Social Research Methodology
Graduate School of Education
& Information Studies
Moore Hall, Box 951521
Los Angeles, CA 90095-1521
phone: 310-825-2817
fax: 310-206-6293
SRM Courses
| Course | Title | Instructor | Day & Time | Location |
|---|---|---|---|---|
222A, sec. 1
|
Erickson
|
T 1-5
|
||
222A, sec. 2
|
Tanaka
|
M 9-1
|
||
230A, sec. 1
|
Seltzer
|
MW 1-3
|
||
230A, sec. 2
|
Wang
|
M 5-9
|
||
230A, sec. 3
|
Yamashiro
|
R 1-5
|
||
231A
|
Hser
|
TR 9-11
|
||
233
|
Rose
|
R 9-1
|
||
288
|
Alkin
|
T 9:30-11
|
||
288
|
Seltzer
|
TBA
|
||
288
|
Gutierrez
|
M 1:30-3:30
|
||
288
|
Gutierrez
|
M 4-5:30
|
||
299A
|
Seltzer
|
TBA
|
Winter 2009 Schedule of Classes
| Course | Title | Instructor | Day & Time | Location |
|---|---|---|---|---|
211A
|
Martinez
|
3-5
|
||
222B, sec. 1
|
Gutierrez
|
T 9-1
|
||
226
|
Rose
|
W 9-1
|
||
230B, sec. 1
|
Wang |
M 5-9 |
||
230B, sec. 2
|
TBA |
TBA |
||
230B-L, sec. 1
|
M |
4-5 |
||
230B-L, sec. 2
|
TBA |
TBA |
||
230B-L, sec. 3
|
TBA |
TBA |
||
231B
|
Cai
|
MW 1-3
|
||
288
|
Alkin
|
T 9:30-11
|
||
288
|
Seltzer
|
TBA
|
||
288
|
Gutierrez
|
M 1:30-3:30
|
||
288
|
Gutierrez
|
M 4-5:30
|
||
299B
|
Rose
|
R 11-1
|
Spring 2009 Schedule of Classes
| Course | Title | Instructor | Day & Time | Location |
|---|---|---|---|---|
202 |
Alkin |
R 1-5 |
||
222C |
Erickson |
T 1-5 |
||
222D, sec. 1 |
Erickson |
M 1-5 |
||
222D, sec. 2 |
Gutierrez |
T 1-5 |
||
230B
|
Webb
|
MW 1-3
|
||
230C, sec. 1 |
Martinez |
MW 3-5 |
||
230C, sec. 2 |
Hser
|
TR 10-12
|
||
231D |
Seltzer |
MW 1-3 |
||
M231E |
Cai |
MW 3-5 |
||
255C |
Cai |
TBA |
||
288 |
Alkin |
T 9:30-11 |
||
288 |
Seltzer |
TBA |
||
288
|
Gutierrez
|
M 1:30-3:30
|
||
288
|
Gutierrez
|
M 4-5:30
|
||
299C
|
TBA
|
TBA
|
200B. Survey Research Methods in Education. (4) ^
Lecture, four hours. Requisite: course 230A. Problems of conceptualization, organization, and gathering nonexperimental and quasi-experimental quantitative and qualitative data. S/U or letter grading.
202. Evaluation Theory. (4)^
Prevalent evaluation theories, systems for categorizing these theories, and process of theory development in educational evaluation.
211A. Measurement in Education: Underlying Theory. (4)^
Lecture, four hours. Requisites: courses 230A, 230B, 230C. Measurement theory as applied to testing, with focus primarily on classical test theory and generalizability theory; implications of theories for test construction and selection; current status of validity and reliability theory. S/U or letter grading.
211B. Item Response Theory. (4)^
Lecture, four hours. Requisites: courses 211A, 230C. Item response theory, applications to educational achievement tests, item bias, test information, test equating, computerized adaptive testing. S/U or letter grading.
222A. Introduction to Qualitative Methods and Design Issues in Educational Research. (4)^
Lecture, three hours; discussion, one hour. Introductory course for students interested in epistemology, theories, and styles of qualitative research in educational settings. Theory and practice of naturalistic, qualitative research design covered in second half of course. Letter grading.
222B. Participant-Observation Field Methods. (4)^
Lecture, two hours; discussion, two hours. Requisite: course 222A. First of two courses on participant-observation field methods. Key skills (e.g., observation, recording, interviewing, role management, data storage) learned through classroom lectures and simulations, and by conducting actual field-based research project. Letter grading.
222C. Qualitative Data Reduction and Analysis. (4)^
Lecture, two hours; discussion, two hours. Requisite: course 222B. Continuation of fieldwork project started in course 222B, with focus on practical skills and conceptual/methodological issues involved in reducing and analyzing qualitative data. Letter grading.
222D. Qualitative Inquiry: Special Topics. (4)^
Lecture, four hours. Special topics course on some field or aspect of qualitative inquiry. Topics may include classroom ethnography, advanced ethnographic writing and/or multimedia design, discourse analysis, and microethnography of social interaction. S/U or letter grading.
226. Seminar: Special Topics in Writing, Rhetoric, and Educational Methodology. (4)^
Special topics seminar on writing in education that could focus on history of writing about education, social and political dimensions of it, its variation by discipline, and its uses in professional and public contexts.
230A. Introduction to Research Design and Statistics. (4)^
Designed for graduate students. Key concepts and issues in design and conduct of social sciences research. Introduction to descriptive statistics and fundamentals of statistical inference.
230B. Linear Statistical Models in Social Science Research: Multiple Regression Analysis. (4)^
Lecture, four hours. Requisite: course 230A or passing score on screening examination. Solid and comprehensive training in regression-based methods for analyzing quantitative social science data. Letter grading.
230BL. Linear Statistical Models: Computer Laboratory. (1)^
Laboratory, one hour. Corequisite: course 230B. Laboratory in computer data analysis for linear statistical models. Instruction in SPSS, STATA, SAS, and other relevant statistical analysis packages. S/U grading.
230C. Linear Statistical Models in Social Science Research: Analysis of Designed Experiments. (4)^
Lecture, four hours. Requisites: courses 230A, 230B. Solid and comprehensive training in experimental design and analysis methods, especially use of analysis of variance methods. Letter grading.
231A. Multivariate Analysis. (4)^
Requisites: courses 230B, 230C. Review of multiple regression analysis, analysis of covariance. Introduction to matrix algebra. Introduction to multivariate normal distribution. Multivariate analysis of variance. Linear discriminant function. Analysis of repeated measurements. Canonical correlation. Principal components.
231B. Factor Analysis. (4)^
Requisites: courses 211B, 231A. Exploratory factor analysis, rotations, confirmatory factor analysis, multiple-group analysis.
231C. Analysis of Categorical and Other Nonnormal Data. (4)^
Requisites: courses 230B, 230C. Regression analysis with dichotomous and polytomous dependent variables, log-linear modeling, coefficients of association for categorical variables, factor analysis, and structural equation modeling.
231D. Advanced Quantitative Models in Nonexperimental Research: Multilevel Analysis. (4)^
Requisites: courses 230B, 230C. Examination of conceptual, substantive, and methodological issues in analyzing multilevel data (i.e., on individuals in organizational settings such as schools, corporations, hospitals, communities); consideration of alternative analytical models.
M231E. Statistical Analysis with Latent Variables. (4)^
(Same as Statistics M244.) Lecture, three hours. Requisites: courses 231A, 231B. Extends path analysis (causal modeling) by considering models with measurement errors and multiple indicators of latent variables. Confirmatory factor analysis, covariance structure modeling, and multiple-group analysis. Identification, estimation, testing, and model building considerations. Letter grading.
233A. Professional Writing in Education. (4)^
Designed for first-and second-year doctoral students and intended to assist in professional development as writers, with focus on style and organization, scholarly genres, modes of discourse, and broader issues of conceptualization and method.
233B. Professional Writing in Education. (4)^
Designed for students at proposal or dissertation stage, with focus on development, organization, and coherence of these scholarly documents, their conceptualization and method, and issues of audience and style.
243. Reflections on Methods in Social Sciences. (4) ^
Lecture, four hours. Preparation: two research methods courses. Fundamental issues surrounding use of methods in social sciences, including issues in philosophy of social sciences, relationship between theory and facts, ontological status of constructs, cognition and social research, sources of evidence in ethnography, research and social policy. Letter grading.
245. Seminar: Cost-Benefit Analysis in Education. (4)^
Conceptual and theoretical underpinnings of cost-benefit analysis, critical analysis of current cost-benefit studies, and procedures for conduct of cost-benefit studies.
255A-255B-255C. Seminars: Special Topics. (4-4-4)^
May be repeated for credit. 255A. Measurement; 255B. Design; 255C. Data Analysis.
272. Case-Study Research in Education Policy and Practice. (4)^
Use of case-study methods in education research, providing opportunities for applying methodological skills to actual case-study research projects. Focus on single and multiple case studies that investigate issues in education policy and practice.
288. Research Apprenticeship Course. (2)^
Discussion, two hours. Course facilitates a mentorship model of training Ph.D. students in education, with focus on development of graduate student research topics. Assignment of common readings related to these topics; students have opportunity to offer and receive feedback. May be repeated for credit. S/U grading.
299A-299B-299C. Research Practicum: Education. (4 to 8 each)^
May be repeated for credit.
411. Procedural Issues in Evaluation. (4)^
Lecture, four hours. Assessment methodologies appropriate for evaluation problems. Writing evaluation proposals, developing program monitoring procedures, selecting appropriate evaluation design strategies, coping with ethical considerations in evaluation, framing decision context, and reporting evaluation results. Letter grading.
460. Seminar: Special Issues in Evaluation. (4)^
Topics and instructors vary each term. Recent emphases included evaluation utilization and cost-effectiveness evaluation.
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Social Research Methodology |