DRAFT 9/28/10 Course Form I. Summary of Proposed Changes Dept / Program C&I Prefix and Course # Course Title Action Research in the Classroom C&I 588 Short Title (max. 26 characters incl. spaces) Action Reasrch in Clssrm Summarize the change(s) proposed New course in MA in Math./ Mddl. Schl Math. II. Endorsement/Approvals Complete the form and obtain signatures before submitting to Faculty Senate Office Please type / print name Signature Date Requestor: David Erickson Phone/ email : x5318 david.erickson@umontana.edu Program Chair/Director: Trent Atkins Other affected programs: Mathematics Dept. Chair Leonid Kalachev Dean CoEHS Roberta Evans Dean CAS Christopher Comer Are other departments/programs affected by this Please obtain signature(s) from the modification because of Chair/Director of any such department/ (a) required courses incl. prerequisites or corequisites, program (above) before submission (b) perceived overlap in content areas (c) cross-listing of coursework III: To Add a New Course Syllabus and assessment information is required (paste syllabus into section V or attach). Course should have internal coherence and clear focus. Common Course Numbering Review (Department Chair Must Initial): YES NO Does an equivalent course exist elsewhere in the MUS? Check all relevant disciplines if X course is interdisciplinary. (http://mus.edu/transfer/CCN/ccn_default.asp) ** Graduate Course only, not subject to Common Course Numbering ** Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits, repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) C&I 588 Action Research in the Classroom 3 cr. Offered autumn. Readings in research in teaching/learning. Strategies to implement all components of an action research project in a classroom including planning/research design, action, reflection, and sharing. Justification: How does the course fit with the existing curriculum? Why is it needed? Required course in the proposed Master of Arts in Teaching Middle School Mathematics Program Are there curricular adjustments to accommodate teaching this course? No. Complete for UG courses. (UG courses should be assigned a 400 number). Describe graduate increment (http://umt.edu/facultysenate/committees/grad_council/procedures/gradIncrement.aspx) New fees and changes to existing fees are only approved once each biennium by the Board of Regents. The coordination of fee submission is administered by Administration and Finance. Fees may be requested only for courses meeting specific conditions according to Policy 940.12.1 http://mus.edu/borpol/bor900/940-12-1.pdf . Please indicate whether this course will be considered for a fee. If YES, what is the proposed amount of the fee? Justification: YES NO X IV. To Delete or Change an Existing Course – check X all that apply Deletion Title Course Number Change From: Level U, UG, G To: Description Change Change in Credits From: To: Prerequisites 1. Current course information at it appears in catalog (http://www.umt.edu/catalog) From: To: Repeatability Cross Listing (primary program initiates form) Is there a fee associated with the course? 2. Full and exact entry (as proposed) 3. If cross-listed course: secondary program & course number 4. Is this a course with MUS Common Course Numbering? http://mus.edu/transfer/CCN/ccn_default.asp If yes, please explain below whether this change will eliminate the course’s common course status. YES NO 5. Graduate increment if level of course is changed to Have you reviewed the graduate increment UG. Reference guidelines at: guidelines? Please check (X) space provided. http://umt.edu/facultysenate/committees /grad_council/procedures/gradIncrement.aspx (syllabus required in section V) 6. Other programs affected by the change 7. Justification for proposed change V. Syllabus/Assessment Information Required for new courses and course change from U to UG. Paste syllabus in field below or attach and send digital copy with form. See attached VI Department Summary (Required if several forms are submitted) In a separate document list course number, title, and proposed change for all proposals. VII Copies and Electronic Submission. After approval, submit original, one copy, summary of proposals and electronic file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu. Revised 9-2010 C&I 588 Action Research in the Classroom Fall 2011 Instructor: David Erickson, Ph.D. Associate Professor Department of Curriculum & Instruction Email: david.erickson@umontana.edu Office Hours: Monday/Wednesday 9:10 – 11 AM And by appointment and online – just email or phone (406) 243-5318 Course Description: This is a three-credit web-based graduate course for teachers designed to facilitate and document a change in the teaching/learning in the classroom. Through readings and online discussions, students plan an individual research study to investigate a specific research question of interest to the learner. Students will follow the plan, act, reflect cycle and share results with peers through the web-based course. Additionally, students are encouraged to seek publication of their research in appropriate journals. Learning Outcomes: 1. Students will be able to describe how action research informs teaching and changes teaching practice (Conceptual Framework #1 (CF1). 2. Students will be able to formulate relevant action research questions. (10.58.501.1b). 3. Students will be able to write a literature review for an action research project (10.58.501.1k). 4. Students will be able to implement the action research cycle – plan, act, and reflect – within their own classroom (CF5; 10.58.501.1j) 5. Students will be able to analyze and critique action research projects (CF8). Textbooks: American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Mertler, C. A. (2011). Action Research: Improving Schools and Empowering Educators, 3rd Ed. Thousand Oaks, CA: Sage Publications. Readings (list to be updated in Fall 2011): Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Victoria, Australia: Deakin University Press. Koehler, M. S., & Prior, M. (1993). Classroom interactions: The heartbeat of the teaching/learning process. In D. T. Owens & S. Wagner (Eds.), Research ideas for the classroom: Middle grades mathematics (pp. 280-298). New York: Macmillan. Lankford, N. K. (1993). Teacher as researcher: What does it really mean? In P. S. Wilson & S. Wagner (Eds.), Research ideas for the classroom: High school mathematics (pp. 279-289). New York: Macmillan. Raymond, A. M., & Leinenbach, M. (2000). Collaborative action research on the learning and teaching of algebra: A story of one mathematics teacher’s development. Educational Studies in Mathematics, 41(3), 283-307. Smith, T. J. (2006). Exploring connections between teaching, learning and assessing mathematics for understanding. In J. O. Masinglia (Ed.), Teachers engaged in research: Inquiry in mathematics classrooms, grades 6-8. Reston, VA: NCTM. Evaluation/Assessment: Online weekly discussion board Action research questions Literature review Project chapters I – V Project sharing 20% 20% 20% 20% 20% Letter grades correspond to percentages as follows: A – 90% and above B – 80-89% C – 70-79% D – 60-69% F – Below 60% Expectations: The University of Montana Student Conduct Code All students must practice academic honesty. Academic misconduct is subject to an academic penalty by the course instructor and/or a disciplinary sanction by the University. All students need to be familiar wit the Student Conduct Code. The Code is available for review online at http://life.umt.edu/vpsa/student_conduct.php Please be aware of the expectations for academic student conduct. If you have any questions related to this code, please ask. Accommodations Please let me know at the beginning of the semester if you need accommodations for learning in my online classroom or through Disability Services for Students (DSS). I am happy to help facilitate these needs.