Ray  Gen, Ed. D.
Chapman University
EDUC 600 Research and Evaluation Methods
Fall 2 2006-07  (Oct 30 - Jan 8)
Tuesday  5:00 pm - 9:30 pm (face-to-face & online)

Contact Information:
Dr. Ray Gen
gen@chapman.edu (checked only weekly)
rgen@esusd.k12.ca.us (day)
raygen@earthlink.net (evening)
AOL Instant Message ID  docraygen (I’m online most evenings)
310.615.2662 ext 231 (office checked a few times a week)

I encourage you to contact me beyond the class meetings if you have any questions about the assignments. I have provided my contact information in the hope that you will use it if you so desire or need.  

See Full Syllabus


   Fabian, Andy  
   Polet, Christy, Jocelyn, Marilyn, Rita, Bridget, Kate  
  Jeff, Stephanie, Barbara, Sarah, Seana  


Students learn methods of program evaluation and research in education. Topics include models of program evaluation, experimental research designs, qualitative approaches, instrumentation and measurement, common statistical techniques, critiquing educational research, and evaluation of the special education and counseling programs.

COURSE LEARNING OBJECTIVES By the end of the course the candidate should be able to . . .
1. evaluate a quantitative and qualitative journal article and determine if that research possesses the validity necessary to make it worth adding to the student’s expertise on the topic.
2. given a set of data, compute the Mean, Mode, Median, Range, Number, Variance, and Standard Deviation with only the assistance of a basic function (including square root) calculator.
3. name the threats to internal validity of a given research study and determine proper “controls” for each threat.
4. name threats to external validity of a given research study.
5. locate journal articles, books, and documents on a specific topic using manual and computer based searches.  Chapman Online Research
6. use the internet as demonstrated through locating information, primarily journal articles and books, on the web.
7. cite references using current edition APA format, and explore the use of bibliographic add-in programs (e.g., EndNote)
8. develop sample research proposals given research questions in qualitative situations. The proposal will attend to researcher subjectivity/objectivity, site selection, sampling, validity, multiple perspective data collection, analysis, pattern-seeking, interpretation, etc.
9. develop sample research proposals given research questions in quantitative situations. The proposal will attend to issues of objectivity, hypothesis development, sampling and generalization, internal and external validity, statistical analysis, interpretation, etc.
10. develop research proposal supporting requirements of relevant masters program when appropriate.
11. evaluate research proposals of fellow students. Evaluations will clearly show differences between qualitative and quantitative paradigms.
12. discuss appropriate situations for the use of either qualitative or quantitative methods.
13. articulate the appropriate procedure for conducting ethnographic research in an educational setting.
14. describe codes of conduct in research and the necessity of seeking or obtaining approval and consent for all research.
15. discuss hallmarks of ethical research, whether conducting or evaluating it.


Topics Readings


Week 1 - Introduction to Educational Research McMillan & Schumacher
Chapter 1
*Post Questions and Answers on BlackBoard
*Take the "Fill in the Blank" Quiz and email me your results
gen@chapman.edu the quiz for Chapter 1 is located at

Oct 30   *Gather Data: weight, height, age, eye color, sex, race, zip code for 20 people- Bring to class next week. Use the following Excel Sheet
Week 2 - Qualitative and Quantitative Studies McMillan & Schumacher
Chapter 2
*Data Due
*Graphing Data
*Quiz - "Multiple Choice" email gen@chapman.edu
Components of Research

Nov 6

Research 1 - Handout in BlackBoard

Week 3 - Qualitative Studies    

Nov 13
McMillan & Schumacher
Chapters 12 & 13

Research 2 - Handout in BlackBoard
*Quiz - Summarize Chp 12 and Reflect on Chp 13 (What would you study in your classroom?) Email - gen@chapman.edu
*Write analysis of Research 2 (Due Nov 21)
Week 4 - Qualitative Studies &
Action Research (Online)
McMillan & Schumacher
Chapter 15

Table of Contents
*Quiz "Fill in the Blank"
*Write analysis of your own research reading - Post in BlackBoard


Nov 20 - ONLINE
Find your own research to read  
Week 5 - Action Research
Adobe PDF
McMillan & Schumacher
Chapter 11

Action Research 1 -
Handout in BlackBoard

*Quiz - "Multiple Choice"

*Write Analysis of Action Research - see course documents in BlackBoard
Nov 27    
Week 6 - Lit Reviews    
Action Research

Dec 4
McMillan & Schumacher
Chapter 4

Action Research 2 -

Handout in BlackBoard
*Quiz - Multiple Choice
APA Style
*Writing a Lit Review -
(4-5 sources on a similar topic - with a partner or yourself ) 
Write Analysis of Action Research
Week 7 - Your Research Proposal McMillan & Schumacher
Appendix A, Chapter 14 & 15.4

Action Research 3 -

Handout in BlackBoard
*Quiz - Summary
Use APA formatting
Formulate Research Questions
Data Collection
Dec 11    
Week 8 - Teacher as Researcher

Jan 1 - ONLINE
McMillan & Schumacher
Chapter 16
*Action Research Proposal  - Use APA formatting -
Post in BlackBoard  ( Due Jan 1)
Week 9 - Presentation of Proposal TBD *PowerPoint of Proposal

Jan 8

  Peer Evaluation in BlackBoard  (Due Jan 8)





Good Resource (new)

Quizzes for McMillain & Schumacher

Chapman BlackBoard Link




100%-90%         A
            89-80                   B
79-70                   C
69-below             F


Rubric Scoring

Rubric Scoring – General Guide

 6 (Truly Exceptional; Superior; Transcendental) The student demonstrates truly exceptional outcomes.  The student transcends most other users. The student demonstrates superlative abilities, superior skills and exceptional attitude. Student products offer unique perspectives. The student demonstrates exceptional intuition when using the application. The student has mastered the application and could teach others how to use it.

 5 (Good; Exceptional; Above-Average) The student demonstrates exceptional outcomes.  The student has better skills than most users. The student demonstrates good abilities, exceptional skills and above average usage. Student products offer exceptional perspectives. The student demonstrates good intuition when using the application.  The student knows what the application is capable of doing and in time can use it with alacrity.

 4 (Accurate; Appropriate; Apt; Suitable; Competent; Common) The student demonstrates accurate and suitable outcomes.  The student is average in comparison. The student demonstrates suitable abilities, competent skills and appropriate attitude. Student products offer common perspectives. The student demonstrates occasional intuitive abilities when using the application.  The student understands the application and has basic skills in that application but still has many questions as to its advanced functions.

3 (Minimal; Rudimentary; Simple; Elementary; Limited) The student demonstrates rudimentary outcomes.  The student is an average or just below average user. The student demonstrates elementary abilities, rudimentary skills and indifferent attitudes. Student products are limited in perspective. The student demonstrates limited intuitive abilities when using the application.  The student outcomes demonstrate simple usage. 

2 (Sub-standard; Minimal; Inappropriate; Inaccurate) The student demonstrates sub-standard outcomes.  The student is a below average user. The student demonstrates minimal abilities, sub-standard skills and poor attitudes. Student products do not work well and are inappropriate. The student demonstrates a lack of intuitive abilities when using the application.  The student outcomes demonstrate minimal ability and usage..

1 (Negligible; Off-task; Inappropriate; Faulty) The student demonstrates sub-standard outcomes.  The student is well below the average user.  The student demonstrates negligible abilities, sub-standard skills and inappropriate attitudes. Student products do not work or are off-task. The student demonstrates a lack of intuitive abilities.  The student outcomes demonstrate a faulty understanding of the application.