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Research Methods for School Counselors SC 612

 

Course Description

This course is designed to provide the knowledge and skills required to understand, interpret, generate and evaluate research relevant to various areas of school counseling. The student will become familiar with basic and applied research, program evaluation and associated measurement and evaluation skills that are crucial for all counseling professionals. The student is provided opportunities to acquire greater awareness, familiarity and knowledge of the most basic elementary concepts, principles, and techniques of educational research. Both the traditional content and electronic resources of educational research are emphasized. The student will identify, delineate, operationalize, and write a research proposal for a topic pertaining to contemporary education. In this course the student will study of the nature and complexities of the educational research processes including the identification and completion of an approved educational research project as a course requirement. The general principles of research will be presented in this course with the student examining areas such as statistics, research design, and development of research and demonstration proposals.

Objectives-CACREP 2009 standards

  1. Examine the nature of research and how it applies to the school counseling profession and the difficulties in conducting appropriate research. (CACREP A.1. B.1. B.2. C.2. C.4. E.1. E.3. G.1. G.3. H.1. H.2. H.3. h.5. I.1-5. J.1-3.)
  2. Explore the basics of educational research and formulates a research problem/question relevant to the practice of school counseling. (CACREP B.1.C.4. D.3. D.4. I.1. I.2. J.1. J.2. )
  3. Describe and apply ethical and legal procedures necessary for use in evaluating research and program evaluations. (CACREP A.2. B.1. D.1. D.4. E.1. E.3. F.4. K.1. I.2. J.1.)
  4. Conduct a comprehensive literature review relating to an identified problem. (CACREP A.3. B.2. C.4. E.3. F.2. F.3.I. 4. I. 5.)
  5. Identify sources of data to support the identified research problem/question. (CACREP A.4. A.5. D.3. G.1. G.3. J.3. I.1. I. 4. I. 5.)
  6. Specify timelines and key milestones for completion of the research problem/question (CACREP I.l.2. I.3. I.5. J.1.J.3. K.3. )
  7. Compare and contrast perspectives for data analysis (CACREP A.3. C.2. D.4. I. 5.)
  8. Develop an understanding of quantitative research methodologies (CACREP G.1.,G.3. H.1. H2. I. 5. j.1. J.3.)
  9. Develop and understanding of qualitative research methodologies (CACREP G.1.,G.3. H.1. H2. I. 5. j.1. J.3.)
  10. Examine the steps of Action Research and how it applies to the educational setting (CACREP C.2. C.4. D.3. G.3. H1. I. 5)
  11. Develop and submit an action research proposal using APA form and style (CACREP C.2. G.3. H.1. I.1. I.2. I.4. I.5. J.1. J.3. P.1.)

Time Requirements

This course will be offered over a 15-week period and is a 45 hour 3 credit graduate course. Modules will be completed one per week.

Hardware and Computer Skill Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc.

Curriculum Design

Research Methods for School Counselors is a forty-five hour, 3 credit graduate course covered over a fifteen-week period. This course is a supervised fieldwork experience in which the University and on-site administrator guides, instructs and supervises the student’s introduction to a particular functional project. This course offers an opportunity to gain additional insight into a specific issue, problem, or concern in your specific area of school counseling. The end product of your functional project is a tangible outcome of the learning experience and needs to be jointly determined by your on-site administrator, course professor and you based on the information gained in this course.  It is very important that you find out what if any restrictions there may be on completing specific research at the site of your practicum experience and get clearance from your on-site administrator. The extent of involvement of the student’s on-site administrator is through phone conferences and e-mails with the course professor and student where applicable.  Documentation of student contact with the administrator will be through notarized papers from the administrator and the student.

Course Materials

Required Course Texts:

Fraenkel, J.R. & Wallen, N.E.( 2006) How to Design and Evaluate Research in Education 6th ed..McGraw-Hill: New York,:NY.

Online readings and Web site reviews (including journal articles and best practices from the body of educational research) will be assigned during the course to enhance learning. These readings will be presented as annotated Web sites within the course content.

Student Performance Requirements:

Students will complete assigned readings, written assignments, applications/practice/direct observations in the educational setting and forum postings (as required) in each module. Students will complete tests, special projects and research proposal as listed in the module content.

Session Outline

Module 1: Introduction to Research

Objectives:

  1. The student will explain how educational research is important to a school counselor.
  2. The student will describe the term ‘scientific method’ and explain its importance to a school counselor

Module 2: The Basics of Educational Research: Developing the Research Problem

Objectives:

  1. The student will explore possible situations/problems from the role as a school counselor and develop a research question.
  2. The student will understand the difference between researchable and non-researchable questions.
  3. The student will explain the term ‘variable’ and how it differs from a constant in the research field.

Module 3: The Basics of Educational Research: Principles of Ethical Research

Objectives:

  1. The student will examine ethical research and how it applies to the professional ethics of a school counselor.
  2. The student will explain the procedures necessary to ensure confidentiality of collected data.
  3. The student will describe special considerations involved in doing research with children.

Module 4: The Basics of Educational Research: Review of Literature, Sampling, Instrumentation, Validity and Reliability

Objectives:

  1. The student will develop a literature review for selected problem statement/question.
  2. The student will use the appropriate APA style for documenting sources and bibliography.
  3. The student will develop an understanding of the term ‘sampling’ and describe the sample for the problem statement/question.

 Module 5: The Basics of Educational Research: Instrumentation, Validity and Reliability

Objectives:

  1. The student will understand the collection of data and determining the data-collection instrument.
  2. The student will compare and contrast norm-referenced and criterion-referenced instruments.
  3. The student will understand and demonstrate the following terms: validity, reliability, errors of measurement, standard error of measurement.
  4. The student will describe how to obtain and evaluate scoring agreement.

 

Module 6:.Data Analysis- Possible Solutions to Research Problem/Question.

Objectives:

  1. The student will explain the difference between a statistic and a parameter.
  2. The student will explain the terms ‘normal distribution’, ‘normal curve’, ’z score’ and give examples of use in the school counseling setting.
  3. The student will prepare and interpret a frequency table, a bar graph and a pie chart and give examples of how these can be used in the school counseling setting.
  4. The student will explore possible solution statements for research proposal.

 

Module 7: Quantitative Research Methodologies

Objectives:

  1. The student will develop an understanding of experimental research and describe possible ways to use in research proposal.
  2. The student will develop an understanding of single-subject research and describe possible ways to use in research proposal.
  3. The student will develop an understanding of correlational research and describe possible ways to use in research proposal.
  4. The student will develop an understanding of survey research and describe possible ways to use in research proposal.

.Module 8: Qualitative Research

Objectives:

  1. The student will explain the term qualitative research.
  2. The student will demonstrate the techniques for using observation and interviewing in research and the need for informed consent.
  3. The student will explore the basic concepts of content analysis and explain ways to use in educational research.

Module 9: Action Research

Objectives:

  1. The student will explain the action research process and how it applies to research conducted by a school counselor.
  2. The student will analyze the four steps involved in action research and identify threats to internal validity of action research.
  3. The student will locate and analyze four different pieces of action research that relate to topics important to school counselors.

Module 10: Peer Review of Research Proposal

Objectives:

  1. The student will develop a draft research proposal and have it reviewed by one classmate and one on-site school counselor.
  2. The student will make necessary corrections as indicated by the peer reviews with attention to the use of current APA format.

Module 11-Research Project Proposal

            Objectives:

  1. The student will submit final research project proposal.
  2. The student will describe at least four areas of growth as a researcher that will enhance their practice as a school counselor.

 

Student Requirements

  1. Students will complete weekly written assignments.                                                 25% of grade
  2. Students will complete weekly application to educational setting.             25% of grade.
  3. Students will complete forum postings and responses.                                10% of grade
  4. Students will complete special projects and or exams.                                 40% of grade.

Grading:

100-93

A

92-85

B

84-77

C

76-69

  

69-

  

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined in the Teacher Education University catalog and is subject to academic disciplinary action.

References

Online Resources

Writing Resources

http://www.uvm.edu/-ncrane/estyles

http://www.inkspot.com

http://www.bucknell.edu/-rbeard/diction.html

http://owl.english.purdue.edu

http://askjeevs.com

http://www.studyweb.com

http://www.beadsland.com/weapas/

www.apastyle.org.elecref.html

Research Topic (preliminary exploration)

http://www.cleaninghouse.net

http://www.irl.org/pubs/

http://www.nwrel.org/national/

http://ericae.net/search.htm

Review of the literature

http://www.aspensys.com/eric/

http://nces.ed.gov

http://www.alexa.com

http://info.lib.uh.edu.wj/webjour.htm

http://gort.ucsd.edu:80/newjour/

http://edrs.com

http://www.lib.umi.com/dissertations

http://uncweb.carl.org/

Methodology

http://trochim.human.cornell.edu/kb/quad.htm

http://www.yforum.com/

http://www.stat.scarolina.edu/rsrch/gasp/

http://www.demographics.com

http://trochim.human.cornell.edu/kb/kbhome.htm

http://www.irn.pdx.edu/kerlinb/researchware.htm

http://www.nsrs.com

Assessment and Evaluation

http://ericae.net

http://www.fairtest.org

Proposal Development

http://www.fastlane.nsf.gov

http://www.biostat.wisc.edu/grantworks/

Human Subjects Review

http://www.psych.bangar.ac.uk/deptpsych/ethics/humanresearch.html

Reference:

American Psychological Association. (2001). Publication manual of the American

Psychological Association (5th ed.). Washington, DC: .

Brown, K. J. (2002, January). 'One bite at a time': Intervention practices in Utah districts strengthen reading teachers and improve student literacy. School Administrator, 59, 24+.  

Burnaford, G. Fischer, J. & Hobson, D. (1996). Teachers doing research: Practical possibilities. Mahwah, NJ: Lawrence Erlbaum Associates.

Burant, T. J. (1999). Finding, using, and losing voice: A preservice teacher's experiences in an urban educative practicum. Journal of Teacher Education, 50(3), 209.  

Carr, K. C. (2003). Today's reading clinic: How relevant is the graduate reading practicum? A researcher evaluates the effectiveness of a graduate-level clinical practicum and finds positive results. The Reading Teacher, 57(3), 256+.

Chapman, B. S. (1999). Praxis: An adult education practicum. Adult Learning, 11(1), 14.

Fitch, T. J. Canada , R. & Marshall, J. L. (2001). The exposure of counseling practicum students to humanistic counseling theories: A survey of CACREP programs. Journal of Humanistic Counseling, Education and Development, 40(2), 232+.

Fitch, T. J. & Marshall, J. L. (2002). Using cognitive interventions with counseling practicum students during group supervision. Counselor Education and Supervision, 41(4), 335+.

Fraenkel, J. R. & Wallen, N.E. (2001). Education research: A guide to the process. Mahwah, NJ: Lawrence Erlbaum Associates.

Fraenkel, J. & Wallen, N. (2006). How to design and evaluate research in education (6th ed.). Boston, MA:McGraw-Hill.

Gay, L.R. Mills, G.E. & Airasian, P. (2006). Educational research: Competencies for analysis and application (8th ed.). Columbus, OH: Merrill.

Glanz, Jeffery. (2003). Action research: an educational leader’s guide to school improvement (2nd ed.). Norwood, MA: Christopher-Gordon Publishers, Inc.

Glenwick, D. S. & Busch-Rossnagel, N. A. (1993). Co-Teaching a joint graduate practicum in community and applied developmental psychology. Teaching of Psychology , 20(3), 141-143.

Graf, N. M. & Stebnicki, M. A. (2002). Using e-mail for clinical supervision in practicum: A qualitative analysis. The Journal of Rehabilitation, 68(3), 41+.

Grossman, B. (2005). Maria Berg-Weger and Julie Birkenmeyer, the practicum companion for social work: Integrating class and field work. Journal of Sociology & Social Welfare, 32(1), 162+.

Haigh, M. & Ward, G. (2004). Problematising practicum relationships: Questioning the 'Taken for Granted'. Australian Journal of Education, 48(2), 134+.

Huinker, D. & Freckmann, J. L. (2004, March). Focusing conversations to promote teacher thinking. Teaching Children Mathematics, 10, 352+.

James, L. E. & Watson, S. B. (2001). The effects of participating in an elementary science practicum on classroom practice. Journal of Elementary Science Education, 13(1), 43+.

Lowery, Lawrence (2001). The biological basis for thinking and learning. Berkeley: University of California.

Ortlipp, M. (2003). Assessment of the early childhood practicum: What can we learn from tertiary supervisors' silences?. Australian Journal of Early Childhood, 28(4), 29+.

Panos, P. T. Panos, A. Cox, S. E. Roby, J. L. & Matheson, K. W. (2002). Ethical issues concerning the use of videoconferencing to supervise international social work field practicum students. Journal of Social Work Education, 38(3), 421+.

Ralph, E. G. (1999). Oral-questioning skills of novice teachers: . Any questions. Journal of Instructional Psychology, 26(4), 286.

Regehr, C. Regehr, G. Leeson, J. & Fusco, L. (2002). Setting priorities for learning in the field practicum: A comparative study of students and field instructors. Journal of Social Work Education, 38(1), 55+.

Stier, K. W. (2001). Updating course content and instruction through a practicum experience. The Technology Teacher, 61(1), 27.

Szuchman, L.T. (2002). Writing with style: APA style for counseling. Pacific Grove, CA:





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