Enrique G. Murillo, Jr., Ph.D.
College of Education
Applied Qualitative Research Methods
EDDL 7803 – Applied Qualitative Research: Offers guided practice in developing and conducting qualitative research in education. Supports the design and application of qualitative
studies adhering to rigorous research standards, data analysis and write up. (3 units) (ALL)
Syllabus (most recent)
Program Objectives and Student Learning Objectives
The following list is extracted from the full list of Student Learning Objectives and identifies the alignment of Student Learning Objectives and Student Indicators addressed.
Student Learning Objective:
Designers and users of quantitative and qualifying research to effectuate reform and increase student achievement
- Comprehends the relationship and relevance of various theories of knowledge to the study and application of research methodologies in education.
- Knows the differences between quantitative and qualitative research design and how epistemological perspectives are reflected in those research methodologies.
- Comprehends how theoretical paradigms and perspective are reflected in those research methodologies.
- Recognizes the qualities of an effective research question that expresses a direction for inquiry in precise terms, that is based on a review of the pertinent literature, and that avoids the pitfalls of advocacy.
- Knows what are frequency distributions and their meaning.
- Knows what contingency tables are and how to test variable relationships.
- Knows the concepts of reliability and validity.
- Knows what is central tendency, variability, standard normal distributions, and the likelihood of getting an exact mean.
- Knows what effect sizes are in evaluation studies and how to calculate them on SPSS.
- Demonstrates the concept of hypothesis testing, the null hypothesis, the concepts of Type I and Type II errors, t-tests, analysis of variance (ANOVA), and procedures for running t-tests and ANOVA on SPSS or similar statistical software.
- Demonstrates the ideas of predicting one variable from another (correlation/regression) and explanatory power versus reliability of findings when interpreting correlations and regressions.
Agents of change in education
- Is cognizant of the benefits and effectiveness of the instructional program and is willing to alter the components when necessary.
- Demonstrates visionary leadership.
- Maintains a current knowledge base in instructional practices in order to identify necessary changes.
- Maintains positive, meaningful, and sustaining relationships among colleagues and constituents to bring about positive changes.
- Develops a shared vision.
- Plans and implements activities to support this vision.
- Provides appropriate staff development to ensure the implementation of the vision.
- Facilitates the stewardship of a vision of learning that is shared and supported by the school community.