# data[].attributes.body
Email: Muresti1@csub.edu
Phone: (661) 438-1110 (call or text)
Office Hours: Monday 7-8pm (after class)

# data[].attributes.body
Almost 20 years in Special Education
-Paraprofessional (NPS)
-Teacher (NPS)
-Program Specialist (KCSOS)
-Coordinator (WUHSD)
-University Instructor/Lecturer (CSUB)
-University Supervisor for Interns/Student Teaching (CSUB and Fresno Pacific)

# data[].attributes.body
-BA Psychology (Sac State)
-Educational Specialist Credential (National University)
-MA Special Education (CSUB)
-EdD Educational Leadership (Fresno State)
-Administrative Credential

# data[].attributes.body
The seminar course will review, analyze, interpret, and apply specific topical research in special education. Students will learn various quantitative and qualitative research methodologies, including descriptive research, quasi-experimental design, single subject research methodology, and observation. Students will select a research topic, formulate a research question, develop a research proposal, analyze the literature, and propose appropriate research methodology to fill a gap in the research or contribute to the literature in the areas of special education. Students are also expected to integrate qualitative and quantitative knowledge to evaluate research reports, assessment techniques, and sample designs. Students are required to complete at least 15 hours of lab activities

# data[].attributes.body
1. The student will demonstrate the knowledge of characteristics and strengths/weaknesses of qualitative and quantitative research methodologies and various research designs.

2. The student will demonstrate ability to interpret, apply, and disseminate current and emerging research, theory, legislation, policy, and practice.

3. The student will demonstrate knowledge of applying current and emerging theories and related research findings to the education of students with and without disabilities and/or students from culturally and linguistically diverse backgrounds.

4. The student will select and justify appropriate research methodologies and data collection methods to address research questions effectively and appropriately.

5. The student will demonstrate knowledge of research, issues, law, policies, and procedures related to non-biased and non-discriminatory screenings and referral assessment for students.

6. The student will demonstrate skills of using software packages in statistical computing.

7. The student will demonstrate knowledge and skills to conduct and evaluate action research.

# data[].attributes.body
Virtual Instruction through Zoom Link is located on EDSP 6200 Canvas home page.

Please keep your camera on if possible.

Punctual attendance is expected along with active, positive participation in group activities and discussions (breakout rooms will be utilized).

For each class session attended, students can earn 10 attendance and participation points.

Students are allowed one “free” absence with no penalty. Three tardies and/or three early (or any combination thereof) departures equal one absence. After the free absence (or any combination of three tardies or early departures), each subsequent absence will result in a deduction of 10 points and each tardy and/or early departure will result in a deduction of 3 points.

Missing class more than three classes will result in a drop in letter grade.

Please contact me to notify me of absences, tardies, or early departures to discuss how to make up points.

# data[].attributes.headline
2.	Privacy of Personal Information-Confidential Records 

# data[].attributes.subject
2.	Privacy of Personal Information-Confidential Records 

# data[].attributes.body
All Teacher Candidates must abide by prescribed confidentiality and privacy guidelines including pupils' records. Such records and information are to be held in strictest confidence under the Family Educational Rights and Privacy Act and the California Education Code and shall not be disclosed to third parties. Violation of these policies may result in immediate dismissal from the credential program

# data[].attributes.body
All assignments turned in late will receive a late penalty. Any assignment turned in after the assigned due date and time will be considered late. Assignments turned in up to 24 hours late will receive a 20% penalty. Assignments turned in from 24 to 48 hours late will receive a 30% penalty. Work will not be accepted more than 48 hours late.

# data[].attributes.body
Class Meeting Dates | Topics | Readings | Assignment(s) Due Dates

Week 1: 1/24/22   | -Overview of the course syllabus  -Introduction to Research in Education | McMillan Ch. 1   | Due: 1/30/22 11:59pm Syllabus Quiz

Week 2 1/31/22   |  -Locating and reviewing literature -APA 6th Edition -Ethics in educational research | McMillan Ch. 2 & 4   | Due 2/6/22, 11:59pm Part 1: Action Research Project Quiz Ch 2 and Ch 4

Week 3 2/7/22   |  -Library orientation (location TBA) -Action Research   | McMillan Ch. 14 | Due 2/13/2211:59pm Lab 1: Literature Coding Quiz Ch 14

Week 4 2/14/22   | -Research problems and questions   | McMillan Ch. 3 | Due 2/20/22 11:59pm Quiz Chapter 3

Week 5 2/21/22    | -Participant selection -Recruiting participants | McMillan Ch. 5   | Due 2/27/22, 11:59pm Lab 2: Human Subjects Research Modules Quiz Ch. 5

Week 6 2/28/22   | -Foundations of educational measurement | McMillan Ch. 6   | Due 3/6/22, 11:59pm Quiz Ch. 6

Week 7 3/7/22   | -Quantitative Data Collection Techniques | McMillan Ch. 7 | Due 3/14/22 11:59pm Quiz Ch 7

Week 8 3/14/22 | Midterm Exam | Midterm Exam | Due 3/20/22 11:59pm Midterm Exam

Week 9 3/21/22 | -Nonexperimental Research Design | McMillan Ch. 8 | Due 3/27/22, 11:59pm Part 2: Action Research Project Quiz Ch. 8

Week 10 3/28/22 | -Lab 3 Graphing -Experimental Research Design | McMillan Ch. 9   | Due 4/3/22, 11:59pm Quiz Ch. 9

Week 11 4/4/22   | -Qualitative Research Design -Qualitative Data Collection, Analysis, and Credibility | McMillan Ch. 11 & 12   | Due 4/10/22, 11:59pm Lab 3: Graphical Representations of Data  Quiz Ch 11 and Ch 12

4/11/22 | Spring Break

Week 12 4/18/22 | -Understanding Statistical Inferences   | McMillan Ch. 10 | Due 4/24/22, 11:59pm Part 3: Action Research Project Quiz Ch. 10

Week 13 4/25/22    | Asynchronous Day Mixed Method Designs | -McMillan Ch. 13    | Due 5/1/22, 11:59pm Lab 4: Calculating Changes in Data Quiz Ch 13

Week 14 5/2/22   | -Discussion and Conclusions | McMillan Ch. 15   | Due 5/8/22, 11:59pm Quiz Ch 15

Week 15 5/09/22   | Presentations |   | Due 5/8/22 11:59pm 1) Action Research Final Report Due

Week 16 05/16/22   | Final Exam @ 5:00pm | Final Exam | Final Exam Critical Analysis of a Research Article

# data[].attributes.body
1.      Computer Labs

All information pertaining to the Computer Labs 1, 3 & 4 will be posted in Canvas.

·         Computer Lab 1: Literature Coding (20 points)

·         Computer Lab 2: Human Subjects Research Modules, See Appendix A (50 points).

o   For assistance logging in, please contact Gwen Parnell at 661.654.6712.

o   Complete Modules 1-10, the modules that are highlighted in yellow on page 14.

·         Computer Lab 3: Graphical Representations of Data (50 points)

·         Computer Lab 4: Analyzing Changes in Data (30 points)

# data[].attributes.body
1.      Action Research Project Part 1: Introduction (20 points) See Appendix B

2.      Action Research Project Part 2: Literature Review (70 points) See Appendix B

3.      Action Research Project Part 3: Methods and Procedures (80 points) See Appendix B

# data[].attributes.body
1.      Critical Analysis of a Quantitative or Qualitative Research Article (50 points)

·         See Appendix D

·         Prepare and submit one critical analysis/evaluation of a quantitative or qualitative study related to special education/students with disabilities. The study must be published in a peer-reviewed journal; and the date of publication must be within the past five years.

·         The purpose of the critical analysis is to evaluate upon the adequacy of the article as a research report by analyzing each component of the study (e.g., point out any errors or poor procedures you detect as well as strengths or desirable procedures).

·         Refer to the back of the syllabus for ‘Summary Sheet for Critical Analysis of Research Article’ and ‘Critical Analysis of Study’ to complete the assignment (Appendix D).

a.       Students will evaluate each component of the study as delineated in Appendix D. For each component, provide adequate information that is written in the article.

b.       For each component, evaluate the article using a five-point Likert Rating Scale (Very Poor to Very Good) to indicate the overall adequacy. Students must provide justification for their evaluation with proper reasons.

c.       Based on the work of ‘Summary Sheet for Critical Analysis of Research Article’, Students should write a 2-3 page ‘Critical Analysis of Study’ with the given format (Use Time New Romans, 12-point font and double-spaced). Students should write about their overall opinion with critical analysis of the study.

Students must submit a copy of the article with the ‘Summary Sheet for Critical Analysis of Research Article’ and ‘Critical Analysis of Study’

# data[].attributes.body
General Guidelines

· Do not identify a specific student, teacher, school district or city by name

· Do not refer to yourself in the first person (e.g., I, my)

· Be careful when using the term “significant” when referring to your data results unless you did a test for statistical significance.

· Proofread and your paper carefully for correct spelling and grammar

· Use APA 6th Edition formatting include Times New Roman font, 12-point font, double-spacing, title page, running head, page numbers

I. APA Formatted Cover Page

II. Title of Study (from the proposal)

III. Statement of Purpose (from the proposal)

IV. Description of the Problem (from the proposal)

V. Literature Review (from the proposal)

VI. Research Questions (from the proposal)

VII. References (from the proposal)

VIII. Methods and Procedures (from the proposal)

IX. Data Analysis Procedures (from the proposal)

X.  Findings  This is where the data is presented. Organize this section according to the research questions: Restate research question #1 and then discuss/present the data for that question. Then do the same for research question #2.

A. Narrative Description (15 points): Provide a narrative description of the data. The narrative should be an objective description of the data (what it is, how it was obtained, how it is organized for display, etc.). Do not state any subjective conclusions about the data in this section. The conclusions should be presented in the discussion section of the paper.

B. Tables and Graphs (15 points): Next include a data table or graph showing baseline and intervention data. Each data table must be numbered and titled. X- and Y- axis should be labeled in a logical manner. Tables should not be carried over to another page; begin the table on the top of the next page if it will not fit in its entirety at the bottom of an existing page.

XI. Discussion (20 points)

In this section, students need to discuss the findings. In other words, what do you make of this data? As with the previous section, this section must be organized according to the research questions. Restate research question #1, make a concluding statement and then describe why you came to this conclusion. Then, do the same for research question #2.  Since this is action research, there were likely numerous variables, or confounding factors, that may have impacted the data. For each research question, discuss possible confounding factors and how they may have influenced the data. Please note the data is what it is. Sometimes it is not what we wanted it to be. You need not have found that your treatment led to noticeable student improvement for the study to be successful. We are looking only at your ability to analyze the findings honestly, thoroughly, and appropriately.

XII.            Appendix (10 Points):

Include copies of the data collection instruments and other supplements (e.g. samples of intervention materials, student work, etc.) used in the study.

# data[].attributes.body
I. APA Formatted Cover Page (5 points)

II. Title of the Study

III. Statement of Purpose (5 points):

Write a brief statement about the purpose of your research study.

IV. Description of the Problem (10 points):

Identify and describe the problem that you have observed in practice. Be specific and thorough in your description. Add data to support your assertions (i.e., the number of students who are failing, tardy, etc.)

# data[].attributes.body
Assignment | Due Dates | Points

Class Attendance & Participation | weekly | 150

Quizzes  | weekly | 130

Part 1 Action Research Project: Introduction | 2/6/22 | 20

Lab 1: Literature Coding  | 2/13/22 | 20

Lab 2: Human Subject Research (HRS) Modules | 2/27/22 | 50

Part 2 Action Research Project: Literature Review | 3/27/22 | 70

Midterm Exam | 3/20/22 | 100

Lab 3: Graphical Representations of Data | 4/10/22 | 50

Part 3 Action Research Project: Methods and Procedures | 4/24/22 | 80

Lab 4: Calculating Changes in Data | 5/1/22 | 30

Research Presentation  | 5/8/22 | 30

Action Research Final Report (Signature Assignment, uploaded to LiveText) | 5/8/22 | 60

Final Exam: Critical Analysis of an Article | 5/16/22 | 75

# data[].attributes.body
V. Literature Review (70 points):

Summarize five to seven peer-reviewed sources that pertain to the problem that you will investigate. Each article you use must relate to special education/students with disabilities. For each resource, you must describe how the research is relevant to your study (including specific ideas you might be taking from that research and incorporating into your own research design). The literature review (including the introduction and conclusion) should be four (full) to five full pages long. Synthesize the material to the greatest extent possible, rather than simply restating information from each article in isolation. Use the following bolded words as headings

A. Introduction (10 points):
Define or identify the general topic, issue, or area of concern, thus providing an appropriate context for reviewing the literature. Establish the writer's reason for reviewing the literature

B. Review of Literature (30 points)

· Group research studies and other types of literature (reviews, theoretical articles, case studies, etc.) according to common denominators such as qualitative versus quantitative approaches, conclusions of authors, specific purpose or objective, chronology, etc.

· Summarize individual studies or articles with as much or as little detail as each merits according to its comparative importance in the literature, remembering that space (length) denotes significance.

· Provide the reader with strong "umbrella" sentences at beginnings of paragraphs, "signposts" throughout, and brief "so what" summary sentences at intermediate points in the review to aid in understanding comparisons and analyses.

C. Conclusion (10 points)

·Summarize major contributions of significant studies and articles to the body of knowledge under review, maintaining the focus established in the introduction.

·Conclude by providing some insight into the relationship between the central topic of the literature review and your research project.

VI. Research Questions (10 points)
Formulate two research questions.

VII. References (10 points)

Cite all articles from the literature review using APA 6th edition formatting in a reference page at the end of the literature review.

# data[].attributes.body
VIII. Methods and Procedures (80 points):

This section should be typed with the following subsection headings:

A. Participants and Settings (10 points): Describe the participants targeted for the study (e.g., sample size, demographics, sampling method, rationale for selecting certain participants for the study); this includes information regarding any comparison group if that is part of the study. Do not identify the site or any individuals by name. Use fictitious names.

B. Instruments (20 points): Describe the measures used to collect your data. Specify if each instrument was designed by the researcher or by another person/company. If it was researcher-designed, specifically describe the process by which it was developed (it is highly recommended to include validity and reliability). Copies of the actual instrument(s) must be included in the appendix.

C. Treatment/Intervention (25 points): The independent variable (the intervention) needs to be described in detail. Include information about

a)  What is the intervention?

b)  Who will implement the intervention?

c)  How will it be taught to the students?

d)  Over what time period will the intervention be delivered.

IX. Data Analysis Procedures (25 points) Describe the plan for analyzing data including research design (e.g., pre- and post-test comparison, single-case research design), method of analysis. You may use pre- and post- test scores if you will be utilizing a standardized assessment tool for determining student progress. For this project, most other forms of data collection should include at least four instances of data collection to determine the baseline and at least four instances of data collection following the introduction of the intervention

# data[].attributes.headline
2.  Action Research Presentations (30 points) 

# data[].attributes.subject
2.  Action Research Presentations (30 points) 

# data[].attributes.body
a) Prepare a PowerPoint, Prezi, etc., in which you present

(1) the behavior or academic skill you targeted for intervention

(2)   the two research questions

(3)   the data collection methods,

(4)   data analysis [was the intervention successful?]

(5)   implications [should the intervention be continued, adjusted, faded, etc.]

b) Prepare a one-page handout and to distribute to your peers, the instructor, and a panel guest.

c) A handout should include the summary of your literature review and references used.

d) Presentations should not exceed 15 minutes.

e) Be prepared to answer questions about your research/project