To be revised….
1.	 Assignment for projects…
a.	Add question(s) & resulting changes in paper…results and methods.
b.	Revise/expand paper based on comments from last semester
c.	Presentation plan
i.	Executive summary as handout
ii.	To whom
iii.	Format
d.	Roundtable early to prepare for presentation to appropriate school personnel
e.	Action taken by school or expected action based on data/outcomes

2.	PRESENTATION TO SCHOOL PERSONNEL  as part of grade

3.	IRB so that data can be presented

4.	Reorganize to do roundtables early so that presentation to school personnel occurs before the end of the semester

5.	Add logistic and path

6.	Add N1H1 statement (emergency procedures???) It is on G drive

7.	Put syllabi on G drive

8.	Saved project papers in bottom file drawer.  

9.	For project rubric … add detail  as indicated in feedback

Recent Syllabus to be revised for Educational Leadership Doctoral Students
	 
1.	Foun 7310
	Design and Analysis in Education II
	3 credit hours
	Prerequisite:  FOUN 7300 Design and Analysis in Education I

2.	Spring Semester 2007
	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 or by appointment

3.	Recommended Resources

	Shannon, D. M. & Davenport M. A. (2000).  Using SPSS to solve statistical problems: A self-snstructional Guide.  Merrill Prentice Hall, Upper Saddle River, New Jersey.

	Pedhazur, E. J., & Schmelkin, L. P. (1991). Measurement, Design, and Analysis: An Integrated Approach (Student Edition). Hillsdale, New Jersey: LEA

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 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. 9, 2007
Introduction to the Course	
Research interests
Review of hypothesis testing basics and Conceptual/Visual presentation of correlation and line of best fit
		
Week 2 Jan. 16, 2007
Review of least squares
Variance and Covariance
Calculation of correlation
Coefficient of Determination (r2)

Week 3 Jan. 23, 2007
Line of Best Fit
Bivariate regression (continuous IV variable)
R2 and r2
Test preparation

Week 4 Jan. 30, 2007
TEST 1

Week 5 Feb. 6, 2007
Correlated Predictors (IVs)
Uncorrelated Predictors (IVs)
Part and Partials

Week 6 Feb. 13, 2007
Regression with three or more continuous independent variables (predictors)
Curvilinear relationships
Methods of Entering Data

Week 7 Feb. 20, 2007
Covariance
Test Preparation

Week 8 Feb. 27, 2007
TEST 2

Week 9 March 6, 2007
Assumptions
Theoretical Issues
Practical Issues
	Ratio of cases to IV
Outliers
Multicollinearity
Shrinkage
Homoscedasticity
Analysis of Residuals

Week 10 March 13, 2007
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

Week 11 March 20, 2007
Curvilinear Regression
Introduction to Factor Analysis
Validity
Reliability

No Class March 27, 2007 Spring Break

Week 12 April 3, 2007
Project Due (Reminder, late papers receive 3% reduction in earned points per day.)
Logistic Regression
Preparation for Test

No Class April 10, 2007 (conference)

Week 13 April 17, 2007
TEST 3

Week 14 April 24, 2007
Roundtable Sessions	

7.	Course Requirements/Evaluation

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

Student Assessment
	Three Tests 			60% (15% test 1, and 20% test 2, 25% test 3)
		Proposal				25% (see next page of syllabus for more information)
		Presentation			5%
Assignments			10% 

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 required to earn an A and to earn lab or other in-class points.  I will note absences.  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 will turn in your paper (4 to 6 pages double spaced excluding cover page and references) and present the research in round table session format.  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 of 1 to 1 ½ pages (use title at top of page and DO NOT use "introduction" as a heading, the following information should be included in this major 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 (Methodology is the major heading and participants, measures, and procedures are all subheadings - information to include is in parentheses)
•	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 (Results is the major heading and no subheadings are needed, the following information should be included in this major section)– If you don’t have data, make it up.
•	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% and excellent class attendance (absent no more than two classes)
B:	80 – 89% and good class attendance (absent no more than three classes)
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 accommodations are asked to arrange a meeting with me as soon as possible.  If you have a conflict with my office hours, an alternate time can be arranged.  To set up this meeting, please contact me by e-mail.  Bring a copy of your Accommodation Memo and an Instructor Verification Form to the meeting.  If you do not have an Accommodation Memo but need accommodations, make an appointment with The Program for Students with Disabilities, 1244 Haley Center, 844-2096.