Research, Program Evaluation and Technology
Candidates are knowledgeable about basic principles of research design, action research, and program evaluation. This includes traditional experimental design as well as qualitative and single-subject design. Candidates are able to differentiate high quality from inadequate research and understand measurement and statistics in sufficient depths to evaluate published research and conduct evaluation of counseling and guidance and other educational programs in terms of student outcome. Candidates understand and utilize computer technology and technological applications for conducting program evaluation.
Factors to Consider
- Understanding of research design, research methods, statistical analysis, needs assessment and program evaluation and modification
Candidates are given opportunities to critically review research literature in the process of building research-based knowledge. Emphasis on understanding research design, research methods, statistical analysis, needs assessment and program evaluation is articulated in statements of objectives of some courses and also in required activities of other courses.
ERA 153, Educational Statistics has been a pre-requisite course for all applicants to the Master Degree in Science- Counseling and Student Services (K-12 Specialization). Most of the PPS candidates in our program are in both the master degree and the PPS credential programs. In order to ensure that PPS candidates are equipped with the necessary knowledge in research methods and procedures used to carry out investigations, ERA 153 will be a pre-requisite course required of all applicants to the PPS program.
ERA 153 is designed to help the candidate develop skill in research design and quantitative data analysis. The class is intended to help candidates understand the language of statistics used in the scholarly literature and in their own studies, and to help students use statistical tools in description and analysis.
Candidates will be required to have taken ERA 153 before entering the PPS program. Course objectives of ERA 153 are as follows: Each student will demonstrate
a) an understanding of descriptive statistics
b) the ability to choose and utilize appropriate statistical tests
c) an appropriate level of comfort with SPSS
d) an understanding of the issues involved in designing a research experiment, completing the analysis, and explaining the results.
The homework assignments are designed to give the students practice in statistical manipulation and in evaluating research design problems.
Coun 203: Objective 5: Identify appropriate research methods and procedures used to carry out investigations in educational and psychological settings.
Coun 206: Objective 5: Become better acquainted with research literature regarding development and be able to relate to discussions regarding the etiology of normal and dysfunctional behavior.
Coun 242: Assignment: Candidates will select three articles for review for the class. They must address the purpose of the article, how data was gathered, a summary of the results, conclusions reached by the authors, and critically evaluate the study.
CI 285: Objective 1: Explore previously learned, research-based psychological frameworks important to explaining and planning behavior.
In this course, students are required to conduct a mini-Research Project/Paper. They are given the guidelines in conducting a research study, which includes literature review, statement of question, methodology, results, discussion, and conclusion.
Coun 249: The reading assignments and accompanying activities address needs assessment and program evaluation and modification.
Skill in locating research data
CI 285: Objective 4: Student will identify a context for brief intervention, develop an assessment plan, collect data, interpret results, and describe implications for planning and change
Coun 242: Class discussions include: National Standards Activity/Data Points.
Coun 249: Mandatory field activities include: Become familiar with the use of school technologies for information access, teaching and learning
Skill in interpreting research data to pupils, parents, school, and the community
Coun 203: Objective 7: Interpret results to individual clients, parents, teachers, administrators, and other interested parties.
Topic in its course schedule: “Communicating results to clients/patients/parents.” Furthermore, candidates will be given quizzes to ascertain their grasp of the concepts covered.
Skill in disseminating program evaluation findings to program stakeholders
Coun 242: Objective 3: Provide methods of consulting with schools and develop appropriate consultation models with teachers, administrators, and parents through the utilization of counseling methods.
In this course, students learn different models of consultation and different types
of programs (preventive and interventional). These models include Organizational Consultation.
Students learn the process of working with stakeholders in an organization to implement
programs and services to address particular organizational needs.
Skill in the use of relevant technology to conduct and disseminate research, access information and evaluate pupil
Coun 150: Candidates are given information on internet access to materials on legal issues concerning law and children.
Coun 220: Objective 9: Identify the variety of computer-based and non-computer based career resources.
Students are introduced to the use of computer assisted guidance programs such as EUREKA and SIGI Plus which provide information to students about their interests and skills in order to help them make informed career decisions. A constant element of the course is to introduce students to various websites that provide material to enhance the course content.
Coun 203: Topics include Major Appraisal Methods Including Computer Managed and Computer Assisted Methods
Coun 240:Community and Internet Resource Assignment: Each student will explore the information and resources available from an internet site and a local agency that can address a particular disability.