KENNESAW STATE UNIVERSITY
E-Z FORM: SIMPLE COURSE CHANGE
Cover Sheet 10-15-02 (draft)
Course Number/Program Name: EDUC 7741 Inclusive Education/Special Education
Department: Inclusive Education Department
Degree Title (if applicable) M.Ed.
Proposed Effective Date: Fall, 2007
Minor Changes:
1.
Minor changes are defined as a change to one of the following
a. _____ change to the title of a course
b. _____ simple editing changes to a course description
c. _____ course deletion
d. ___X__ course numbering change
e. _____ degree program name change
f. _____ credit hour change
2.
Multiple changes to any combination of title, numbering, or description DO NOT constitute a
Minor Change, and must go through the full course revision proposal approval process.
3.
Changes that appear to be more than simple editing changes must go through the full course
proposal approval process (committee chair discretion).
4.
Proposals that meet the criteria as being minor changes, are exempt from the two-week
submission prior to the first reading rule
Submitted by:
Approved
Patricia Crawford, Ph.D.
Faculty Member
2/20/07
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
1
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE MINOR CHANGE FORM
I.
Current Information
Page Number in Current Catalog 124
Course Prefix and Number EDUC 7741
Course Title Educational Research
Credit Hours 3
Prerequisites None
Description:
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.
Prerequisite: Completion of all other requirements in the Special Education Program and
approval of department. Contracted employment, teaching individuals with mild disabilities
under a provisional teaching credential. A full-time supervised teaching experience for teachers
seeking to add-on a special education area to a Georgia teaching certificate. May be repeated.
Proof of professional liability insurance is required prior to field experience placement.
II.
Proposed Information (Fill in the changed item)
Course Prefix and Number ___INED 7741____________________
Course Title ___Same________________________________________
Credit Hours 3
Prerequisites None
Description: Same
III.
Justification
Course prefix change due to department name change.
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VII. 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 changes have been approved by the Office of the President.
DISCIPLINE
Inclusive Education
COURSE NUMBER
INED 7741
COURSE TITLE FOR LABEL
Ed Research
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
0
Approval, Effective Term
Fall, 2007
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
None
APPROVED:
__________________________________________________
Vice President for Academic Affairs or Designee __
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COURSE SYLLABUS (Attach here)
Bagwell College of Education
M.Ed. in Special Education Program
INED 7741 Educational Research I Syllabus
Kennesaw State University
Bagwell College of Education
Department of Special Education
INSTRUCTOR: Dr. M. Leigh Funk
e-mail: lfunk@kennesaw.edu
web page: http://edtech.kennesaw.edu/leigh/
office phone: 770-499-3315
CLASS MEETING: Monday & Wednesday, 8:00 – 12:00 AM, Room KH 1107
IV:
TEXTS
Required:
Glanz, J. (2003). Action research: An educational leader’s guide to school improvement. Norwood, MA:
Christopher-Gordon.
Recommended:
McMillan, J.H., & Wergin, J.F. (2006). Understanding and evaluating educational research (3rd Ed.).
Upper Saddle River, NJ: Pearson Prentice Hall.
GALILEO Password:
As of 5/15/06 invasive new password will be issued as of 6/14/06
WebCT Access:
The URL to access WebCT is http://courses.kennesaw.edu you will use your NetID and password to
access the WebCT course.
V.
CATALOG COURSE DESCRIPTIONS:
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.
VI.
PURPOSE/RATIONALE:
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
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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.
CONCEPTUAL FRAMEWORK SUMMARY
Collaborative Development of Expertise in Teaching and Learning
“The Collaborative Development of Expertise in Teaching and Learning” is the basis for all of Kennesaw
State University’s teacher education programs. Working from a solid content background, the teacher as
facilitator demonstrates proficient and flexible use of different ways of teaching to actively engage students in
learning. Teachers as facilitators are well versed in the characteristics of students of different ages, abilities and
cultural backgrounds. They are skilled in integrating technology into instruction and create an environment in
which students can be successful and want to learn. Teachers as facilitators know when and how to assess
learning by means of various forms of traditional and authentic assessments. They are well prepared for
successful careers in teaching and are expected to act in a professional manner in all circumstances with
colleagues, parents, community members and their own students. As a professional educator, the teacher
facilitator values collaboration and seeks opportunities to work with other professionals and community members
to improve the educational experiences for children and youth. This course contributes to the candidates’
understanding of their developing role as a professional facilitator by supporting their educational growth as they
learn to effectively teach students.
USE OF TECHNOLOGY: Candidates in the Masters program are expected to examine uses of instructional
technology, including calculators, projected visual technology, audio and video technology, computer technology,
and Internet resources as related to the teaching and learning process. In addition, candidates are expected to
utilize technology to support the research process throughout this course.
Field Experience
While participating in all field experiences, you are encouraged to be involved in a variety of school-based
activities directed at the improvement of teaching and learning. Activities may include, but are not limited to,
attending and presenting at professional conferences, participating in leadership activities, attending PTA/school
board meetings, and participating in education-related community events. As you continue your field experiences,
you are encouraged to explore every opportunity to learn by doing.
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 ethnicity, race, socioeconomic
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status, gender, giftedness, disability, language, religion, family structure, sexual orientation, and
geographic region. 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 (770-4236443) and develop an individual assistance plan. In some cases, certification of disability is required.
Please be aware that there are other support/mentor groups on the campus of Kennesaw State University that
address each of the multicultural variables outlined above. For more information contact the Student Life Center
at 770-423-6280.
GOALS AND OBJECTIVES: The Professional Teacher Education Unit prepares learning facilitators who understand their
disciplines and principles of pedagogy, who reflect on their practice, and who apply these understandings to making instructional
decisions that foster the success of all learners. As a result of the satisfactory fulfillment of the requirements of these courses, the
candidate will demonstrate the following outcomes:
PTEU Outcomes and Proficiencies for Advanced Programs
Outcome 1: SUBJECT MATTER EXPERTS:
1.1 Possesses broad, current and specialized knowledge of subject matter and demonstrates this knowledge to
colleagues, parents and students.
1.2 Possesses an interdisciplinary understanding of curriculum and its applications to real life and accurately
represents understanding through use of multiple explanations, technologies and/or strategies.
1.3 Possesses strong pedagogical content knowledge and uses that knowledge to create approaches to instructional
challenges.
1.4 Actualizes the integration of content, pedagogy and interdisciplinary understanding through instruction that is
integrated, flexible, elaborate and deep
Outcome 2: FACILITATORS OF LEARNING:
2.1 Treats students equitably and provides equitable access to the full curriculum by respecting individual
differences and adjusting (or assisting teachers in adjusting) practices accordingly.
2.2 Understands human development and learning and uses this understanding to create enriching educational
experiences and/or environments for all students.
2.3 Creates safe, well-managed, supportive, inclusive and challenging learning environments.
2.4 Uses multiple methods, technologies, resources and organizational arrangements to meet goals articulated for
individual students, class instruction and the overall school improvement plan.
2.5 Monitors student progress with a variety of formal and informal evaluation methods and uses results to improve
student learning.
2.6 Is accountable to multiple audiences, accurately interprets student performance data and communicates results
to multiple audiences in multiple formats.
Outcome 3. COLLABORATIVE PROFESSIONALS:
3.1 Collaborates with colleagues, parents and/or other professionals and leads
appropriately to strengthen school effectiveness, to advance knowledge, and
to influence policy and practice.
3.2 Reflects regularly upon daily practice, and draws upon experience and the
professional literature to design and conduct research aimed at improved
student achievement.
3.3 Proactively involves and leads parents and other members of the community
in support of instruction and education.
3.4 Engages in on-going professional development by joining professional
organizations, participating in conferences, mentoring new staff, etc.
3.5 Adheres to professional ethical standards while reporting, conducting and
publishing research.
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EXC 7700 Educational Research I
Course Objectives
1.
2.
Identify characteristics of valid research and evaluate research samples for their adherence to those characteristics
Understand quantitative and qualitative methodologies and analyze which approach is most valid for certain conditions
and purposes.
3. Conduct a research review and critique on a topic of student choice; and create a research proposal to investigate an
educational question in the field setting.
4. Define and distinguish characteristics of the research problem, the topic, the purpose statement, and research questions
for quantitative, qualitative, mixed methods, and action research.
5. Write a literature review using the APA Format
6. Define issues related to validity, reliability, and generalizability for quantitative, qualitative, and mixed methods
studies.
7. Utilize a variety of data collection strategies as appropriate for quantitative, qualitative, and mixed methods studies.
8. Understand basic statistical analysis including measures of central tendency, variability, correlation, and group
comparisons
9. Identify the procedures for preparing, organizing, and analyzing data for quantitative and qualitative studies.
10. Recognize how to design and present results in tables, figures, and a results section.
COURSE REQUIREMENTS AND ASSIGNMENTS:
1.
IRB Certificate / Assurance for Research on Human Subjects: This Assurance, as of August 1, 2003, is now required
by Federal policy and formalizes the institution’s commitment to protect human subjects. All individuals (faculty, staff,
and students) engaged in research on human subjects must complete a web-based training course. The online training
course is designed to provide an overview of ethical conduct for researchers working with human participants.
This web-based training will take approximately two hours to complete and can be found at: http://cme.cancer.gov .
When registering for the course, indicate that the course is being taken for “Completion Certificate only, no continuing
education credits.” Upon completion, save a copy of the Completion Certificate and upload the electronic file to WebCT
under the IRB Certificate Assignment Area. Detailed instructions for accessing the site and saving your completion
certificate are available under the IRB Certificate Assignment Area within WebCT.
2.
Final Action Research Proposal: This is a field based project which involves selecting a topic for research with the
candidate’s teaching experience, conducting a review of related literature, designing the study, and developing
appropriate methods for data collection and analyses, implementing the study in either EXC 7720 Applied Behavior
Analysis or EXC 7970 Internship and reporting the results. In this course you will complete a series of activities that will
eventually be combined to produce a high quality action research proposal including sections 1-6 as listed below. To see
a full list of all elements required for the Action Research Project (not just the proposal) please see the AR Project
Sections document under Assignments & Rubrics in WebCT.
Action Research Proposal Sections
I.
II.
III.
IV.
Title Page
Table of Contents
Abstract
Area of Focus Statement
a. Introduction (foundation and importance)
b. Problem Statement (identifies subject(s) and setting)
c. Purpose Statement
d. Research Questions
e. Defining the Variables
V. Review of Literature
a. Introduction
b. Article Abstract #1
c. Article Abstract #2
d. Article Abstract #3
e. Conclusion / Analysis / Impact of Literature Review on their research plan
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VI. Methods / Procedures – Action Research
a. Description of methodology (research design)
b. Description of intervention or innovation
c. Sampling Design (if appropriate)
d. Instrumentation (if appropriate)
e. Data Collection Plan / Data Collection Procedures
f. Data Considerations – (issues of validity, reliability, and ethics)
g. Data Analysis Procedures
h. Limitations of the methodology
i. Timeline for Data Collection
VII. References – APA Format
VIII. Appendix
a.
Human Subject Protection Certificate
b. Institutional Review Board Form (not for the AR Proposal)
c.
Copies of Data Collection Instruments
The paper must be written in APA format and typed. This requirement helps the candidate recognize the importance and
contribution of action research for improvement and innovations in education, understand educational research reports,
and learn how to conduct action research by him/herself.
3. Area of Focus Statement (Section 4 of the Action Research Proposal): The area of focus statement contain an
introduction to your topic including the background and importance of the topic, a statement of the problem to identify
the setting, participants, purpose statement indicating the specific purpose of your study, research questions, and
definition of variables or appropriate terms.
4.
Literature Review (Section 5 of the Action Research Proposal): Once your research topic has been approved, the next
step is to conduct a literature review to gain insights into what others have learned on your topic. You will use online
databases or resources to locate at least three journal articles and write a critical review / abstract on each article. The
articles should be on an educational issue/topic and research in nature. The literature review will contain 3 sections:
Review of Literature
 Introduction
 Article Abstract #1
 Article Abstract #2
 Article Abstract #3
 Conclusion / Analysis / Impact of Literature Review on their research plan
The review will be typed.
5.
Methods and Procedures (Section 6 of the Action Research Proposal): Now that you have clearly identified the
research topic, described the problem, conducted a literature review, you are now ready to layout the research plan. The
purpose of the research plan is to provide information about the research design you will use to carry out the study. Such
information includes information on the research participants (sample), any data collection instruments you will use
(surveys, questionnaires, tests, etc.), data collection procedures (how you will actually collect the data), a statement
addressing issues of validity and reliability, and a timeline for the study.
6.
Peer Review & Classroom Activities: The constructivist nature of this course requires the completion of a variety of inclass and out of class activities designed to strengthen your knowledge and skills relating to educational research. In
addition, this course relies heavily on collaborative learning and peer review to further support the acquisition of and
reinforcement of essential skills. As a result, it is imperative that you actively engage in these activities and participate
in the peer review process.
7. Class Attendance and Participation in Online Discussions: In this course, you will use the online discussion area to
interact, discuss, and reflect on weekly topics as well as your educational experiences in general. Together you will
brainstorm ideas, pose questions about course content, discuss your practice of new skills and strategies, and support and
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respectfully challenge one another in your application of new knowledge. While you may find that you and your
colleagues frequently agree on particular issues, remember that becoming a teacher researcher requires you to examine
the world from various points of view. Feel free to pose an alternative idea, or present a contrasting viewpoint in the
interest of a thorough and dynamic discussion.
Each Discussion consists of a discussion activity, in which you are asked to interact with the members of your
cohort group to brainstorm ideas, practice using new skills and strategies, and begin applying your knowledge. For
the online Discussion, you will be directed to:
Post your thoughts/insights/ideas for your colleagues to consider. (3 points)
Read a sampling of your colleagues' postings.
Respond thoughtfully to at least two postings. (1 point for each reply / max = 2 points)
Return to the Discussion forum to read your colleagues’ responses to your original posting.
8.
Proficiency Exam: The proficiency exam will serve as your final exam to verify you have a acquired a minimal level of
understanding related to key concepts, terms, and theories in educational research. The proficiency exam will consist of
multiple-choice, true-false, short answer items. The exam will be given July 19 from 8:00 – 12:00 AM in KH 1107.
IX.
EVALUATION AND GRADING:
Class Requirements, Assignments, and Grading
Assignment
1. IRB Certificate - Assurance for Research on
Human Subjects
2. Final Action Research Proposal
Points
15
Percentages
5 (Required)
60
20
3.
4.
5.
6.
7.
Course
Objectives
PTEU
Objectives
2
2.2; 2.4
2, 3, 4, 5, 6,
7, 9
4,
3, 5
1, 2, 6, 7,
1, 8, 9, 10,
1.4; 3.1; 3.2
Area of Focus Statement
45
15
Literature Review
45
15
3.2
Methods and Procedures
45
15
Peer Review & Classroom Activities
45
15
Attendance/Participation in Online
30
10
Discussions
8. Proficiency Exam
15
5
1, 2, 4,
1.1; 1.2
Totals
300
100
Note: All written work should reflect careful organization of material and the high standards of investigation associated
with college-level studies. Papers should be typewritten, on 8 1/2 x 11 in. paper. Action research work submitted should
follow APA format. Manuscripts must be proof read to ensure accuracy in spelling, punctuation, and grammar
prior to submission. Written work should be attractive and neat.
Grading Scale
A = 90% - 100%
B = 80% - 89%
C = 70% -79%
F = 70% or lower
X. ACADEMIC HONESTY STATEMENT:
The KSU Graduate Catalog states “KSU expects that graduate students will pursue
their academic programs in an ethical, professional manner. Any work that
students present in fulfillment of program or course requirements should reflect
their own efforts, achieved without giving or receiving any unauthorized
assistance. Any student who is found to have violated these expectations will be
subject to disciplinary action.”
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XI. CLASS ATTENDANCE POLICY:
Attendance is required for this class session, and candidates are expected to be
on time. Class discussions, group work, and activities require that everyone be
present. There is no way to “make up” this class. Professional courtesy
dictates that you notify the instructor and any collaborative group members if
you will unable to attend a class session. Missing two or more class sessions
will result in a letter grade reduction.
XII.
COURSE OUTLINE
(Tentative and Subject to Change)
Date
Week 1
June 7
Topics
Readings / Activities
Assignments Due
Introductions/course overview
Overview of educational research &
historical approaches
WebCT Training & Overview
Week 2
June 12
Overview of Action Research
Educational Research – Publication Types
Glanz chapter 1 (pgs 1-14)
Glanz chapter 1 (pgs 16 –
28)
Critically Reviewing Educational Research
Glanz chapter 2
Due: Assurance for Human
Participants Research Training /
IRB Certificate – Submit
electronic copy to WebCT
LEO: Literacy Education Online Writing
Abstracts
Chularut & DeBacker article (p. 74 of
McMillan & Wergin)
Week 2
June 14
Preparing to Conduct Action Research
Reviewing the Literature
Mapping Key Ideas in Lit Review
Chapter 11 (pgs. 214-219)
Read 2 articles assigned in
class
APA Format
Week 3
June 19
Library Orientation – GALILEO Training
Week 3
Quantitative Approaches to Action
10:00 – 11:30 Library 4th
floor.
The GALILEO session will
last approximately 45
minutes, but I want you to
have time to conduct actual
searches for your literature
review.
Ch 4 (p. 62-76)
10
Due: Online Discussion Topic:
What were the 3 most significant
problem(s) or challenge(s) you
faced in the classroom this year?
When describing the problem or
challenge include details about the
situation, the behavior, the
frequency, why the problem was
significant, any consequences of
the problem, strategies you tried to
overcome the problem, and any
possible solutions you can think of.
Due: Draft of Literature Review
June 21
Research
section ready for Peer Review.
Overview of Purpose, Problem & Research
Questions to give context within the Quant
& Qual methods.
Week 4
June 26
Single Subject Designs for the Classroom
Ch 4 (p.76-88)
Week 4
June 28
Qualitative Approaches to Action
Research
Ch 5
Week 5
July 3
Area of Focus Statements
Ch 3
DUE: Online Discussion Topic:
Why is this research topic
important? Pretend you are trying
to convince your Principal to give
you money to conduct this
study…what would you need to
share in order to get funding?
What background information
should be provided in order for
others to understand the context of
the problem?
Due: Literature Review Section
revised based on Peer Review
submit to WebCT
Due: Online Discussion Topic: What
are the motivating factors that make
you want to undertake this action
research project? What do you hope
to learn? What question or question
should you consider? Who will be
involved in the research project?
Ultimately, how or why will this
action research project improve your
classroom practice?
How to write problem statement
Introduction to Purpose Statements
Research Questions & Hypothesis
Program Evaluation As Action Research
Ch 6
DRAFT: Area of Focus Statement
section ready for Peer Review
Week 6
July 10
Methods and Procedures
Chapter 7
Week 6
July 12
Analyzing and Interpreting Data
Analysis strategies
Data Presentation strategies
Reflection & interpretation of data
Ch 8
Ch 9
DUE: Area of Focus Statement
section revised based on Peer
Review submit to WebCT
DRAFT: Methods and Procedures
section ready for Peer Review
Week 5
July 5
Due: Online Discussion Topic Now
that you have established your
problem, purpose and research
questions it is time to clearly
articulate the methods you will use in
your study. As you prepare to write
the Methods/Procedures section of
your proposal take some time to
clearly identify and articulate the
following information:
1.
11
What are your research
questions?
2.
What research approach will you
use? (Quantitative or
Qualitative)
3.
What research design will you
employ? (Experimental / QuasiExperimental/ Ex-Post Facto/
Single Subject / Case Study/
Ethnography, Historical Inquiry
etc.)
4.
What intervention or treatment
will you use in your study?
(thoroughly describe the
instructional strategy or
treatment).
5.
Who will participate in your
study? (describe the
characteristics of the group or
individual student that will
participate in your study and
describe how or why you
selected them)
Remember to carefully consider if
each of your answers makes sense
based on the knowledge you now
have about quantitative and
qualitative approaches.
Week 7
July 17
Reporting & Evaluating Research –
Putting it all together
Ch 10
Ch 12
DRAFT: Action Research Proposal
(consolidation of pieces) ready for
Peer Review.
DUE: Action Research Proposal
revised in class based on Peer
Review submit to WebCT.
July 19
8:00 – 12:00 AM KH 1107
Due: Online Reflection Now that
you have some knowledge about
action research...in fact you've
lived it this entire summer ;-)... I'd
like you to take a few moments to
reflect on how action research can
and hopefully will improve your
classroom practice. To complete this
reflection, you will use the
National Board Writing Process as
described below.
Proficiency Exam (Final Exam Period)
Throughout this graduate program,
your skills as a reflective
practitioner will increase. One way
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we promote your development of
critical thinking and reflective
learning is through the National
Board
Writing Process. Whenever you are
asked to reflect on a topic, idea, or
strategy you should organize your
thoughts and your writing following
the process below:
Description: Summarize the main
ideas. This should be strictly factual
information and not contain any of
your personal opinions. Exactly what
did you observe or what did you see
or hear? (Summarize the most
important aspects you learned about
action research for example)
Analysis: Based on the focus in this
program and your own experiences,
what is your opinion about what you
have observed or read? Be sure to
support your opinion with specific
information from the observation.
Do
you agree or disagree and WHY?
Please provide more feedback than,
“I
like it and think it will work.”
Reflection: How will this
information impact your own
teaching practice
and student learning in your class?
How did it change the way you think
about your personal teaching practice
or how did it affirm your current
beliefs?
Again, you may wish to construct the
reflection in Word and then copy
and paste your response into our
discussion area. I also encourage you
to keep a copy of your reflection as it
might be beneficial for you to
refer back to it in the future.
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XIII.
REFERENCES AND BIBLIOGRAPHY (To be adapted)
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
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.
Holly, M. L., Arhar, J., & Kasten, W. (2005). Action research for teachers: Traveling the yellow brick road. (2nd
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