ED 690 features performance outcomes that directly reflect the 10 areas of competence that underlie the EDTEC Master's program; student demongrate mastery via a comprehensive exam process fully detailed in each course we offer.
This page details each performance outcome and the competency(ies) with which it is most closely associated.
At the close of ED 690 you will be able to:
- locate, examine, and critically interpret the literature associated with particular educational/instructional issues. [This implies familiarity/comfort with viable search engines, the PAC at Love Library, professional associations, and other resources.] -- Data-based decision-making; Cognitive; Professional and career
- describe common problems (validity, reliability, ethical concerns) associated with conducting, interpreting, and reporting educational research. -- Principles, theories and models; Cognitive; Communication; Character
- distinguish between/among research designs--both traditional and eclectic--noting their strengths, weaknesses, and situational appropriateness. ---- Principles, theories and models; Cognitive; Technical
- distinguish between/among common analytical tests--and the assumptions that underlie them. -- Principles, theories and models; Cognitive; Technical
- demonstrate competence with software appropriate for quantitative analyses (Excel, SPSS, etc.)--including set-up, graphical and table displays, and interpretation of results. -- Technical; Cognitive; Communication; Character
- demonstrate competence with software appropriate for qualitative analyses--including set-up, narrative and other displays, and interpretation of results. --Technical; Cognitive; Data-based decision-making
- conduct a brief research/evaluation study,
... -- Principles, theories and models; Processes; Data-based decision-making; Communication; Character; Interpersonal
- identify a valid research issue or question to explore (to include, if appropriate, an investigational hypothesis).
- conduct a review of the literature that contextualizes/operationalizes the constructs associated with the questions or issue of interest.
- determine an appropriate research design--one that's theoretically robust yet practical to implement.
- determine appropriate sampling techniques (whether data are acquired from people or existing resources).
- develop data collection methods (surveys, interviews/focus groups, observations, tests, action plans, etc.).
- determine how best to collect data (and over what time-frame or period) in ways that are ethically sound.
- determine appropriate methods/procedures by which to analyze and triangulate the data (whether quantitative, qualitative, or both), and infer meaning from the results.
- report the findings (to different audiences), as well as their implications.
- conduct yourself in a manner that demonstrates understanding of research "standards" promoted by AERA and other profesional associations or groups. --Character; Interpersonal; Communication; Professional and career
- identify common problems associated with conducting educational research and strategies for resolving them. -- Character; Data-based decision-making; Cognitive
Visit the EDTEDC Comprehensive Exam website to learn more about how it unfolds and our expectations of performance.
Note: Not all the course expectations are overt; as the semester unfolds, we'll discuss some of the "unexpected" or "unplanned" outcomes that factor into our assessment of your progress.