Syllabus

Doctor of Education in Educational Leadership (Ed.D.)

EDU 809: Research Project Team B – Summer A 2016

Credits - 3

Description

This course is the second of two courses (EDU 808 and EDU 809) designed to provide a cognitive map to introduce the researcher to the significance of theoretical and conceptual frameworks. Students will be introduced to the ways in which conceptual frameworks function as a statement about why their topic is worth studying, why it matters, and if the proposed research study methods are appropriate and rigorous. This course will focus on conceptual frameworks and their practical application to synthesize research. Students will further develop their individual applied research by continuing to review process, establishing the basis for a solid research problem, and use conceptual frameworks as both guide and ballast for research.

Materials

Learning Objectives and Outcomes

Course Objectives:

1. To understand the meaning of a conceptual framework.
2. To apply the meaning of a conceptual framework to your research study.
3. To develop an emergent conceptual framework from the emergent literature review as a process, versus as a product.
4. To focus the purpose of your study through the lens of a conceptual framework.
5. To focus the problem or argument for you future research design.
6. To produce academic and scholarly writing in the style of the discipline, APA.
7. To engage in interactivity in threaded discussions and group interactions.

Course Outcomes:

This course is designed to ground the students’ understanding in the important aspect of designing and clarifying proposed research areas. It will provide opportunities to develop skills that are essential for conducting research with particular focus on conceptual frameworks. Students will demonstrate an ability to discriminate among alternative research concepts and develop a conceptual framework for their emergent area of study. Students will participate in active learning based upon threaded group discussions. Students will demonstrate exemplary ability to differentiate constituent parts; assess and comment on topics of research in three categories: personal interests, topical research, and a conceptualized framework for their emergent research study.

Student Learning Outcomes:

Upon completion of the course, learners will:

1. Demonstrate understanding of the purpose and structure of conceptual frameworks.
2. Discern the characteristics of the conceptual framework and articulate its importance in active research.
3. Demonstrate understanding of the conceptual framework as a guide and ballast.
4. Demonstrate use of conceptual frameworks in research by participating actively and constructively in threaded discussions with other students.
5. Discern conceptual framework in terms of conceptualizing and articulating the reason or rationale for your research.
6. Produce academic and scholarly writing in the style of the discipline, APA.

Assignments

Chapter 2 Summary Exercise

This short exercise (no more than 4 content pages) aims to summarize the importance of the conceptual framework and display your understanding of both the idea, but the relation of it to the theoretical framework and literature review.

Dr. James P. Spillane’s Article Exercise

This exercise not only includes information about Spillane, but the relevance and importance of his work. It aims to showcase the connectedness of the conceptual framework and research design.

Concept Mapping Exercise

The Concept Mapping Exercise is part of the Narrowing Your Topic Exercise; it is a worksheet intended to shed light on the process of narrowing your topic. The Narrowing Your Topic Exercise is the result; with a brief description of your thoughts and process.

Moving from Topic to Argument Exercise

This is another short exercise in which you assess an article and explore how a topic drives an argument, and how a gap in knowledge paves the way for research.

Grading Policy

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

Grade Breakdown

Assignment	Points
Active Participation in Threaded Discussions (4 @ 3 pts.; 1 @ 8 pts.)	20
Chapter 2 Summary Exercise	20
Dr. James Spillane's Article Exercise	20
Concept Mapping Exercise	20
Moving from Topic to Argument Exercise	20
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; Purdue OWL is an excellent, user-friendly resource).