DPLS 720 - Principles of Research
3 credits Summer 2006
Room: RCE 216
Class times: Wed June 21, 28, July 5, 12, 19, 26, & Fri July 7 6-10pm
Dr. Shann Ferch
Office hours: by appointment, Office # 252 RCE
Phone: 328-4220 ext. 3490
School and Department Theme Statement:
The Doctoral Program in Leadership Studies and the School of Professional Studies at Gonzaga University seek to build "people for others," people able to define their own sense of identity, live within a moral framework, and articulate and advance social justice.
Course Overview:
In the context of leadership, the search for truth and meaning can be recognized throughout history. Research provides leaders the opportunity to gain new knowledge which, subsequently, can change how they understand self, how they view the world, and how they lead others. Self-reflection and a form of humble and critical depth in relation to self and others is often the result of openness toward the research process. This class includes a discussion of basic premises regarding how we learn and how this learning process influences and is influenced by research. Different ways of knowing become apparent through analyzing two predominant social science research paradigms: quantitative and qualitative. These two research paradigms provide a framework for reviewing various research methods and related theory development. The primary component of this course is student relfections about concepts presented in class discussions, assignments, and readings, and the "meanings" students assign to these concepts. This course is designed to honor the pursuit of truth.
Course Objectives and Goals:
This course promotes the understanding of:
- how we learn (gain new meanings) from research;
- two predominant social science research paradigms, their underlying assumptions, and how they impact what we learn from research;
- general principles of making quantitative and qualitative observations in research;
- sampling procedures used for quantitative and qualitative research design;
- the purpose and procedures of various research methods: survey, experimental, field, and unobtrusive;
- general methods of analyzing data for quantitative and qualitative research designs; and
- ethical issues associated with quantitative and qualitative research designs.
Texts for the Course:
Babbie, E. R. (most recent edition). The practice of social research.
Tolstoy, L. (1960). The death of Ivan Ilyich and other stories.
Ueland, B. (1987). If you want to write: A book about art, independence and spirit.
Walker, A. (1982). The color purple.
Wilson, S. M. (1992). The basics of descriptive statistics.
Learning Activities and Evaluation:
Grades will be based on:
20% In class participation/presentations (1-research paper; 2-truth search)
25% Worksheets: to be completed as assigned (classes 1-7)
30% Research proposal: due class 7
25% Critical analyses of articles: due as assigned (classes 4, 5 & 7)
All papers are graded with regard to three equally-weighted elements:
Creativity--writing style, writing voice, arrangement of thoughts and arguments, etc.
Construction--structure, grammar, clarity, simplicity, etc.
Critical Thought--depth, skill of argument, density of critical judgment, etc.
Doctoral level work is of highest quality both in content and presentation. Grades are assigned as follows:
A 95-100%
A- 90-94%
B+ 85-89%
B 80-84%
B- 75-79%
C+ 70-74%
C Not acceptable at Ph. D. level
Assignments to be handed in at the end of the course:
- 6 worksheets
- 3 critical analyses of articles
- 1 research proposal
Presentations:
1. In class 7 each of you will present your research paper, for about 10-15 minutes, informally, in a small group. Then, in large group, for 1-3 minutes, you will say A) name of study B)paradigm of study and C) one thing that deepened your understanding of truth from completing this proposal.
2. In class 8 each of you will present a symbolic personal integration (the construction of this will be left to your creativity) of your pursuit of truth throughout the course. This will include an assignment you are to complete anytime during the semester, in which you will spend 1/2 day alone with three goals: 1) self-reflection 2) listening to God as you perceive God and 3) seeking to understand your personal relationship to truth. This 1/2 day alone, plus an integration of how course assignments, readings, and conversations deepened your pursuit of truth will be included in the presentation. Presentations must be primarily symbolic not primarily verbal (e.g. pictures, art, painting, artifacts, natural objects, symbols, food, music, song, poetry, etc.). Presentation length: 15 minutes.
Research Proposal Assignment
Select a topic that is of interest to you, identify a problem that pertains to this topic, and propose how you would structure a study to investigate this problem. The paper is to be from 10 to 15 pages in length, double spaced. The A.P.A. style of writing is to be used (a manual can be purchased in the book store). The paper is to consist of three parts. The content to be included in each part is outlined below.
Part I. Introduction
A. An introduction to the problem (background information about thethe problem area and its social significance) You will need to use references for this section.
B. A summary statement of the problem--what is the problem and why does it need to be studied? (what needs to be known about the topic to be studied, based on what is already known ). You will need to use references for this section.
C. Purpose of the study (state in one paragraph, the goal, or purpose of the study). The purpose should extend, logically, from problem.
D. Research questions to be answered by the study
E. Variables to be observed in each research question and a brief definition of all variables (you may need to use references to define certain variables).
Part II. Literature Review
Present a general outline of areas that would need to be addressed in a literature review for this study.
Include an annotated bibliography for five articles pertaining to your topic. At least two of these five articles should be research. For the research articles include a description of: the purpose of the study, the sample, data collection methods, data analysis methods, and conclusions drawn.
Part III. Research Design
A. The type of research design to be used and why (experimental, survey, field, unobtrusive, etc.).
B. Paradigm assumptions supporting this study (cite where you found these).
C. Description of design elements:
Quantitative Design Qualitative Design
Population and sample Site selection (rationale)
(size and method of sampling)Treatment (if experimental) Sampling (rationale)
Instrumentation (describe Methods of observation
format of instrument) (what, when, how--be specific)How instrument will be
administered (when, by
whom, under what conditions--
be specific)
D. Limitations of the research design
E. Ethical issues surrounding the study
Schedule of Class Topics and Reading Assignments:
Preassignment:
read, read, read. We've got exceptional, rich, thought-provoking texts by Babbie (only the applicable chapters; see syllabus), Tolstoy (only The Death of Ivan ..., Wilson (our very own), Walker, and Ueland; all should be available right now in the GU bookstore, or online through Amazon.com, except Wilson's (I'll hand that one out in class). Also, after reading through all of the enclosed materials, select your research topic and have it ready for discussion in the first class. Finally, bring a thoroughly completed Worksheet #1 to the first class if possible. Worksheet #1 will involve research time at the library to identify theories and studies related to your topic; be prepared to dig. You may talk to any of the research librarians at the Foley Center here to help you learn how to dig. So here's the preassignment:
- read a ton (follow the syllabus and read ahead if you can; people feel most prepared if they read all texts before the first class)
- select your research topic and come prepared to discuss it
- complete Worksheet #1 and bring it to the first class
**note: bring your syllabus to class too**
Session Topic Reading completed
1 Jun 21 a. Introduction to course Babbie Ch 1
b. Purpose of research Tolstoy: Ivan
c. Overview of research process
d. The roles of theory in research
e. Selecting a research topic
f. Literature review (theory analysis)
g. Research, learning, & truth
2 Jun 28 a. Research, learning, & truth (cont.) Babbie Chs 2-4
b. Objectivity vs subjectivity 1/3 Greenbook
c. Errors in human inquiry all Tolstoy: Ivan
d. Ways of knowing (quantitative 1/3 Walker: color
and qualitative research paradigms)
e. Elements of research design
f. Tolstoy: the death of Ivan Ilyich
g. Library: basics of searching
3 Jul 5 a. Elements of research design (cont.) Babbie Chs 5-6
b. Quantitative observation Stat Bk (pp. 1-18)
(measuring variables) 2/3 Walker: color
2/3 Greenbook
4 Jul 7 a. Sampling methods (Babbie Ch 7) Babbie Chs 7 & 9
b. Survey research methods (Babbie Ch 9) Stat Bk (pp. 19-35)
c. Walker: the color purple all Walker: color
5 Jul 12 a. Experimental research methods (Babbie Ch 8) Babbie Ch 8
all Greenbook
1/2 Ueland: write
6 Jul 19 a. Qualitative research methods (Babbie Chs 10 & 13) Babbie Chs 10 & 13
b. Ueland: if you want to write all Ueland: write
7 Jul 26 a. Unobtrusive research methods (Babbie Ch 11) Babbie Ch 11
b. Informal: present research papers
c. Presentation of search for truth
d. Course wrap-up
Schedule for when each assignment is due:
(look at this every 2 or 3 days to keep yourself ready for each upcoming assignment)__________________________________________________________
Session Assignment Due
1 Jun 21 Worksheet #1
Have research topic selected
2 Jun 28 Worksheet #1
Have Tolstoy read and ready to discuss
Have 1/3 Greenbook read
3 Jul 5 Have 2/3 Greenbook read
Worksheet #2
4 Jul 7 Worksheet #3
Have Walker read and ready to discuss
Critical Analysis: Survey Article
5 Jul 12 Worksheet #4
Critical Analysis: Experimental Article
6 Jul 19 Worksheet #5
Have Ueland read and ready to discuss
Have all Greenbook read
7 Aug 26 Worksheet #6
Research paper
Informal: present research papers
Critical Analysis: Unobtrusive Article
Presentation: personal search for truth
final packet of 6 worksheets, 3 critical analyses of articles, and 1 research paper
**note:
1. worksheets and critical analyses of research articles will be graded and returned during class. If an "OK" is written at the top of the cover page, the work has been completed to doctoral standards. If no "OK" is found at the top of the cover page, either written or verbal comments will be given so that you can complete the work satisfactorily (after revising, hand it in again to receive either the "OK" or suggestions for further revisions).
2. At the end of the semester all six worksheets, three critical analyses of articles and the research proposal will be turned in in a single stapled packet. When possible, each of these will have been handed in for editing and revision at the above proposed class sessions, and will have been returned to you.
Bibliography for the Research Component of the
Doctoral Studies Program in Leadership Studies
The Search for Truth
Tolstoy, L. The death of Ivan Ilyich and other stories. New York, NY: Penguin. 1960.
Ueland, B. If you want to write: A book about art, independence and spirit. Saint Paul, MN: Greywolf. 1987.
Walker, A. The color purple. New York, NY: Simon and Schuster. 1982.
Principles of Research
Babbie, E. The practice of social research. (seventh edition) Belmont, Ca.: Wadsworth Publishing Co. 1995.
Best, J & J. Kahn. Research in Education. Englewood, NJ: Prentice Hall. 1986.
Borg, W & M. Gall. Educational research. New York: Longman Co. 1989.
Campbell, D. & Stanley, J. Experimental and quasi-experimental design for research. Chicago: Rand McNally College Publishing Co. 1963.
Campbell, J.P., Daft, R.L. & Hulin, C. What to study: Generating and developing research questions. Beverly Hills, CA: Sage Publications. 1982.
Fraenkel, J. & N. Wallen. How to design and evaluate research in education. New York: McGraw Hill, Inc. 1990.
Gadamer, H. Truth and method. New York: Crossroad Publication Corporation. 1990.
Glesne, C. & Peshkin, A. Becoming qualitative researchers: An introduction. White Plains, N.Y.: Longman. 1992.
Gummesson, E. Qualitative methods in management research. Beverly Hills, CA: Sage Publications. 1991.
Henry, G. T. Practical sampling. Beverly Hills, CA: Sage Publications. 1990.
Jevne, R. Qualitative research for the dedicated novice. Presentation at the Psychology of Health, Imunity and Disease Conference, Hitlton-Head, SC. December, 1992.
Kerlinger, F. Foundations of behavioral research. New York: Holt, Rinehart and Winston Co. 1986.
Kimmel, A.J. Ethics and values in applied social research. Beverly Hills, CA: Sage Publications. 1988.
Lawrence, R.J., Mulaik, S.A. & Brett, J.M. Causal analysis: Assumptions, models, and data. Beverly Hills, CA: Sage Publications. 1982.
van Manen, M. Researching lived experience: Human science for an action sensitive pedagogy. New York: State University of New York Press. 1990.
Marshall, C. & Rossman, G. Designing qualitative research. Beverly Hills, Ca.: Sage Publishing Co. 1989.
Nielsen, J.M. Feminist research methods. San Francisco: Westview Press. 1990.
Osborne, J. W. Some similarities and differences among phenomenological and other methods of psychological qualitative research. Canadian Psychology, 35 (2), 1993.
Salkind, N. Exploring research. New York: Macmillan Publishing Co. 1991.
Seidman, I.E. Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York: Teachers College Press. 1991.
Sherman, R. & R. Webb. Qualitative research in education: focus and methods. New York: The Falmer Press. 1990.
Smith, J. K. Quantitative versus qualitative research: An attempt to clarify the issue. Educational Researcher, March, 1983.
Smith, N,C & Dainty, P. (Eds.). The management research handbook. New York: Routledge. 1991.
Strauss, A & J. Corbin. Basics of qualitative research. Beverly Hills, Ca.: Sage Publishing Co. 1990.
Stewart, D.W. & Shamdasani, P.N. Focus groups: Theory and practice. Beverly Hills, CA: Sage Publications. 1990.
VanMaanen, J., Dabbs, J.M. jr., & Faulkner, R.R. Varieties of qualitative research. Beverly Hills, CA: Sage Publications. 1982.
Wallen N & J. Fraenkel. Educational research: a guide to the process. New York: McGraw Hill, Inc., 1991.
Yin, R.K. Case study research: Design and methods. Beverly Hills, CA: Sage Publications. 1989,
Research Writing
Becker, H. Writing for social scientists: how to start and finish your thesis, book, or article. Chicago: Chicago Press. 1986.
Fowler, H & J. Aaron. The little, brown handbook Boston: Scott, Foresman and Company. 1989.
Gall, M & W. Borg. Educational research, a guide for preparing a thesis or dissertation proposals in education. White Plains, N.Y.: Longman, Inc. 1989.
Light, R. & D. Pillemer. Summing up the science of reviewing research. Cambridge: Harvard University Press. 1984.
Long, J. et.al. Completing dissertations in the behavioral sciences and education. San Francisco: Jossey-Bass. 1985.
Tornquist, E. From proposal to publication: an informal guide to writing about nursing. Menlo Park, Ca.: Addison-Wesley 1986.
Zinsser, W. On writing well: an informal guide to writing nonfiction. New York: Harper & Row, Publishers. 1980.
Data Analyses
Berenson, M. et. al. Applied statistics, a first course. Englewood Cliffs, N.Jersey: Prentice Hall. 1988.
Fitz-Gibbon, C. & L. Morris. How to calculate statistics. Beverly Hills, Ca.: Sage Publishing Co. 1978.
Hinkle, et. al. Applied statistics for the behavioral sciences. Boston: Houghton Mifflin Co. 1988.
Howell, D. Statistical methods for psychology. Boston: Duxbury Press. 1987.
Huck, D. et. al. Reading statistics and research. New York: Harper & Row. 1974.
Lawrence, R.J., Mulaik, S.A. & Brett, J.M. Causal analysis: Assumptions, models, and data. Beverly Hills, CA: Sage Publications. 1982.
Norusis, M. The SPSS guide to data analysis. Chicago: SPSS Inc. 1987.
Norusis, M. Advanced statistics guide. Chicago: SPSS Inc. 1990.
Tabachnick, B. & L. Fidell. Using multivariate statistics. New York: Harper & Row Publishers. 1983.
Wilson, S. The basics of descriptive statistics: A prerequisite for EDLD 722: Quantitative Data Analysis. Faculty of Doctoral Studies in Educational Leadership, Gonzaga, University. 1993.
Measurement in Research
Anderson, L. Assessing affective characteristics in the schools. Boston: Allyn and Bacon, Inc. 1981.
Alwin, D. (editor). Survey design and analysis, current issues. Beverly Hills, Ca.: Sage Publishing Co. 1978.
Blalock, H. Jr. Conceptualization and measurement in the social sciences. Beverly Hills, Ca.: Sage Publishing Co. 1992.
Ebel, R. Essentials of educational measurement. Englewood, N. Jersey: Prentice Hall. 1972.
Fowler, F. Jr. Survey research methods. Beverly Hills, Ca.: Sage Publishing Co. 1984.
Hennerson, M. et. al. How to measure attitudes. Beverly Hills, Ca.: Sage Publishing Co. 1978.
Henry, G. T. Practical sampling. Beverly Hills, CA: Sage Publications. 1990.
Kleinmuntz, B. Personality and psychological assessment. New York: St. Martin's Press. 1981.
Mishler, E. Research interviewing, context and narrative. Cambridge: Harvard University Press. 1986.
Morris, L. & C. Fitz-Gibbon. How to measure achievement. Beverly Hills, Ca. Sage Publishing Co. 1978.
Nunnaly, J. Psychometric theory. New York: McGraw Hiss. 1967.
Waltz, C. et. al. Measurement in nursing research. Philadelphia: F.A. Davis Co. 1986.
Webb, E. et. al. Unobtrusive measurement: nonreactive research in the social sciences. Chicago: Rand McNally & Co. 1986.