereof.
Candidate gives an
excellent description of
data analysis
techniques used and
their appropriateness or
lack thereof.
DISCUSSION
16. Style – Was the discussion
clearly written?
Candidate cannot give
an adequate statement
of the report’s
discussion section
indication clarity or
lack thereof.
Candidate gives an
adequate statement of
the report’s discussion
section indication
clarity or lack thereof
providing supporting
facts.
Candidate gives a good
statement of the
report’s discussion
section indication
clarity or lack thereof
providing supporting
facts.
Candidate gives an
excellent statement of
the report’s discussion
section indication
clarity or lack thereof
providing supporting
facts.
Excellence in Learning and Leadership 11
17. Relevance – Is the discussion
focused on how the findings are
related to the
questions/hypotheses of the
study?
Candidate does not
provide an adequate
description of
relevance indication
how the findings are
related to the research
questions and/or
hypotheses.
Candidate provides an
adequate description of
relevance indication
how the findings are
related to the research
questions and/or
hypotheses.
Candidate provides a
good description of
relevance indication
how the findings are
related to the research
questions and/or
hypotheses.
Candidate provides an
excellent description of
relevance indication
how the findings are
related to the research
questions and/or
hypotheses.
18. Conclusion – Do the
conclusions follow logically
from the results?
Candidate does not
give a sufficient
statement on the
study’s conclusion.
Candidate gives a
sufficient statement on
the study’s conclusion
emphasizing if they
follow logically from
the results.
Candidate gives a good
statement on the
study’s conclusion
emphasizing if they
follow logically from
the results.
Candidate gives an
excellent statement on
the study’s conclusion
emphasizing if they
follow logically from
the results.
19. Completeness – Are
implications, limitations, and
recommendations for further
research included?
Candidate does not
give an adequate
statement on the
study’s discussion of
implications,
limitations, and
recommendations for
further research.
Candidate gives an
adequate statement on
the study’s discussion
of implications,
limitations, and
recommendations for
further research.
Candidate gives a good
statement on the
study’s discussion of
implications,
limitations, and
recommendations for
further research.
Candidate gives an
excellent statement on
the study’s discussion
of implications,
limitations, and
recommendations for
further research.
20. References – List of
references coincides with
references in report.
Candidate does not
acknowledge reference
page consistency
throughout the report.
N/A N/A Candidate
acknowledges
reference page
consistency throughout
the report.
Research Proposal: 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 develop
a research proposal. The report proposal should be 10-15 pages in length, APA style. At
least 15 references/sources should be used. Details regarding instrumentation and sample
population can be made up—use your knowledge regarding these two areas. Elements of
the proposal includes the following:
1) title page
2) introduction which includes the statement of the problem, background of the problem,
and hypothesis(es)
3) literature review
4) methodology which includes a description of the participants, data collection, and an
design and procedures (can be made up)
5) data analysis (since you are not really collecting data, this can be made up)
5) conclusion
6) references
7) APA style for the entire paper.
Students will be measured on the following criteria:
RUBRIC FOR EDUCATIONAL RESEARCH PROPOSALS
ELCC 2, 3, 4, 5, 6: REF #1, 2, 3, & 4
Name of Candidate _____________________
Date __________________
Evaluation Criteria Unacceptable
1 Point
Basic
2 Points
Proficient
3 Points
Exemplary
4 points
Title Page
1. The title makes clear the population of interest. 1 2 3 4
2. The title makes clear the primary independent variable(s). 1 2 3 4
Excellence in Learning and Leadership 12
3. The title makes clear the dependent variable(s). 1 2 3 4
4. The title indicates the specific relationship between the major variables. 1 2 3 4
Introduction – Statement of the Topic/Problem
5. In the research proposal, is explicit and stated in the opening paragraph. 1 2 3 4
6. Gives an adequate description of the background of the topic/problem. 1 2 3 4
7. Gives a rationale for the study’s significance. 1 2 3 4
8. Makes clear the population of interest. 1 2 3 4
9. Makes clear the primary independent variable. 1 2 3 4
10. Makes clear the primary dependent variable. 1 2 3 4
11. Indicates the specific relationship between the major variables. 1 2 3 4
12. The statement is consistent with the title. 1 2 3 4
13. The research problem is researchable. 1 2 3 4
14. Testable hypotheses are developed.
Review of Literature
15. All findings from previous research are supported by one or more citations. 1 2 3 4
16. The literature review is comprehensive. 1 2 3 4
17. All references cited are relevant to the problem to be investigated. 1 2 3 4
18. Most of the references are current (10 years or later). 1 2 3 4
19. The review explicitly relates previous studies to the problem. 1 2 3 4
20. The review logically flows in such a way that the references least related to
the problem are discussed first and the most related are discussed last.
1 2 3 4
21. Clear connections are made between the present study and the previous
research.
1 2 3 4
22. The review concludes with a brief summary. 1 2 3 4
Methodology Section – Potential Research Participants
23. The major characteristics of the population are described adequately. 1 2 3 4
24. If a sample will be selected, the sampling scheme is described adequately. 1 2 3 4
25. A reasonable sample size is provided. 1 2 3 4
Methodology Section – Instrument(s)
26. Potential data collection instrument is described adequately in terms of
purpose and content.
1 2 3 4
27. Instrument appears to be appropriate for the sample under study. 1 2 3 4
Methodology Section – Design/Procedure
28. All data collecting procedures are clearly described. 1 2 3 4
29. The study will be conducted for an appropriate length of time for the
predicted outcomes to be observed.
1 2 3 4
30. The design appears to be appropriate for answering the research study or
testing the hypothesis(es).
1 2 3 4
31. If groups will be compared, the number of subjects in each group is stated. 1 2 3 4
32. If groups will be compared, the number of subjects per group used appears
to be adequate, or else an appropriate rationale is provided as to why the group
sizes are smaller than recommended.
1 2 3 4
33. If groups will be compared, it is clear whether subjects will be blinded as to
what treatment group they will be assigned.
1 2 3 4
34. If groups will be compared and subjects will be aware of their group
assignment, it is clear that this knowledge will not affect their responses.
1 2 3 4
35. If groups will be compared and the individual measuring the outcome
variable will not be blinded, it is clear that the measurements will not be biased
by this.
1 2 3 4
36. If groups will be compared, the conditions of all experimental groups are
described adequately and completely.
1 2 3 4
37. If groups will be compared, the conditions of all control groups are
described adequately and completely.
1 2 3 4
38. If groups will be compared, subjects in all groups will receive the exact
same experimental procedures and measurements, except for the treatment
intervention.
1 2 3 4
39. If groups will be compared, it is clear that there will be strict adherence to
the protocol in all groups.
1 2 3 4
40. If groups will be compared, any subject attrition is described clearly. 1 2 3 4
Excellence in Learning and Leadership 13
41. It is specified clearly how and to whom the findings will be delineated. 1 2 3 4
42. Possible threats to internal validity are discussed adequately. 1 2 3 4
43. Possible threats to external validity are discussed adequately. 1 2 3 4
Data Analysis Section
44. An adequate description is provided as to the analysis intended to address
the research question(s).
1 2 3 4
45. The method of analysis is appropriate for testing the research
hypothesis(es).
1 2 3 4
46. The significance level of the statistical tests is delineated. 1 2 3 4
Conclusion
47. A summarized conclusion about the research is presented. 1 2 3 4
48. The information provided in the informed consent form is consistent with
the information provided in the methods section.
1 2 3 4
Reference/Bibliography List
49. All publication dates in the reference list are consistent with those in the text
and are written in strict adherence to APA guidelines (including margins).
1 2 3 4
50. Every aspect of the reference list strictly adheres to APA guidelines
(including margins).
1 2 3 4
Subtotal Points 50 100 150 200
GRAND TOTAL POINTS 200 Points are Possible
Method of Course Evaluation
Jackson State University Student Instructional Rating System (SIRS)
Source of Knowledge
The content of this course is derived from the works of Gay, L.R., Mills, G.E., and
Airasian, P. (2012), McMillan and Schumacher (2001), and Arhar, Holly, and Kasten
(2001). The course is aligned with the Educational Leadership Constituent Council
(ELCC) of the National Board of Professional Teachers Standards (NBPTS), National
Policy Board Educational Administrators (NPBEA).
Special Needs Learners
If you have a disability for which you are or may be requesting an accommodation,
you are encourage to contact both your instructor and the Office of the Americans with
Disabilities Act (ADA) Coordinator and Compliance Officer, P.O. Box 17999, Jackson,
MS 39217, telephone (601) 979-2485 as early as possible in the term.
Diversity Statement
Jackson State University is committed to creating a community that affirms and
welcomes persons from diverse backgrounds and experiences and supports the realization
of their human potential. We recognize that there are differences among groups of
people and individuals based on ethnicity, race, socioeconomic status, gender,
exceptionalities, language, religion, sexual orientation, and geographical area. All
persons are encouraged to respect the individual differences of others.
Caveat
In the event of extenuating circumstances, the schedule and requirements for this course
may be modified.
Excellence in Learning and Leadership 14
Classroom Activities/Participation: Candidates must attend class regularly and
participate fully in all class activities and assignments. Class participation is part of the
course evaluation. Please see attached Jackson State University Class Attendance Policy.
Candidates will be periodically assigned to groups during class time to informally present
part of a chapter in our textbook using transparences, marker pens, and an overhead
projector. In groups, the candidates will discuss and solve research problems, debate the
pros and cons of different types of research, and discuss and orally present research
studies in journal articles.
Research Proposal: Using APA style, candidates must write a research proposal on the
subject of their research project.
Rubrics for Research Proposal – See Attached Rubric for Specific Criteria
Late Policy
All assignments are to be submitted on time. All assignments submitted late will result in
a 10 points per day deduction from the overall score.
Use of Technology:
It is imperative that a workable computer is available to be successful in this course.
Students will utilize blackboard, JSU library services, and a JSU email.
Class Attendance Policy:
Graduate students at Jackson State University are expected to give their scholastic
obligations first consideration. Regular and punctual attendance is required of all
students in activities scheduled for credit. When, for any reason, a student is absent from
class, it is the student’s responsibility to present to the instructor a reason for the absence.
Any instructor may require all statements from the student with respect to absences be
submitted in writing. The satisfactory explanation of absence does not, in any sense,
relieve the student from the responsibility to do the work required during the absences.
Excellence in Learning and Leadership 15
References
Argia, H. A., & Ismail, A. (2013). The Influence of Transformational Leadership on the
Level of TQM Implementation in the Higher Education Sector. Higher Education
Studies,3(1), 136+.
Bogue, G., & Hall, K. (2012). BUSINESS, POLITICAL & ACADEMIC
PERSPECTIVES on Higher Education Accountability Policy. College and
University,87(3), 14+.
Cunningham, S. D., Kreider, H., & Ocón, J. (2012). Influence of a Parent Leadership
Program on Participants’ Leadership Capacity and Actions. School Community
Journal,22(1), 111+.
DeLuca, C., & Bellara, A. (2013). The Current State of Assessment Education: Aligning
Policy, Standards, and Teacher Education Curriculum. Journal of Teacher
Education,64(4), 356+.
Hamilton, L. S., Engberg, J., Steiner, E. D., Nelson, C. A., & Yuan, K. (2012). Improving
School Leadership through Support, Evaluation, and Incentives: The Pittsburgh
Principal Incentive Program. Santa Monica, CA: Rand.
Longo, R., & Doty, J. (2013). The Electron Theory of Leadership: Enabling Senior
Leaders to Really See Their Organizations. Military Review,93(6), 75+.
Marchant, G. J. (2011). Myth-Based Education Policy: Policy Makers Are Making Too
Many Decisions That Are Based on One of the Top 10 Myths about Education.
Phi Delta Kappan,92(7), 80.
Nelson, L. P., McMahan, S. K., & Torres, T. (2012). The Impact of a Junior High School
Community Intervention Project: Moving beyond the Testing Juggernaut and into
a Community of Creative Learners. School Community Journal,22(1), 125+.
Noguera, P. A. (2011). A Broader and Bolder Approach Uses Education to Break the
Cycle of Poverty: Making Bold Assertions That All Children Can Achieve While
Doing Nothing to Address the Challenges They Face Is Neither Fair nor Sound
Public Policy. Phi Delta Kappan,93(3), 8+.
Owen, G. T. (2014). Evolution of a Background Check Policy in Higher Education. The
Qualitative Report.
Tan, S. (2012). Principled, Professional, and Personal Integration and Beyond: Further
Reflections on the Past and Future. Journal of Psychology and Theology,40(2),
146+.

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