Syllabus

Doctor of Education (Ed.D.)

EDU 803: Interpreting Empirical Data – Fall A 2020

Credits - 3

Description

Students are introduced to basic concepts of quantitative research design, methodology, and interpretation of results. Students analyze data sets to become adept at interpreting a wide range of statistical results. Quantitative analysis and interpretation are applied to typical local based samples and large databases. This set of conceptual and methodological skills is applied to proposed research designs. 

Materials

Learning Objectives and Outcomes

Course Objectives:

This course presents the broad scope and methods of quantitative research. Students will be introduced to and supported to use generally accepted methods for quantitative data organization and management. Students will employ specific analytical approaches in interpreting data. Students will be introduced to several quantitative methodologies and required to articulate the ways that researchers organize and execute quantitative inquiry to inform organizational inquiry and transformation.

Note: It will be assumed that students have prior knowledge of some basic statistics terminology and applications to fully understand the concepts introduced in this course. Advanced computational mathematics and statistics will not be required to complete the course assignments, but a foundational understanding of applied statistics concepts may be necessary. Students may gain this knowledge with recommended supplemental readings embedded within the course modules.

Student Learning Outcomes:

1. Articulate beliefs about quantitative research relative to a personal research epistemology.
2. Recognize and apply quantitative data collection and analysis techniques to support empirical systematic inquiry.
3. Interpret data reports that include preliminary statistical modeling techniques for selected datasets.
4. Communicate and report technical information about data and analyses to support research and evaluation activities.
5. Analyze and interpret a wide range of statistical results.
6. Communicate findings of a quantitative study to appropriate audiences.
7. Describe how a leader can use quantitative research methodologies to strategically support and develop organizations.
8. Use peer review and critique to improve and refine research and leadership skills.

Assignments

Self-Assessment

Self-assessment should address all of the readings and tasks you completed individually and in your small group for the assigned time period. Refer to your mastery of objectives, clarity/accuracy, and participation in the assigned tasks during the time assigned, providing a recommended grade (low pass, pass, high pass) and a justification for your recommendation.

Class and Small Group Discussion Board Posts & Comments

Online discussions are the most important part of the course and expectations for engagement throughout the entire week increase from this point forward in the sequence. Discussions provide participants with opportunities to explore new ideas, concepts, and applications of theory to practice. A thorough initial post will likely be in the range of 500-750 words.

The minimum number of substantive, meaningful responses you should make before the stated deadline is two.

Participants contribute to the intellectual development of the cohort by offering insights, synthesizing understandings, and responding to the postings of others through responses to peers. While less formal than a paper, the quality of all postings should reflect the standards of a submitted paper. Review the rubric for discussions.

If your goal is to earn a High Pass in the course, you will need to significantly exceed participation and engagement requirements from week to week.

Assignments: Causation and Correlation, Statistical and Quantitative Research Definitions Quiz, Type I and Type II Errors, and Preparing Data for Correlation Analysis

The four assignments required for this course (Causation and Correlation, Statistical and Quantitative Research Definitions Quiz, Type I and Type II Errors, Preparing Data for Correlation Analysis) vary somewhat in the nature of the task. However, each rubric addresses the general expectations of the work. Specific comments/feedback relevant to each assignment may be added by the instructor on assessed work. See the assignments on Blackboard for specific instructions.

Quantitative Research Analysis & Evaluation Essay

The goal of this final assignment (due in week 7) is to give you an opportunity to demonstrate your new skills at reading, comprehending, and critiquing research with quantitative components. There are four (4) total components to be analyzed for this essay. Read one summary report and three full reports of empirical studies. In this essay, you will analyze and evaluate the methods, findings, conclusions, and presentation of data of all four reports. High-quality essays will have clear viewpoints on each of the four papers, supported by analytical claims, evidence from the articles, and other course materials or relevant external sources. Be sure to develop your own ideas and criticisms around each of the three empirical studies; this is not a summary of materials. Your paper should be approximately 2,000 words (not including title page or reference page) and follow APA guidelines throughout. See the full assignment prompt on Blackboard.

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

Assignments	Points
Discussion Board Posts & Comments (5 points each)	30
Causation and Correlation Assignment	10
Statistical and Quantitative Research Definitions Quiz	10
Type I and Type II Errors	5
Preparing Data for Correlation Analysis	10
Week's 3 and 4 Self-Assessment	5
Quantitative Research Analysis & Critique Essay	30
Total	100

Grading

The criteria for all courses in the Ed. D. program are described in the modules and/or rubrics. Assignments will include guidelines with rubrics, descriptions of expectations, or examples, and include point values. Coursework will be assessed and graded using individual evaluation protocols that are provided for the three major assignments. Final “grades” will reflect the following schema:

• High Pass (HP): Work that exceeds all or most of the criteria of the respective assignment. To receive a high pass the work must demonstrate exceptional command and display of all or most required elements;
• Pass (P): Work that meets all requirements and expectations as specified in assignments, and is fully satisfactory in every respect;
• Low Pass (LP): Work is deemed unsatisfactory.

Note** The instructor will determine if an assignment may be revised and resubmitted for rescoring. Candidates may proceed to subsequent courses in the curriculum with one LP grade, and although there is no failing grade, a second LP course grade results in termination from the doctoral program.

All assignments are to be completed in a timely manner with appropriate accuracy, detail, thought and reflection fitting of doctoral-level degree candidates. All assignments (done in writing or with other media applications) are graded on the basis of faculty assessment of your ability to accurately apply concepts from readings, organization, and mechanics. Please note that you must save all submitted documents in Microsoft Word/Excel/PowerPoint in order for them to transmit successfully. All work must be properly identified and include author(s)’ name(s). Submit all written work in APA style (Refer to the APA Publication Manual for guidance and Help with Citations on UNE Library Services web page under Research Help).