Crcr
Dr. Cristina Alfaro
Fall 2015
San Diego State University
Dual Language and English Learner Education
FALL 2015
Course Title:
DLE 650, Designing Curriculum in Urban Schools (Through
Action Research)
Time:
Mondays, 4:00-6:40 P. M.
Location:
EBA 256
Instructor:
Cristina Alfaro, Ph. D.
Office Phone:
594-5155 or 2916
Email:
calfaro@mail.sdsu.edu
Office Hours:
Mondays 3:00-4:00 or by appointment @ SDSU in EBA 248
Required Texts:




Valdes, G., Menken, K., Castro, M., (2015). Common Core Bilingual and
English Language Learner: A Resource for Educators. Calson Publishing.
Hinchey, P. (2008). Action Research. Peter Lang Publishing, Inc. New York,
NY.
Creswell, John W. (2012). Educational Research: Planning, Conducting and
Evaluating Quantitative and Qualitative Research (4th ed). Lincoln, NE:
Pearson. [This will be provided via electronic file.]
Recommended Texts:
 American Psychological Association. (2010). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author.
 Cox, J. (1996). Your opinion, please: How to build the best
questionnaires in the field of education. Corwin
Press.
 Falk, B. & Blumenriech, M. (2005). The power of questions: A guide to teacher and
student research.
 Kettering Foundation Website: www.nifi.org
 Kettering Foundation. (2005). National Issues Forum:
o Teacher's Guide to National Issues Forums (NIF) in the
Classroom
 Course Rationale:
The Department of Dual Language and English Learner Education prepares bilingual and crosscultural teachers, administrators, and other educators who are reflective and transformational
practitioners in addressing the needs of ethnically and linguistically diverse learners through
collaboration with schools, families, and community. Coursework has been designed to focus on
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Crcr
Dr. Cristina Alfaro
Fall 2015
six areas of study that build the candidate’s knowledge base of critical literacy/bi-literacy. These
areas are:
Foundations of Democratic Schooling
Teachers as Mediator of Culture & Language
Sociocultural Context
Action Research for Transformation
Curricula Change: Evaluation and Transformation
Deliberation Through National Issues Forums
Language and Cognition/Bi-Cognition
Course Description:
This course will engage participants teaching in elementary, secondary, and community settings
in the examination and evaluation of the curriculum used in their specific school and classroom
context. We will take an action research approach to examine processes and products of urban
school curriculum for language development. The focus of your curriculum project will be on
academic subject matter you are currently teaching. Action research will guide the creation or recreation of curricular programs.
Using action research methodology, students will:
• conduct a school/work site analysis or needs assessment with the people who are affected by
this question, issue, or theme
•identify a question, issue, or theme to explore
•survey the research literature related your question, theme, or topic
•select impactful curricular research objective
•design a curricular/instructional component or intervention based upon equity and social justice
•generate data related to the invention
•analyze and discuss findings or next steps
Course Design:
The course is designed to model the teaching/learning process as described by Paulo Freire,
known as problem-posing education. Briefly, this consists of:
(1) experiences to initiate critical thinking about a problem, issue, or concern;
(2) reflection on conditions;
(3) conceptualization;
(4) praxis (action through reflection);
(5) internalization, or knowledge/action, to improve the social condition.
Objectives:
Throughout the course of study students will:
1. Identify features of and use problem-posing processes throughout the course of study;
2. Learn how to conduct a needs assessment/survey that includes the principal stakeholders in the
selected community;
3. Operationalize the basic components of action research through a teacher-selected curriculum
project;
4. Conduct a literature review as part of your action research project that includes an
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Dr. Cristina Alfaro
Fall 2015
investigation of program model (context);
5. Design and evaluate a curricular program using the appropriate research methodologies;
6. Construct and present your curricular program in a manuscript prepared according to academic
manuscript discourse;
7. Utilize and engage in online discussion forums as a reflective process for creating change;
8. Submit research proposal for presentation at a local conference.
What is Curriculum?
“Curriculum is defined as all of the learning, routines, and interactions that occur
among all participants as a function of schooling, whether planned or not, which
inform and shape responses to the environment with and outside of school. This
definition is predicated on the premise that there is (a) a reciprocal and constitutive
relationship between the practices and values in school and those found in the
larger society and (b) at least a contributory relationship between the students’
home culture and productive school practices.” (Hollins, 1996b, p. 1)
What is Action Research?
“Action research implies an orientation to research, a form of professional practice,
a research process, and, for teachers, a reflective way of teaching. Teachers who ask
questions of their practice such as, how can I improve my practice? Teachers engage
in action research when they try out some of their ideas in response to a question,
who systematically observe and collect evidence related to their actions, and who
then analyze and talk with others about it—these teachers are also engaging in
reflective practice. They are following the same kind of cyclical process that
characterizes action research. We might say that they are facing the challenges
they meet with action and analysis; and they are sharing the results with others—
perhaps their students, their colleagues, parents, the larger community of the
school, and the discipline. What makes action research a form of scholarship is the
tenaciously inquisitive, purposeful, systematic, critical, self-critical, and
collaborative ways one explores and changes one’s practice.” (Arhar, Holly, &
Kasten, 2001, p. 18)
Or more simply stated,
“Action Research is a fancy way of saying ‘let’s study what’s happening at our school
and decide how to make it a better place.” (Calhoun, 1994, ACSD)
This course is focused on acknowledging, supporting, and valuing educators, at all
levels, who look to their students, communities, and their practice for knowledge
and understanding of the real world. The wisdom and knowledge generated from
teacher research is what Cochran-Smith & Lytle (1993) call “looking from the inside
out” is not reproducible through other kinds of research paradigms. Hence, a
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Dr. Cristina Alfaro
Fall 2015
practitioner as researcher engages a duality of roles that enables the educator to
participate in the inquiry process as researchers, working from the inside.
Action research is “a disciplined process of inquiry conducted by and for those taking action.
The primary reason for engaging in action research is to assist the actor in improving or
refining his or her actions.” –Sagor (2000)
According to Freire (1993), teachers who don’t concretely articulate a research theme(s)----a fact
which might appear to imply the nonexistence of themes—is on the contrary, suggesting a very
dramatic theme: the theme of silence. To investigate a theme is to investigate people’s thinking
about reality and people’s action upon reality, which is their praxis.
Table 1
MA Standards and related Knowledge, Dispositions and Skills (KDSs) in DLE 603.
MA Standard 1: Pedagogy & ideology of
education
KDS 1: Ideological and pedagogical clarity
MA Standard 2: Sociocultural awareness
& multicultural education
KDS 4: Create inclusive learning environments
MA Standard 7: Democratic curriculum
leadership & professional development
KDS 3: Collaborate with peers, students, parents,
administrators, and community
Course Expectations:
Professionalism and Participation [10%]
Your participation in this course demonstrates your commitment to the education field. Your
understanding of the content and your participation in course activities with your peers are vital
to your on-going learning. Your professionalism grade will be based upon class participation and
preparation. Attendance, punctuality, and participation is required. Adherence to course timeline
including timely involvement within the given assignments is expected and contributes to your
professionalism/participation grade. Please inform professor of extenuating circumstances
BEFORE you fall behind.
Course Assignments
All assignments must be typed and double-spaced using 12-point font. Please use Times New
Roman or similar font. Keep a copy of every assignment for your records. The quality of all
written work is expected to be graduate level. Written work is evaluated for quality and clarity
of content, logical organization, and general mechanics such as spelling and grammar. All
assignments will be submitted electronically through Blackboard. Assignments are due by
midnight on the date specified. Due dates are specified on the course calendar in this
syllabus.
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Dr. Cristina Alfaro
Fall 2015
Late papers will only be accepted with prior approval from the instructor.
Assignments Descriptions
This section includes all of the course work assigned including major projects and online
modules.
Proposal Outline 15%
The purpose of the proposal is for you to outline your final paper and provide the instructor an
opportunity to provide feedback.
1) Proposed Purposes and Research Questions:
What specific questions will drive your action research? Why is your research important?
How will it contribute to the field?
2) School Site Context:
a) Analysis of data using the Context Triangle as it pertains to your specific research
site.
b) A 1-2 page narrative that brings together your findings and articulates a context for
your research.
3) Literature Review Proposal:
Reviewing the literature is an important part of conducting research. It will help you
determine what has come before but also where there are gaps for you to generate new
knowledge for yourself and others. You will review studies relative to your research in
three areas: policy-related literature, theoretical literature, and existing research on your
specific questions in 1-2 pages. The proposal will include an annotated bibliography of
at least 8 references.
4) Methods Proposal:
This 1-2 page proposal will describe the tools you will use for data generation and
analysis in your research. Your school site survey is one tool among others needed to
accomplish this goal. You will be required to triangulate your data by including at least
three different data sets (ie: survey, student work, teacher interviews).
5) Feedback: You will be required to provide constructive feedback on ONE peer’s proposal
outline through Peer Mark using Turn It In on our Blackboard course.
Literature Review 10%
1) Use (Creswell, J. 2012, 2014) as a guide to your literature review: Your literature
review should share other studies that are closely related to the research topic you are
undertaking.
2) It should provide a framework for establishing the importance of the study as well as
a benchmark for comparing the results with other findings.
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Crcr
Dr. Cristina Alfaro
Fall 2015
3) You must adhere to APA citation guidelines for writing graduate level research
papers.
Curriculum Action Research Paper 35%
You will bring all your work together to create a manuscript of your action research project. This
paper will elaborate and expand on the information provided in the proposal outline. Your
curriculum driven study will include the following sections with the minimum page
requirements:
 Abstract (150 words max)
 Introduction (including context, purpose(s), and research questions) (2
pages)
 Theoretical Framework (1-2 page including visual)
 Literature review (4 pages)
 Methods section (2 pages)
 Curricular Innovation (1 page)
 Results/Next Steps (2 pages)
 Discussion/reflection (2 pages)
 References (1-2 page)
Your paper will conform to APA 6th Ed. format requirements. This final paper will need at least
15 pages to be complete. However, please limit your paper to a maximum of 20 pages.
In addition, you will be required to provide constructive feedback on two peers’ proposal
outlines through Peer Mark using Turn It In on Blackboard.
Poster Presentation 15%
You will excerpt all of the key ideas from your Curriculum Action Research Paper and create an
academic poster highlighting your work. You will present your findings to classmates during one
of our two last class meetings. This session will serve as the final assessment for our course.
Reflective Journals 15%
A major course requirement is active participation through discussion board posts. This is one
way we can capitalize on the social nature of learning during our web-based educational
experience. Students are required to:
1) Respond to the guided question posted under reflective journal assignment (2
pages/double spaced);
2) Professor will comment on the quality of student reflection based on specific assignment
criteria and the following:
1) original thoughts that demonstrate a connection between theory and practice (praxis),
2) depth of thought that carries the ideas further, and
3) significance of the information or ideas presented.
Please refer to the rubric below:
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Crcr
Dr. Cristina Alfaro
Fall 2015
Rubric for Reflective Journals
*3 = meets criteria
Originality




2
3
1
2
3
1
2
3
Not only a summary but highlights and amplifies particular ideas
Creative responses
Depth of Thought & Analysis

1
Carries the ideas of the reading further or adapt the idea in a
classroom setting or other possible classroom contexts
Makes connections to other ideas or theories.
Maintains complex discussion without repetition over many
paragraphs or sessions.
Significance or Importance of the Information

The ideas eventually lead to classroom application by you or others.

Thoughts lead to greater social justice or higher quality or quantity
of learning.
9
Total
Requirement
Professionalism/Participation
Reflective Journals
Proposal Outline
Review of Literature
Final Action Research Paper
Poster and Presentation
% of
grade
10%
15%
15%
10%
35%
15%
Total
100%
Due Date
ongoing
ongoing
9/28
10/26
12/9
12/2
Please note: No work (revisions) will be accepted after
Dec. 9, 2015.
Evaluation:
Points will be awarded for each assignment as mentioned above. No late work will be accepted
unless arranged with the instructors in advance of the due date. Late assignments will have
grades negatively impacted.
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Dr. Cristina Alfaro
Fall 2015
Grading scale is shown below:
A
AB+
B
BC
92-100
90-91
85-89
80-84
75-79
Below 74
Everyone in this class has the potential to earn an A for the course!
Plagiarism: The SDSU plagiarism policy will be strictly enforced. Copying text from a website
constitutes plagiarism. If you do this, you will receive an F on the assignment.
The syllabus is subject to change as needed. Please check Blackboard regularly for updates and
accuracy of recorded grades. No changes will be made after the last date of class.
Notices for Students Needing Course Accommodations
For Students with Disabilities
If you are a student with a disability and may need accommodations for this class, it is your
responsibility to contact Student Disability Services at (619) 594-6473. To avoid any delay in the
receipt of your accommodations, you should contact Student Disability Services and provide the
instructor with an official letter as soon as possible.
Attendance for students with conflicting responsibilities or religious requirements
If you have a scheduling conflict with a class session, please notify the instructor a week ahead
with a proposal for an appropriate make-up activity.
A Word on Limit Situations in Research
Teachers respond to limit situations with actions which Vieira Pinto (1960) calls “limit acts”:
those directed at negating and overcoming, rather than passively accepting, the “given.”
”Limit Situations” are not “the impassable boundaries where possibilities end, but the real
boundaries where all possibilities begin”--they are not “the frontier which separates being from
nothingness but the frontier which separates being from being more.”
The action research in this course will be framed by Friere’s and Pinto’s work as teachers name
and frame their limit situations and limit acts. Teachers will generate their research theme based
on their contextual reality.
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Fall 2015
WEEK
#1
8/24
#2
8/31
#3
9/7
#4
9/14
#5
9/21
#6
9/28
Course Calendar
READINGS (read prior to session)
ASSIGNMENTS
• Introduction to Course, Readings,
Assignments & Process
• Overview of Ideology, Pedagogy, Access,
& Equity (IPAE)---Alfaro & Hernandez
(2015)
Ideology and Language Status
(Alfaro)
A Case for Teacher Research
Problematizing Process (Freire) PPT.
Action Research Components PPT.
Poster Research Presentation (Model)
Labor Day
Campus Closed!
Library Research Meeting: LA 78 (Linda
Salem)
Hinchey Chapter 4
Establishing a Research Agenda: Dr. Gomez
Developing a Theoretical Framework
Data Collection Tools
Dr. Gomez & Xochitl Archey
Assigned Readings on BB

Work with your individual groups on
readings—Common Core--Bilingual
and English Language Learners
(Valdes, et al., 2015)
 Due: Research Proposal
[Optional APA workshop: 4:30- 5:30]
#7
10/5
Valdes et al., Assigned Readings: Chapters
1, 2, & 3


#8
Review of Initial Research Proposal
Developing a Survey/Questionaire
(BB)
 Triangulating Data Assigned
Readings on (BB)
Valdes et al., Assigned Readings: Chapters
Group Activity: IPAE Guide
Don’t be afraid to ask yourself the
tough questions…..????
Group Activity: Contextualizing your
work reality--limit situations
Freire: Pedagogy of the
Oppressed
Chapter Three: Pages [98-115]
Workplace: Vision and Mission
Assign: Valdes et al.,
Readings/Presentations
Read:
Hinchey Chapters 1-3
Valdes Assigned Readings
Activity:
Library Research Tools and Support
Discussion & Review of Hinchey
Chapters 1-4
Due: Workplace Vision and Mission
Group Work:
Development of Initial Research
Proposal
& Theoretical Framework
Group Discussion and
Presentation Preparation
PPT.
Group Presentations--Chapters:
1. Terrain and Landscape
2. Fundamental Language Issues
3. Family
and
Community
Participation
Journal Reflection Due on BB
Group Presentations--Chapters:
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Dr. Cristina Alfaro
Fall 2015
4&5
10/12

Review of the Literature (Creswell,
2014) on BB
#9
10/19
Valdes et al., Assigned Readings: Chapters
6&7
 Expanding Your Review of the
Literature
 Data Analysis (Qualitative &
Quantitative
# 10
10/26
Writing the Abstract & Report
Creating Academic Posters
Model Poster Presentation (Melissa Navarro)
Due: Literature Review
# 11
11/2
Teachers as Researchers: Guest Speakers
 Griselda Palma
 Francisco Manzano
 Xochitl Archey
#12
Work on your own to finalize your research!
11/9
Optional Research Paper Writing
Workshop (4:30-5:30)
#13
Work on your own to finalize your research!
11/16
11/23
4. Policy,
Leadership,
and
Advocacy
5. Teaching and Learning
Journal Reflection Due on BB
Presentation by Elizabeth: Teacher
as Scholar
Group Presentations--Chapters:
6. Professional Learning
7. Assessment and Accountability
Journal Reflection Due on BB
Group activity:
Academic Abstract Sharing and
Critique:
Bring 4 hard copies of your Abstract
to Share
Group Activity: Overview of Action
Research Components
Professor/Student:
Individual Appointments in EBA 248
Sign-Up Roster
Professor/Student:
Individual Appointments in EBA 248
Sign-up Roster
NO CLASS THANKSGIVING WEEK
#14
Final Research Presentations
12/2
#15
Poster Presentations Due
Final Research Presentations
Poster Presentations Due
Final!
Final!
Research Paper Due
12/9
Broche de Oro/Closure!
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Dr. Cristina Alfaro
Fall 2015
11