KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name
EDUC 7700 TESOL
Department Special Education
Degree Title (if applicable) M.Ed. in Special Education – Collaborative Practices/TESOL
Proposed Effective Date January 2006
Check one or more of the following and complete the appropriate sections:
New Course Proposal
X Course Title Change
X Course Number Change
Course Credit Change
Course Prerequisite Change
X Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
102
Course Prefix and Number
EXC 7700
Course Title Teacher as Researcher: Data-Based Decision Making
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
Master level teachers engage in collaboration, action research and exhibit commitment to
scholarly inquiry and professional development. This course is designed to facilitate
graduate candidates’ understanding of qualitative, quantitative and single-subject
research methods and designs, focusing on interpretation and application relating to
classroom practice in the form of ongoing action research. In addition this course will
give students a clear understanding of how to interpret education research, reflect on its
application to their classrooms, use it to develop and evaluate research-based
interventions in their classrooms and reflect on their practice.
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ___EDUC _7XXX________________
Course Title _Educational Research I________________
Credit Hours
Prerequisites
Description (or Proposed Degree Requirements)
Candidates will develop a basic understanding of educational research paradigms including
qualitative, quantitative and action research designs. Candidates will gain expertise in reading,
analyzing, critiquing and synthesizing research in each of the three research paradigms.
Candidates will design and prepare to conduct an action research project focused on improving
student learning in their own P-12 classrooms or schools. Major topics include but are not limited
to validity, reliability, generalizability, data collection and analysis, ethical guidelines and IRB
processes and procedures.
III.
Justification
The changes made in this reflect those recommended by the subcommittee of the task force
developing the Ed.S. & Ed.D. for the Bagwell College of Education. The subcommittee was
charged with bringing the research courses at the M.Ed. level in all BCOE programs in line as
prerequisite for courses in the advanced levels in the Ed.S. & Ed.D.
Professional educators of all levels need to understand research methodology in order to make
judgments about the research they read, their professional growth, and to prepare them for
conducting their own research. The primary goals of this course are to help the M.Ed. candidate
develop basic knowledge and skills for critically reading and understanding educational research
and evaluation reports, and to become knowledgeable about the research process.
Understanding the research process will also assist expert teacher-leaders in utilizing research to
solve classroom and/or school wide problems. This course will assist the candidate in becoming
more comfortable reading, interpreting and conducting research that impacts professional
practices.
Expert teacher-leaders need to understand the research process for two main reasons: 1) to
critique research they read in an effort to inform themselves as teachers, and 2) to plan and carry
out their own research. Research has shown that teachers tend to base their conclusions about
teaching effectiveness on many sources, including personal experience, tradition, the school
culture--sources other than research. Although all these sources are valuable in different ways,
teachers are likely to resist changing practice even when change is supported by research
findings.
Teachers also need to recognize poorly designed research and to eschew practices based upon
this research. Only through a thorough grounding with well-designed research and through an
understanding of the nature of errors and threats to validity that characterizes all research with
humans can teachers come to make informed judgments about the validity of the research they
read. A thorough grounding in research also assists teachers in increasing collaborative efforts
by contributing to the professional knowledge base on teaching.
IV.
Additional Information (for New Courses only)
Instructor:
Text:
Prerequisites:
Objectives:
Instructional Method
Method of Evaluation
-
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Special Education & TESOL
EDUC 7XXX
Educational Research I
3
Spring 2006
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus