Class participants will be encouraged to work toward the attainment of the course objectives:

• Through their preparation for, and engagement in class discussions based on assigned readings.
• Through their scholarly critique of the readings.
• Through their completion of the course assignments (e.g., weekly review of assigned readings, in-depth review of a scholarly article, field work, and preparation of an application for research funding).

Class Format:

The course is intended to build on students' experiences with, and understanding of research in the social sciences. Specifically, students will be encouraged to enhance their skill at evaluating educational research through (i) critical review of assigned readings, (ii) participation in class discussion, and (iii) completion of course assignments. Further, over the course of the term, students will be expected to generate original research questions, and come to an in depth understanding of their own research orientation (e.g., articulate assumptions/beliefs/values, and ground claims/arguments in theory, and scholarly and empirical research). Students will support one another in all of these endeavours by working in one of three study groups. In addition, two classes will be dedicated to individualized study. Specifically, Thursday May 27 and Tuesday June 1 there will be no structured class meetings. Instead, students will be encouraged to use these blocks of time to complete the assignments for the course. During the first meeting, the instructor will ask students to substitute for one of these classes a library meeting Saturday May 15 (9:00-12:00) where library personnel will present a seminar on how to conduct searches and research. This seminar will support students in the two major assignments for the course.

A variety of instructional approaches will be used including class discussion, guest speakers, lecture, and collaborative activities. There will be assigned readings for most class meetings. It is important that students prepare by critiquing all readings before the class. However, for each class meeting, each of the three study groups will be asked to examine one of the assigned readings "in depth," raise questions, and lead the whole class in a 10-15 minute discussion. Prior to the discussions based on the readings, 15-20 minutes will be provided for study groups to prepare and organize (e.g., discuss the assigned article, decide which questions to raise, select a discussion leader/timekeeper).
*NB: RG = Red Group; GG = Green Group; BG = Blue Group

Students will maintain an INDIVIDUAL set of one-page reviews of the assigned readings that documents their understanding and critique of ALL of the assigned readings (24 IN TOTAL). Each review should outline the perspective that is presented in the reading, key findings and arguments, and implications/provocative questions to be raised. These one-page reviews are intended (i) to prepare individuals for meaningful interaction in their groups, (ii) to assist students in developing original research questions and skill at scholarly critique, and (iii) to help students in clarifying their preferred research orientation. During the last class, class participants will be asked to make a 5 minute presentation based on their final assignment.

Schedule of Topics and Readings:

 

Evaluation

Students are encouraged to ask questions as they work through their assignments. Instructor support will be provided prior to the dues dates only. Electronic communication is welcomed.

Assignment # 1: Article Review (30%)
Students will be asked to complete a written review of a scholarly article using the review protocol provided (to be distributed during the first class meeting). The second evening the class meets, students will "draw" their article from a set to be provided by the instructor. The article will be a primary source (research report written by the researcher/s). Although 2-3 people within the class will be assigned the same article to review and may work together as they complete the assignment, every student is required to submit their own original written paper/review. Copying another's work constitutes plagarism (see below).
Format: The written review must follow APA (5th ed.) style. It should include an abstract of no more than 500 words. The body of the review should be organized using headings that reflect as many of the criteria in the protocol as possible and appropriate. The review should be written using expository and argumentative prose. This means that the students should have a thorough understanding of the article and have developed a defensible position/thesis vis-à-vis the ideas/findings/arguments presented in the article. The tone of the written review should be "critical but fair." In support of the students' own position presented in the review, students should include a minimum of 6-8 scholarly and/or professional sources. Length of the written review: 12-15 double-spaced pages.
Due: Tuesday May 25, 2004

Assignment # 2: Field Work (10%)
Students will be asked to conduct a field activity (e.g., surveying, interviewing, observing). The belief here is that the experience of "doing research" will enhance students' skills at reading and evaluating research. On Thursday February 12, study groups will "draw" the method which their group will use in the conduct of the field activity. Although students are encouraged to support one another in this field activity, each student will be required to submit a two to three page summary that includes a description of their original research.
Format: Concise and precise summary of the experience using the following headings or equivalents: Objectives/Purpose of the Research, Context and/or Rationale, Methodology, Findings, Conclusion/Implications
Due: Thursday June 3, 2004

Assignment # 3: Reviews of the Readings (30%)
Students will be required to develop a set of reviews of the assigned readings that documents their understanding and the development of their skill at critiquing scholarly writing and formulating research questions. The completed set of reviews should include a one-page entry for each of the assigned readings (Total = 24).
Format: The entry should be like an abstract for a journal article -- concise and precise. It should be formatted using the headings: title/author; thesis/perspective/position presented; key findings, arguments, conclusions/implications; students' own critique of the reading expressed as questions. The log is intended (i) to prepare individuals for meaningful interactions in their groups, and (ii) to assist class students in the development of relevant topics/questions to guide their final assignment.
Due: Thursday June 10, 2004

Assignment #4: Application for Funding (30%)
Students are to respond to the attached "Request for Proposals" using the headings that have been given.
Format: The proposal must follow APA (5th ed.) style. It should include an abstract of no more than 500 words. The body of the proposal should be organized using headings given in the "Request for Proposals" (e.g., Objectives/Purpose of the Research, Context and/or Rationale, Methodology, Educational Significance/Implications for Policy and Practice). The proposal should be written using expository and argumentative prose. This means that the students should have conducted a search and review of the scholarly and empirical literature. Their research question should reflect a "gap" in literature. The proposal should emphasize the educational significance and importance of the proposed research. Rationale for selection of methodology (including theoretical/paradigmatic stance) and methods should be well developed, defensible, and compelling to potential funders. In support of the proposal, students should include a minimum of 6-8 scholarly and/or professional sources. Length of the proposal: 12-15 double- spaced pages.
Due: Tuesday June 15, 2004

Grading System:
Final letter grades will be assigned and official transcripts will include a numerical value based on the new University of Alberta four point system (see www.grades.ualberta.ca for more information).

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April 2004