RES - Research

Department of Leadership and Educational Studies, Reich College of Education

Graduate Courses in Research (RES)

Additional offerings by the department include courses in Foundations of Education (FDN), Higher Education (HE), Instructional Technology Computers (ITC), Library Science (LIB), and Leadership in School Administration (LSA)

Terry McClannon, Department Chair

Research (RES)

RES 5000. Research Methods (3).F;S. The primary purpose of this course is to enable practitioners to read, interpret, and conduct research aimed at improving their practice in their professions. The course includes a study of research methods, encompassing those used in action research, experimental, non-experimental, and qualitative research, evaluation, and policy analysis designs.

RES 5040. Teacher as Researcher (3).F;S. This course provides an opportunity for practitioners to explore, using systematic observations and reflection, an area of interest in their professional practice. Teachers will research and solve specific problems in educational settings. The ultimate goal is that the inquiry conducted by the student should lead to an improvement in practice and to an increased understanding of the issues, both theoretical and practical, that arise in the course of conducting research. (Same as CI 5040/RE 5040/SPE 5040.)

RES 5060. Qualititative Research Traditions (3).On Demand. This course reviews the foundations of qualitative design, investigating the history, philosophy and nature of qualitative research. Examples of different types of qualitative research in the social sciences will be discussed. Learners will read and evaluate reports of qualitative research and identify methodological issues. Learners will also be introduced to qualitative methods through informal fieldwork.

RES 5070. School-Based Evaluation and School Improvement Planning (3).F;S. This course is designed to equip the local school administrator with the tools necessary for designing and carrying-out school-based evaluation and for designing and implementing a school-improvement plan based on evaluation data. Students examine a variety of evaluation models, define school-improvement goals and objectives amenable to empirical data collection, select appropriate evaluation methodologies and data-analytic procedures, and develop an overall evaluation design and school-improvement plan based on real or simulated school- and district-based information.

RES 5080. Data-Driven School Leadership (3).F;S. Prospective school executives will have the opportunity to gain skills in using a variety of data sources to inform their decision-making processes. These skills include using Excel and other statistical programs available, freely, on the web to analyze data; analyzing and interpreting a variety of sources of school-related data; interpreting standardized tests, and classroom assessments; constructing useful survey and opinion instruments; and testing empirical hypothesis related to school and teacher effectiveness.

RES 5500. Independent Study (1-4).On Demand. Subject matter may vary depending on student interest and need. A student may enroll more than once provided the content does not duplicate that of the previous course.

RES 5530-5549. Selected Topics (1-4).On Demand. Subject matter may vary from term to term depending on student interest and need. A student may enroll more than once in a selected topics course provided that the content does not duplicate that of the previous course. Limit of six hours credit.

RES 5560. Classroom Assessment (3).F;S. This course is a survey of key measurement and assessment concepts needed by classroom teachers. It focuses on developing and using classroom assessments, including informal observations, that are linked to instructional objectives and classroom practices, and on the interpretation of state-mandated, formal assessments. Traditional forms of assessment along with newer forms of assessment, including performance and portfolio assessments, are emphasized. Each student will be required to complete an action research project related to classroom assessment practices.

RES 5600. Educational Statistics (3).F;S. A study of descriptive statistics, correlational techniques, and simple regression as applied to practice and research in education and counseling. Instruction in and extensive use of SPSS statistical package included. [Dual-listed with RES 4600.]

RES 6000. Advanced Research Methods, Design and Application (3).F;S. This course provides advanced guided study in the foundations for and practice of research methods in the social and behavioral sciences. Emphasis will be on students becoming both critical consumers of educational and human services research literature and practitioners capable of conducting research. The course will assist in developing and strengthening students' capacity for and professional application of research in assessment, accountability and data-informed decision-making. The course also prepares students to design research that may be required for advanced graduate degrees.