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College Mission: Inspire, educate and prepare facilitators of active learning for diverse and
inclusive communities of learners in environments that are technologically advanced.
Additional details about the College's Mission and Vision:
http://towson.edu/coe/about/mission.html
Goal: The course is designed to introduce graduate students to theory and methodology of
research in education and educational technology. It provides an opportunity to identify a
significant research problem in the area of teaching and learning, elementary education,
secondary education, instructional technology, or school library media. The process of
developing the methodology for a research effort that addresses the identified problem allows
the graduate student to become familiar with the importance of elements in research design
when attempting to answer empirical questions. The research aspect of the course culminates
in a formal written and defensible research proposal with the potential to improve student
learning and teaching practices.
Objectives:
At the completion of this course, graduate students are expected to:
1. Demonstrate an understanding of the concepts used in research reports in the area of
elementary education, secondary education, instructional technology, and school
library media.
2. Formulate a coherent statement of purpose for a research study concerning a specific
problem.
3. Demonstrate the ability to critically analyze research reports and to relate them to a
problem in elementary education, secondary education, instructional technology, or
school library media.
4. Demonstrate the ability to select data and analysis procedures appropriate for a
proposal for research in elementary education, secondary education, instructional
technology, or school library media.
5. Develop a research proposal related to a specific issue or problem in the area of
elementary education, secondary education, instructional technology, or school library
media.
Standards: This course is consistent with standards from the following sources:
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EDUC 761/ISTC 685 Syllabus
Course Texts:
Mills, G.E. & Gay, L.R. (2019). Educational research: Competencies for analysis and applications
(12th ed.). Upper Saddle River, NJ: Prentice-Hall. ISBN: 9780134784229.
Patten, M.L. (2014). Proposing Empirical Research: A Guide to the Fundamentals (5th ed.).
Pyrczack Publishing, Inc. ISBN: 9781936523306.
Research Proposal. This 8-10 page paper should clearly indicate your chosen
research topic, include the description of your research problem, as well as
clearly state the purpose of your proposed study. This statement will guide your
review of literature and research methods. You must use your own words in
your writing; direct quotes are only rarely needed. The proposal consists of two
sections: 1) an introduction section with a background, statement of the
problem, literature review, and statement of the hypothesis; and 2) a method
section, containing a description of the proposed sample, discussion of
measures to be used, description of the procedures to be employed, and a data
analysis description. Anticipated outcomes, implications, and a timeline are also
required. A reference list containing at least ten empirical papers is required.
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EDUC 761/ISTC 685 Syllabus
All references in the list should be referenced in the body of the text and vice
versa.
Institutional Review Board Application (IRB Form). You will complete an IRB application
for your Research Proposal. It will become a part of your major project and will be
included in the appendix of your research proposal. IRB applications and information
can be found here:
https://www.towson.edu/academics/research/sponsored/comply/irb/
The above three items are due on the last day of class in hard copy, unless other
arrangements are specified in class.
Article Reviews: Evaluation and Discussion of Research Reports (2 Articles, 1 peer review)
You will evaluate and discuss two primary research articles, focusing on specific sections of
each report. These evaluation exercises will help prepare you for developing your own
research proposal. You must use your own words in your writing; direct quotes are only rarely
needed. Chapters in the Gay et al. text and certain portions of the Patten workbook provide
guidance on the elements to address in your review.
There will also be a peer-evaluation review that you will conduct later in the semester in which
you will want to use similar skills to evaluate another classmate’s work. You will exchange
proposal drafts one week prior to the assigned class. You will read the other person’s draft
and prepare a set of comments and suggestions for improvement. During the lab section of
the next class meeting, you will exchange feedback on your respective drafts. Bring one hard
copy of feedback for your classmate team and one to turn in.
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EDUC 761/ISTC 685 Syllabus
have read the relevant chapter or article and other posters’ comments before responding to
the question. Good comments should expand on other teams posted ideas, express
agreement or disagreement, and/or request clarification; all are valid means for referring to
earlier posts. These are due on the dates specified and are submitted on Blackboard only (no
hard copy needed).
Midterm Examination
You will take an examination that will you’re your understanding of the research concepts and
processes discussed in the textbook and during class meetings. The examination will include
multiple choice, short answer and/or essay questions. It will be administered as a take-home
time-limited examination. You will bring in a hard copy to turn in the next class after the
examination is assigned.
The following shows the relative influence of each assignment on the final course grade:
Part of Final
Component Grade
Draft Research Proposal 10%
Research Summary Worksheet 10%
Article Reviews (2, plus 1 peer review) 15%
Discussion board posts (about 8) 5%
Midterm Examination 25%
Research Proposal (Presentation) 5%
Research Proposal (Final Paper/IRB application) 30%
Class Policies:
Academic Integrity.
You are expected to maintain a high standard of ethical conduct and academic integrity.
Cheating and plagiarism in preparing materials submitted as original work constitute a
violation of academic integrity. Penalties for academic dishonesty may result in failure for the
course. The university statement on academic integrity is here:
https://www.towson.edu/provost/academicresources/documents/03_01_00_student_acade
mic_integrity_policy.pdf
The following websites have resources for learning more about plagiarism and how to avoid
it:
Attendance.
Attendance is required. If you must miss a session for an emergency it is your responsibility
to inform the instructor prior to the missed class, seek notes from a classmate for the missed
class, and make up all work missed.
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EDUC 761/ISTC 685 Syllabus
Cancellations.
TU campus classes will be canceled only when Towson University announces that classes will
be canceled. Announcements will be posted on the TU website (http://www.towson edu).
Montgomery County cohort students please consult the BCPS website for guidance on
cancellations (https://bcps.org/). Towson University and other systems usually inform media
sources with closing information such as: WBAL Radio 11 (1090 AM), WLIF (101.9 FM), WWMX
(106.5 FM), WYPR (88.1 FM), WBAL-TV (11), WJZ-TV (13), WMAR-TV (2), and the Associated
Press wire service.
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EDUC 761/ISTC 685 Syllabus