W 3 Day in the Life of a Typical Japanese University Student Paper Please watch the following video and go over the reading material as scheduled in syllab

W 3 Day in the Life of a Typical Japanese University Student Paper Please watch the following video and go over the reading material as scheduled in syllabus. Make sure to meet following requirement and adapt concept of course material. no outside source needed. The deadline is 4/20 10am.

https://www.youtube.com/watch?v=y-DDo3ESwA&t=6s (Links to an external site.)

Based on the insights from watching the video, and using the concepts that we have covered in class, develop the following:

1. A research question.

2. Based on your research question, identify the independent variable (IV) and the dependent variable (DV).

3. Provide operational definitions for your independent variable (IV) and dependent variable (DV).

4. State whether your research framework is Normative, Interpretive, or Critical, and briefly justify why. Last Updated: 04/16/2020
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ED 10: Educational Research Design (Online) – Spring 2020
DO NOT POST PUBLICLY
Tuesdays and Thursdays 2:00-3:20 pm
Lessons? will be hosted on Zoom and Archived on Canvas
Course Materials? can be found on Canvas
Group Discussions? will be done on Canvas and Discord
Important Note:? Please be aware that the syllabus may change! I will notify you of any changes.
Instructor: ?Fernando Rodriguez, Ph.D.
Teaching Assistant: ?Michael Cooper
Assistant Teaching Professor, School of Education
Doctoral Student, School of Education
fernanr1@uci.edu
mcooper3@uci.edu
Zoom Office Hours: By request
Zoom Office Hours: By request
12-12:50pm Mondays
1-1:50 Tuesdays
4:30-5:20 Wednesdays
Introductio4
Welcome to educational research design. In this course you will become familiar with central concepts
of educational research with the goal of helping you become effective consumers of and active
participants in educational research. The course covers the development of research questions,
participant selection, educational measurement and data collection, experimental and correlational
research designs, and quantitative and qualitative research methodologies.
Student Learning Outcomes
After completing this course, you will be able to:
1. Understand the nature of knowledge (where knowledge comes from, perspectives about truth,
how knowledge is justified) and how education research informs what we know about teaching
and learning.
2. Understand how to develop a research question and plan a research study.
3. Understand important research design concepts (sample, independent vs. dependent variables,
survey design, research design)
4. Understand concepts of validity in education research (e.g., internal, external, construct validity)
5. Understand qualitative and quantitative approaches to collecting data
6. Critically evaluate educational research studies with the above concepts in mind.
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7. Design a study to answer a research question relevant to education in an ethical and rigorous
way.
Course Format
Lessons
The lessons and discussion sections will be hosted through Zoom. Each lesson and discussion section
will also be screen-recorded and uploaded to Canvas.
Course Readings: ?Mostly all of the lessons have accompanying readings. I highly encourage you to
do the course readings prior to each lesson, as it will help you grasp the course concepts, and will also
help you incorporate these concepts in your research project (aka research paper).
Live Coding During Lessons: ?There will be several occasions where I will be exploring and visualizing
research data in real-time during our lessons. I will be using R, a statistical programming language, to
do this. You are not required to learn R for this course. However, if you wish to learn R, you can find
some lessons I created here: ?Intro to R?.
Materials and Assignments
You will be able to find course materials (lecture slide PDFs, readings, video links) and assignments on
Canvas. You will also submit most of your assignments on Canvas.
Education Research Project (Research Paper)
You will work on developing an education research project for this course. This project will help you
learn the process of conducting an educational research study. The project will first start as a proposal,
then you will further develop your research proposal into a final research project. This project counts as
half of your grade, so it is important that you stay on top of the lessons and assignment deadlines
related to this project. You have the option of doing this research project alone or in a group of up to 2
other students.
Group Discussions on Canvas and Discord
We will use the Canvas discussion forums and Discord to engage in group discussions regarding the
readings, assignments, and group projects. I will send you a link to our Discord class channel in Week
6. Note that I know some of you may not have access to Discord if you are taking the course in China.
Rest assured that the Discord discussions will not count towards any of your grades.
Interacting with Students from Japan
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The COIL Initiative (Collaborative Online International Learning) is a partnership between the U.S.
Embassy in Tokyo and Japan’s Ministry of Education. The purpose of the COIL Initiative is to
encourage intercultural dialog and learning between American and Japanese college students. As part
of this class, you will have the opportunity to connect with students at the ?University of Foreign Studies
(TUFS)? and ?International Christian University (ICU)? in Japan. You and your Japanese student peers will
work on developing a survey for this course, which you will then have the opportunity to discuss your
surveys and survey results with each other on Discord. The goal of these activities is to promote
cross-cultural appreciation and understanding between American and Japanese university students.
You can find more information about the program ?here.
Opportunity to Present Your Research Project (and gain valuable professional experience!)
If you would like to continue working on your research project for this course, you can apply to present
your project to the ?Undergraduate Research Opportunities Program Symposium?, which will take place
in Fall. I will be more than happy to serve as your advisor. Note, however, that in order for me to serve
as your advisor, I will require you to learn R (?Intro to R?), learn some statistical concepts, and meet with
me (virtually) over the summer to further develop your research project. Please reach out to me at the
end of the course if this is something you would be interested in pursuing.
Grading Distribution
25% Research Proposal
25% Research Study
25% Class Participation via Discussion Groups on Canvas
20% Participation in Discussion Section
5% Survey Participation (these include course surveys and surveys from outside researchers)
Grades
You have the option to receive a Letter Grade or a Pass / No Pass grade for this course.
Letter Grade
Final letter grades will be calculated on the following basis:
A+ ?? 96.5% > ?A ?? 93.5% > ?A- ?? 90.0 ?B+ ?? 86.5% > ?B ?? 83.5% > ?B- ?? 80.0 ?C+ ?? 76.5% > ?C ?? 73.5% >
C- ?? 70.0 ?D+ ?? 66.5% > ?D ? ?63.5% > ?D- ?? 60.0
Pass / No Pass Grade
If you prefer to be graded as Pass / No Pass, you need to receive more than or equal to 73.5% to
receive a passing grade.
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Extra Credit Opportunities
There may be some opportunities to receive extra credit for up to 1% of your final grade.
Schedule, Readings, and Assignments
Overarching
Theme
Date
Driving Question(s), Readings, & Assignments
Getting Grounded:
Understanding the
‘Why?’
(Weeks 1-2)
Wk 1
3/31
Tues
What is this course about?
Introduction & Review Syllabus
Assignments & Due Dates
Complete Circumstances
Assignment on Canvas. Let
me know of any COVID-19
related circumstances
(ungraded).
Say hello on your Canvas
Discussion Group
Wk 1
4/02
Thurs
How do we know what’s ‘true’ about teaching and
learning?
Read: Chapter 1 – The Nature of Inquiry
Pgs 5-7 stop at ‘Two conceptions of social reality’
Wk 2
4/07
Tues
How does our ‘social reality’ impact our views about
teaching and learning?
Read Chapter 1 – The Nature of Inquiry, cont.
Pgs 7-15 stop at ‘The scientific method’
Wk 2
4/09
Thurs
Getting Inspired to
Conduct Your Own
Research Study
(Week 3)
Wk 3
4/14
Tues
How is education research a ‘science?’
Read Chapter 1 – The Nature of Inquiry, cont.
Pgs 15-33 stop at ‘The emerging paradigm of complexity
theory
How do I develop a ‘research question?’
Read Chapter 1 – The Nature of Inquiry, cont.
Pgs 33-42 stop at end of page 42
Read: The world of studyblr
Take Week 02 Survey: ?Due
Sun ?4/10 by 11:59pm
Show me your study notes and
quickly discuss your study
routines and strategies with
peers on Canvas Discussion
Groups: ?Due 4/10 by
11:59pm
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Wk 3
4/16
Thurs
I have research questions! But how do I plan a
research study?
Read Chapter 3 – Planning Educational Research
Pgs 79-83 stop at end of page
Write 1-2 research questions:
Sunday 4/19 by 11:59pm
Read: Kerlinger’s Constructs, Variables, and Definitions
Getting Into The
Weeds: Ed
Research
Concepts
(Weeks 4-5)
Wk 4
4/21
Tues
What is a ‘sample’ and why should we care about it?
Read: Chapter 4 – Sampling (pgs 100-102, 106-109)
Work on Research Proposal – Research Questions
Wk 4
4/24
Thurs
What are research ethics? And why is it important to
conduct a ‘literature review’?
Read Chapter 2 – The Ethics of Ed. & Soc. Research
Pgs 51-60 stop at the end of page 60
Research Proposal Paper Research Questions and
Sample: ?Due Fri 4/25 by
11:59pm
Michael Cooper will cover the literature view in his
discussion section for Week 04.
Work on Research Proposal – Research Questions
Wk 5
4/27
Tues
How do I ‘measure’ things in my research study in
an appropriate and ethical way?
Read Chapter 15 – Questionnaires (pgs 317-321)
Work on Research Proposal – Lit Review and Research
Questions
Wk 5
4/30
Thurs
What are the different ‘scales of data?’
Read Chapter 15 – Questionnaires (pgs 322-3##) ?led by
Michael Cooper
Find measures related to your
research study, post on your
Discussion Groups: ?Due Fri
4/30 by 11:59pm
Work on Research Proposal – Lit Review and Research
Questions
Connecting with
Japanese Students
& Learning About
Surveys and
Research Design
(Weeks 6-7)
Wk 6
5/05
Tues
How can I translate my research question into a set
of ‘measures’ in a survey/questionnaire?
Set up your Discord Account
and say hi!
Read Chapter 15 – Questionnaires (pgs 334-336)
Work on Research Proposal – Survey Measures
Wk 6
5/08
Thurs
No Readings
Work on Research Proposal – Survey Measures
Wk 7
5/11
Tues
Is my research an experiment?
Read Chapter 13 – Experiments, etc. (pgs 272-277)
Research Proposal – Lit
Review and Survey Measures:
Due Fri 5/09 by 11:59pm
5
Last Updated: 04/16/2020
Wk 7
5/14
Thurs
What is a ‘correlational’ design? Is that my study
design?
Read: Chapter 24 – Quantitative Data Analysis
Pgs 101-115
Take Student Collaborative
Survey: ?Due Fri Fri 5/15 by
11:59pm
Work on Research Study (previously called the research
proposal) – Research Design
Interpreting and
Writing Up a
Research Study
(Weeks 8-10)
Wk 8
5/19
Tues
What am I supposed to do with these ‘quantitative
measures’?
Read Chapter 24 – Quantitative Data Analysis, cont.
Pgs 115-120
Wk 8
5/21
Thurs
How do I interpret my descriptive results?
No Readings
Work on Research Study – Results
Wk 9
5/26
Tues
Research Proposal Paper Everything so far along with
Measures and Research
Design: ?Due Fri 5/21 by
11:59pm
How do I write up these results?
No Readings
Work on Research Study – Results
Wk 9
5/28
Thurs
Wait, what are all these things ‘threatening’ my
perfect research study?
Read Chapter 6 – Validity and Reliability
Pgs 133-148
Work on Research Study – Limitations
Wk 10
6/02
Tues
What are some other ways of doing education
research?
Read Chapter 22 – Approaches to Qual. Data Analysis
Work on Research Study – Conclusions
Wk 10
6/04
Thurs
What are some other ways of doing education
research, cont.?
Work on Research Study – Conclusions
Course Policies
Education Research Project
Paper:
Due Sun 6/06 by 11:59pm
6
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Zoom Policies
This class is being conducted over Zoom. As the instructor, I will be recording this session. I have
disabled the recording feature for others so that no one else will be able to record this session. I will be
posting this session to the course’s Canvas website. If you have privacy concerns and do not wish to
appear in the recording, you may turn your video off (click “stop video”) so that Zoom does not record
you. If, when you disable live video, you also want to use a profile image (other than a picture of you)
instead of your name, please let me know which image you will be using so that I know who you are
during the session. If you would like to ask a question, you may do so privately through the Zoom chat
by addressing your chat question to me only (and not to “everyone”), or you may contact me by another
private method. If you have questions or concerns about this, please contact me.
Academic Honesty
I will strictly enforce the academic honesty principles laid out in the UCI Principles of Community.
In all your assignments for this class, the use of any writing or material produced by others must be
properly referenced and cited. Plagiarism is extremely easy to detect and will result in failure in the
class and reports to the Associate Dean of a student’s school and to the Dean of Undergraduate
Education. If you use any materials developed by others or yourself, including that found from online
sources, be sure to cite the original source.
Students have responsibility for:
1. Refraining from cheating and plagiarism.
2. Refusing to aid or abet any form of academic dishonesty.
3. Notifying professors and/or appropriate administrative officials about observed incidents of academic
misconduct. The anonymity of a student reporting an incident of academic dishonesty will be protected.
Students who witness plagiarism, cheating, or other forms of academic dishonesty should contact me. I
will report all instances of academic dishonesty to the appropriate Associate Dean, and will not give
credit for plagiarized work.
Special Circumstances and Late Work
If you are facing special circumstances, please contact the instructor or TAs to discuss your situation
before assignments are due. If for any reason, you wish to request an incomplete, you must do so in
writing before the end of the quarter explaining the reason for the request and the date by which you
will submit all course work if the incomplete is granted. Note: if you wish to dispute your grade on any
test or assignment you may do so, at which point we will review the entire test or assignment.
Depending on the results of my review, your grade on that test or assignment may go up, go down, or
stay the same.
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Inclusive Classroom Policy
The instructional team will uphold the University of California, Irvine’s commitment to ensuring equality
and valuing diversity. UCI recognizes that our individual differences can deepen our understanding of
one another and the world around us, rather than divide us. In this class, people of all ethnicities,
genders and gender identities, religions, ages, sexual orientations, disabilities, socioeconomic
backgrounds, regions, and nationalities are strongly encouraged to share their rich array of
perspectives and experiences. If you feel your differences may in some way isolate you from UCI’s
community or if you have a need for any specific accommodations, please speak with the instructor
early in the quarter about your concerns and what we can do together to help you become an active
and engaged member of our class and community. For some of you, the following resources may be
helpful:
?
?
?
?
?
?
Diversity and Awareness at UCI – http://www.studentaffairs.uci.edu/diverse/index.php
Disability Services Center – http://disability.uci.edu
UCI LGBT Resource Center – http://lgbtrc.uci.edu
Undocumented Student Support – http://dreamers.uci.edu
UCI Counseling Center – ?http://www.counseling.uci.edu
Frequently asked questions about responding to immigration enforcement on campus ?here.
Basic Needs Security
Any student who faces challenges securing sufficient food or housing and believes this may affect their
performance in the course is urged to contact the Dean of Students for support (dos.uci.edu;
949-824-5181). Furthermore, please notify the professor if you are comfortable doing so. This will
enable him/her to provide any resources that she may possess. Also, note the following resources
available at UCI:
?
?
Student Outreach and Retention Center (SOAR) – soar.uci.edu
SOAR Food Pantry – located at the FRESH Basic Needs Hub at 4079 Mesa Rd (Lot 5
trailers), open M-Th 11am-5pm ?https://basicneeds.uci.edu/get-resources/food-pantry.php
Message from Keely about Basic Needs (Added on 03/31/20)
Here is a link to our website which allows students to schedule an appointment to visit the pantry (We
are open Thursday and Friday only). It will also allow students to schedule an online “Zoom” CalFresh
appointment (provides students with up to $194 per month). ?https://basicneeds.uci.edu/
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If the student is out of the county or country I highly recommend scheduling an online appointment with
our on-campus social worker. They will be able to help the student gain resources in their area.
https://basicneeds.uci.edu/get-resources/peter-consultations.php
In addition, they can also schedule an online meeting with our director if they are looking for on-campus
resources alternative options such as Emergency Meal Swipes or the Economic Response Grant!
https://basicneeds.uci.edu/get-resources/consultations.php
Research Methods in
Education
This rewritten and updated sixth edition of the long-running bestseller Research Methods in Education
covers the whole range of methods currently employed by educational research at all stages. It has five
main parts: the context of educational research, planning educational research, styles of educational
research, strategies for data collection and researching and data analysis. The book contains references
to a comprehensive dedicated web site of accompanying materials. It continues to be the standard text
for students and lecturers undertaking, understanding and using educational research.
This sixth edition comprises new material including:
O
O
O
O
complexity theory, ethics, sampling, sensitive educational research, researching powerful people,
Internet-based research, interviewing and surveys
expanded coverage of, and practical guidance in, experimental research, questionnaire design and
administration
an entirely new part, containing five new chapters covering qualitative and quantitative data analysis
including content analysis, grounded theory, statistics and how to use them, effect size, and reporting
data, all with practical examples
detailed cross-referencing to a major educational resource web site designed specifically to run
alongside this book.
Research Methods in Education, sixth edition, is essential reading for both the professional researcher and
anyone involved in educational research.
Louis Cohen is Emeritus Professor of Education at Loughborough University, UK.
Lawrence Manion was former Principal Lecturer in Music at Didsbury School of Education, Manchester
Metropolitan University, UK.
Keith Morrison is Professor of Education at the Inter-University Institute of Macau and formerly Senior
Lecturer in Education at the University of Durham, UK.
Research Methods in
Education
Sixth edition
Louis Cohen, Lawrence Manion
and Keith Morrison
First published 2007 by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Simultaneously published in the USA and Canada
by Routledge
270 Madison Avenue, New York, NY 10016
Routledge is an imprint of the Taylor & Francis Group, an informa business
? 2007 Louis Cohen, Lawrence Manion and Keith Morrison
This edition published in the Taylor & Francis e-Library, 2007.
“To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.”
All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic,
mechanical, or other means, now known or hereafter
invented, including photocopying and recording, or in any
information storage or retrieval system, without permission in
writing from the publisher…
Purchase answer to see full
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