| Course Objectives: |
The purpose of this course to provide students with an understanding of mixed methods (qualitative and quantitative) approaches to research studies. Appropriate strategies for incorporating both quantitative and qualitative paradigms will be explored. Specific issues, challenges, and considerations encountered in using mixed methodologies will be addressed in detail. The conflict between positivism and constructivism will be investigated, as will various examples of mixed model designs applicable to education and human services. |
| Course Content: |
This course provides an introduction to the design of research studies in applied educational settings. The design and implementation of research studies is contextualized in current educational issues and takes into account the practical constraints of the real world. Topics covered include the formulation of research questions/hypotheses, operational definitions of research constructs, sampling methods, experimental and quasi-experimental designs, and threats to internal and external validity, psychometric and statistical methods, quantitative and qualitative inquiry, data analysis and research report writing. Each class session will focus on specific aspects of research design and methodology and the critical analysis of journal articles and research reports that employ these methods to investigate major issues in education. The quality of the research will be discussed, including the soundness of the design, methods of data collection, methods of data analysis, and the tenability of the conclusions drawn from evidence. At the course of the semester, students will complete a 20-page final paper that will be a proposal for a research study in the students’ areas of interest. Students will prepare and deliver an oral presentation on their final research proposal. |
| Week |
Subject |
Related Preparation |
| 1) |
Orientation to class Distribution/Negotiation of Syllabus’ content Facilitators (Introduction to the Course and Territory) |
Reading and reviewing related resources |
| 2) |
Introduction to Research and Scholarly Investigation |
Reading and reviewing related resources |
| 3) |
Educational Research Problems and Questions |
Reading and reviewing related resources |
| 4) |
Principles of Quantitative Research |
Reading and reviewing related resources |
| 5) |
Principles of Qualitative Research |
Reading and reviewing related resources |
| 6) |
Overview of Strategies, Design Types, and Design Decisions Ethical Considerations |
Reading and reviewing related resources |
| 7) |
Review of the Literature |
Reading and reviewing related resources |
| 8) |
midterm |
|
| 9) |
Data Collection Implications and Sampling Strategies in Qualitative and Quantitative Research |
Reading and reviewing related resources |
| 10) |
Research Analysis |
Reading and reviewing related resources |
| 11) |
Critiquing Research Methods |
Reading and reviewing related resources |
| 12) |
Writing and Representations in both Quantitative and Qualitative Research |
Reading and reviewing related resources |
| 13) |
Writing & Evaluating Research Proposal |
Reading and reviewing related resources |
| 14) |
Mixed Methods Research |
Reading and reviewing related resources |
| 15) |
|
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| Course Notes / Textbooks: |
Clark, V.P. & Creswell, J. W. (2009). Understanding Research: A Consumer’s Guide (10thedition). Upper Saddle River, NJ: Pearson.
McMillan, J. H. & Schumacher, S. (2006). Research in Education: Evidence-Based Inquiry, 6th Edition. Boston: Pearson Allyn and Bacon. |
| References: |
Clark, V.P. & Creswell, J. W. (2009). Understanding Research: A Consumer’s Guide (10thedition). Upper Saddle River, NJ: Pearson.
McMillan, J. H. & Schumacher, S. (2006). Research in Education: Evidence-Based Inquiry, 6th Edition. Boston: Pearson Allyn and Bacon. |
| |
Program Outcomes |
Level of Contribution |
| 1) |
P1. Being able to conduct research using the relevant scientific methodology in order to produce solutions for the problems of the field. |
5 |
| 2) |
P2. Being able to acquire and use a valid foreign language in the field for accessing and sharing information verbally and in written form as well as producing information (European Language Portfolio Global Scale 1, Level B1) |
3 |
| 3) |
P3. Being able to utilize relevant computer skills necessary in the field as well as information and communication technologies (European Computer Driving License, Advanced Level). |
3 |
| 4) |
P4. Possessing sufficient awareness of preserving universal, local and cultural values, human and animal rights and of environmental preservation as well as understand and solve current related problems. |
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| 5) |
P5. Being able to identify basic developmental qualities through the awareness of primary theoretical approaches related with human development. |
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| 6) |
P6. Being able to accept and respect differences and diversity in delivering psychological counseling and guidance services through sensitivity towards different cultures. |
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| 7) |
P7. Being able to possess a knowledge of primary fields of educational sciences and to utilize the theories and concepts of psychological counseling and guidance in providing educational development. |
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| 8) |
P8. Being able to evaluate, implement and interpret concepts and scientific methods in the field of psychological counseling. |
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| 9) |
P9. Being able to build constructive, ethical and trustworthy relationship with the clients during the psychological counseling and guidance process and to utilize the appropriate approach for the needs of the clients using active listening skills. |
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| 10) |
P10. Being capable of initiating group psychological counseling and guidance process, continue and finalize it. Being able to possess the knowledge of group psychological counseling and guidance theories and approaches. |
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| 11) |
P11. Being able to understand the individuals by using techniques of individual recognition. |
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| 12) |
P12. Being capable of developing and evaluating psychological guidance and counseling programmes. |
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ISTANBUL OKAN UNIVERSITY INFORMATION PACKAGE / COURSE CATALOGUE
