{"id":38261,"date":"2014-04-07T15:19:45","date_gmt":"2014-04-07T19:19:45","guid":{"rendered":"http:\/\/croseth.educ.msu.edu\/cep900930us14\/?page_id=38261"},"modified":"2016-06-20T09:30:54","modified_gmt":"2016-06-20T13:30:54","slug":"readings","status":"publish","type":"page","link":"https:\/\/croseth.educ.msu.edu\/cep900930\/readings\/","title":{"rendered":"Readings"},"content":{"rendered":"

General Readings & Books<\/strong><\/h2>\n

American Psychological Association. (2010)<\/a>. Publication manual of the American Psychological Association <\/em>(6th<\/sup> ed.). Washington, DC: American Psychological Association. <\/p>\n

Corno, L., & Anderman, E. M. (2016). Handbook of educational psychology (3rd edition). New York, NY: Routledge. Filled with over 30 different chapters covering most of the major areas of the sprawling field of educational psychology, including contributions from many EPET faculty. Available as an e-book from the MSU library<\/a> (requires login). <\/p>\n

Booth, W.C., Colomb, G.G., & Williams, J.M. (2008)<\/a>. The craft of research<\/em> (3rd edition). Chicago, IL: University of Chicago Press.<\/p>\n

Campbell, D. T. & Stanley, J. C. (1963).<\/a> Experimental and quasi-experimental designs for research.<\/em> Chicago: Houghton-Mifflin.<\/p>\n

Derry, G. (1999).<\/a> What science is and how it works<\/em>. Princeton, NJ: Princeton University Press. <\/p>\n

Remler, D.K. & Van Ryzin, G.G. (2010). Research methods in practice: Strategies for description and causation.<\/em> Thousand Oaks, CA: Sage Publications.<\/p>\n

Rose, M. (2004). Mind at work: Valuing the intelligence of the American Worker.<\/em> New York: Penguin. <\/p>\n

Sawyer, K. (2014). The Cambridge Handbook of the Learning Sciences (2nd ed.) Cambridge, England: Cambridge University Press. Available as an e-book from the MSU library<\/a> (requires login).<\/p>\n

Schunk, D. H. (2011).<\/a> Learning theories: An educational perspective<\/em> (6th Edition). Boston, MA: Addison Wesley.<\/p>\n

Specter, J.M. (2015). The SAGE encyclopedia of educational technology. Thousand Oaks, CA: Sage Publications. Available through MSU libraries<\/a> (might need to sign in first or use MSU VPN).<\/p>\n

Spector, J.M, Merrill, M.D., Elen, J., & Bishop, M.J. (Eds.) (2014).<\/a> Handbook of research on educational communications and technology<\/em> (4th edition). New York: Routledge. Available through MSU libraries<\/a> (might need to login to MSU libraries or MSU VPN).<\/p>\n

Wheelan, C. (2013). Naked statistics: Stripping the dread from the data.<\/em> New York: W. W. Norton & Company.<\/p>\nContinue reading →<\/a><\/div>\n

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Article Critiques<\/strong><\/h2>\n

Zhang, S., & Duke, N. (2008).<\/a> Strategies for Internet Reading with Different Reading Purposes: A Descriptive Study of Twelve Good Internet Readers. Journal of Literacy Research, 40(1)<\/em>, 128-162. doi: 10.1080\/10862960802070491.<\/p>\n

Lai, C., Yang, J., Chen, F., Ho, C., & Chan, T. (2007).<\/a> Affordances of mobile technologies for experiential learning: the interplay of technology and pedagogical practices. Journal of Computer Assisted Learning, 23(4)<\/em>, 326-337. doi: 10.1111\/j.1365-2729.2007.00237.x.<\/p>\n

Tufekci, Z. (2010).<\/a> Who Acquires Friends Through Social Media and Why? \u201cRich Get Richer\u201d versus \u201cSeek and Ye Shall Find.\u201d In Proceedings of the 4th International AAAI Conference on Weblogs and Social Media (ICWSM, 2010)<\/em>. AAAI Press.<\/p>\n

Li, Q. (2006).<\/a> Cyberbullying in schools: a research of gender differences. School Psychology International, (27),<\/em> 1-14. doi: 10.1177\/01430343060<\/p>\n

Gosling, S.D., Augustine, A.A., Vazire, S., Holtzman, N., Gaddis, S. (2011).<\/a> Manifestations of personality in online social networks: self-reported facebook-related behaviors and observable profile information. Cyberpyschology, Behavior, and Social Networking, 14(9),<\/em> 483-88. doi: 10:1089\/cyber.2010.0087<\/p>\nContinue reading →<\/a><\/div>\n

<\/p>\n

\n

Week 1<\/h2>\n

Day 1<\/h4>\n

Schunk, D. H. (2011).<\/a> (Chapter 1) Introduction to the study of learning. Learning theories: An educational perspective<\/em> (6th Edition) (pp. 1-28). Boston, MA: Addison Wesley. <\/p>\n

Woolfolk, A. (2010).<\/a> Educational psychology<\/em> (11th ed.) (pp.8-13). Columbus, OH: Pearson\/Allyn & Bacon.<\/p>\nContinue reading →<\/a>

Berliner, D. (2002).<\/a> Educational research: The hardest science of all. Educational Researcher, 31<\/em>(8), 18-20. <\/li>\nContinue reading →<\/a>

[**OPTIONAL**] Basu, K. (2011).<\/a> Ending the first Ed.D. program. Inside Higher Ed.<\/p>\nContinue reading →<\/a><\/div>\n

Day 2<\/h4>\n

Abbeduto, L., & Symons, F. (2008).<\/a> ISSUE 15: Should schools embrace computers and technology? In: Taking sides: Clashing views on controversial issues in educational psychology <\/em>(pp. 325 \u2013 340). New York: McGraw Hill. <\/p>\nContinue reading →<\/a>

Remler, D.K. & Van Ryzin, G.G. (2010).<\/a> (Chapter 1) Research in the real world. Research methods in practice: Strategies for description and causation<\/em> (pp. 1-28). Thousand Oaks, CA: Sage Publications. [RVR Ch. 1 QUIZ<\/a>]<\/p>\nContinue reading →<\/a>

Booth, W.C., Colomb, G.G., & Williams, J.M. (2008).<\/a> The craft of research (3rd edition) (pp. 35-67). Chicago, IL: University of Chicago Press.<\/p>\n

[**OPTIONAL**] Remler, D.K. & Van Ryzin, G.G. (2010). (Chapter 15) How to find, focus, and present research. Research methods in practice: Strategies for description and causation<\/em> (pp. 489-498). Thousand Oaks, CA: Sage Publications. [RVR Ch. 15 Quiz<\/a>]<\/p>\nContinue reading →<\/a><\/div>\n

Day 3<\/h4>\n

Forscher, B. K. (1963).<\/a> Chaos in the brickyard [Letter to the editor]. Science, 142<\/em>, 339.<\/p>\nContinue reading →<\/a>

Remler, D.K. & Van Ryzin, G.G. (2010).<\/a> (Chapter 2) Theory and Models. Research methods in practice: Strategies for description and causation<\/em> (pp. 25-54). Thousand Oaks, CA: Sage Publications. [RVR, Ch. 2 QUIZ<\/a>]<\/p>\n

[**OPTIONAL**] Derry, G. (1999).<\/a> Chapter 6: A universe in a bottle: Models, modeling, and successive approximation. In What science is and how it works<\/em> (pp. 69-88). Princeton, NJ: Princeton University Press.<\/p>\nContinue reading →<\/a><\/div>\n

Day 4<\/h4>\n

Remler, D.K. & Van Ryzin, G.G. (2010). (Chapter 6) Secondary data. Research methods in practice: Strategies for description and causation<\/em> (pp. 181-210). Thousand Oaks, CA: Sage Publications. [RVR Ch.6 QUIZ<\/a>]<\/p>\n

Remler, D.K. & Van Ryzin, G.G. (2010). (Chapter 7) Primary data collection: Surveys and observation. Research methods in practice: Strategies for description and causation<\/em> (pp. 211-240). Thousand Oaks, CA: Sage Publications. [RVR Ch. 7 QUIZ<\/a>]<\/p>\nContinue reading →<\/a>

Remler, D.K. & Van Ryzin, G.G. (2010). (Chapter 3) Qualitative data. Research methods in practice: Strategies for description and causation<\/em> (pp. 55-90). Thousand Oaks, CA: Sage Publications. [RVR Ch. 3 QUIZ<\/a>]<\/p>\nContinue reading →<\/a><\/div>\n

Day 5<\/h4>\n

Remler, D.K. & Van Ryzin, G.G. (2010). (Chapter 4) Measurement. Research methods in practice: Strategies for description and causation<\/em> (pp. 91-138). Thousand Oaks, CA: Sage Publications.<\/p>\n

[RVR Ch. 4 QUIZ<\/a>]<\/p>\n

[**OPTIONAL**] Duckworth, A. L., & Yeager, D. S. (2015).<\/a> Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44, <\/em> 237-251.<\/p>\n

[**OPTIONAL**] Cred\u00e9, M., Tynan, M. C., & Harms, P. D. (in press).<\/a> Much ado about grit: A meta-analytic synthesis of the grit literature. Journal of Personality and Social Psychology<\/em>.<\/p>\nContinue reading →<\/a>

[**OPTIONAL**] Cole, N. (1990).<\/a> Conceptions of educational achievement. Educational Researcher, 19(3)<\/em>, 2\u20137.<\/p>\nContinue reading →<\/a><\/div>\n

<\/p>\n

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Week 2<\/h2>\n

Day 1<\/h4>\n

[**OPTIONAL**] Mishra, P., Koehler, M. J., & Greenhow, C. (2016). The work of educational psychologists in a digitally networked world. In L. Corno & E.M. Anderman (Eds.) Handbook of Educational Psychology (3rd edition) (pp. 29-40). New York, NY: Routledge. Available from: http:\/\/site.ebrary.com.proxy2.cl.msu.edu\/lib\/michstate\/detail.action?docID=11079411<\/a> (need to create a login with MSU ID to access)<\/p>\nContinue reading →<\/a>

Remler, D.K. & Van Ryzin, G.G. (2010). (Chapter 5) Sampling. Research methods in practice: Strategies for description and causation<\/em> (pp. 139-180). Thousand Oaks, CA: Sage Publications. [RVR Ch. 5 QUIZ<\/a>]<\/p>\nContinue reading →<\/a>

Schunk, D. H. (2011).<\/a> (Chapter 3) Behaviorism. Learning theories: An educational perspective<\/em> (6th Edition) (pp. 71-116). Boston, MA: Addison Wesley.<\/p>\nContinue reading →<\/a><\/div>\n

Day 2<\/h4>\n

Schunk, D. H. (2011).<\/a> (Chapter 4) Social cognitive theory. Learning theories: An educational perspective<\/em> (6th Edition) (pp. 117-162). Boston, MA: Addison Wesley.<\/p>\nContinue reading →<\/a>

Remler, D.K. & Van Ryzin, G.G. (2010). (Chapter 8 ) Making sense of the numbers. Research methods in practice: Strategies for description and causation<\/em> (pp. 241-292). Thousand Oaks, CA: Sage Publications. [ RVR Ch. 8 QUIZ<\/a>]<\/p>\nContinue reading →<\/a><\/div>\n

Day 3<\/h4>\n

Schunk, D. H. (2011).<\/a> (Chapter 5) Information processing theory. Learning theories: An educational perspective<\/em> (6th Edition) (pp. 163-227). Boston, MA: Addison Wesley.<\/p>\nContinue reading →<\/a>

Remler, D.K. & Van Ryzin, G.G. (2014). (Chapter 9) Making sense of inferential statistics. Research methods in practice: Strategies for description and causation, 2nd ed.<\/em> (pp. 281-312). Thousand Oaks, CA: Sage Publications. [ RVR Ch. 9 QUIZ<\/a>]<\/p>\nContinue reading →<\/a><\/div>\n

Day 4<\/h4>\n

Remler, D.K. & Van Ryzin, G.G. (2014). (Chapter 11) Causation. Research methods in practice: Strategies for description and causation, 2nd ed.<\/em> (pp. 349-376). Thousand Oaks, CA: Sage Publications. [RVR Ch. 11 QUIZ<\/a>]<\/p>\nContinue reading →<\/a>

Remler, D.K. & Van Ryzin, G.G. (2014). (Chapter 10) Making sense of multivariate statistics. Research methods in practice: Strategies for description and causation, 2nd ed.<\/em> (pp. 313-346). Thousand Oaks, CA: Sage Publications. [ RVR Ch. 10 QUIZ<\/a>]<\/p>\nContinue reading →<\/a><\/div>\n

Day 5<\/h4>\n

Remler, D.K. & Van Ryzin, G.G. (2014). (Chapter 12) Observational studies with control variables. Research methods in practice: Strategies for description and causation, 2nd ed.<\/em> (pp. 377-402). Thousand Oaks, CA: Sage Publications. [RVR Ch. 12 QUIZ<\/a>]<\/p>\nContinue reading →<\/a>

Schunk, D. H. (2011).<\/a> (Chapter 6) Constructivism. Learning theories: An educational perspective<\/em> (6th Edition) (pp. 228-277). Boston, MA: Addison Wesley.<\/p>\nContinue reading →<\/a><\/div>\n

<\/p>\n

Week 3<\/h2>\n

Koehler, M.J., & Mishra, P. (2009).<\/a> What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9<\/em>(1), 60-70. [discussion: Q1<\/a>, Q2<\/a>, Q3<\/a> ]<\/p>\n

[**OPTIONAL**] Baker, R., & Siemens, G. (2014).<\/a> Educational data mining and learning analytics. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 253-272)<\/em>. doi.org\/10.1017\/CBO9781139519526.016<\/p>\nContinue reading →<\/a>

Schunk, D. H. (2011).<\/a> (Chapter 7) Cognitive learning processes. Learning theories: An educational perspective<\/em> (6th Edition) (pp. 278-344). Boston, MA: Addison Wesley. [discussion: Q1<\/a>, Q2<\/a>, Q3<\/a> ]<\/p>\n

Schunk, D. H. (2011).<\/a> (Chapter 8 ) Motivation. Learning theories: An educational perspective<\/em> (6th Edition) (pp. 345-398). Boston, MA: Addison Wesley. [discussion: Q1<\/a>, Q2<\/a>, Q3<\/a> ]<\/p>\nContinue reading →<\/a><\/div>\n

<\/p>\n

Week 4<\/h2>\n

Ronau, R.N., & Rakes, C.R. (2012).<\/a> Making the grade: Reporting educational technology and teacher knowledge research. In R.N Ronau, C.R. Rakes, & M.L. Niess (Eds.), Educational technology, teacher knowledge, and classroom impact: A research handbook on frameworks and approaches <\/em> (pp. 323-332). IGI Global.[discussion: Q1<\/a>, Q2<\/a>, Q3<\/a> ]<\/p>\nContinue reading →<\/a>

Remler, D.K. & Van Ryzin, G.G. (2010). (Chapter 13) Natural and quasi-experiments. Research methods in practice: Strategies for description and causation<\/em> (pp. 427-464). Thousand Oaks, CA: Sage Publications. [discussion: Q1<\/a>, Q2<\/a>, Q3<\/a> ]\u00a0[RVR Ch. 13 QUIZ<\/a>]<\/p>\nContinue reading →<\/a>

Schunk, D. H. (2011).<\/a> (Chapter 9) Self-regulation. Learning theories: An educational perspective<\/em> (6th Edition) (pp. 345-398). Boston, MA: Addison Wesley. [discussion: Q1<\/a>, Q2<\/a>, Q3<\/a> ]<\/p>\nContinue reading →<\/a><\/div>\n

<\/p>\n

Week 5<\/h2>\n

Remler, D.K. & Van Ryzin, G.G. (2010). (Chapter 12) Randomized field experiments. Research methods in practice: Strategies for description and causation<\/em> (pp. 395-426). Thousand Oaks, CA: Sage Publications. [discussion: Q1<\/a> Q2<\/a> Q3<\/a> ] [RVR Ch. 12 QUIZ<\/a>]<\/p>\n

Phillips (2006).<\/a> A guide for the perplexed: Scientific educational research, methodology, and the gold versus platinum standards. Educational Research Review<\/em>, 15-26. [discussion: Q1<\/a> Q2<\/a> Q3<\/a> ]<\/p>\n

[**OPTIONAL**] Derry, G. (1999).<\/a> Chapter 13: Contentious questions: The shadowy borderlands of science. In What science is and how it works<\/em> (pp. 174-188). Princeton, NJ: Princeton University Press.[ discussion: ]<\/p>\n

[**OPTIONAL**] Derry, G. (1999).<\/a> Chapter 15: Questions of legitimacy: The postmodern critique of science. In What science is and how it works<\/em> (pp. 207-214). Princeton, NJ: Princeton University Press.[ discussion: ]<\/p>\nContinue reading →<\/a>

Gee, J. P. (2007).<\/a> Learning and games. In K. Salen (ed.), The Ecology of Games: Connecting Youth, Games, and Learning <\/em>(pp. 21-40). Cambridge, MA: MIT Press. dpi: 10.1162\/dmal.9780262693646.021.3646.021. [discussion: Q1<\/a>, Q2<\/a>, Q3<\/a> ]<\/p>\nContinue reading →<\/a><\/div>\n

<\/p>\n

Week 6<\/h2>\n

Remler, D.K. & Van Ryzin, G.G. (2010). (Chapter 14) The politics, production, and ethics of research. Research methods in practice: Strategies for description and causation<\/em> (pp. 465-488). Thousand Oaks, CA: Sage Publications. [discussion: Q1<\/a>, Q2<\/a> ][RVR Ch. 14 QUIZ<\/a>]<\/p>\n

[**OPTIONAL**] Derry, G. (1999).<\/a> Chapter 11: Difficult and important questions: Science, values, and ethics. In What science is and how it works<\/em> (pp. 145-157). Princeton, NJ: Princeton University Press.<\/p>\nContinue reading →<\/a>

Schunk, D. H. (2011).<\/a> (Chapter 10) Development. Learning theories: An educational perspective<\/em> (6th Edition) (pp. 345-398). Boston, MA: Addison Wesley. [discussion: Q1<\/a> ]<\/p>\n

Schunk, D. H. (2011).<\/a> (Chapter 2) Neuroscience learning. Learning theories: An educational perspective<\/em> (6th Edition) (pp. 345-398). Boston, MA: Addison Wesley. [discussion: Q1<\/a> ]<\/p>\n

[**OPTIONAL**] Bruer, J. T. (1997).<\/a> Education and the Brain: A Bridge Too Far John T. Bruer. Educational Researcher, 26<\/em>(8), 4-16.<\/p>\nContinue reading →<\/a><\/div>\n

<\/p>\n

Week 7<\/h2>\n

Salomon, G., & Perkins, D. (2005).<\/a> Do technologies make us smarter? Intellectual amplification with, of and through technology. In R. J. Sternberg, & D. D. Preiss (Eds). Intelligence and technology: The impact of tools on the nature and development of human abilities<\/em> (pp. 71-86). Mahwah, NJ: Lawrence Erlbaum Associates. [discussion: Q1<\/a>, Q2<\/a>]<\/p>\nContinue reading →<\/a>

[**OPTIONAL**] Derry, G. (1999).<\/a> Epilogue: So, what is science? In What science is and how it works <\/em>(pp. 303-304). Princeton, NJ: Princeton University Press. [ discussion: ]<\/p>\nContinue reading →<\/a>

Fine, G.A. (1988)<\/a> The ten commandments of writing. American Sociologist, 19<\/em>(3), 152-157 [discussion: Q1<\/a>, Q2<\/a>, Q3<\/a> ]<\/p>\n

Bem, D. J. (1995).<\/a> Writing a review article for psychological bulletin. Psychological Bulletin, 118<\/em>(2), 172-177. [discussion: Q1<\/a>, Q2<\/a>, Q3<\/a> ]<\/p>\n

[**OPTIONAL**] Kaestle (1993).<\/a> The awful reputation of education research. Educational Researcher, 22<\/em>, (1), 23-31. [OPTIONAL] [ discussion: ]<\/p>\n

[**OPTIONAL**] Moss et al. (2009).<\/a> Learning from our differences: A dialogue across perspectives on quality in education research. Educational Researcher, 38<\/em>(7), 501\u2013517. [OPTIONAL] [ discussion: ]<\/p>\n

[**OPTIONAL**] Sword, H. (2012, July 23).<\/a> Zombie nouns.The New York Times. Retrieved from http:\/\/opinionator.blogs.nytimes.com\/2012\/07\/23\/zombie-nouns\/ [OPTIONAL]<\/p>\nContinue reading →<\/a><\/div>\n

<\/p>\n

Helpful Resources<\/h2>\n

Libraries, Internets, Googles, and More<\/a><\/p>\n

Web Portfolio Platforms<\/a><\/p>\n

Program Milestones:Andrea’s notes<\/a><\/p>\n

2016 Annual Review Instructions<\/a> – Annual review form instructions handed out to students in Spring, 2016<\/p>\n

2016 Annual Review Form<\/a> – Annual review form handed out to students in Spring, 2016<\/p>\n

IRB and RCR:Ethics and Ed Research<\/a><\/p>\n

Institute for Research on Teaching and Learning<\/a><\/p>\nContinue reading →<\/a><\/div>\n","protected":false},"excerpt":{"rendered":"

General Readings & Books Article Critiques <\/p>\n

Week 1 Day 1 Day 2 Day 3 Day 4 Day 5 <\/p>\n

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