Child Development 133 (3)
Research Methods in Human Development
California State University,
Sacramento
Department of Child Development
College of Education
Spring 2004
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This course is an introduction to the research methodology used in developmental and psychological science, with an emphasis on increasing students' ability to locate, understand, critique, and report researdch findings. We will study the scientific view and explore where research ideas come from, and how the goals of a research project or question fit different design methodologies. We will also explore how research is disseminated with a focus on how to both interpret and construct an empirical research article. Students will conduct in-class experiments and use the resulting data to practice statistical analyses. You will then present the results of these experiments on the final day of class in the form of a professional poster presentation.
See course schRequired: The texts for the course this semester are:
Cozby, P. C. (2001). Methods in Behavioral Research. Seventh Edition. Mountain View, CA: Mayfield Publishers. Online support available at http://www.mayfieldpub.com/cozby
Szuchman, L.T. (2002). Writing with Style: APA Style Made Easy. (2nd Ed.). Belmont, CA: Wadsworth/Thomson Learning. http://www.wadsworth.com
Selected readings are available at the reserve book room of the library.
You can purchase books through the Hornet Bookstore. Check their Distance and Distributed Learning page at http://www.bookstore.csus.edu/bookstore/distance/ for ordering information.
1) Students will learn research and theory to increase their knowledge of growth and development in the following areas:
A. Major milestones of development from infancy to adulthood
B. Acquisition and use of language in monolingual, bidialectic and second language learners
C. Biological influences on development
D. Social influences on development
E. Individual variation
F. Major social issues confronting children and their families
2. Students will apply theory and research to describe, analyze, and reflect upon children's and parents' cultural practices and experiences in both formal (e.g. schools, daycare) and informal (e.g. family, social) contexts.
3. Students will employ techniques of observation and assessment using a variety of methods.
4. Students will develop and maintain positive attitudes toward diversity (i.e. cultural, ethnic, gender, social, disability, linguistic).
5. Students will develop discipline-based written communication skills.
6. Students will analyze and critique written materials related to child development using tools and processes widely recognized in the discipline.
7. Students will demonstrate practices and understanding of professional responsibility in both academic and applied child development contexts.
8. Students will use technology for purposes of augmenting discipline-based knowledge and inquiry.
9. Students will participate in varied field experiences that are mediated using theory, concepts, and practices.
10. Students will participate in a learning community that facilitates
collaboration with peers and faculty.
- To gain a strong foundation in and understanding of the scientific methodlogies applied to child development research
- To become good and knowledgeable consumers of research
- To learn to analyze empirical data and construct research reports
- To exercise and develop skills for writing research papers
The following are the course requirements. Each is worth a different percent of your grade.
Assignment Exams
(3 at 15% each) Article
outline/critiques (2 at %5 each) Research proposal Research paper Poster presentation
Attendance
Participation (includes online activities
and in-class participation)
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A |
Outstanding achievement |
100 - 92 % (90 - 91% is A-) |
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B |
Excellent performance; clearly exceeds course requirements |
89 - 82 % (80 - 81% is B-) |
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C |
Average |
79 - 72 % (70 - 71% is C-) |
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D |
Passed, but not at average achievement standards |
69 - 61% (60 % is D-) |
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F |
Failure to meet class requirement |
59.49% or less |
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Incompletes: To receive a grade
assignment of incomplete, you must get permission from the instructor
before the last week of class. You must provide a
compelling reason that is supported with documenting evidence.
If you do not receive this permission, you will receive a grade
of U. |
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Students will need an electronic mail account and computer access to the Web. All CSUS students enrolled in one or more units can create a SacLink account for electronic mail and Internet services. Although a home computer with a high speed modem running Netscape or Internet Explorer would be beneficial, students can use the Web from one of the campus student labs.
Computing RecommendationsYou should be comfortable using a computer and willing to browse the Web. This class requires online class participation on the Web assignments and electronic discussions.
You need:
- Macintosh compatible with System 8 or higher or Windows compatible Pentium running Windows 95/98 or Windows NT.
- 32MB of RAM, preferably 64MB
- 28.8K or faster modem - preferably 56K
- Microsoft Internet Explorer or Netscape 4.0 (or higher)
- SacLink or other Internet Account
- Word processing skills
Students need an electronic mail account and computer access to the Web. All CSUS students enrolled in one or more units can create a SacLink account for electronic mail and Internet services. Although a home computer with a high speed modem running Netscape or Internet Explorer would be beneficial, students can use the Web from one of the campus student labs.