Scholarship and Research
"You can't teach people everything they need to know.
The best you can do is position them where they can find what they need to know
when they need to know it." Seymour Paper
Summer Institute III (2 Credits)
TBD: Summer 2016
EDTC 803 Data Analysis and Report Writing (3 Credits)
This course will focus on the content and the mechanics of effective data analysis and report writing. Candidates will analyze textual and graphical data from many sources, process data in ways that readers can understand, and generate comprehensive academic and business reports.
I researched and developed a visual aid illustrating the US labor force participation rates of males and females
in 2010, then prepared a short memorandum report discussing my findings. This was a skill-building exercise
assigned by the instructor.
I wrote a memo that compared the performance of three gaming technology stocks in a memo to a potential investor. This was a skill-building exercise assigned by the instructor.
I developed primary data collection instruments for a scenario where investors are assessing the viability of
restoring a 19th Century opera house in a small town, then prepared a report and transmittal message. This was a skill-building exercise assigned by the instructor.
I used simple descriptive statistics for an analysis of teaching effectiveness in a hypothetical personnel review, then developed recommendations and a critique memo. This was a skill-building exercise assigned by the instructor.
This course provided opportunities to investigate and discuss real world application of statistics.
Although at this point in the coursework, I hadn't yet identified thrust of my research, practice in descriptive statistics and generating statistical tables is always useful.
EDTC 806 Research Methods in Educational Technology Leadership (3 Credits)
With the program’s emphasis on the scholarship of teaching and innovative learning experiences, this course is an in-depth treatment of the research process and techniques for planning and designing research projects. Emphasis will be placed on the appropriate choice of methodologies for a variety of problem situations.
This was an experience in co-authoring and editing an article for publication. My co-authors were M. Chou and E. Collado. As one of my professional goals is publication, I appreciated the opportunity to be guided through this experience.
I prepared an annotated table of contents/course outline for graduate students who are researching and writing a dissertation. This exercise forced me to take a careful look at the entire dissertation process.
I prepared Chapter III of a hypothetical dissertation titled: A Comparision of Pre-service Teacher Education in
Educational Technology in the the United States and Israel: A Reflection of Two Technologically Innovative Communities. I did
not know what dissertation topic I would choose at this point in time. I chose this subject matter because of my background in teacher education. The experience of researching and writing this chapter effectively excluded this topic.
EDTC 809 Assessment and Evaluation (3 Credits)
This course provides an introduction to systematic inquiry using assessment methods to understand, evaluate, and solve user and organizational needs. Candidates will integrate their knowledge of research methods with the real-world challenges of conducting and analyzing research in educational and corporate settings.
This essay describes the application of micro-ethnographic observation
methodology at a visit to the Frida Kahlo Exhibit at the New York Botanical
Garden. The exercise had the added benefit of being a birthday outing/maker
experience with with colleagues from Cohort 2.
I designed a research study using qualitative methodology entitled: Exploring Library-based Makerspaces as Nonformal
Education in a Formal Venue. This choice related directly to my interest in investigating Maker Education as a dissertation topic.
I created an initial proposal for quantitative research based on a study of school-based Makerspaces in New Jersey,
investigating whether geographic dispersion is an indicator of the Digital Divide. This choice related directly to my
interest in investigating Maker Education as a dissertation topic.
Pilot Field Study with IRB
Designed a quantitative research study entitled: Makerspaces and the Digital Divide: Demographics and
Dispersion of Middle School Library-based Makerspaces in the State of New Jersey and prepared the corresponding IRB
application. This choice related directly to my interest in investigating Maker Education as a dissertation topic.
EDTC 810 Statistics for Educational Research (3 Credits)
Candidates will develop competence in applying, synthesizing, and evaluating statistics from sources including dissertation, journals, technical reports, and Web sites. With an emphasis on the scholarship of teaching, candidates will move from basic to context-driven statistics, applying the fundamental concepts and procedures of descriptive and inferential statistics to real-world applications.
The topics selected for my articles related to my career interests in higher education and informal STEM education
experiences. This assignment was a skill-building exercise, as well.
In collaboration with R. Kreider, J. Markey, and G. Mohamad, I created a resource for teaching basic statistical concepts. I volunteered to contribute two pages on Descriptive Statistics because I am comfortable creating instructional videos. I provided five instructional videos and an example demonstrating how to report statistical results in an APA format
As required, I submitted a confidential peer critique of the work of other students for Assessment #2. This work was
assigned by the Instructor.
Data Analysis Using a Variety of Tools: Educational Attainment Unemployment, Gender, and Geography in the EU
This document examines the 2014 secondary school completion rates and unemployment rates for the EU
population 20 to 24 years of age with the goal of highlighting indicators of convergence between the countries.
I employed SPSS to prepare Descriptive Statistics, Z-tests, chi-Square, cross tabulation and ANOVA. The choice of
this subject matter was based on availability of statistical data. Also, I thought that it might be interesting to explore the
world of education outside of the United States.
This course, as an introduction and overview of statistics for doctoral students, was both challenging and edifying. The
weekly assignments, as well as the primary assessments, were practical exercises in the application of more than a
dozen statistical tools and concepts. As a result, I am able to use both Excel and SPSS to generate statistics and
create charts, then interpret the results.
Credit: D. Nagler, 2016