1
KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (9/8/2006)
Course Number/Program Name ENED 9400 /Designing and Conducting Research in English
Education
Department English
Degree Title (if applicable) Ed.D. in Adolescent Education—English
Proposed Effective Date Spring 2008
Check one or more of the following and complete the appropriate sections:
Sections to be Completed
x New Course Proposal
II, III, IV, V, VII
Course Title Change
I, II, III
Course Number Change
I, II, III
Course Credit Change
I, II, III
Course Prerequisite Change
I, II, III
Course Description Change
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.
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
2
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ENED 9400
Course Title Designing and Conducting Research in English Education
Credit Hours 3-0-3
Prerequisites ENED 8310, ENED 8391, 6 hours graduate research courses
and Permission of the Ed.D.—English Education Advisor
Description (or Proposed Degree Requirements)
Teacher leaders (graduate students enrolled in the course) will read,
analyze, and apply seminal and current research in the field of English
Education, and design an applied research study related to English
Education in P-12 and/or higher education settings. The project may be
one that the teacher leader carries out in a workplace setting or may serve
as a pilot study for the dissertation.
III.
Justification
This seminar is designed for graduate students in the area of English Education who will
assume leadership roles based on extensive knowledge of seminal and current research in
the field, and who will need to design and/or help others design applied research projects.
The applied research studied and designed in this course focuses on how research can
serve as a vehicle for resolving complex problems in schools and/or higher education.
Candidates who are leaders for learning must be capable and possess the disposition to
engage in research designed to answer problems in P-12 schools and/or higher education
and/or in their content field. Topics of discussion focus upon hallmark and emerging
research in English Education, the practical application of research methods to the field
of English Education, and on assisting graduate students with topic and design for
research as they pursue the Ed.D. Furthermore, this course also assists those individuals
who plan to conduct program evaluation in a range of English Education settings, write
proposals to secure government or foundation funding in the content field, and/or conduct
field-based applied research in university settings.
3
The intent of this course is to advance the ability of graduate students to analyze critically
professional problems and issues in the field of English Education, engage and
communicate ideas with greater discipline and clarity, articulate their thoughts through
coherent written expression, analyze and connect trends in current and past research in
the content field, and note areas of promising emerging research in the field of English
Education. Such skills are useful for administrators and researchers alike. Coursework
involves reading and critiquing applicable applied research, including that of course
participants and faculty in the Bagwell College of Education and/or in the Department of
English as related to the field of English Education. Therefore, students may be required
to work individually, in pairs, or small groups throughout the semester. Discussion
emphasizes choosing research topics on the basis of professional experience, expertise,
and/or programmatic needs; using the literature review to inform one’s thinking;
selecting research methods; matching the research design to the topic and the setting;
choosing sites; understanding the organizational environment; applying findings to
practice; and writing coherently.
IV.
Additional Information (for New Courses only)
Instructor: Dr. Kirby or other graduate English Education faculty
Text:
American Psychological Association (2002). Publication manual of the American Psychological
Association (5th ed.). Washington, DC: Author.
Required: American Educational Research Association. Selected chapters in Handbook of
Research on Teaching. (Newest ed)
National Council of Teachers of English. Selected articles in Research in the Teaching of English,
English Education, and similar research journals. (Newest issues of the journals)
Prerequisites: 6 hours of graduate research courses, ENED 8310, ENED 8391, and
Permission of the Ed.D.—English Education Advisor
Objectives:
Discussions in this advanced course assist graduate students in thinking clearly
about the issues that face them, convert those issues into researchable questions,
and plan methods for collecting information to answer effectively their questions
in the field of English Education. Specific objectives are as follows:
Course objective
1. Work collaboratively on a team to
identify the root causes of
educational problems in the area of
English Education, which may
include team members who research
Doctoral
KSDs
2, 4, 5
Distributed School
Leadership Roles
Relationship Development
Leader
Learning and Development
Leader
PSC/NCATE
Standards
1.1, 1.2, 1.4, 1.5
4
various prongs of an issue or
problem in the field
2. Clearly articulate professional issues
in English Education into a
researchable problem
Performance Leader
1, 5
Change Leader
Curriculum, Instruction &
Assessment Leader
1.1, 1.2, 1.4,
1.5, 1.7
Performance Leader
3. Frame the research question(s) such
that it can be answered with
research-based evidence.
1, 5
Data Analysis Leader
Curriculum, Instruction &
Assessment Leader
1.1, 1.2, 1.4,
1.5, 1.7
Performance Leader
Data Analysis Leader
4. Anchor the research question(s) in
the professional literature by placing
the question in the context of theory
and previous research in the field of
English Education.
1, 4, 5
Curriculum, Instruction &
Assessment Leader
1.1, 1.2, 1.4,
1.5, 1.7
Data Analysis Leader
5. Make a persuasive argument that the 4, 5, 8
question needs to be studied and that
the methods chosen are appropriate.
6. Develop a pilot study in English
Education designed with appropriate
quantitative or qualitative
methodology
4, 5, 8
7. Discuss ethical issues, features of
context in which the research is
done, and limitations on the
generalizability of findings
5, 8
Learning and Development 1.1, 1.2, 1.4, 1.5
Leader
Data Analysis Leader
Learning and Development 1.1, 1.2, 1.4, 1.5
Leader
Performance Leader
Data Analysis Leader
Data Analysis Leader
1.1, 1.2, 1.4, 1.5
Learning and Development
Leader
8. Utilize qualitative and quantitative
applications of software to analyze
data.
4, 5
9. Effectively communicate results of
research to a variety of audiences in
4, 5, 6
Performance Leader
Data Analysis Leader
1.1, 1.2, 1.4, 1.5
Performance Leader
Data Analysis Leader
1.1, 1.2, 1.4, 1.5
5
Performance Leader
a variety of formats.
*Georgia's Leadership Institute for School Improvement & Georgia Committee on
Educational Leadership Preparation’s Distributed School Leadership Roles
Instructional Method:
Socratic seminar and dialog, small group and whole class discussions, peer
tutoring and peer review, web and database search and retrieval, individualized
instruction.
COURSE ASSIGNMENTS AND ACTIVITIES
Each graduate student is expected to conduct applied research in the field of English
Education, consisting of the following activities:
1.
2.
3.
4.
5.
Identify a researchable problem
Conduct review of literature
Create research questions and identify appropriate methodology
Collect and analyze data
Interpret and share results
Grades will be based on the following scale:
A:
90% - 100%
B:
80%-89%
C:
70%-79%
D:
60-69%
F:
59% or lower
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
0; existing faculty
TOTAL
N/A
Funding Required Beyond
Normal Departmental Growth N/A
6
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 English
COURSE NUMBER ENED 9400
COURSE TITLE FOR LABEL Research—Eng Ed (Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS 3-0-3
Approval, Effective Term
Spring 2008
Grades Allowed (Regular or S/U)
regular
If course used to satisfy CPC, what areas?
N/A
Learning Support Programs courses which are required as prerequisites
N/A
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
7
I.
Course Number:
Course Title:
College:
Semester:
Room:
II.
Instructor & Contact Info:
III.
Class Meeting Time:
IV.
ENGL 9400
Designing and Conducting Research in English Education
Humanities and Social Sciences
Texts:
American Psychological Association. (2002). Publication Manual of the American
Psychological Association: Fifth Edition. Washington, DC: Author.
American Educational Research Association. Selected chapters in Handbook of
Research on Teaching. (Newest ed)
National Council of Teachers of English. Selected articles in Research in the
Teaching of English, English Education, and similar research journals.
(Newest issues of the journals)
V. Course Description:
Teacher leaders (graduate students enrolled in the course) will read,
analyze, and apply seminal and current research in the discipline of
English Education, and design an applied research study related to English
Education in P-12 and/or higher education settings. The project may be
one that the student carries out in a workplace setting or may serve as a
pilot study for the dissertation.
VI. Rationale and Justification:
This seminar is designed for graduate students in the area of English Education who will
assume leadership roles based on extensive knowledge of seminal and current research in
the field, and who will need to design and/or help others design applied research projects.
The applied research studied and designed in this course focuses on how research can
serve as a vehicle for resolving complex problems in schools and/or higher education.
8
Candidates who are leaders for learning must be capable and possess the disposition to
engage in research designed to answer problems in P-12 schools and/or higher education
and/or in their content field. Topics of discussion focus upon hallmark and emerging
research in English Education, the practical application of research methods to the field
of English Education, and on assisting graduate students with topic and design for
research as they pursue the Ed.D. Furthermore, this course also assists those individuals
who plan to conduct program evaluation in a range of English Education settings, write
proposals to secure government or foundation funding in the content field, and/or conduct
field-based applied research in university settings.
The intent of this course is to advance the ability of graduate students to analyze critically
professional problems and issues in the field of English Education, engage and
communicate ideas with greater discipline and clarity, articulate their thoughts through
coherent written expression, analyze and connect trends in current and past research in
the content field, and note areas of promising emerging research in the field of English
Education. Such skills are useful for administrators and researchers alike. Coursework
involves reading and critiquing applicable applied research, including that of course
participants and faculty in the Bagwell College of Education and/or in the Department of
English as related to the field of English Education. Therefore, students may be required
to work individually, in pairs, or small groups throughout the semester. Discussion
emphasizes choosing research topics on the basis of professional experience, expertise,
and/or programmatic needs; using the literature review to inform one’s thinking;
selecting research methods; matching the research design to the topic and the setting;
choosing sites; understanding the organizational environment; applying findings to
practice; and writing coherently.
KENNESAW STATE UNIVERSITY’S CONCEPTUAL FRAMEWORK:
Collaborative development of expertise in teaching and learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders
who possess the capability, intent and expertise to facilitate high levels of learning in all of their
students through effective, research-based practices in classroom instruction, and who enhance
the structures that support all learning. To that end, the PTEU fosters the development of
candidates as they progress through stages of growth from novice to proficient to expert and
leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued
development, not an end-state. To be effective, teachers and educational leaders must embrace
the notion that teaching and learning are entwined and that only through the implementation of
validated practices can all students construct meaning and reach high levels of learning. In that
way, candidates at the doctoral level develop into leaders for learning and facilitators of the
teaching and learning process. Finally, the PTEU recognizes, values and demonstrates
collaborative practices across the college and university and extends collaboration to the
community-at-large. Through this collaboration with professionals in the university, the public
9
and private schools, parents and other professional partners, the PTEU meets the ultimate goal of
assisting Georgia schools in bringing all students to high levels of learning.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases:
preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg
(1996) believes that the concept of expertise is central to analyzing the teaching-learning process,
the teacher education faculty at KSU believe that the concept of expertise is central to preparing
effective classroom teachers and teacher leaders. Researchers describe how during the continuum
phases teachers progress from being Novices learning to survive in classrooms toward becoming
Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that
expertise is not an end-state but a process of continued development.
Use of Technology : Technology Standards for Educators are required by the Professional
Standards Commission. Telecommunication and information technologies will be integrated
throughout the master teacher preparation program, and all candidates must be able to use
technology to improve student learning and meet Georgia Technology Standards for Educators.
During the courses, candidates will be provided with opportunities to explore and use
instructional media. They will master use of productivity tools, such as multimedia facilities,
local-net and Internet, and feel confident to design multimedia instructional materials, and create
WWW resources.
VII. Course Objectives
Course objective
Doctoral
KSDs
1. Work collaboratively on a
team to identify the root
causes of educational
problems in the discipline of
English Education, which may
include team members who
research various prongs of an
issue or problem in the
discipline
2, 4, 5,
2. Clearly articulate professional
issues into a researchable
problem in English Education
1, 5
Distributed
School
Leadership Roles
 Relationship
Development
Leader
 Learning and
Development
Leader
 Performance
Leader
 Change Leader
IRA/NCTE
Standards
Assignment
1, 3, 4, 5,
6, 7, 8, 11,
12


1, 3, 4, 5,
6, 7, 8, 11,
12



3. Frame the research question(s)
such that it can be answered
with research-based evidence
1, 4, 5

Curriculum,
Instruction &
Assessment
Leader
Performance
Leader
Data Analysis
Leader
Curriculum,
Instruction &
Assessment



1, 3, 4, 5,
6, 7, 8, 9,
10, 11, 12


Research
Log
Research
Questions
Research
Questions
Research
Log
Review of
Literature
Research
Questions
Review of
10
within the discipline of
English Education.


4. Anchor the research
question(s) in the professional
literature in English Education
by placing the question in the
context of theory and previous
research in the discipline of
English Education.
1, 4, 5,
5. Make a persuasive argument
that the question related to
issues in the discipline of
English Education needs to be
studied and that the methods
chosen are appropriate.
4, 5
6. Develop a pilot study designed
with appropriate quantitative
or qualitative methodology as
is suitable to the discipline of
English Education.
4, 5







Leader
Performance
Leader
Data Analysis
Leader
Literature
Curriculum,
Instruction &
Assessment
Leader
Data Analysis
Leader
1, 2, 3, 4,
5, 6, 7, 8,
9, 10, 11,
12

Learning and
Development
Leader
Data Analysis
Leader
1, 3, 4, 5,
6, 7, 8, 11,
12

Learning and
Development
Leader
Performance
Leader
Data Analysis
Leader
1, 3, 4, 5,
6, 7, 8, 11,
12







7. Discuss ethical issues, features
of context in which the
research in the discipline of
English Education is done, and
limitations on the
generalizability of findings as
suitable to the discipline of
English Education
5, 8



Data Analysis
Leader
Learning and
Development
Leader
Performance
Leader
1, 3, 4, 5,
6, 7, 8, 9,
10, 11, 12





8. Utilize qualitative and
quantitative applications of
software to analyze data as
suitable to the discipline of
English Education.
4, 5


Data Analysis
Leader
Performance
Leader
1, 3, 4, 5,
6, 7, 8, 11,
12

Research
Log
Review of
Literature
Research
Log
Research
Presentation
Research
Log
Research
Questions
Review of
Literature
Data
Analysis
Research
Presentation
Research
Log
Research
Questions
Review of
Literature
Data
Analysis
Research
Presentation
Data
Analysis
11
4, 5, 6
9. Effectively communicate
results of research in English
Education to a variety of
audiences in a variety of
formats.


Data Analysis
Leader
Performance
Leader
1, 3, 4, 5,
6, 7, 8, 9,
10, 11, 12

Research
Presentation
*Georgia's Leadership Institute for School Improvement & Georgia Committee on Educational
Leadership Preparation’s Distributed School Leadership Roles
Course Requirements and Assignments
1. Each graduate student is expected to conduct field-based, applied research, consisting
of the following activities:
 Identify a researchable problem in English Education
 Conduct review of literature related to the identified problem
 Create research questions and identify appropriate methodology
 Collect and analyze data
 Interpret and share results
Assignments:
Research Questions
20 points
Research Log
10 points
Review of Literature
30 points
Data Analysis
30 points
Research Presentation
10 points
Total Points:
100 points
VIII. Grading
90-100%
80-89 %
A
B
70-79%
C
60-69%
D
59% and lower
F
Assignments are due on date assigned. All written assignments must be typed in 12 point font
with standard margins. Work that is unedited or presented with little thought or planning will not
be accepted.
IX. Policies
12
Diversity: A variety of materials and instructional strategies will be employed to meet the needs
of the different learning styles of diverse learners in class. Candidates will gain knowledge as
well as an understanding of differentiated strategies and curricula for providing effective
instruction and assessment within multicultural classrooms. One element of course work is
raising candidate awareness of critical multicultural issues. A second element is to cause
candidates to explore how multiple attributes of multicultural populations influence decisions in
employing specific methods and materials for every student. Among these attributes are age,
disability, ethnicity, family structure, gender, geographic region, giftedness, language, race,
religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style
differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons
defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with
Disabilities Act of 1990. A number of services are available to support students with disabilities
within their academic program. In order to make arrangements for special services, students
must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual
assistance plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State
University that address each of the multicultural variables outlined above.
Professionalism--Academic Honesty: KSU expects that graduate students will pursue their
academic programs in an ethical, professional manner. Faculty of the EdS and EdD programs
abide by the policies and guidelines established by the university in their expectations for
candidates’ work. Candidates are responsible for knowing and adhering to the guidelines of
academic honesty as stated in the graduate catalog. Any candidate who is found to have violated
these guidelines will be subject to disciplinary action consistent with university policy. For
example, plagiarism or other violations of the University’s Academic Honesty policies could
result in a grade of “F” in the course and a formal hearing before the Judiciary Committee.
Professionalism--Participation, and Attendance: Part of your success in this class is related to
your ability to provide peer reviews and feedback to your editing groups regarding their research
and their writing. Furthermore, responding effectively and appropriately to feedback from your
peers and the professor is another measure of one’s professionalism. In addition, since each
class meeting represents a week of instruction/learning, failure to attend class will likely impact
your performance on assignments and final exams. Please be prepared with all readings
completed prior to class. We depend on one another to ask pertinent and insightful questions.
XIII. Appendices
Appendix 1: Kennesaw State Ed.D. Performance Outcomes and Georgia Leadership
Institute for School Improvement (GLISIs) Distributed School Leadership Role
Kennesaw State EdD (KSDs)
Performance Outcomes
Leaders for Learning:
Georgia Leadership Institute for School
Improvement (GLISIs) Distributed School
Leadership Role
13
1. Foster an organizational culture that facilitates
Relationship Development Leader
development of a shared vision, school improvement, Process Improvement Leader
and increased learning for all students.
Operational Leader
Learning and Performance Development Leader
2. Implement sustainable educational change and
Change Leader
process improvement.
Process Improvement Leader
Operational Leader
Data Analysis Leader
st
Curriculum, Assessment, Instruction Leader
3. Create 21 century learning environments that
advance best practices in curriculum, instruction, and Learning and Performance Development Leader
assessment.
4. Engage in applied research that supports dataData Analysis Leader
driven planning and decision making for the
Process Improvement Leader
improvement of schools and learning.
Learning and Performance Development Leader
5. Build collaborative relationships, teams, and
Relationship Development Leader
community partnerships that communicate and
Operational Leader
reflect distributed leadership for learning.
6. Embrace diversity by demonstrating intercultural Learning and Performance Development Leader
literacy and global understanding.
Relationship Development Leader
7. Facilitate professional learning and development Learning and Performance Development Leader
that enhance and improve professional practice and Curriculum, Assessment, Instruction Leader
productivity.
8. Exercise professionalism and ethical practice.
Appendix II. NCTE Standards for the English Language Arts
1. Students read a wide range of print and non-print texts to build an understanding of texts, of
themselves, and of the cultures of the United States and the world; to acquire new information; to
respond to the needs and demands of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an
understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human
experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their interactions with other readers and writers, their
knowledge of word meaning and of other texts, their word identification strategies, and their
understanding of textual features (e.g., sound-letter correspondence, sentence structure, context,
graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process
elements appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create, critique, and discuss
14
print and non-print texts.
7. Students conduct research on issues and interests by generating ideas and questions, and by
posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print
and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their
purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries, databases,
computer networks, video) to gather and synthesize information and to create and communicate
knowledge.
9. Students develop an understanding of and respect for diversity in language use, patterns, and
dialects across cultures, ethnic groups, geographic regions, and social roles.
10. Students whose first language is not English make use of their first language to develop
competency in the English language arts and to develop understanding of content across the
curriculum.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety
of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g.,
for learning, enjoyment, persuasion, and the exchange of information).
XIV. REFERENCES AND BIBLIOGRAPHY (to be modified)
Appleby, A. (1996). Curriculum as conversation: Transforming traditions of teaching and
learning. Chicago: University of Chicago Press.
Bazeley, P., Richards, L. (2000). Preface. The NVivo qualitative project book. Thousand Oaks,
CA: Sage Publications.
Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code
development. Thousand Oaks, CA: Sage Publications
Creswell, J. W. (1994). Research design qualitative & quantitative approaches. Thousand Oaks,
CA: Sage Publications.
Creswell, J. W. (1998). Qualitative inquiry and research design choosing among five traditions.
Thousand Oaks, CA: Sage Publications.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods
approaches. Thousand Oaks, CA: Sage Publications.
Creswell, J. (2004). Educational research: Planning, conducting, and evaluating quantitative
and qualitative research. (2nd ed.) Upper Saddle River, NJ: Prentice Hall.
15
Daniels, H., & Blizar, M. (2004). Teaching the best practice way: Methods that matter, K-12.
Portland, ME: Stenhouse.
Dooley, D. (2001). Social research methods. (4th ed.). Upper Saddle River, NJ: Prentice Hall.
Galvan, J. L. (2004). Writing literature reviews: A guide for students of the social and
behavioral sciences. (2nd ed.). Los Angeles: Pyrczak Publishing.
Gay, L. R., Mills, G. E. & Airasian, P. (2006). Educational research: Competencies for
analysis and applications. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Glasser, W. (1997). A new look at school failure and school success. Phi Delta Kappan, April
1997, 597-602.
Good, T. L. & Brophy, J. E. (1987). Looking in classrooms (4th Ed.). New York: Harper & Row.
Hessle, K. & Holloway, J. (2002) A framework for school leaders: Linking the ISLLC standards
to practice. Educational Testing Service.
Hillocks, G. (1986). Research on written composition. Urbana, IL: NCTE.
_____. (2002). Testing trap: How state writing assessments control learning. NY: Teachers
College Press.
Hillocks, G., & Shulman, L. (1999). Ways of thinking, ways of teaching. NY: Teachers College
Press.
Holly, M. L., Arhar, J., & Kasten, W. (2005). Action research for teachers: Traveling the
yellow brick road. (2nd ed.). Upper Saddle River NJ: Pearson Merrill Prentice Hall.
Hubbard, R. S. & Power, B. M. (1999). Living the questions: A guide for teacher-researchers.
York, Maine: Stenhouse Publishers.
Huck, S. H, Cromier, W. H. & Bounds, W. G. (1974). Reading statistics and research. New
York, NY: Harper Collins Publisher.
Katzenmeyer, M. & Moller, G. (1996). Awakening the sleeping giant: Leadership development
for teachers. Thousand Oaks, CA: Corwin Press.
Kazdin, A. E. (1982). Single-case research designs: Methods for clinical and applied settings.
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