EDUC E590/S590
Research in Elementary/Secondary Education
Fall 2010
Instructor:
Dr. M. Gail Hickey,
Professor of Educational Studies
Office:
Contacts:
(260) 481-6458 (voice mail);
Office Hrs:
hickey@ipfw.edu (office e-mail)
drhickey@ymail.com (home e-mail)
Neff Hall, 240G
4:00-4:30pm M, T;
3:00-4:30pm W;
and by appointment
Course Description (from the IPFW Graduate Bulletin)
Individual research in a given subject area. Graduate level only.
Prerequisites: EDUC F500 (Seminar in Teaching and Learning) and P503.
Textbook
Mills, G. E. (2011). Action research: A guide for the teacher researcher (4th ed.). Upper Saddle
River, NJ: Prentice-Hall, Inc. REQUIRED
Course Requirements
This graduate course is taught as a seminar. Therefore, regular attendance and active engagement
are expected. Come to class prepared to discuss assigned textbook readings and/or curriculum
resources and strategies, and interact with classmates in a mutually beneficial learning
community. Formal written assignments are due at 4:30pm on the date announced. Student-led
discussions and presentations take the place of a final examination in this course.
It is expected that graduate students always will turn in their best work, and will follow directions
stated on the syllabus and/or appendices. Spelling, grammar, punctuation and style errors in
written work will detract from individual student's grades.
Style: All formal written assignments must be double spaced in minimum 12 pt. black typeface;
the only exception is an instructional unit, which may be single-spaced. Avoid italics except for
emphasis or book/journal titles. Final drafts must be printed on white 8.5"x11" paper and use a
formal page-numbering system. Follow APA style within text and for the bibliography (helpful
hints for using APA style are available on-line from the IPFW Writing Center). Always staple all
assignments more than one page in length in the upper left corner, and always put your name on
the first page of each assignment. Assignments turned in without a name will earn a grade of
zero. Please contact the IPFW Writing Center for writing assistance. Even those students who are
confident of their writing skill should ask someone to proofread their assignments before printing
the final copy.
Unless prior arrangements have been made with instructor’s knowledge and approval (i.e., an
individualized study format), more than two absences of any kind will prevent students from
earning an A in this course (see Course policies for further details). If students must be absent,
arrive late, or leave class early, it is the student's responsibility to contact a classmate to find out
what was missed and/or arrange to receive copies of outside readings or handouts.
Course Policies
Students are expected to be familiar with IPFW and School of Education policies pertaining to
attendance, makeup tests, cheating/plagiarism as well as withdrawal, incompletes and evaluation.
Questions about assignments, course requirements, and/or the course syllabus are appropriately
asked at the beginning of each class meeting. This practice gives all students access to the same
information at the same time. Students should formulate questions before class, and come to
class prepared to request clarification during the first few minutes of class. Questions about
grades and/or grading decisions will not be discussed. Students with questions or concerns about
grades and/or grading decisions are advised to make an appointment to meet with the instructor
in her office, and to bring a copy of both the course syllabus and relevant assignment to the
meeting. Your instructor regrets that, for medical reasons, she is unable to remain after class for
individual conferences.
Written assignments are due at 4:30pm on the date announced. Late assignments and makeup
assignments are not accepted. Should an unusual or emergency situation arise, any special
arrangements must be cleared with the instructor prior to assignment due date unless the
instructor agrees with the student that prior arrangements were not possible. If such an
emergency should arise, the student must request special consideration from the instructor during
a scheduled appointment or through a series of e-mail communications. In the interest of fairness
to all students, no conferences or conversations regarding special consideration of assignment
due date(s) will take place in the classroom (please schedule an appointment or e-mail the
instructor). A grade of Incomplete will not be assigned to any student who has failed to follow
these instructions.
The IPFW Student Handbook and the School of Education Student Behavior Checklist outline
student behaviors that detract from learning and prevent others from learning effectively.
Students are expected to contribute to a positive learning environment during class meetings.
Specifically, students will:
•
•
•
Refrain from speaking with other students while the instructor or a classmate addresses the
class
Engage in relevant discussion during small group time
Turn off cell phone prior to entering classroom
Private conversations between and among students will not be tolerated inside our classroom
during class meetings. If you must have a private conversation with a classmate, please leave the
room or prepare to be asked to leave.
Cell phone use will not be tolerated inside the classroom during class meetings. All cell phones
must be set to off or have ringer silenced prior to entering the university classroom.
Modification of Course Syllabus/Outline
The instructor reserves the right to modify and/or change the course syllabus or course schedule
as needed. Students will be informed orally of any changes during regular class meeting times.
Cross-indexing of Course Objectives
Assignments and experiences outlined in this syllabus reflect connections between the mission
and conceptual framework for the IPFW School of Education; the core propositions of the
National Board for Professional Teaching Standards; and the course objectives for EDUC
E590/S590 (see SOE web site for NBPTS Propositions and SOE Conceptual Framework).
2
Course Goals
In EDUC E590/S590, students will have opportunities to learn:
1.
2.
3.
4.
the place of Action Research in the field of education (CF 2, 4, 5; NBPTS 4);
methods for conducting Action Research (CF 2, 3; NBPTS 1, 2, 3, 4);
how to develop a classroom-based Action Research plan (CF 2, 3, 4, 6; NBPTS 2, 3, 4);
about the diversity present in your own community and how this diversity relates to your
role as a reflective educator (CF 1, 2, 3, 4, 5, 6; NBPTS 1, 5).
Multiculturalism/Diversity
Issues related to student diversity are addressed in this course, including issues related to
differences in individuals and groups. Worldviews of students, parents, teachers, and members of
the community are explored and considered in terms of curricular and instructional contexts.
Disabilities
If you have or acquire a disability and would like to find out what special services and
accommodations may be available are advised to contact Services for Students with Disabilities
in WU 118 & 218 (481-6657).
Writing Center
If you need or desire help with written communication skills while completing assignments in
P503 are advised to contact the IPFW Writing Center. The following services are provided by the
Writing Center: on-line consulting; free writing handouts (punctuation, APA style, etc.); use of
style manuals, dictionaries, and/or grammar guides; and non-evaluative memos sent to teachers at
the student’s request.
ASSIGNMENTS
Written Reflections
EDUC E590/S590 requires completion of one 10-hour field experience for diversity and
reflection (written), one course-related artifact reflection (written), and one educational settingrelated artifact reflection (written). Forms are found at
http://www.ipfw.edu/educ/assets/documents/UAS_ElemSec_Conceptual_Framework_Forms.pd,
http://www.ipfw.edu/educ/assets/documents/UAS_ElemSec_NBPTS_Forms.pdf
and
www.ipfw.edu/educ/assets/documents/UAS_ElemSec_Service_Learning_for_Diversity_F.pdf).
Your instructor is required to provide the IPFW School of Education (SOE) with a Written
Reflection and Rubric for each student enrolled in the course. Should you wish to retain a copy
for your IPFW SOE Portfolio, it will be necessary for you to turn in two (2) copies of each
Written Reflection and Rubric. The SOE copy will not be returned.
10-Hour Field Experience for Diversity (SOE Unit Assessment System, Aug. 2004)
You will develop a written reflection based on the 10-hour field option selected (See Appendix A
for a partial listing of EDUC E590/S590 Field Research Recommendations). Include the
following items:
1. Artifact(s) from the experience (Field Research Report).
3
2. Signed/dated documentation from a third party verifying 10-hour participation —
usually the form is signed and dated by the person interviewed or in whose classroom
you observe.
3. Description of artifact(s) and its/their relationship to the field experience.
4. Reflections on candidate dispositions toward diversity by self-assessment of the field
experience based on the SOE Conceptual Framework.
Course-Related Artifact Reflection (SOE Unit Assessment System, Aug. 2004)
Students may develop a written reflection based on one or more Action Research Task(s).
Artifact from an Educational Setting Reflection (SOE Unit Assessment System, Aug. 2004)
EDUC E590/S590 students are required to analyze and reflect upon an example of P-12 student
work.
Field Research Paper (400 points possible; 300 paper and 100 oral presentation)
This assignment is an extension of the 10-hour Diversity Field Experience requirement. Select
one (1) of several recommended formats (see Appendix A for a partial listing). Identify a
research site and/or secure permission from relevant individuals (Informed Consent Form may be
required — please contact your instructor for copies). Prepare an interview questionnaire (your
instructor has some examples) or develop an observational checklist. Collect data (conduct and
record the interview and/or observation; make copious field notes both during and after the
experience); analyze data (look for patterns, themes, and/or key elements in data); and write a
narrative paper describing your project in full. If participants prefer to remain anonymous, please
respect their choice and refer to them by pseudonym in your report. Attach copies of interview
questionnaire or observational checklist, Informed Consent Form (if required), and field notes to
your report as appendices. Photos or copies of other relevant information (such as green cards,
immigration documents, student work samples from ESL classrooms) may also be added to the
appendices of your report. Prepare an informal oral presentation to be shared in class.
Action Research Tasks (400 points possible)
Complete the following four (4) Action Research Tasks suggested in Mills’ text:
1.
2.
3.
4.
Write an area of focus statement, using strategies discussed in Mills’ text, that completes
the following statement: “The purpose of this study is to ... “ [pp. 39-63].
Conduct an initial review (search) of the literature using Helmke Library database links
[pp. 44-60].
Complete an action research plan that includes the final draft of the area of focus
statement developed in task #1, definitions of key terms, research question(s), a
description of the intervention, membership of the action research group, negotiations to
be undertaken, a timeline, the necessary resources for the project, and data collection
strategies [pp. 69-92].
Complete a data collection triangulation matrix for your study [pp. 93, 97].
Capstone Research Proposal (200 points possible: 100 for paper, 100 for oral presentation)
Use information gleaned during your Action Research Task #3 (above) to develop a research
proposal appropriate for your M.Ed. Capstone Research Project. Your instructor will provide
additional details during class meetings.
Institutional Review Board (IRB) Approval (See Appendix B)
Grading Scale
4
Final grades will be determined using the following formula (see Appendix C: Grading Rubrics
for more detail):
93 - 100
85 - 92
77 - 84
70 - 76
69 & below
A
B
C
D
F
5
Instructor qualifications
Dr. M. Gail Hickey is Professor of Education and Senior Faculty in the IPFW School of
Education (SOE). She has been a member of the IPFW SOE faculty for more than 20 years, and
is the first SOE faculty member ever to be promoted on the basis of excellence in Research. Dr.
Hickey brings more than 25 years experience as a teacher educator, elementary classroom
teacher, and teacher of the gifted to the IPFW graduate degree program. She has published more
than 80 articles in journals and other scholarly outlets, and has presented more than 150 papers at
educational conferences in the United States and abroad. In addition, Dr. Hickey is the author of
Bringing History Home: Local and Family History Projects for Grades K-6 (1999, Allyn &
Bacon), the author or coauthor of ten college textbook chapters, and coauthor of the 22 textbooks
in Scott Foresman's (2003; 2005; 2008) social studies series for grades K-6. Dr. Hickey's
scholarly writings are published in Teachers College Record, Social Education, Gifted Child
Quarterly, Roeper Review, Gifted Child Today, TEACHING Exceptional Children, International
Journal for Educational Reform, International Journal of Social Education, Journal of
Geography, Asian Journal of Women's Studies, and Oral History Review, among others. She has
served as Visiting Research Fellow at The University of Colorado's Center for the Study of Race
and Ethnicity, the University of Minnesota's Immigration History Research Center, and other
renowned institutions. Dr. Hickey is the 2005 recipient of the Dean's Faculty Recognition Award
for Research.
Dr. Hickey's scholarship is recognized locally, nationally, and internationally. Her contributions
to the field of teacher education are cited nationally in Who's Who in America, Who's Who
Among American Women, Who's Who in American Education, Outstanding Young Women of
America, and internationally in Who's Who in the World. She is active in professional educational
organizations, having served as a member of the Executive Governing Board of the National
Social Science Association, officer and member of the Executive Board of Directors for the
College and University Faculty Assembly of the National Council for the Social Studies (NCSS),
chair of the NCSS Publications Committee, chair of the NCSS Elementary Advisory Committee,
chair of the NCSS Early Childhood/Elementary Community, officer and member of the Board of
Directors for the Indiana Council for the Social Studies, among others. Dr. Hickey is listed with
the National Council for the Social Studies as a national social studies expert, with the National
Research Center for Gifted Education (Storrs, CT) as a national consultant in reading and social
studies for gifted learners, with the National Center for Excellence in Critical Thinking (Sonoma,
CA) as a national consultant in teaching for thinking, and with the Library of Congress
(Washington, DC) as a national consultant in oral history methodology. She serves on the
editorial boards for both national and international journals. In addition, Dr. Hickey is the 1995
recipient of the Excellence in Education Teaching Award.
6
APPENDIX A
PARTIAL LIST OF E590/S590 FIELD RESEARCH RECOMMENDATIONS
a) Interview an immigrant parent. Ask the parent to compare and contrast educational
experiences in the U.S. to those in their birth country. Also, gather information and impressions
about possible conflicts between parental/cultural values and expectations and U.S.
school/societal values and expectations. (Interview questionnaire provided by instructor.)
b) Interview an adult immigrant, international student, or ESL student (person interviewed must
be 18 years of age or older, due to Institutional Review Board (IRB) requirements). Ask the
interviewee to talk about his/her experiences in U.S. schools: communication styles and patterns,
nonverbal communication, getting used to the new setting (school as well as home), similar and
different gender expectations, the role of teacher in this and the birth country, and other
information you consider appropriate.
c) Obtain permission to visit in the home of an immigrant family. While observing the social
proprieties, also observe family interaction, communication styles, discipline patterns, gender
roles and expectations, values communicated, traditions observed, religious beliefs/practices, and
the like. Immediately reflect on your visit by writing down all observations and reactions after
leaving the immigrant family’s home.
d) Obtain permission to visit in an ESL teacher’s classroom in a school other than your own.
Observe teacher-student interactions, student-student interactions, instructional materials and
resources used, teacher’s expectations for students, values communicated, and the like. Take
copious notes, and immediately reflect on your visit by writing down subsequent thoughts and
reactions after leaving the classroom.
e) Contact Mr. Joe Soe, Director of the IPFW Literacy Program that meets at IPFW on
Saturdays, and volunteer your tutoring services for a minimum of three Saturdays during the
semester (schedule your 3 Saturdays to permit timely completion of all E535 assignments).
During tutoring sessions, observe student behavior, teacher-student interactions, student-student
interactions, values communicated, traditions observed, and the like. Spend additional time
outside tutoring sessions getting to know your assigned student and his/her ethnic heritage.
Reflect on your experiences by taking notes, collecting copies of student work (with Mr. Soe’s
permission), and writing down subsequent thoughts and reactions.
f) Contact a local school with a large refugee population (such as Southwick Elementary), and
volunteer to work with one or more Burmese students enrolled in the school. Observe student
behavior, teacher-student interactions, student-student interactions, values communicated,
traditions observed, and the like. Spend additional time outside tutoring sessions getting to know
your assigned student(s) and his/her ethnic heritage. Reflect on your experiences by taking notes,
collecting copies of student work (obtain permission), and writing down subsequent thoughts and
reactions.
g) See your instructor for options not listed here.
7
APPENDIX B
INSTITUTIONAL REVIEW BOARD (IRB) APPROVAL
Prior to collecting data for their Capstone Research Project, IPFW School of Education students
are required to:
(1.)
(2.)
(3.)
(4.)
Pass the Purdue University IRB examination (found online via www.purdue.edu).
Develop and submit a Research Proposal to the Purdue University IRB.
Secure IRB written approval.
Provide the Capstone Research Course instructor with a copy of the IRB written approval.
During E590/S590, students must demonstrate successful completion of items 1 and 2 (above).
APPENDIX C
GRADING RUBRICS
Written Assignments
Exemplary:
Follows all instructions; free from grammar/style errors; articulate; analytic;
highly reflective (300 points)
Accomplished:
Follows all instructions; one or two minor grammar/style errors; clearly written;
analytic; reflective (250-299 points)
Developing:
Follows instructions; several grammar/style errors; communication relatively
clear; somewhat analytic; demonstrates some reflection (200-249 points)
Beginning
Fails to follow some instructions; several grammar/style errors; communication
may be muddled; somewhat analytic; surface reflection (below 200 points)
Oral Presentation
Exemplary:
Succinct summary of key points; speech and handout/visuals free from errors;
lively presentation style or memorable quotation shared; example(s) displayed or
passed around; handout relevant and of general interest (100 points)
Accomplished:
Succinct summary of key points; one or two minor oral and/or written errors;
instructive presentation style; example(s) displayed or passed around; handout
relevant and of general interest (90-99 points)
Developing:
Summarizes key points; several oral and/or written errors; presentation adequate
but lacks "spark"; example(s) displayed or passed around; handout successfully
communicates key points (80-89 points)
Beginning:
Key points shared; several oral and/or written errors; presentation somewhat
disorganized or presenter seems unprepared; example(s) forgotten or not
presented; handout of general interest (79 points and below)
8
Research Project No. ________________
RESEARCH PARTICIPANT CONSENT FORM
The Developing Burmese Community in Fort Wayne: An Oral History Project
Dr. M. Gail Hickey, Dept. of Educational Studies
Indiana University-Purdue University Fort Wayne
Purpose of Research
To learn about experiences and perspectives of Burmese migrants living in northeastern Indiana.
Specific Procedures
Interviews will be recorded, and later transcribed. At your request, a translator who speaks Burmese will be provided to
assist you in reading research forms and/or translating the researcher’s questions and your responses during the
interview.
Duration of Participation
Interview will last about 2 hours.
Risks
Minimal risk such as that normally found in everyday life is expected. Some information shared during the interview may
be regarded as sensitive and/or distressing. There is risk of breach of confidentiality.
Benefits
No direct benefits.
Compensation
None.
Confidentiality
The project's research records may be reviewed by departments at Purdue University responsible for regulatory and
research oversight. Tapes and transcripts will be archived indefinitely at the Indiana University Center for the Study of
History and Memory, where other researchers will have access to all but anonymous records. Scholarly publications,
conference papers, and informational brochures may result from this project.
Voluntary Nature of Participation
You do not have to participate in this research project. If you agree to participate you can withdraw your participation at
any time without penalty.
Contact Information
If you have any questions about this research project, you can contact Dr. M. Gail Hickey at IPFW (260/481-6458 or
hickey@ipfw.edu). If you have concerns about the treatment of research participants, you can contact the Institutional
Review Board at Purdue University, Ernest C. Young Hall, 10th Floor- Room 1032, 155 S. Grant Street, West Lafayette,
IN 47907-2114. The phone number for the Board’s secretary is (765) 494-5942. The email address is irb@purdue.edu.
Use of Participant’s Name
Do you prefer to be referred to by name or pseudonym in the research records? (Please circle one and initial here) ______
Documentation of Informed Consent:
I have had the opportunity to read this consent form and have the research study explained. I have had the opportunity to
ask questions about the research project and my questions have been answered. I am prepared to participate in the research
project described above. I will receive a copy of this consent form after I sign it.
__________________________________________
Participant’s Signature
__________________________________________
Participant’s Name (please print)
_________________________
Date
__________________________________________
Researcher’s Signature
___________________________
Date
9
BURMESE IMMIGRATION QUESTIONNAIRE
1.
2.
3.
4.
When and where were you born? (Please spell the names for me.)
What is your ethnicity?
What is your hometown like? How many people live there?
Tell me about your family: mother, father, brothers, sisters, other relatives. What did your
father do? How about your mother? What do your brothers and sisters do?
5. Would you please describe your impressions of your family to me? What are they like?
What was your home life like in Burma?
6. Tell me about your childhood.
7. Tell me about school in Burma — your schooling experiences, what your parents told you
about school.
8. What kinds of newspapers did you read in Burma?
9. How far did you get in school before you left Burma?
10. What is your religious background?
11. What happened that made you leave your country?
12. Were you involved in the political or military parties in Burma? (If so) How were you
involved?
13. Are your parents still in Burma? When was the last time you saw them?
14. How do you stay in contact with relatives in Burma?
15. Did you stay in a refugee camp? Which one(s)? (If so) Would you describe what it was
like in the refugee camp when you were there?
16. How did you end up in Fort Wayne?
17. What were your first impressions of the United States?
18. What did you expect of the United States?
19. What were your first impressions of Fort Wayne?
20. What did you expect of Fort Wayne? How did you picture your life here?
21. How do you view your life in Fort Wayne right now?
22. Please describe your daily life now.
23. What did you find most helpful when you came to Fort Wayne?
24. What did you find most challenging when you came to Fort Wayne?
25. What are some of the challenges you’re still working on now that you live in Fort
Wayne?
26. Please tell me about your children and their life here. (If interviewee has children) Tell
me about your expectations for their education.
27. What has been your experience with Indiana schools? What could make that experience
better?
28. Tell me about your experiences with health care in Fort Wayne: hospitals, doctors, nurses,
clinics, medicine, drugstores, insurance.
29. Do you drive? (If so) Tell me about your experiences learning to drive and getting a
drivers license.
30. Where are you employed? (If employed) Tell me about your experiences working there.
31. Is there anything else you’d like to talk about? (If so, follow up on topics.) Thank you for
participating!
10
EDUC E590/S590
Research in Elementary/Secondary Education
Course Outline, Fall 2010
* = homework reminder
Wed., Aug. 25
Introduction;
Syllabus
Wed., Sept. 15
Database Training for T2
Helmke 440A; T1 draft due
*T1 final format due 9/29
Wed., Sept. 1
Wed., Sept. 8
Ch. 1 Understanding Action
Research; T1 clarification
Ch. 2 Ethics
*T1 draft due 9/15
*T1 draft due 9/15
Wed., Sept. 22
Wed., Sept. 29
Ch. 3 Deciding on an Area of
Focus; T1 discussions; T2
clarification
Ch. 4 Data Collection
Techniques
*T2 draft due 10/6
*T2 draft due 10/6
Wed., Oct. 6
Wed., Oct. 13
Ch. 5 Data Collection
Considerations; T2 draft
discussions
Ch. 6 Data Analysis and
Interpretation; T3 clarification
Ch. 7 Action Planning for
Educational Change
*T2 final format due 10/20
*T2 final format due 10/20
*T3 draft due 11/3
Wed., Oct. 27
Wed., Nov. 3
OHA CONFERENCE —
Wed., Oct. 20
Wed., Nov. 10
NAGC CONFERENCE —
WORK NIGHT
Ch. 8 Writing Up Action
Research; T3 draft
discussions; T4 clarification
*T3 draft due 11/3
*All work due 11/17
*All work due 11/17
Wed., Nov. 17
Ch. 9 Evaluating Action
Research
Wed., Nov. 24
THANKSGIVING RECESS —
WORK NIGHT
Wed., Dec. 1
Proposal Presentations
NO CLASS
All work due!
Wed., Dec. 8
Field Research Presentations
Wed., Dec. 15
Finals Week;
Conferences as needed
11
Happy Holidays!
12