Research: A strong support for "out on a lim"
Leadership understands the logic and processes of scientific inquiry, explains major research methodologies, formulates empirically driven research problems, selects appropriate research designs, explains standards for data collection and conducts basic data collection and analysis.
*Satisfactory Competency Level
My learning on research methods is embodied in my work in the research methods and statistics classes listed below, as well as the work for my dissertation proposal. The artifacts show my ability to apply methods of inquiry to research questions in my field.
 Evaluations or verification artifacts are indicated with this icon.
 Leadership and Learning Group contributions are indicated with this icon.
Activities |
Description |
Documentation |
A. EDRM 611 |
Overview
EDRM 611, Applied Statistics I, is an introductory course for statistics and covers descriptive statistics and testing hypotheses that compare means by using the t-test, chi square, and simple regression.
Competency Connection
My study and work in this statistics class shows my ability to understand the logic and processes of scientific inquiry and my ability to conduct data analysis.
Artifact Descriptions
i. This is a chart of the hypothesis testing steps that I created in the class to share with my classmates and with my regional group.
ii. Some of my classmates and regional group members gave feedback on the chart I created.
iii. This final project shows my ability to formulate a research problem, select a research design, collect data from my workplace, and analyze and report the results.
Some files unlinked for privacy, confidentiality, or intellectual property reasons. |
i. Hypothesis Testing Chart shared with regional group and classmates
ii. Feedback on the chart
iii. Final project: Factors Influencing the Frequency of Videoconference Use in Thirty-Five Southwest Michigan Schools Implementing Curriculum Videoconferencing
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B. EDRM 612 |
Overview
EDRM 612 continues the applied statistics from 611 and covers testing hypotheses with one-way ANOVA, repeated measures ANOVA, factorial ANOVA, and multiple regression.
Competency Connection
My study and work in this statistics class shows my ability to understand the logic and processes of scientific inquiry and my ability to conduct data analysis.
Artifact Descriptions
i. This is a chart of the hypothesis testing steps that I created in the class to share with my classmates and with my regional group.
ii. Some of my classmates and regional group members gave feedback on the chart I created.
iii. The final project shows my ability to apply my learning to a research question and write a research report with the results.
Some files unlinked for privacy, confidentiality, or intellectual property reasons. |
i. Hypothesis Testing Chart II shared with regional group and classmates
ii. Feedback on the chart and on my discussion comments
iii. Final project |
C. LEAD 880 |
Overview
LEAD 800 is the Leadership Program's Dissertation Proposal Development course.
Competency Connection
My work in this course shows my ability to prepare to follow the process of scientific inquiry by formulating a research problem related to my work and selecting an appropriate research design.
Artifact Descriptions
i. The IRB application shows my ability to request permission for student of human subjects and to follow the appropriate processes of scientific inquiry.
ii. The approved dissertation proposal includes the first three chapters of my dissertation as of proposal approval.
iii. The Table of Specifications was used to develop the instruction. |
i. IRB Application
ii. Approved Dissertation Proposal
iii. Table of Specifications Part 1 and 2 |
D. EDRM 605 |
Overview
EDRM 605 is the qualitative research methods class and uses Creswell to consider five approaches to qualitative research: narrative research, phenomenological research, grounded theory research, ethnographic research, and case study research.
Competency Connection
My work in this class shows my ability to understand qualitative inquiry, explain and use major qualitative research methods to formuate research problems related to my field of videoconferencing. In addition, in my final project I also selected an appropriate research design and conducted data collection and analysis procedures.
Artifact Descriptions
i. In this assignment, I think about qualitative research and the appropriate times to consider this research method.
ii. In this assignment, I created research problem statements for my field of videoconferencing in each of the five major types of qualitative research.
iii. This interview transcript shows my ability to conduct the data collection and transcription necessary for qualitative research.
iv. The final project shows my ability to use the qualitative research method of case study to consider a research problem in videoconferencing.
Some files unlinked for privacy, confidentiality, or intellectual property reasons. |
i. Assignment 1 shows that I can think qualitatively about qualitative research
ii. Assignment 3 includes different potential research studies using Creswell's 5 types of qualitative research
iii. Interview transcript for final project
iv. Final project |
E. Dissertation |
Overview
My dissertation considered the implementation of curriculum videoconferencing, support of videoconferencing by the videoconference coordinator, and created a model to predict a school's use of videoconferencing.
Competency Connection
My dissertation shows my ability to understand and use the logic and processes of scientific inquiry to formulate a research question, select a methodology, collect data and conduct data analysis. |
i. Final Dissertation: The Development of an Instrument for K12 Coordinators Implementing Curriculum Videoconferencing and a Model to Predict Utilization of Videoconferencing |
My research reflection paper considers applying research to my work, methods of research, and the nature of knowledge. New practice inspired includes a list of potential future research.
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Bolker, J. (1998). Writing your dissertation in fifteen minutes a day. New York, NY: Owl Books.
Cook, T. D., Means, B., Haertel, G. D., & Michalchik, V. (20003). The case for randomized experiments. In G. D. Haertel & B. Means (Eds.), Evaluating educational technology. New York, NY: Teachers College Press.
Creighton, T. B. (2007). Schools and data: the educator's guide for using data to improve decision making. Thousand Oaks, CA: Corwin Press.
Creswell, J. W. (2003). Research design: qualitative, quantitative, and mixed method approaches. Thousand Oaks, CA: Sage Publications.
Dalton, D. (2006). Educational research: The gold standard? Retrieved from http://specialed.wordpress.com/2006/02/10/educational-researchthe-gold-standard.
Daunt, C. (1999). The nature of interaction in educational videoconferencing. (AAT
Freed, S. (March 1, 2009). Freed's epistemological model. Retrieved from http://www.andrews.edu/~freed/socialworld/knowing.html
French, J., & Raven, B. H. (1959). The bases of social power. In D. Cartwright (Ed.), Studies of social power. Ann Arbor, MI: Institute for Social Research.
Galvan, J. L. (2006). Writing literature reviews: a guide for students of the social and behavioral sciences (3rd ed.). Glendale, CA: Pyrczak Publishing.
Gold, M. (2009). Jazz impact. Paper presented at the Leadership Roundtable. Retrieved from http://www.jazz-impact.com/
Grbich, C. (2007). Qualitative data analysis: An introduction. Thousand Oaks, CA: Sage.
Haertel, G. D., & Means, B. (2003). Evaluating educational technology: Effective research designs for improving learning. New York, NY: Teachers College Press.
Hart, C. (2003). Doing a literature review: releasing the social science research imagination (repr. ed.). New York, NY: Sage Publications.
Hedestig, U., & Kaptelinin, V. (2005). Facilitator's roles in a videoconference learning environment. Information Systems Frontiers, 7(1), 71-83.
Heineke, W. F., & Blasi, L. (2001). Methods of evaluating educational technology. Greenwich, CT: Information Age Pub.
Howell, D. C. (2007). Statistical methods for psychology. Belmont, CA: Thomson Higher Education.
Huff, D. (1993). How to lie with statistics. New York, NY: W. W. Norton & Company, Inc.
Keefe, D. D. (2003). A case study of the integration of a video learning center at an elementary school. Retrieved from ProQuest Digital Dissertations. (AAT 3091163)
Knight, G. R. (2006). Philosophy and education : an introduction in Christian perspective (Fourth ed.). Berrien Springs, MI: Andrews University Press.
Lim, J. (2009). The development of an instrument for K12 coordinators implementing curriculum videoconferencing and a model to predict utilization of videoconferencing. Retrieved from ProQuest Digital Dissertations. (AAT
Lim, J., & Freed, S. (2009). We have the videoconference equipment installed, now what? Manuscript submitted for publication to The Qualitative Report.
McMillan, J. H., & Schumacher, S. (2001). Research in education: A conceptual introduction. New York, NY: Longman.
McNeil, K. A., Newman, I., & Kelly, F. J. (1996). Testing research hypotheses with the general linear model. Carbondale, IL: Southern Illinois University Press.
McNeil, K. A., Newman, I., & Steinhauser, J. (2005). How to be involved in program evaluation: What every administrator needs to know. Lanham, MD: Scarecrow Education.
Newman, D., Du, Y., Bose, M., & Bidjerano, T. (2006). A content analysis of videoconference integration plans. Paper presented at the Society for Information Technology and Teacher Education International Conference, Orlando, FL.
Newman, I., & McNeil, K. A. (1998). Conducting survey research in the social sciences. Lanham, MD: University Press of America.
Newman, I., Newman, C., Brown, R., & McNeely, S. (2006). Conceptual statistics for beginners (3rd ed.). Lanham, MD: University Press of America.
O'Leary, Z. (2005). Researching real-world problems: A guide to methods of inquiry. Thousand Oaks, CA: Sage.
Owston, R. (2007). Contextual factors that sustain innovative pedagogical practice using technology: an international study. Journal of Educational Change, 8(1), 61-77. doi:10.1007/s10833-006-9006-6
Pan, M. L. (2004). Qualitative and quantitative approaches: Preparing literature reviews (2nd ed.). Glendale, CA: Pyrczak Publishing.
Pyrczak, F. (2008). Evaluating research in academic journals: a practical guide to realistic evaluation (4th ed.). Glendale, CA: Pyrczak Publishing.
Pyrczak, F., & Bruce, R. R. (2007). Writing empirical research reports. Glendale, CA: Pryrczak.
Reyna, V. (2006). The logic of scientific research. Retrieved from http://www.ed.gov/nclb/methods/whatworks/research/page_pg10.html
Sue, V. M., & Ritter, L. A. (2007). Conducting online surveys. Thousand Oaks, CA: Sage.
TWICE. (2007). Videoconferencing collaborative projects. Retrieved from http://www.twice.cc/projects.html
Wakefield, C. K. (1999). Site facilitator roles in videoconferencing: Implications for training. Retrieved from ProQuest Digital Dissertations. (AAT 9960871)
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