Sit and Get vs Doing
University of Louisiana at Lafayette
College of Education
Educational Foundations and Leadership
Course: EDLD 800
Semester: Fall 2025
Schedule: August 23, September 27, October 25, November 15
Location: Picard Center
Instructor: Robert Slater
Office: 252 Picard Center
Telephone: (Cell): 337-849-3813
Office Hours: By Appointment (please call my cell phone or e-mail me)
Email address: [email protected]
or [email protected]
Course Description
An introduction to educational research by way of the use of free, online government data to do a short paper that mimics the five major parts of a traditional dissertation: 1) problem statement; 2) literature review and conceptual framework; 3) methodology, 4) data analysis; 5) summary, conclusions and recommendations. Data from the General Social Survey (GSS) or the National Assessment of Educational Progress (NAEP) will be used.
Course Objectives
The objective of this course is to enable students to begin to develop and acquire the knowledge, skills and dispositions required for doing research that meets the standards of a Carnegie university ranked as R1.
Candidates are expected to acquire the following knowledge (K), skills (S), and dispositions (D) through this course.
Through this course students should be able to:
–Develop an understanding of the major parts of the doctoral process, including the major parts of the standard dissertation model (K).
–Acquire an understanding of the research process, with particular focus on the kinds of questions that need to be addressed within the survey research method (K).
–Learn how to formulate an acceptable research problem (S).
–Learn how to do a literature review (S).
–Understand the methodological choices available for addressing a research problem, including research design (K).
–Learn how to access and do basic online analysis using online data sets(S).
–Develop a commitment to research practice consistent with a Carngie institution ranked as Very High Research Activity(D).
Course Requirements
A final paper with the five parts of the dissertation in miniature. There is no set length for the paper, though it is likely to run at least 8 double-spaced pages.
Grading Rubric
Problem Statement (20 points)
–Is the problem statement/questions clearly stated and in interrogative form, i.e., is it a question with a question mark at the end?(4)
–is the problem statement stated early in the paper, in the first few paragraphs?(2)
–Are any subsidiary questions related to the general question introduced clearly and are shown to be obviously related to it?(4)
–Does the problem statement/question inform everything else done in the paper, i.e, can you make sense of any part of the paper by way of its relation to the general problem? Is that relationship clear or made clear by introductory and transition sentences?(4)
–Is there a clear rationale for the problem/question, i.e., one or more reasons/explanations given as to why the question is worth studying? Is its importance clear? Is its relevance to education in general and educational leadership in particular made clear?(2)
–Are the limitations and delimitations of the paper stated (2)
–Are key terms presented and defined in a “Key Terms” section or in the narrative itself (2).
Literature Review (20 points)
–Does the literature review articulate the questions investigated by the authors being reviewed?(4)
— Is there some effort to say how their questions are like or different from your question/problem? Is it exactly like your question or only similar? How does it differ?(4)
–Is there some effort in the literature review to organize the various questions being posed by each author being reviewed. In other words, is the discussion of the various authors organized around the questions they pose, i.e., their problems or does it seem to be just a “laundry list” of who said what?(4)
–For literature that has only an indirect bearing on the question is its relationship to the problem statement clearly stated? That is, is it clear how any study cited in the lit review bears on the main problem, directly or indirectly?(4)
–Does the literature include references to scholars whose work bears directly on the question, i.e., who have asked the same or nearly the same question being asked in the paper? Is the Review sufficiently inclusive, i.e, include the most important work done on the topic and does not exclude any studies that bear directly on the problem, especially studies within the last 10 years.(2)
–Are key terms defined in context as the narrative unfolds. (2)
Methodology (20 points)
-Does the methodology begin with a restatement of the question?(2)
-Does the methodology contain a statement about the study’s research design? (3)
-Does the methodology describe the source and nature of the data?(5)
-Does the methodology provide a table of variables which includes their names, definitions, measures and mnemonics?(5)
-Does the methodology discuss the types of anlaysis to be used(e.g, cross-tabulation, regression, etc. ) and why? (5)
Data Analysis and Discussion(20 points)
-Does the anlysis begin with a restatement of the problem/question?(5)
-Are tables and charts properly introduced and explained in a narrative that tends to flow logically from one to the next.(5)
-Is it clear how each table and chart addresses the problem or one of its secondary questions?(2)
-Are control variables introduced and discussed?(5)
-Does the section include summary paragraphs that sum the analysis of data pertaining to one question before moving on to the next.(3)
Summary and Conclusions (10 points)
–Does the summary restate the original problem? (2)
–Does the summary articulate in propositional form the major findings of the studies reviewed?(3)
–Does the conclusion critically assess the studies reviewed.(3)
–Does the conclusion relate the findings from the review to the problem at hand, saying how the problem in the study stands to contribute to the knowledge that has already been generated.(2)
Writing (10)
–Is the paper written in a readable but formal style?(2)
–Do the paragraphs in the paper have topic sentences and are these then followed by supporting, exemplifying statements, and does each paragraph end with a summary sentence that restates in a different way the main idea contained in the topic sentence?(2)
–Are the topic sentences of each paragraph logically related? Can one read just the topic sentences of each paragraph and get a good sense of the paper?(2)
–Are the paragraphs organized logically into sections and parts and are these given appropriate headings and subheadings?(2)
–Are sentences grammatically correct and are words spelled correctly? Is word choice generally appropriate?(1)
-Is APA style followed or the style required by the journal to which the paper is to be submitted for review.?(1)
Total points possible for course = 100
A = 90+
B = 80-89
C = 70-79
F = 70 or less
PASS-PORT Artifacts
–Research paper
–Technology Integration
Use of the WWW for instruction; syllabus and readings on website.
Course Evaluation
Standard University Course Evaluation Form
PROFESSIONAL ASSOCIATIONS
(Please see course Moodle site and also the Moodle site for the EDLD Doctoral Students
PROFESSIONAL JOURNALS
(Please see Moodle sites described above)
Texts
Slater, R. (2024). How to do a dissertation in record time using government data. Lanham, MD: Roman and Littlefield.
How to Do a Dissertation in Record Time Using Government Data: A Primer – 9781610485692 (rowman.com)
Additional readings will be assigned as deemed by the instructor to be necessary.
Course Calendar
August 23
1. Introduction
2. Doctoral Program Overview
3. The Structure of the Traditional Dissertation
4. The NAEP Data Explorer
5. The GSS
September 27
6. Ten Commonsense Questions
7. The Practical and Theoretical Questions
8. From “Topic” to Research Question
9. The NAEP Data Explorer
10. The GSS
October 25
11. Problem Statement
12. Literature Review and Conceptual Framework
13. Methodology
14. The NAEP Data Explorer
15. The GSS
November 15
16. Data Analysis and Discussion
17. Summary Conclusions and Recommendations
18. The Mind’s Eye
19. The NAEP Data Explorer
20. The GSS
December 6: Final papers due!
CONCEPTUAL FRAMEWORK UNIT OUTCOMES:
CANDIDATE PROFICIENCES
Knowledge and Expertise in Practice – The Responsive Professional demonstrates knowledge of
content disciplines and engages in effective pedagogical practice. The candidate:
CF-K1 Knows, understands, and applies multiple theoretical perspectives about human development and learning.
CF-K2 Demonstrates knowledge of content discipline and related standards.
CF-K3 Knows and demonstrates appropriate use of instructional resources and methodologies for subject matter content.
CF-K4 Plans and implements effective standards-based learning experiences.
CF-K5 Applies a variety of appropriate and effective assessment techniques to facilitate and monitor student academic growth and program improvement.
CF-K6 Demonstrates effective management skills.
CF-K7 Uses and integrates technology as appropriate.
CF-K8 Models and utilizes effective planning that incorporates higher order thinking.
CF-K9 Identifies and articulates relevant education policies and laws.
Reflection – The Responsive Professional actively, persistently, and carefully considers practice,
experiences, and available alternatives to guide decision-making. The candidate:
CF-R1 Reviews systematically one’s own educational practice and learns from experience.
CF-R2 Uses assessment and evaluation to inform instruction.
CF-R3 Searches persistently for information and solutions to problems.
Diversity – The Responsive Professional articulates an understanding that beliefs, traditions, and
values across and within cultures affect both learning and relationships with learners, their families, and
the community. The candidate:
CF-D1 Fosters inclusive learning environments in which diversity is valued and learners are taught to live harmoniously.
CF-D2 Accommodates learning styles and individual needs through developmentally appropriate practices.
CF-D3 Engages and involves students in relevant and challenging learning experiences.
CF-D4 Exhibits respect for all types of diversity.
CF-D5 Is informed about and responsive to cultural differences.
Professionalism – The Responsive Professional actively seeks opportunities to grow professionally,
collaborates to meet complex needs of learners, advocates educational principles, and models leadership skills. The candidate:
CF-P1 Collaborates effectively with students, parents, and colleagues.
CF-P2 Models appropriate behaviors and attitudes.
CF-P3 Sustains commitment to professional growth.
CF-P4 Demonstrates problem solving, interpersonal communication, and decision-making skills in leadership roles.
CF-P5 Engages in service to the profession.
CF-P6 Participates in educational advocacy.
CF-P7 Participates in professional organizations, meetings, and conferences.
University of Louisiana
Lafayette
College of Education
RESPONSIVE PROFESSIONAL DISPOSITIONS
Disp 1. Candidates demonstrate commitment to professionalism.
Disp 2. Candidates identify and demonstrate appreciation of the importance of diversity and its impact.
Disp 3. Candidates demonstrate a commitment to learning and to participation in professional organizations and currency in field.
Disp 4. Candidates demonstrate self-direction in learning and practice.
Disp 5. Candidates value the role of community and of the family in the learning process.
Disp 6. Candidates demonstrate collaboration with other professionals to affect student learning.
Disp 7. Candidates demonstrate a commitment to critical thinking and problem solving.
Disp 8. Candidates value the use of data to inform decisions.
The conceptual framework of the UL Lafayette College of Education is designed to expand upon the institution’s commitment to be a responsive university. Doctoral students are expected to demonstrate knowledge, skills, and dispositions associated with the four elements of a Responsive Professional. Responsive Professionals demonstrate expertise in knowledge and practice. They are reflective practitioners who respect diversity and demonstrate a commitment to professionalism.Course Policies and Procedures
Emergency Evacuation Procedures
A map of this floor is posted near the elevator marking the evacuation route and the Designated Route Area. This is an area where emergency service personnel will go first to look for individuals who need assistance in exiting the building. Student who may need assistance should identify themselves to the teaching faculty.
Attendance Policy (Will discuss further at our first meeting)
Academic Honesty
The College of Education adheres to the policy on academic honesty as outlined on page 427 in the Undergraduate Bulletin (2003-2005) .
Students Requiring Special Accommodations
Students requiring special accommodations must register with the Office of Services for Students with Disabilities and provide official documentation to the instructor in a timely manner.
