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Unformatted text preview: Using Stats to Explore Educational Politics and Policy Education 5630, 3 credits Fall 2010, M/W 8:40-9:55am, Warren 232 & Mann Lib Prof. John W. Sipple Overview : The arena of American public education is immersed in contentious debates about how best to educate the next generation of children. Embedded in these debates are political and policy arguments about who is educated and how, the role of the state, the linkages between early childcare, pre-K thru 12, and higher education, equity, race, and class. Fundamental issues of economics, sociology, and political science undergird these issues. One role of research and scholarship is to inform these debates. While a melding of qualitative and quantitative research methods is my ideal, this course will focus on the role of quantitative statistical methods in analyzing educational policy and politics. Audience: This course is for upper level undergraduate and graduate students (MS and PhD) with at least two semesters of statistics under their belt, but who struggle to use their statistical knowledge in a practical, productive, and valuable way. Students should also have an interest in historical and contemporary educational policy and politics. Course Purposes and Goals: In this course, we will explore…- How and why statistics are used in policy research, - The relationship between data, methods, and theory,- Multiple sources of data, - A full range of statistical tools (from box-plots to t-tests to HLM), - Issues of reliability, causation, and precision, and- A wide range of policy issues but focus on a common policy question. The goal for the course is to build on students statistical knowledge to collaboratively design, carryout, and publish a study of interest to the class. We will combine our knowledge with readings and guest speakers to better understand the strengths and limitations of these methods. Requirements : The course will meet weekly and require reading, class participation, weekly problem sets, and a collaborative ¡nal project. Each class will include a critical analysis of a selected study, instruction in and application of selected statistical techniques, work on common policy question and analysis. Guests with speciFc expertise will be invited throughout the course to instruct, advise, and debate. Texts • Getting started with Stata for Windows/Macintosh (2005). College Station, TX: Stata Press. Release 9. • Schneider, B., Carnoy, M., Kilpatrick, J., Schmidt, W. H., & Shavelson, R. J. (2007). Estimating Causal Effects Using Experimental and Observational Designs. Washington, DC: American Educational Research Association. • Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi experimental designs for generalized causal inference Boston: Houghton Mif¡in....
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- Fall '10
- Educational Psychology, Educational research, Educational Policy