DLE 650 p.1
DLE 650: Designing Curriculum and Research in Urban Schools
(Through Action Research)
Instructors:
E-mail:
Spring 2015-Online Course
Dr. Marva Cappello
Rhianna Casesa
Office: EBA 215
Office: 214A
cappello@mail.sdsu.edu
rcasesa@mail.sdsu.edu
Online office hours will be offered throughout the semester. See course schedule for details.
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)
Rationale:
The Department of Dual Language and English Learner Education prepares bilingual and
cross-cultural 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 six areas of study that build the candidate’s
knowledge base of critical literacy. These areas are:
Foundations of Democratic Schooling
Teachers as Mediator of Culture
Sociocultural Context
Action Research for Transformation
Curricula Change: Evaluation and Transformation
Deliberation Through National Issues Forums
Language and Cognition
Course Description:
This course will involve 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 re-creation 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 social justice
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•generate data related to the invention
•analyze and discuss findings
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
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.
Texts:
Falk, B. & Blumenreich, M. (2005). The power of questions: A guide to teacher and
student research. Portsmouth, NH: Heinemann
Many required readings and course materials are available on Blackboard. It is an
essential element for your success in this course.
Expectations:
Professionalism and Participation. 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.
Participation is required. Adherence to course timeline including timely involvement
within the given module is expected and contributes to your professionalism/participation
grade. Please inform us of extenuating circumstances BEFORE you fall behind. Be
advised that you will be REQUIRED to attend one synchronous meeting this
semester. Additional optional opportunities for synchronous participation during online
office hours will also be offered.
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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.
Late papers will only be accepted with prior approval from the instructors.
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
instructors 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 of Study Graphic Organizer 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) Annotated Bibliography (for Literature Review):
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.
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Curriculum Action Research Paper 45%
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 page including visual)
 Literature review (4 pages)
 Methods section (2 pages)
 Curricular Innovation (1 page)
 Results (2 pages)
 Discussion/reflection (2 pages)
 References (1 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 one peer’s
manuscript through Peer Mark using Turn It In on our Blackboard course.
Poster and Online Presentation 20%
You will excerpt all of the key ideas from your Curriculum Action Research Paper and
create an electronic academic poster highlighting your work. You will present your
findings to classmates online during one of our two last classes. This session will serve as
the final assessment for our course. You are required to participate in at least one
synchronous meeting on either Tuesday, May 5, 2015 or Wednesday, May 6, 2015 from
5:00- 8:00 pm. Please plan accordingly.
Discussion Board Reflective Posts 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 information in the module and the guided question posted in the
discussion board forum. We anticipate your responses will be approximately 1-2
paragraphs long. Initial DB responses due Friday by midnight.
2) Respond to at least one of your classmates’ posts relating how your thoughts align
or contradict their ideas. (Remember to use your best netiquette when posting.)
Peer DB responses due Sunday by midnight.
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The professors will comment on the quality of student posts and give a score out of points
for each forum based on the following: 1) original thoughts that demonstrate 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.
Rubric for Online Discussion of Reading Responses
*3 = meets criteria
Originality




2
3
1
2
3
1
2
3
Not a 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
Discussion Board
Proposal Outline
Final Action Research Paper
Poster and Presentation
% of
grade
5%
15%
15%
45%
20%
Total
100%
Due Date
ongoing
ongoing
2/22/15
4/26/15
5/5 or 5/6/15
Please note: No work (revisions) will be accepted after May 10, 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.
Grading scale is shown below:
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A
AB+
B
BC
92-100
90-91
85-89
80-84
75-79
Below 74
We will not use a curve to grade. Everyone in this class has the potential to earn an A for
the course!
Netiquette: There is a social code for participation on the internet. Even though our
course is web-based, there is still a social expectation for learning. Our goal is to have a
rigorous and exciting exchange of information, in the context of supportive dialogue.
Always be respectful of other students and the instructor. This includes using polite
language and showing tolerance of the views of others, even when you disagree with
them during chat sessions or postings. For general guidelines see a guide to netiquette
(www.albion.com/netiquette/book/index.html)
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.
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Schedule
MODULE DATES
TOPIC
Intro
1/21-1/25 What do you want to know?
1
1/26-2/8 Context, Purpose(s), Research
Questions, Literature Review
2
2/9-2/22 Introduction to Research
Methods
3
2/23-3/8
4
3/9-3/22
5
3/23-4/12 Qualitative Data Analysis
Reporting Results and
Conclusions
4/13-4/26 Writing the Abstract & Report
Creating Academic Posters
4/27-5/10 Synchronous Presentations
6
7
Finals
Week
5/10/15
Theoretical Framework and
Visual Representation
Expanding Your Lit Review
Quantitative Data Analysis
LAST DAY TO SUBMIT
WORK
ASSIGNMENTS DUE
Discussion Board
Discussion Board
1) 2/22 Draft Proposal
Uploaded
2) 2/25 Peer Mark
Feedback
1) 3/1 Final Proposal
2) Discussion Board
1) Discussion Board
2) Required Update
(Skype, phone, email)
Discussion Board
4/24 Draft Action Research
Paper Uploaded
1) 4/29 Peer Mark
Feedback
2) 5/3 Final Action
Research Paper
3) 5/5/15 and 5/6/15
Poster Presentations