EDRS 8200/Curriculum and Instruction Department Secondary and Middle Grades Education

KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDRS 8200/Curriculum and Instruction
Department Secondary and Middle Grades Education
Degree Title (if applicable) Educational Specialist/Doctor of Education - Curriculum and
Instruction
Proposed Effective Date Summer 2013
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and
description), a new course with a new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course
proposed as part of a new program. Current catalog information (Section I) is
required for each existing course incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
_____
Date
Faculty Member
Approved
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
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KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
II.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Class Hours____Laboratory Hours_______Credit Hours________
Prerequisites
Description (or Current Degree Requirements)
___
___
___
___
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number_____EDRS 8200_____________________
Course Title_Quantitative Research I_______
Class Hours
3____Laboratory Hours___0____CreditHours___3_____
Prerequisites Admission to graduate study in Education
Description (or Proposed Degree Requirements)
EDRS 8200. Quantitative Research I. Candidates will demonstrate a functional
understanding of the nature and design of quantitative research as applied to the
educational arena including but not limited to the following topics; the nature and
application of descriptive and basic inferential statistics including the concepts of
variance, normal distribution, population, sample, power, effect size, hypothesis
testing, parametric and nonparametric tests, interaction effects, validity,
reliability; the strengths, weaknesses of quantitative research designs; the
principles of data collection and analysis using computer software such as SPSS.
Candidates will acquire and become proficient in analytical and interpretive skills;
and will be prepared to conduct applied quantitative research that will bear
positively on schools.
III.
Justification
Purpose and Rationale: The Professional Teacher Education Unit prepares
learning facilitators who understand their disciplines and principles of pedagogy,
who reflect on their practice, and who apply these understandings to making
instructional decisions that foster the success of all learners. The focus of this
course is on basic principles of Quantitative Research. Course Objectives for the
research courses are aligned with PSC standards for C&I Programs, specifically
Standard 5 Knowledge of Research. Program completers will demonstrate the
ability to use research to promote student learning and to contribute to the
teaching profession.
1.1
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IV.
Additional Information (for New Courses only)
Instructor:
Text(s):
Required:
Wiersma, W. & Jurs, S. G. (2009). Research Methods in Education: An
Introduction (9th ed.). Boston: Allyn and Bacon.
American Psychological Association. (2010). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author.
Optional:
Brian C. Cronk (2012). How to Use SPSS: A Step-by-Step Guide to
Analysis and Interpretation (7th ed.). Glendale, CA: Pyrczak Publishing.
Prerequisites: Admission to Graduate Study in Education.
Objectives:
Upon successful completion of this course the candidate will:
1. Demonstrate a solid understanding of quantitative paradigm that frames
educational excellence. (K)
2. Develop research critiques that encompasses the nature of practice (DL) &
collective interactions that occur among administrative and teacher leaders, their
roles in school change & process improvement (T & L; CRSC) (K)
3. Explore aspects of quantitative research and examine their impact on
educational reform. Apply the principles of best practices to influence the
organizational behavior of others as they improve curriculum, instruction and
assessment. (S)
4. Acquire skills in designing relevant research questions. Apply quantitative
designs in developing studies that focus upon school improvement and student
learning in a number of situations within schools. (S)
5. Design research outlines employing methods that reflect principles of best
practices to increase positive interactions and build a more intentionally inviting
and inclusive school culture. (D)
6. Develop commentary that considers assumptions about, and implications for,
teaching and learning (T&L); or improved P-12 learning outcomes, i.e., culturally
responsive school and classrooms for
traditionally marginalized or
disenfranchised students (CRSC).Engage in courageous conversations to increase
the equity and close achievement gap. (S/D)
7. Develop ability to effectively read, access, and interpret research literature.
Apply the principles of best practices in developing collaborative research
proposal that focuses upon school improvement and student learning in a number
of situations within school/class (S) for professional practice.
8. Obtain IRB certificate to conduct study on human subjects. Demonstrate a
personal orienta-tion toward and commitment to ethical professional practice. (D)
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*Course Objectives for the Capstone Experience are aligned with PSC
standards for C&I Programs.
Instructional Method
Online and lecture, major paper, large and small group instruction
Method of Evaluation
Grading Scale:
A = 92-100%
B = 84-91%
C = 75-83%
F = 74% or lower
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
Existing faculty* See note below
TOTAL
None
Funding Required Beyond
Normal Departmental Growth
None
The current research course (EDRS 8000) in the EDS/EDD sequence has been
under scrutiny by faculty for nearly two years. It is likely to be replaced with this
course and EDRS 8100. So, enrollment in existing course will decline and shift to
these two courses using existing faculty resources.
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VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office
of the Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Curriculum and Instruction
EDRS 8200
Quantitative Research I
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Spring 2013
Regular
3-0-3
N/A
APPROVED:
________________________________
Vice President for Academic Affairs or Designee __
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VII Attach Syllabus
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EDRS 8200
Quantitative Research I
I. INSTRUCTOR:
Dr. ……..
Office: …………
E-mail: ………..
Office phone:
II. CLASS MEETINGS:
Dates: …………….
Day/Times: …………………..
Room: ……………………………
III. TEXTS
Required:
Wiersma, W. & Jurs, S. G. (2009). Research Methods in Education: An
Introduction (9th ed.). Boston: Allyn and Bacon.
American Psychological Association. (2010). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author.
Optional:
Brian C. Cronk (2012). How to Use SPSS: A Step-by-Step Guide to Analysis
and Interpretation (7th ed.). Glendale, CA: Pyrczak Publishing.
IV. CATALOG COURSE DESCRIPTIONS:
Candidates will demonstrate a functional understanding of the nature and design of
quantitative research as applied to the educational arena including but not limited to the
following topics; the nature and application of descriptive and basic inferential statistics
including the concepts of variance, normal distribution, population, sample, power, effect
size, hypothesis testing, parametric and nonparametric tests, interaction effects, validity,
reliability; the strengths, weaknesses of quantitative research designs; the principles of
data collection and analysis using computer software such as SPSS. Candidates will
acquire and become proficient in analytical and interpretive skills; and will be prepared to
conduct applied quantitative research that will bear positively on schools.
V. CONCEPTUAL FRAMEWORK SUMMARY:
Collaborative Development of Expertise in Teaching, Learning, and Leadership
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“The Collaborative Development of Expertise in Teaching, Learning, and
Leadership‖ is the basis for all of Kennesaw State University’s teacher education and
teacher leadership programs. Working from a solid content background, the teacher as
facilitator and leader demonstrates proficient and flexible use of different ways of
teaching to actively engage students in learning. As facilitators and leaders in their field,
teachers are well versed in the characteristics of students of different ages, abilities and
cultural backgrounds. They are skilled in integrating technology into instruction and
create an environment in which students can be successful and want to learn, knowing
when and how to assess learning by means of various forms of traditional and authentic
assessments. They are well prepared for successful careers in teaching and teacher
leadership, and are expected to act in a professional manner in all circumstances with
colleagues, parents, community members and their own students. As a professional
educator and leaders, the teacher values collaboration and seeks opportunities to work
with other professionals and community members to improve the educational experiences
for children and youth. This course contributes to candidates’ understanding of their
developing role by supporting educational growth, development, and learning across the
lifespan.
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is
committed to developing expertise among candidates in initial and advanced programs as
teachers and leaders who possess the capability, intent and expertise to facilitate high
levels of learning in all of their students through effective, research-based practices in
classroom instruction, and who enhance the structures that support all learning. To that
end, the PTEU fosters the development of candidates as they progress through stages of
growth from novice to proficient, from proficient to expert, and finally, from expert to
leader. Within the PTEU conceptual framework, expertise is viewed as a process of
continued development—not an end-state. To be effective, teachers and educational
leaders must embrace the notion that teaching and learning are intertwined and that only
through the implementation of validated practices can all students construct meaning and
reach high levels of learning. In that way, candidates are facilitators of the teaching and
learning process. Finally, the PTEU recognizes, values and demonstrates collaborative
practices across the college and university and extends collaboration to the communityat-large. It is through this collaboration with professionals in the university, public and
private schools, parents and other professional partners, that the PTEU meets the ultimate
goal of assisting Georgia’s schools in bringing all students to high levels of learning.
Use of Technology: As part of our conceptual framework, the faculty in the Professional
Teacher Education Unit (PTEU) at KSU is committed to preparing professional learning
facilitators who are technologically competent. As such, technology has been infused into
each BCOE course. During this course, graduate candidates will be provided with
opportunities to explore and research data-bases from the various fields of education and
psychology. Library research required in this course is supported by the Galileo system.
As a member of the University Center in Georgia, a consortium of major libraries
provides electronic, as well as hard copy access. Students have access to additional
resources through the Educational Technology Center and the Teacher Resource and
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Activities Center. During the course, the instructor will use a variety of technologies
(both low and high tech) such as videos, overheads, and multi-media presentations.
Diversity Statement: A variety of materials and instructional strategies will be
employed to meet the needs of the different learning styles of diverse learners in
class. Candidates will gain knowledge as well as an understanding of differentiated
strategies and curricula for providing effective instruction and assessment within
multicultural classrooms. One element of course work is raising candidate awareness of
critical multicultural issues. A second element is to cause candidates to explore how
multiple attributes of multicultural populations influence decisions in employing specific
methods and materials for every student. Among these attributes are age, disability,
ethnicity, family structure, gender, geographic region, giftedness, language, race,
religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style
differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for
persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the
Americans with Disabilities Act of 1990. A number of services are available to support
students with disabilities within their academic program. In order to make arrangements
for special services, students must visit the Office of Disabled Student Support Services
(770-423- 6443) and develop an individual assistance plan. In some cases, certification
of disability is required. Please be aware that there are other support/mentor groups on
the campus of Kennesaw State University that address each of the multicultural variables
outlined above. For more information contact the Student Life Center at 770-423-6280.
Statement for school-based activities: While completing the graduate program at
Kennesaw State University, candidates are required to be involved in a variety of
leadership and school-based activities directed at the improvement of teaching and
learning. Appropriate activities may include, but are not limited to, attending and
presenting at professional conferences, actively serving on or chairing school-based
committees, attending PTA/school board meetings, leading or presenting professional
development activities at the school or district level, and participating in educationrelated community events. As candidates continue their educational experiences, they are
encouraged to explore every opportunity to learn by doing.
Additional Requirements for Student-Researchers Carrying Out Course-based Research
Student-researchers who conduct projects at variance from or extending beyond a class
assignment must consult with their faculty instructor about securing KSU IRB approval
and must contact any IRB-type organization available in their own workplace setting.
For those in teacher education, it is important to remember that every district has a
federally mandated requirement for IRB review of proposals for conducting research in
public schools. It is up to each student-researcher to learn the appropriate IRB procedures
to be followed in his/her district. More specifically, KSU teacher education candidates
are required to complete district-level IRB forms or to follow accepted policies and gain
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approval in writing, consistent with school/district guidelines, prior to beginning any
assigned research project.
Once school district IRB approval is obtained, Kennesaw State University will honor the
approval by submitting a copy of the county proposal, approval and Human Participants
Online Certificate to the KSU IRB Committee.
Doctorate of Education (EdD)
The knowledge, skills and dispositions (KSD’s) demonstrated by graduates of The
Kennesaw State University Doctorate of Education program of the Bagwell College of
Education reflect the unique aspects of this degree. Collaboratively developed by faculty
from across the university and in consultation with community/school partners, these
outcomes and proficiencies delineate the high expectations we have for graduates who
will be Leaders for Learning. The proficiencies reflect the complex nature of student
learning in advanced degree programs leading to a terminal degree. Consequently, many
of the proficiencies listed below incorporate aspects of knowledge, skills and dispositions
within a single proficiency and are clearly linked to our conceptual framework, The
Collaborative Development of Expertise in Teaching, Learning, and Leadership.
VI. Goals and Objectives: The goals of this course are to provide candidates with
knowledge, skills, and experiences germane to both standard and methods of quantitative
inquiry in education.
EDRS 8200
Course Objectives (KSD)
Demonstrate a solid understanding of quantitative paradigm
that frames educational excellence. (K)
Develop research critiques that encompasses the nature of
practice (DL) & collective interactions that occur among
administrative and teacher leaders, their roles in school
change & process improvement (T & L; CRSC) (K)
Explore aspects of quantitative research and examine
their impact on educational reform. Apply the principles of
best practices to influence the organizational behavior of
others as they improve curriculum, instruction and
assessment. (S)
Acquire skills in designing relevant research questions.
Apply quantitative designs in developing studies that focus
upon school improvement and student learning in a number of
situations within schools. (S)
Design research outlines employing methods that reflect
principles of best practices to increase positive interactions
and build a more intentionally inviting and inclusive school
culture. (D)
Develop commentary that considers assumptions about, and
implications for, teaching and learning (T&L); or improved P12 learning outcomes, i.e., culturally responsive school and
classrooms for traditionally marginalized or disenfranchised
students (CRSC).Engage in courageous conversations to
ELCC
Standards
Standard 1
Standard 2
PSC/NCATE Standards
1.1,1.2,1.3,1.4,1.5, 1.6, 1.7
Standard 1
Standard 2
Standard 3
Standard 4
1.1,1.2,1.3,1.4,1.5, 1.6, 1.7
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Standard 6
1.1,1.2,1.3,1.4,1.5, 1.6, 1.7
Standards
1-6
1.1,1.2,1.3,1.4,1.5, 1.6, 1.7
Standard 1
Standard 2
Standard 3
Standard 4
1.1,1.2,1.3,1.4,1.5, 1.6, 1.7
Standards 1-6
1.1,1.2,1.3,1.4,1.5, 1.6, 1.7
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increase the equity and close achievement gap. (S/D)
Develop ability to effectively read, access, and interpret
research literature.
Apply the principles of best practices in developing
collaborative research proposal that focuses upon school
improvement and student learning in a number of situations
within school/class (S)
Obtain IRB certificate to conduct study on human subjects.
Demonstrate a personal orienta-tion toward and commitment
to ethical professional practice. (D)
Standard 2
Standard 4
Standard 5
Standard 6
Standard 5
Standard 6
1.1,1.2,1.3,1.4,1.5
1.1,1.2,1.3,1.4,1.5, 1.6, 1.7
VII. COURSE REQUIREMENTS AND ASSIGNMENTS:
1. Class Participation (15%)
Attendance is required for every class session, and candidates are expected to be on
time and participate actively and thoughtfully in whole and small group discussions
and activities. Read each group of selections prior to the appropriate class session
and come prepared to interrogate texts, raise questions, and connect readings to
theory and practice. For some sessions, candidates will be given choices among the
readings and/or primary readings will be designated. Note that GeorgiaView Vista
will be used for activities and assignment submissions.
2. Critique Quantitative Research Reports (15%)
Write a brief (2-5 pgs.) critical review of each of three examples of quantitative
research reports, one as an experimental study, one as a quasi-experimental study, and
one as a non-experimental study. The reports should be on teaching and learning (T &
L); or improved P-12 learning outcomes, i.e., culturally responsive school and
classrooms for traditionally marginalized or disenfranchised students (CRSC). The
piece you choose should (1) be current – please use articles dated 2002 or later; (2) be
in an area in which you have an interest; and (3) draw on empirical data, i.e., data
obtained in an actual study conducted by the author. DO NOT choose a synthesis
piece, which is a compilation of studies that cut across the field.
Guidelines for the critique:

Begin each paragraph with a clear statement in response to the question.

Follow your response statement with no less than two supportive
statements.
Supportive statements are examples, or descriptions, or quotes from the Research
Article.

If an item is omitted by the author, simply state that.
A. Summarize PROBLEM SECTION and critique
-- Does the problem statement clearly communicate the study's purpose?
-- Is the hypothesis clearly stated?
-- Does the author provide operational definitions of the variables?
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B. Summarize SAMPLE SECTION and critique
-- Is the study's population properly defined, described, and delimited?
-- Is the method of sampling properly described?
C. Summarize INSTRUMENTATION and critique
-- Does the author describe the types of instruments used to assess the subjects?
-- Were instrument reliability and validity discussed?
D. Summarize PROCEDURES and critique
-- Is there a description of the procedures used to administer the instruments?
-- Does the author identify any of the study's administrative or procedural limitations?
E. Summarize STATISTICAL TECHNIQUES AND RESULTS and critique
-- Were appropriate statistical techniques used, and significance levels reported?
-- Were tables and graphs presented in a clear and understandable fashion?
-- Is there any evidence that the author took liberties with the generalizability of the
findings?
F. APPLICATION TO MY PRACTICE
-- Did any of the findings or discussion apply directly to my learning community?
How? When? OR
-- If not, why was this article meaningful, and how will in utilize the findings?
3. Mid-term Exam (quantitative) (25%)
The mid-term exam is formative and summative in nature. It helps make sure that
candidates learn and master basic knowledge and skills of quantitative research such
as nature of quantitative research.
4. SPSS/Computer Exercise (15%)
Candidates will learn how the computer software SPSS manages quantitative data for
statistical analysis. This exercise will be done in the computer lab.
5. Individual Research Outline (30%) Actively seek out a range of research questions,
sub-questions, paradigms (quantitative), and methods. Consider implicit assumptions
about, and implications for, teaching and learning (T & L); or improved P-12 learning
outcomes, i.e., culturally responsive school and classrooms for traditionally
marginalized or disenfranchised students (CRSC).
Other Requirements:
Institutional Training Initiative (CITI) online training program
Federal regulations require that all KSU faculty, staff, and students submit proposals
for any research involving human subjects to the Institutional Review Board (IRB)
prior to implementation of the research project. If you, or you students, are involved
in research involving human subjects, please take some time to familiarize yourself
with KSU IRB policies and procedures at http://www.kennesaw.edu/irb/
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Regulations require that all faculty, staff, and students complete a training
course in human subject protection prior to conducting research using human
subjects. We have chosen the Collaborative Institutional Training Initiative (CITI)
online training program as the official certification program for KSU-affiliated
personnel. You may access this program directly at https://www.citiprogram.org,
or by clicking on "IRB Online-Training Certification" on KSU's IRB website.
VIII. EVALUATION AND GRADING:
Numeric Scale
A = 90-100%
B = 80-89%
C = 70-79%
F = 69% or lower
Note: All written work should be word processed, double-spaced only, 12 size font.
All work submitted should follow APA format. Manuscripts must be proof read to
ensure accuracy in spelling, punctuation, and grammar. Written work must
conform to standards commensurate with doctoral level expectations.
Additional IMPORTANT Grading & Student Evaluation Policies
1. Proficiency in both e-mail use (sending/receiving) and Internet
navigation (accessing Web sites/URLs/links) are necessary so as to
enable you to fully concentrate on the research material for the course.
2. It is each student’s responsibility -- not the instructor’s -- to secure
dependable access to computing equipment and/or facilities in advance
of the beginning of the course.
3. Students are expected to make a good-faith commitment to be fully
engaged in the course during the entire scheduled semester of its
duration.
ACADEMIC HONESTY STATEMENT:
The KSU Graduate Catalog states ―KSU expects that graduate students will pursue
their academic programs in an ethical, professional manner. Any work that students
present in fulfillment of program or course requirements should reflect their own
efforts, achieved without giving or receiving any unauthorized assistance. Any
student who is found to have violated these expectations will be subject to
disciplinary action.‖
X. COURSE TOPIC – Subject to change based the instructor’s on-going
assessment of the needs of the class.
Students will demonstrate an understanding of the NATURE of quantitative
research including but not limited to the following:
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o Sources of variability & variables- types of variables
(dichotomous, categorical, ranked, interval, etc relationship to
hypothesis testing & data analysis)
o Explaining &/or controlling variance
o Population vs. sample and the relationship between parameters and
statistics
o Population sampling and sampling distribution of the mean
o Power and effect size
o Random selection & randomization
o Sample size
o Normal distribution, Z-scores
o Confidence intervals, levels of significance, p-Values, Type I,
Type II Errors and factors that increase or decrease the likelihood
of occurance.
o Descriptive vs. Inferential statistics
Validity and Reliability
Research Designs/Models with specific attention to:
o The general principle of the power of the design to a) detect
treatment effects, and to, b) control or reduce experimental error
o Revisit types of data (categorical, ranked, interval, etc) with regard
to design.
o Experimental designs: Characteristics, strengths and weaknesses of
various types
 Single factor designs (Between-subjects design, Withinsubject design)
 Factorial designs (Completely randomized factorial design,
within- subjects factorial design, mixed factorial design)
o Quasi-experimental designs: Characteristics, strengths and
weaknesses of various types. Assumptions of non-equivalency.
o Simple Correlation (Pearson, Spearman Rho)
Hypothesis testing (relate this back to the population vs. sample, confidence
intervals, etc)
o Assumptions associated with hypothesis testing
o t-test (single mean, two related means, two independent means)
o ANOVA-F-test (One-way & Two-way)
o Interaction effects (Post-hoc analyses, Bonferroni and related
adjustments)
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o Non-parametric tests (Chi-square, Sign, McNemar’s, Wilcoxon,
Mann-Whitney)
Principles of Data Collection and Analysis
o Methods, materials, measures, procedures, instruments (link to
validity and reliability again).
o Use of SPSS, coding and organizing data, etc.
Principles Data Analysis
Confidentiality/Ethics/IRB
Overview of Quantitative Research Proposal
IX. REFERENCES AND BIBLIOGRAPHY
Ary, D., Jacobs, L. C., & Razavieh, A. (1996). Introduction to research in education. New York,
NY: Harcourt Brace College Publishers.
Creswell, J. W. (2007). Qualitative Inquiry and Research Design: Choosing Among
Five Traditions. (2nd Ed.) Thousand Oaks, CA: Sage.
Creswell, J. W. (1994). Research Design: Qualitative and Quantitative Approaches.
Thousand Oaks, CA: Sage.
Johnson, A. P. (2002). A short guide to action research. Boston, MA: Allyn and
Bacon.
Lester, P. E., & Bishop, L. K. (2000). Handbook of tests and measurement in
education and the social sciences. Lanham, Maryland: Scarecrow Press.
Salkind, N.J. (2010). Statistics for People who (Think they) Hate Statistics (2nd ed.),
Thousand Oaks, CA: Sage. ISBN: 978-1-41297102-7.
Marzano, R. J. (2003). What works in schools: Translating research into action.
Alexandria, VA: Association of Supervision and Curriculum Development.
McEwan, E. K., & MeEwan, P. J. (2003). Making sense of research. Thousand Oaks,
CA: Corwin Press.
McMillan, J. H., & Schumacher, S. (1997). Research in education. New York, NY:
Longman.
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Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasiexperimental designs for generalized causal inference. Boston, MA: Houghton
Mifflin Co.
Thomas, R. M. (2003). Blending qualitative and quantitative research methods in
theses and dissertations. Thousand Oaks, CA: Corwin Press.
Wiersma, W., & Jurs, S. G. (2005). Research methods in education: An introduction.
(8th Ed.). Boston, MA: Allyn and Bacon.
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