ࡱ> a jfbjbjzz .P\P\\-_ 8^\r]]]]]]]$`bh]*A@**]]222*bR(]2*]22mW0n")ZҸ,&X$}]]0^Xh"c/"cH)Z)ZX"cZX!2$|o'"]]0^****"c > :  Tennessee ӰԺַ College of Education Department of Psychology Advanced Statistics & Research Methods Course 7137 Spring Semester, 2016 Instructor: Marie S. Hammond, Ph.D. Phone: 615-963-5191 E-mail: Given the vagaries of email systems, please send emails to both of the email addresses listed, in order to decrease response time: vocpsych@comcast.net; mhammond1@tnstate.edu Office Location: 308D Clay Hall Class Days/Times: Tuesdays, 5:30 8:20 p.m. Office Hours: Mondays & Tuesdays, 4:00 - 5:00 p.m. Pre-requisites 1. Admission into the Doctoral program in Psychology 2. Successful completion of PSYC 7136, or equivalent Required Text(s): (Articles/Chapters as assigned) American Psychological Association (2003). Publication manual of the American Psychological Association (5th ed.) Washington, DC: American Psychological Association. Tabachnick, B.G. & Fidell, L.S. (2007). Using Multivariate Statistics (5th ed.). Boston: Allyn Bacon. George, D & Mallery, P. (2011). SPSS for Windows Step-by-Step: A simple guide and reference (11th ed. Boston: Allyn & Bacon. Supplemental Materials: Heppner,P.P., Wampold, B.E., & Kivlighan, D.M. (2008). Research design in counseling (3rd ed.). Belmont, CA: Wadsworth. Catalog Description PSYC 7137. ADVANCED STATISTICS & RESEARCH METHODS (3). Second course in the doctoral Advanced Research Core sequence. Extension of issues introduced in PSYC 7136 and advanced statistical topics more germane to Psychology graduates conducting research in various settings. Prerequisite: PSYC 7136. Course Proficiencies (Knowledge, Skills, Dispositions)* (*For School Psychology students: Course proficiencies are based on the seven (7) Key Performance Areas which have identified by the Professional Education Unit. The complete listing of Key Performance Areas is available at HYPERLINK "/coeweb%20"www.tnstate.edu/coeweb -> student resources -> key performance areas.) The following which pertain to this course are listed below. KSD 3 EVALUATE KSD Indicator 3.A. Obtains and uses assessment information to improve educational performance. 3.A.4. Assesses appropriateness of instruments and procedures used in conducting individual evaluations. KSD Indicator 3.C. Evaluates program/services provided. 3.C.4. Synthesizes information gained from all sources, including student performance data, and makes changes in program/services, where appropriate. KSD 5 ESTABLISHES AND MAINTAINS A PROFESSIONAL LEADERSHIP ROLE KSD Indicator 5.A. Improves professional skills and knowledge. 5.A.3. Uses ideas from books, professional journals, and professional organizations to enhance services. 5.A.4. Tries new methods/approaches and evaluates their success. KSD Indicator 5.B. Takes a leadership role in improving education. 5.B.8. Shares material and resources with peers and others. KSD 6 COMMUNICATE KSD Indicator 6.C. Reads professional relevant literature/materials with comprehension. 6.C.1. Reads professionally relevant literature/materials with comprehension. For All Students: Knowledge and Skills To demonstrate an understanding of the relationship of statistical principles to research methodology in psychology and education. To demonstrate proficiency in the use of computer based statistical procedures. To demonstrate students skills in selecting and utilizing appropriate multivariate statistical techniques to answer research and practice questions. To demonstrate skills in the preparation of research proposals and reports utilizing psychological literature and advanced statistical procedures; To demonstrate skill in computation and interpretation of the major multivariate inferential statistical techniques used in contemporary research in psychology and education such as: MANCOVA, ANCOVA, profile analysis, logistic regression, Principle Components and Factor Analysis, Structural Equation Modeling, and time-series analysis. To demonstrate advanced knowledge of major concepts of inferential statistical techniques: sampling distributions, Type I and Type II errors, statistical power, sample size, effect size and magnitude. Dispositions The student will be more likely to engage in research related to their employment setting. The student will be more likely to utilize hypothetico-deductive reasoning in their practice, teaching and research. Instructional Strategies Lecture, Discussion, Laboratory Exercises, Technology, Case Studies, Individual Presentations, Group Discussions, Group Presentations, Report/Paper Field Experience Information N/A Expectations and General Information: Students are expected to read the material being covered and be prepared to discuss the material prior to the assigned date. Students are expected to be prepared to engage in thoughtful discussion of the assigned material and respond with thoughtfully and with relevant information when addressed by either the instructor or other students. Developing your professional voice You are strongly encouraged to continue the development of your voice as a Counseling Psychologist. That voice is your contribution to the field, as grounded in the knowledge of our field, as enhanced by knowledge from other relevant fields (e.g., impact of organizational culture on work functioning; the impact of economic forces on movement between social classes). You are encouraged and expected to move beyond simply reporting others words to integrating and interpreting trends and patterns in the literature you are reading. In order to provide additional feedback to assist you in progressing in this area, you will have access to Turn-It-In through the TSU elearn website. Academic Integrity - You are responsible for what you achieve in this class; therefore neither cheating nor plagiarism will be tolerated. Any material taken from others sources must be documented. In no case should one represent anothers work as ones own. This includes information received from others during examinations or submitting anothers assignments, papers, etc. as ones own. To avoid questions of plagiarism, students involved in collaborative research should exercise extreme caution. If in doubt, students should check with their major professor. In addition to the other possible disciplinary sanctions which may be imposed through the regular institutional procedures as a result of academic misconduct, the instructor has the authority to assign an F or a zero for the exercise or examination, or to assign an F in the course. Classroom Conduct The instructor has the primary responsibility for control over classroom behavior and maintenance of academic integrity. The classroom instructor can order the temporary or permanent removal from the classroom, any student engaged in disruptive conduct or conduct in violation of the general rules and regulations of the institution. The use of cell phones and text messaging are not allowed in the classroom. Classroom Attendance - Students are expected to attend classes regularly and punctually. The instructor will keep an accurate record of class attendance. It is the responsibility of the student to inform the instructor of any anticipated absences and contact the instructor to find out what work was missed during a period of absence. Unexcused absences and or tardiness may contribute to your grade in this course being lowered. Official Course Enrollment - Students who are not on the official class roll may not remain in class. These students must leave class and may not return to class until they have enrolled in the course and their names show up on the official class roster. Please make sure that you are in the correct section. Disabled Student Services Any student who has a condition which might interfere with his/her performance in class may contact the office of Disabled Student Services. This office is located in room #117 Floyd Payne Student Center. The phone number is 963-7400. They will provide you with a document stating what type of classroom accommodations, if any, are to be made by the instructor. The student is to give a copy of this document to the instructor no later than the end of the second week of class. Failure to do so will result in the instructor making no special accommodations of any kind. Changes to Course Syllabus The instructor reserves the right to make modifications to this syllabus. Any modifications to the syllabus must be clearly communicated to students. Tentative Course Schedule Week Date Topic, Readings, Activities, Assignments, Case Study link, etc. 1 1/19 Class orientation; review of Pilot Study progress; Review Data Cleaning (T&F Chapter 4) Assignment: bring emailed files (2) to class for discussion or have access to these files for class discussion; Tentative Course Schedule (continued) Week Date Topic, Readings, Activities, Assignments, Case Study link, etc. 2 1/26 ANCOVA; research team meeting. Case Study: SPSS>Help>Case Studies>Statistics Base>GLM Univariate>Using GLM Univariate to Perform an Analysis of Covariance Readings: T&F Chapter 6; G&M ANOVA/GLM chapter 14 Assignment: by this date, contact Dr. Shive to leave your study up on Sona (CC me); upload draft ANCOVA summary to dropbox 3 2/2 MANOVA/MANCOVA; research team meeting. Case Study: SPSS>Help>Case Studies>Advanced Statistics Option>Multivariate General Linear Modeling>GLM Multivariate Readings: T&F Chapter 7; G&M MANOVA/MANCOVA Chapters 23-4 Assignment: upload draft MANOVA/MANCOVA summary to dropbox 4 2/9 Profile Analysis (Repeated Measures); research team meeting Readings: T&F Chapter 8 (Profile Analysis) Case Study: SPSS>Help>Case Studies>Advanced Statistics>Multivariate General Linear Modeling>GLM Repeated Measures Assignment: upload draft Profile Analysis summary to dropbox 5 2/16 Discriminant Analysis & Cluster Analysis distinguishing subgroups); research team meeting Case Study: SPSS>Help>Case Studies>Statistics Base>Discriminant Analysis; Case Study: SPSS>Help>Case Studies>Statistics Base>Hierarchical Cluster Analysis Readings: G&M 22; T&F chapter 9; posted reading Assignment: upload draft DA & CA summaries to dropbox 6 2/23 Logistic Regression; research team meeting Case Study: SPSS>Help>Case Studies>Regression Option>Binary Logistic Regression Readings: T&F 10; G&M 25 Assignment: upload draft Logistic Regression summary to dropbox 7 3/1 Canonical Correlation; research team meeting Case Study: T&F examples; find, save to jump dirve and print out cancorr macro (SPSS help) Readings: T&F 12 Assignment: upload draft Canonical Correlation summary to dropbox 8 3/8 MIDTERM EXAMINATION WEEK Assignment: Submit revised Chapters 1-3 through elearn; Submit completed statistical method portfolio to include: ANCOVA, MANOVA/MANCOVA, Profile Analysis, Discriminant Analysis, Logistic Regression, and Canonical Correlation. 9 3/15 SPRING BREAK 10 3/22 Principal Components; research team meeting Case Study: SPSS>Help>Case Studies>Statistics Base>Factor Analysis Readings: T&F 13; G&M 20 Assignment: draft poster due; upload draft Principle Components summary to dropbox Tentative Course Schedule (continued) Week Date Topic, Readings, Activities, Assignments, Case Study link, etc. 11 3/29 Factor Analysis; research team meeting Case Study: SPSS>Help>Case Studies>Statistics Base>Factor Analysis Readings: T&F 13; G&M 20 Assignment: upload draft Factor Analysis summary to dropbox 12 4/5 Multiway Frequency Analysis; Survival/Failure Analysis; research team meeting Case Study: SPSS>Help>Case Studies>Advanced Statistics Option>Loglinear Modeling; Case Study: SPSS>Help>Case Studies>Advanced Statistics Option>Life Tables Readings: T&F 16 Assignment: Copy of final poster due in class; Participate in Psychology Poster Session and Research Day activities; upload draft MFA & Survival/Failure Analysis summaries to dropbox 13 4/12 Structural Equation Modeling); research team meeting Readings: T&F 14 Foundational material Assignment: upload draft SEM summary to dropbox 14 4/19 Structural Equation Modeling); research team meeting Readings: T&F 14 Examples Assignment: Bring two copies of reviewed Pilot Study paper to class. 15 4/26 Presentation of completed pilot study Assignment: Submit final version of research project report (Chapters 1-5) through elearn/turn-it-in; provide presentation handout using APA standards 16 5/3 FINAL EXAMINATION - Presentation of completed pilot study Assignment: Submit completed revisions to statistical method portfolio part I (ANCOVA, MANOVA/MANCOVA, Profile Analysis, Discriminant Analysis, Logistic Regression, and Canonical Correlation); Submit completed statistical method portfolio part II (Principal Components Analysis, Factor Analysis, Multiway Frequency Analysis, Survival/Failure analysis, Structural Equation Modeling), using feedback from part I to ensure high-quality part II material. Course Assignments Class Participation - A seminar format has been chosen for this course in order to enable students to grapple with the material and its application in the practice of consulting and evaluation. The student will best benefit from the learning activities in this course by: prepare for each class, including uploading a draft of your reading summary to the dropbox and bringing copies for your research team; 2) actively participating in discussions and raise relevant questions; 3) bringing into the discussion relevant information from the texts, readings, and references; and 4) engaging in appropriate, professional behavior (see PPE for more information). Active, appropriate participation class, being prepared for each class, active/appropriate research team participation, incorporating information from readings, as well as being on time for class and not leaving early nor requesting early termination of the class are aspects of professional behavior that should be demonstrated by all students. See rubric for more detailed information on the evaluation of the quality of participation. Sona System Update Notification. Due to the volume of data and number of studies, both data and studies are purged each semester. Please CC me on the email that you will send to the Sona System administrator notifying them that your study needs to remain in the program. Note: This purge happens every semester, including summer. If you intend to use this project for your dissertation, you will need to send a similar email (no need to CC me!) each semester until you complete your study. In addition, you will need to make sure that you download any data each semester (remember, your IRB is good for one year) else it will be deleted. Research study progress. The student should be prepared to discuss progress on their research project as indicated on the weekly schedule. If barriers, issues, or other problems come up prior to that time, the student is expected to bring those up in class, regardless of the weekly schedule. See rubric for more detailed information on the evaluation of these assignments. Students are expected to move the study through the data collection and reporting phases by the end of the semester. This includes: preparing a poster for presentation at the Departmental Research Symposium. The focus of the poster will depend upon the speed of data collection, etc. It is acceptable at this symposium to present a thorough summary of your literature review, if you have not yet obtained enough data to conduct your analysis. Poster will use required template posted on the course website and will follow APA 6th edition style for journal articles in drafting each section of the poster. Submission of a revised chapter 1 through 3 to reflect both improvements in format/structure and content. TSU guidelines for dissertation format supersede APA 6th edition style and so are required. This assignment will be submitted to the Turn-it-in program*. Papers not utilizing APA 6th edition style and TSU Graduate School guidelines for theses and dissertations will not be graded and will earn a zero for the assignment. Provide reviews of one of your research team members papers at the following points during the semester (each review should be of a different individuals paper): Prior to the February 21st due date for revisions to chapters 1 through 3. Prior to the April 3rd due date for draft of chapters 1 through 5. Submission of a final dissertation defense-style report of at least 30 written pages (chapters 1-5), using APA 6th edition style and TSU dissertation using the Turn-it-in*, as before. Chapter 1 should be a minimum of 5 pages. Chapter 2 should be a minimum of 15 pages. Chapter 3 should be a minimum of 3 pages. Chapter 4 should be a minimum of 3 pages. Chapter 5 should be a minimum of 4 pages. Presentation of the final report using a PPT presentation and APA-style handout. In the place of examinations, you will develop a statistics portfolio that demonstrates your competence in the application of statistical techniques to research and practice. These are to be organized into a notebook and presented similarly to how you would present your credentials for demonstrating competence. The content must include the following: a Summary of the technique, a critique of a journal article in your professional field (Counseling or School Psychology), and an annotated output from one of three sources: G&M exercises, T&F examples, or SPSS case studies. In each case an APA-style results section with implications for research and/or practice is to be included. As the capstone of your portfolio, you will include an analysis and justification of the research design and choice of statistical method used for your research project. Please note that it is appropriate, at the end of the semester to realize that there is at least one more effective research/statistical method that could have been used for your study, had you known about it at the time. Please dont think that this will count against you in any way, as this development is one of the expected outcomes of this course sequence. The portfolio will be graded using the rubric found on elearn. Addendum: You can earn up to 10 points extra credit by participating in the Sona System research project or by providing tutoring to Dr. Gross PSYC 2180 (Elementary Statistics) course. Please advise if you plan to engage in tutoring so that I can alert Dr. Gross to your availability to assist his students. *Note: submission to the Turn-it-in program can be made multiple times prior to the due date in order to benefit from the feedback that the system provides about writing style. Only the last submission will be graded. Grading System A = 90% (360 points and above) B = 80% (320 points to 359.5) C = 70% (280 points to 319.5) D = 60% (240 points to 279.5) F = <60% (less than 240 points) Grades will be earned as a result of all work in this course, including the following: Participation (class & Research team) 60 points Research Symposium poster (Draft/Final 10 each) 20 points Pilot Study - Revised Chapters 1-3 25 points - Final Report (Chapters 1-5) 60 points - Defense presentation 20 points - Defense PPT/Handout 10 points Portfolio Project - Draft Stat Summary (12 @ 5 pts each) 60 points - Midterm Examination Portfolio 70 points - Final Examination Portfolio 75 points ---------------- Grand Total: 400 points Additional Readings/Resources Everyone learns differently, so below are listed a variety of resources to empower you to maximize your learning in this course: SPSS, Statistica, and other organizations have posted online textbooks to their websites which can serve as additional resources. The internet and particularly U-Tube contains numerous how-to videos on how to do various statistical procedures and faculty from various institutions have posted lectures on a variety of statistical procedures which can serve as additional resources. TSUs library contains numerous texts and handbooks on statistical procedures which can serve as additional resources. Abelson, R.P. (1995). Statistics as principled argument. Hillsdale, NJ: Lawrence Earlbaum Associates. Byrk, A.S. & Raudenbush, S.W. (1992). Hierarchical Linear Models. Thousand Oaks, CA: Sage. Byrne, B.M. (2001). Structural Equation Modeling With AMOS: Basic Concepts, Applications, and Programming. Hillsdale, NJ: Lawrence Earlbaum Associates. Cook, T.D., & Campbell, D.T. (1979). Quasi-experimentation: Design & analysis issues for field settings. Boston: Houghton Mifflin. Grimm, L.G. & Yarnold, P.R. (2000). Reading and understanding more multivariate statistics. Washington, D.C.: American Psychological Association. Grimm, L.G. & Yarnold, P.R. (1995). Reading and understanding multivariate statistics. Washington, D.C.: American Psychological Association. Kazdin, A. E. (2003). Research design in clinical psychology (4th ed.). Boston: Allyn and Bacon. Kline, R.B. (2004). Beyond significance testing: Reforming data analysis methods in behavioral research. Washington, D.C.: American Psychological Association. Loehlin, J.C. (2004). Latent variable models: An introduction to factor, path, and structural equation analysis (4th ed.). Hillsdale, NJ: Lawrence Earlbaum Associates. Marcoulides, G.A. & Schumacker, R.E. (2001). New developments and techniques in structural equation modeling. Hillsdale, NJ: Lawrence Earlbaum Associates. Meltzoff, J. (1998). Critical thinking about research: Psychology and related fields. Washington, D.C.: American Psychological Association. Pedhazur, E.J. (1997). Multiple regression in behavioral research: Explanation and prediction (3rd ed.). Ft. Worth, TX: Harcourt Brace College Publishers. Schumacker, R.E. & Lomax, R.G. (2004). A beginners guide to Structural Equation Modeling (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates. Shadish, W.R., Cook, T.D., & Campbell, D.T. (2002). Experimental and Quasi-Experimental Designs for Generalized Causal Inference. Boston: Houghton-Mifflin. Sieber, J.E. (1992). Planning ethically responsible research: A guide for students and Internal Review Boards. Newbury Park: Sage Publications. Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Washington, D.C.: American Psychological Association. Tinsley, H.E.A. & Brown, S.D. (2000). Handbook of applied multivariate statistics and mathematical modeling. San Diego, CA: Academic Press. Journal Articles: Vacha-Haase, T.1. & Thompson, B. (2004). How to Estimate and Interpret Various Effect Sizes. Journal of Counseling Psychology. 51(4), 473-481. Cohen, J. (1994). The earth is round (p < .05). American Psychologist, 49(12), 997-1003. Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159. Strong, S. R. (1991). Theory-driven science and naive empiricism in counseling psychology. Journal of Counseling Psychology, 38(2), 204-210. Gelso, Charles J. (1991). Galileo, Aristotle, and science in counseling psychology: To theorize or not to theorize. Journal of Counseling Psychology, 38(2), 211-213. Patton, M. J. & Jackson, A.P. (1991). Theory and meaning in counseling research: Comment on Strong. Journal of Counseling Psychology, 38(2), 214-216. Strong, S.R. (1991). Science in counseling psychology: Reply to Gelso (1991) and Patton and Jackson (1991). Journal of Counseling Psychology, 38(2), 217-218.     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