KENNESAW STATE UNIVERSITY
BAGWELL COLLEGE OF EDUCATION
DEPARTMENT OF ELEMENTARY & EARLY CHILDHOOD EDUCATION
I.
ECE 7531 Research and Implementation in the Classroom, Research II
(3 hrs)
Kennesaw State University
Bagwell College of Education
Department of Elementary and Early Childhood
Fall Semester
INSTRUCTOR:
II.
Dr. Gwen McAlpine
e-mail: gmcalpin@kennesaw.edu
a.
b.
c.
d.
III.
OFFICE: Kennesaw Hall 2320
OFFICE PHONE: (770) 499-3570
FAX NUMBER: (770) 420-4346
OFFICE HOURS: By appointment
CLASS MEETING: Wednesdays this semester from 5:00-9:00 in Kennesaw Hall 2003,
October 12- November 30 and other content taught online
Students are requested to put pagers and cell phones on vibrate while in class.
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Note concerning inclement weather: Check the “School Closings” link at www.kennesaw.edu.
If Kennesaw State University has closed, class will not be held.
Assignments from this class may be used as samples for the EECE departmental accreditation evidence
portfolio. There will be no additional requirements and confidentiality will be maintained. If you have
concerns about this, please consult your professor.
TEXTS:
IV.
Required
ISBN # 9780132733441 Teacher Compass from Pearson listed as a text for ECE 7525-02 but needed
for this course
Mertler, C. A. Action Research: Improving Schools and Empowering Educators. (3rd Ed.) Sage: Thousand Oaks,
CA. (2012).
Students must also purchase the latest (6th) edition of the APA manual or purchase the APA CD. This is the book
reference: American Psychological Association. (2011). Publication manual of the American Psychological Association (6th
ed). Washington, DC.
.
Lyne, L. (2008). A cross section of educational research journal articles for discussion and evaluation
(4th ed). Los Angeles, CA: Pyrczak Publishing.
Films assigned by the instructor, as announced
Each student needs to get the School Improvement Plan for the school where s/he teaches.
(See assignments.)
Optional:
Urdan, T. (2001). Statistics in plain English. Mahwah, NJ: Lawrence Erlbaum Association
Excel, SPSS, or JMPIN packet IF you plan to perform quantitative research.
Optional Texts to use for research methodology
Denzin, N. K. & Lincoln, Y. S. (Eds.). (2003). Strategies of qualitative inquiry. Thousand Oaks, CA: Sage.
Mills, G. E. (2000). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Prentice Hall.
Patton, M. Q. (1990). Qualitative evaluation and research methods. (2nd ed.) Thousand Oaks, CA: Sage.
Sagor, R. (2000). Guiding school improvement with action research. Alexamdria, VA: ASCD.
Yin, R. K. (1994). Case study research design and methods. (2nd ed.) Thousand Oaks, CA: Sage.
V.
Catalog Description:
In Elementary and Early Childhood Education, candidates will explore models of teaching
excellence based on curriculum content integration (including mathematics, social studies, language
arts, and science) and local, state, and national standards, as well as assessment modifications and
environmental modifications that enhance student achievement. The purpose of the second phase is
to prepare at the advanced level candidates for successful instructional leadership who facilitate
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student learning by integrating the curriculum, and practice action research to validate instructional
decisions for all students. The candidate will reflect on his/her teaching and practice to make
informed adjustments that enhance and extend student achievement.
VI. Purpose/Rationale:
ECE 7531 Research and Implementation in Classroom - Research II
Candidate will implement integrated models of instruction into action research, classroom teaching,
and portfolio development for students’ success in the areas of language arts and social studies.
VII.
CONCEPTUAL FRAMEWORK
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 are 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 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.
VIII.
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.
IX.
USE OF TECHNOLOGY:
Integrated Use of Technology: The Bagwell College of Education recognizes the importance of preparing future
educators and K-12 students to develop technology skills that enhance learning, personal productivity, decision
making, their daily activities in the 21st century. As a result, the ISTE NETS*T Technology Standards for Teachers
are integrated throughout the teacher preparation program enabling teacher candidates to explore and apply best
practices in technology enhanced instructional strategies.
Specific technologies used within this course include:
PowerPoint presentations, involving use of a laptop & LCD
GeorgiaView Vista
Internet research
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Email
Kidspiration/Inspiration
Word software
X.
The KSU Writing Center is a free service offered to all KSU students. Experienced, friendly writing
assistants work with you on thesis development, organization, research documentation, grammar, and much
more. They help you improve your paper AND teach you strategies to become a better writer on your own.
For more information or to make an appointment, visit http://www.kennesaw.edu/english/WritingCenter, or
stop by Room 242 in the English Building
XI.
IMPACT ON STUDENT LEARNING ANALYSIS: It is our assumption that you are already
assessing the influence of your instruction on your students’ learning and that you are considering what factors, such as
student diversity, might affect your students’ achievement. For this assignment, you will select a lesson, activity, unit,
or skill that you plan to teach this semester and analyze its impact on your students’ learning. Then, you will reflect on
the impact on your students’ learning on that particular lesson, activity, unit, or skill using the “Impact on Student
Learning Analysis” Rubric as a guide. You will want to consider how the differences that every student brings to the
classroom setting may have influenced learning (see definition of “every student” at the top of attached “Impact on
Student Learning” rubric). Unless your program area tells you differently, the length of the reflection is up to you, but
it should be concise. (See Directions for “Impact on Student Learning Analysis” that accompanies the Rubric for
greater detail.)
XII.
PROFESSIONAL PORTFOLIO NARRATIVE: A required element in each portfolio for
TOSS, Student Teaching, and the Graduate Program is the portfolio narrative. The purpose of the portfolio narrative is
to ensure that every candidate reflects on each of the proficiencies on the CPI with regard to what evidence the
candidate has selected for his/her portfolio. In your portfolio, you need to include a brief narrative in which you reflect
on each proficiency and how you make the case that the evidence you have selected in your portfolio supports a
particular proficiency, using the Portfolio Narrative Rubric as a guide. Unless you are told differently by your program
area, the length of the reflection is up to you, yet it should be concise.
XIII.
Field Component for all Graduate Syllabi:
While completing your graduate program at Kennesaw State University, you are required to be involved in a variety of
leadership and school-based activities directed at the improvement of teaching and learning. Appropriate activities
may include, but are not limited to, attending and presenting at professional conferences, actively serving on or
chairing school-based committees, attending PTA/school board meetings, leading or presenting professional
development activities at the school or district level, and participating in education-related community events. As you
continue your educational experiences, you are encouraged to explore every opportunity to learn by doing.
XIII. REQUIRED GOALS/COURSE OBJECTIVES:
The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a developmental and
collaborative process. Research for the past 25 years has described this process in increasingly complex terms. Universities
and schools must work together to successfully prepare teachers who are capable of developing successful learners in
today’s schools and who choose to continue their professional development.
ECE 7531 Goals and Objectives
1.
2.
3.
Complete IRB requirements for action research. (Graduate CPI 3.5)
Develop, assess and edit action research components (Graduate CPI 3.5)
Reflect on readings, various curriculum and ways to enhance own teaching (Graduate CPI 3.2)
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XIV. Evaluation and Grading
1.
3.
4.
5.
School IRB
First draft of a partial research paper due (proposal – see list of sections due)
Collaboration, peer review, & discussions on research
Other written products (class & homework, including online work), especially
COMPASS videotape and online work due for homework
20 points
35 points
10 points
35 points
Total Points
100 points
IRB - it is not a part of the body of the research paper. Before you collect data, you receive official
permission to conduct research from your school district. Give your instructor a copy of that approval,
when received, along with a copy of the parental permission letter that you developed.
Other written products includes the continued drafting of the eportfolio, work on GeorgiaView Vista for
class work and homework, reaction to research materials and films, attending the Georgia Association
for Young Children Conference, and more. See the rubrics and handouts with directions on
GeorgiaView Vista for more details on these assignments.
Videotape yourself teaching or tutoring a student(s) using a digital camera [20-30 minutes] and upload
your videotape. I will evaluate this videotape, using the Observation Form posted to GeorgiaView Vista.
This is a pilot program for the use of COMPASS software, which you will need to purchase, and for the
use of classroom observations through videotape.
Grades will be assigned as follows:
92 – 100
A
84 – 91
B
76 – 83
C
Below 76
F
XV. Academic Honesty Integrity
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the
Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University's policy on
academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials,
misrepresentation/falsification of University records or academic work, malicious removal, retention, or destruction of
library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification
cards. Incidents of alleged academic misconduct will be handled through the established procedures of the University
Judiciary Program, which includes either an "informal" resolution by a faculty member, resulting in a grade adjustment, or a
formal hearing procedure, which may subject a student to the Code of Conduct's minimum one semester suspension
requirement.
XVI. Class Attendance Policy ATTENDANCE POLICY: Expectations for attending class are
in accordance with the statement on attendance set forth in the Kennesaw State University
Graduate Catalog. Every student is expected to attend all class sessions. The instructor may
deduct points for tardiness or absence, possibly entailing the loss of a grade point(s).
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XVII. COURSE OUTLINE
Tentative Class Schedule: Changes will occur in this schedule.
Note too that students may turn papers in before the posted due date if they wish. Also the class
may have reading quizzes on the days that reading assignments are due.
Important Note: See GeorgiaView Vista for required online assignments, some of which are not
listed on this schedule.
Week/
Date
Topics Activities
October 12
Overview of course
Discuss Syllabus
Discuss IRB
Film on research as a review of
concepts
Status update: meet in small groups
on research status and report out.
Thesis statement & research
method[s] given professor.
Assignment Due
by Class time
Objectives
Covered
Conceptual
Framework
1,3,4,5,6,7
2,4,5
Time to work on research & confer
with professor.
October 15
October 19
October 26
GAYC Conference in Gwinnett –
students attend this conference or
perform an alternative assignment.
Student groups may present a
poster or volunteer to work on the
conference.
Work on research. Introduction of
more basic information from
professor.
Time to work on research paper.
Group work answering questions in
Lyne article.
Group work on CH 4, Mertler. IF
time, practice taking field notes.
Time to work on research & confer
with professor. Time to work on
GAYC re-delivery.
Group work on CH 5, Mertler.
Group work answering questions in
Lyne article. Draft questions in
class on interviewing teacher
leaders in groups and post online
for a grade, preferably during class.
CH 4 in Mertler.
Assignment in
Lyne, #34
1,2,3,4,5,6,7 2,4,5
CH 5, Mertler,
1,3,4,5,6,7
2,4,5
Assignment in
Lyne, #36
Send your
research review
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November 2
Time to work on research & confer
with professor.
team a current
draft of your
research paper
and a list of
questions you
have about the
draft.
Discuss texts.
Group work answering questions in
Lyne article.
CH 6, Mertler
Assignment in
Lyne, #3
1,3,4,5,6,7
2,4,5
1,3,4,5,6,7
2,4,5
1,3,4,5,6,7
2,4,5
Peer review of research paper –
research teams: this work will begin
in class with an introduction to
expectations of the professor and
the research writers.
Time to work on research & confer
with professor. Time to work on
GAYC re-delivery.
November 9
Discuss texts. Time to work on
research & confer with professor
Group work answering questions in
Lyne article.
CH 7, Mertler
Assignment in
Lyne, # 21
November
16
Group work answering questions in
Lyne article.
Research paper
due as a draft –
see rubric on
GeorgiaView
Vista
Re-deliver information learned at
the GAYC conference
Assignment in
Lyne, #25
November
23
November
30
KSU’s Thanksgiving Break begins
Discuss texts. You may confer with
the professor on the research paper
Alternative
assignment for
GAYC
conference due
COMPASS
videotape due
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XVIII. References/Bibliography
Conceptual Framework Summary References:
Odell, S. J., Huling, L., & Sweeny, B. W. (2000). Conceptualizing quality mentoring, background information. In S.
J. Odell & L. Huling (Eds.), Quality mentoring for novice teachers (pp. 3-14). Indianapolis, IA: Kappa Delta Pi.
Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up. Educational psychology review, 8(2),
175-185.
Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an expert student?
Instructional Science, 26, 127-140.
Classic Works:
Dewey, J. (1938). Logic: The theory of inquiry. New York: Henry Holt.
Silberman, C. (1971). Crisis in the classroom. New York: Random House.
Others:
Anderson, R. & Speck, B. (2001). Using technology in K-8 literacy classrooms. Upper Saddle River, New Jersey:
Merrill.
Brause, R.S. & Mayher, J.S. (Eds.) (1991). Search and research: What the inquiring teacher needs to know. London:
Falmer Press.
Elbow, P., & Belanoff, P. (1986). Staffroom interchange: Portfolios as a substitute for proficiency examinations.
CCC, 37, 336-339.
Good, T. L. & Brophy, J. E. (1987). Looking in classrooms. (4th ed). New York: Harper & Row.
Kincheloe, J. (1991). Teachers as researchers: Qualitative inquiry as a path to empowerment. London: Falmer
Press.
LaBoskey, V.K. (1994). Development of reflective practice. New York: Teachers College Press.
McIntyre, D.& Byrd, D. (Eds.) (2000). Research on Effective Models for Teacher Education. Thousand Oaks,
California: Corwin Press
Newby, T. J., Stepich, D. A., Lehman, J.D., & Russell, J. D. (2000). Instructional technology in teaching and
learning. Upper Saddle River, New Jersey: Merrill.
Russell, T. & Munby, H. (Eds.) (1992). Teachers and teaching: From classroom to reflection. London: Falmer
Press.
Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Smyth, J & Shacklock, G. (1998). Re-Making Teaching; Ideology, policy and practice. London: Routledge.
Tabachnick, B.R. & Zeichner, K. (1991). Issues and practices in inquiry oriented-teacher education. London: Falmer
Press.
Zessoules, R. & Gardner, H. (1990). Authentic assessment: Beyond the buzzword and into the classroom. Submitted
for publication in Assessment in Schools, ed. Vito Perrone. Cambridge, MA: Harvard Project Zero.
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