1.	ERMA 7310
	Design and Analysis in Education II
	3 credit hours
	Prerequisite:  FOUN 7300 Design and Analysis in Education I

2.	Spring Semester 2010
	Meeting Time:  	Tuesdays
	Room:		Haley Center
	Instructor:	Margaret E. Ross
			4018 Haley Center
			(334) 844-3084
			rossma1@.auburn.edu   (the first 1 = one)
	Office Hours:	Tuesday Mornings, Monday 2-4 pm,  or by appointment

3.	Recommended Resources

Ross, M. E. & Shannon, D. M. (2008).  Applied Quantitative Methods in Education.  Kendall/Hunt,
Publishing Company, Dubuque, Iowa.

Shannon, D. M. & Davenport M. A. (2000).  Using SPSS to Solve Statistical Problems: A Self
Instructional Guide.  Merrill Prentice Hall, Upper Saddle River, New Jersey.

Publication Manual of the American Psychological Association (any recent edition). Washington D.C.,
American Psychological Association.	

4.	Course Description
This course is designed to provide students the understanding of statistical methods pertaining to the design and analysis of educational research. Descriptive statistics will be reviewed and analyses that assess the strength of relationships between or among variables as well as analyses to predict will be studied.  This course emphasizes the conceptual application of statistics with some emphasis placed on the mathematical derivation of the formulas to facilitate understanding of the statistics. A part of the course will be learning SPSS as it pertains to correlation and regression and learning to interpret output.

5.	Course Objectives

Students will:

•	Gain an understanding of correlation and regression procedures.
•	Apply knowledge of correlation and regression procedures by analyzing research problems and making decisions about the appropriate use of these procedures.
•	Apply knowledge of correlation and regression statistics using SPSS. (Technology)
•	Apply knowledge of correlation and regression procedures by interpreting results of statistical analyses.
•	Interpret the results of the analyses in terms of the research hypothesis.

6.  	Tentative Course Content and Schedule

Week 1 Jan. 12, 2010
Introduction to the Course	
Review of hypothesis testing basics and Conceptual/Visual presentation of correlation and line of best fit
IRB discussion (this is part of your project grade)
Discussion of project revisions, refinements, and additional research questions
Project Group Meeting (2-3)
		
Week 2 Jan. 19, 2010
Overview of Regression Design
Review of least squares
Variance and Covariance
Calculation of correlation
Coefficient of Determination (r2)
Authentic project variables and correlation
IRB Modules
Guidelines for IRB points 
	completeness  (2 points)
	professionalism 
		tone  (1 point)
		word choice (1 point)
		organization/flow (1 point)
		writing mechanics (1 point)
		concise and to the point (1 point)
Work on IRB (due in week 3)

Week 3 Jan. 26, 2010
Line of Best Fit
Bivariate regression (continuous IV variable)
R2 and r2
Test preparation
IRB due

Week 4 Feb. 2, 2010
TEST 1
Return IRB for revisions and to be submitted 

Conference

Week 5 Feb. 16, 2010
Correlated Predictors (IVs)
Uncorrelated Predictors (IVs)
Part and Partials
Authentic project correlation/regression questions updating ANOVA project (due next week)
Guidelines for points
	all revisions made based on feedback (2)
	professionalism 
		tone  (1 point)
		word choice (1 point)
		organization/flow (1 point)
		writing mechanics (1 point)
		concise and to the point (1 point)

Week 6 Feb. 23, 2010
Regression with three or more continuous independent variables (predictors)
Curvilinear relationships
Methods of Entering Data
Correlation/regression questions due
Authentic Project planning/data analyses

Week 7 March 2, 2010
Covariance
Authentic Project data analysis
Test Preparation

Week 8 March 9, 2010
TEST 2

Spring Break

Week 9 March 23, 2010
Assumptions
Theoretical Issues
Practical Issues
	Ratio of cases to IV
Outliers
Multicollinearity
Shrinkage
Homoscedasticity
Analysis of Residuals
Presentation Power Points (part of project grade and due for review week 12)
Guidelines for Power Point Presentation points
	completeness  (2 points)
	professionalism 
		tone  (1 point)
		word choice (1 point)
		organization/flow (1 point)
		writing mechanics (1 point)
		concise and to the point (1 point)
Project Paper Rubrics (in place of discussion, add executive summary of approximately 1 page)

Week 10 March 30, 2010
Review of ANOVA using the General Linear Model
The General Linear Model and Regression
Regression with categorical independent variables and coding
Regression with categorical and continuous variables
Authentic Project paper/power points group work (due week 12)
See week 9 for power point grading guidelines
Rubric for project paper

Week 11 April 6, 2010
Curvilinear Regression
Introduction to Path Analysis/Factor Analysis
Validity
Reliability
Planning the presentation (who? when? where?)

Week 12 April 13, 2010
Logistic Regression
Preparation for Test
Authentic Project and Power Point presentations due 

Week 13 April 20, 2010
TEST 3

Week 14 April 27, 2010
Practice/feedback on Presentations
Project presentation/submission plan due (one page or less)

7.	Course Requirements/Evaluation

Learning Methods
Lectures, discussions, readings, class exercises and lab assignments.

Student Assessment
	Three Tests 				55% (15% test 1, and 20% test 2, 20% test 3)
	IRB					10%
		Project Paper (revised & expanded)		10%
		Power Point				05%		
		Presentation				10%
		Project presentation/submission plan	05%
Assignments/labs (2 make up allowed)	05% 

Lab 
•	Lab is designed to introduce you to the use of SPSS to complete analyses taught in class.  Due to time restraints, it is NOT intended to provide you with enough practice to memorize procedures.  You should have reference books to help you complete analyses via SPSS when you do are completing analyses on your own.  
•	Sometimes the lab will double as an assignment and must be turned in at the end of the lab session.  In this case, you will need to have the output printed.  You can work in pairs on lab assignments and turn in one lab assignment per pair if you wish. 

Attendance
Points are not attached to attendance directly.  However, excellent class attendance is expected.  If you need to be absent for school or work-related requirements, illness, or an emergency, you are allowed to make up points for no more than two classes.  Students are responsible for initiating arrangements for missed work.

Proposal and Presentations 
The following is the outline that will be used for this assignment.  You must use a correlation/regression design taught in this class.  If you do not use a correlation/regression design, I will not accept the paper.

Use the following major sections:

Introduction Section
•	   Argument of worth or purpose of the study 
•	 Literature - Integrated by themes/points made
•	   Hypothesis or research question - written first but presented at the end of the literature section

Methodology Section 
•	Participants (descriptive statistics)
•	Measures (Validity and Reliability important here! - describe scale(s), composite scores, how scores are used in the study)
•	Procedures (detailed description of what you did step by step, data processing and analysis - how will you analyze the data and why)? 

Results Section 
•	Are all appropriate statistics clearly stated in APA style?
•	Are tables or graphs appropriately used?

Discussion  Section (Discussion is the major heading, the following information should be included in this major section)
•	State results in words
•	Discuss Limitations, including statistical assumptions

A more detailed rubric will be handed out closer to the time the proposal and presentation are due.
The paper is to be written in APA style.

Grading Scale
A:	90 – 100% 
B:	80 – 89%
C:	70 – 79%
D:	60 – 69%
F: 	below 60%

8.	Class Policy Statements

Class Attendance (see attendance requirements under section 7 above)

Late Assignments Policy  
•	Assignments turned in late will receive a 3% reduction in earned points per day.  The only exception will be in the case of emergency.
•	Except for work requiring calculations, all work must be typed or it will not be graded.  Late penalty will be applied to work completed in writing and then turned in late in typed format for a grade.

Incompletes and Withdrawals   
Grades associated with incomplete course work or withdrawal from class will be assigned in strict conformity to University policy (see Auburn University Bulletin).  If you wish to drop this course you may do so by the 10th class day with no grade assignment. From the 10th class day to mid-quarter a W (withdrawn-passing) grade will be recorded in your transcripts. After this period withdrawal from the course will only be granted under unusual circumstances and must be approved by the Dean of the College of Education.

Academic Misconduct 
The Department of EFLT recognizes university policy regarding academic misconduct. Violations include, but are not limited to: plagiarism, unauthorized assistance during examinations, submitting another’s work product as your own, using another’s words as your own without appropriate citation, sharing unauthorized materials with another that contain questions or answers to examinations, altering or attempting to alter assigned grades. In accordance with University policy regarding academic misconduct, students may be subject to several sanctions upon violations of the Student Academic Honesty Code. See the Tiger Cub publication for the current year for specifics regarding academic misconduct as well as student’s rights and responsibilities associated with the Code.

Disability Accommodations 
Students who need special accommodations in class, as provided for by the American Disabilities Act, should arrange a confidential meeting with the instructor during office hours the first week of classes ‑ or as soon as possible if accommodations are needed  immediately. You must bring a copy of your Accommodation Memo and an Instructor Verification Form to the meeting.  If you do not have these forms but need accommodations, make an appointment with the Program for Students with Disabilities, 1244 Haley Center, 844‑2096.