Arkansas Tech University
Master of Education in Teaching, Learning, and Leadership
Action Research and Data Analysis for School and Classroom Use
EDLD 6113
Unit of Education
Vision
Students are “Professionals of the 21st Century” who will internalize, initiate, and sustain a
professional commitment to impact learners in diverse and evolving learning communities.
Unit of Education Conceptual Framework
The Conceptual Framework for the School of Education is based on the foundational skills of:
diversity, leadership, oral and written communication, technology, purposeful reflection parents
and community.
CLL Vision
The vision of the Center for Leadership and Learning is to prepare leaders and to build
leadership capacity for a future, which constantly redefines itself.
CLL Mission
The Center for Leadership and Learning’s mission prepares and develops school leadership
teams to work collaboratively for learner success. The CLL Mission will be accomplished
through professional learning communities, advanced degrees and twenty-first century
partnerships.
The vision and mission of the Center for Leadership and Learning are aligned with the vision and
mission of the College of Education and supports the conceptual framework. This information
can be accessed at: http://www.atu.edu/education.
1.
Course Number
EDLD 6113
2.
Course Title
Action Research and Data Analysis for School and Classroom Use
3.
Instructor Information
Office Hours:
By Appointment.
Due to the nature of the graduate students’ work schedule, office hours also will
incorporate telephone conversations, e-mail correspondence, and when appropriate twoway video conferencing.
CLL Secretary Voice: (479) 498-6022
CLL Web Site: http://cll.atu.edu
EDLD 6113
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4.
Catalogue Description
This course will address the theories on practice of research with emphasis on action
research for school improvement. This course will focus on gathering, accessing, and
interpreting information needed for effective decision-making for high performing
schools.
5.
Statement of Prerequisite
Students must be admitted to graduate school and must satisfy the entrance requirements
to the Masters of Education in Educational Leadership (EDLD) degree
program or by approval of the Center for Leadership and Learning (CLL) Director.
EDLD 6113 is a sequenced course within the EDLD program of study.
Required Texts
Houghton, P.M., & Houghton, T.J. (2009). APA: The easy way: A quick and simplified
guide to the APA writing style (2nd ed.). Baker College: MI.
6.
Mertler, C.A. (2009). Action research: Teachers as researchers in the classroom. (2nd
ed.). Thousand Oaks, CA: Sage Publications, Inc.
Optional text
American Psychological Association. (2009). Publication manual of the psychological
association (6th ed.). Washington, DC: American Psychological Association.
7.
Bibliography
Council of Chief State School Officers (CCSSO). (2008). Educational leadership policy
standards: ISLLC 2008. Washington, DC: Council of Chief State School Officers.
As adopted by the National Policy Board for Educational Administration (NPBEA),
(ELCC), (December 12, 2007).
Dana, N.F. & Yendol-Silva, D. (2009). The reflective educators guide to classroom
research: Learning to teach and teaching to learn through practitioner inquiry. (2nd
ed.). Thousand Oaks, CA: Corwin Press.
Dana, N.F. & Yendol-Hoppey, D. (2008). The reflective educators guide to professional
development: Coaching inquiry-oriented learning communities. Thousand Oaks, CA:
Corwin Press.
Danielson, C. (2002). Enhancing student achievement: A framework for school
improvement. Alexandra VA: Association for Supervision and Curriculum
Development (ASCD).
Dodge, L.G. (2003). Introduction to statistical methods. Los Angeles, CA: Pyrczak
Publishing.
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International Society for Technology in Education (ISTE). (2009). National educational
technology standards for school administrators. Eugene, OR: International
Society for Technology in Education.
Pan, M. (2008). Preparing literature reviews: Qualitative and quantitative approaches.
(3rd ed.). Los Angeles, CA: Pyrczak Publishing
Patton, M. (2007). Understanding research methods: An overview of the essentials
(6th ed.). Los Angeles, CA: Pyrczak Publishing.
Pyrczak, F. (2003). Making sense of statistics: A conceptual overview. (3rd ed.). Los
Angeles, CA: Pyrczak Publishing.
Reeves, D.B. (2008). Reframing teacher leadership to improve your school. Alexandria,
VA: ASCD.
Remler, D. K, & Van Ryzin, G. G. (2011). Research methods in practice: Strategies for
description and causation. Thousand Oaks, CA: Sage Publications.
Required Materials
USB Flash or Jump Drive 1 Gig - minimum storage
8.
Justification for the Course
School-based decisions require data-driven decision-making. It is essential school leaders
are proficient with the knowledge and skills necessary to be active research-practitioners.
The knowledge, skills, and experiences gained through this course, will prepare
individual school leaders to facilitate classroom and/or building level action research to
promote high performance in teaching and learning.
Enduring Understanding:
Inquiring minds want to know.
Inquiring minds can determine if theory works in practice through reflective,
collaborative practitioner inquiry.
Overarching Essential Question:
How do leaders facilitate classroom and/or building level action research to promote high
performance in teaching and learning?
Essential Questions:
What is action research? (Chapter One)
How does action research foster continuous learning? (Chapter One)
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How does action research promote the success of every learner and support the
stewardship of the vision of learning in the classroom and/or building level? (Chapter
One)
Why is reflective practice essential to the action research process? (Chapter One)
Why is ethical behavior critical as a professional?
How is the action research process designed and performed? (Chapters Two-Four, Seven
& Nine)
How does data-driven decision making enhance school improvement? (Chapters Five &
Six)
How are research findings moved to action, through collaborative communication, while
reflecting on the process? (Chapters Seven-Nine)
How does technology enhance action research and facilitate communication to the
community of learners? (Chapters Eight & Nine)
9. Course Objectives
Upon completion of this
course, students will:
A.
B.
C.
Demonstrate use of
research strategies to
promote an
environment to
improve student
learning through
curriculum and
program evaluation
Utilize, synthesize,
apply, and evaluate
research findings and
methods in a school
context to enhance
individual,
classroom, and
school teaching and
learning practices
Have an
understanding of
basic qualitative and
quantitative research
methods
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Center for Leadership and Learning
10. Standards
ELCC Building-level
Standards, October 2011
Educational Leadership Policy
Standards, 2008 As adopted by:
National Policy Board for
Educational Administration
(NPBEA), (12/12/07) and the
Arkansas Department of
Education, Board of Education,
(2009).
Depending on individual topic: Depending on individual topic:
Standard 2
Standard 2
Standard 1.1, 1.2, 1.3
Standard 1A, 1B, 1C, 1D
Standard 3.3, 4.1
Standard 3C, 4A
Revised 11/2010
D.
E.
F.
G.
11.
Critically evaluate
data to inform
decision-making with
attention to indicators
of equity,
effectiveness, and
efficiency
Apply research
findings to advocate
best practices to
facilitate consensus
for improved
teaching and learning
resulting in higherperforming students,
teachers, and school
organizations
Define, research and
propose an action
research plan
addressing current
school scenarios,
requiring individual,
classroom, and/or
school improvement
in teaching and
learning
Exhibit
characteristics of a
reflective
practitioner, who
utilizes the
appropriate Habits of
Mind and ethical
behaviors as a
consummate
professional
Standard 5.1, 5.2, 5.3, 5.4
Standard 5A, 5B, 5C, 5D
Standard 2.1, 2.2, 2.3
Standard 2A, 2B, 2C, 2D, 2E,
2F, 2G
Standard 1.2, 1.4, 2.1, 2.2, 2.3,
2.4
Standard 1B, 1C, 1E, 2A, 2B,
2C, 2D, 2E, 2F, 2G, 2H
Standard 5
Standard 5
Licensure Standards
Objectives of this course meet the general educational requirements for the Master of
Education, Educational Leadership as outlined in the Arkansas Tech University
Graduate Catalogue. Course objectives also meet the standards outlined in the
Educational Leadership Constituent Council Standards (ELCC), the National Board for
Professional Teaching Standards (NBPTS), the Arkansas Curriculum/Program
Administrator Licensure Standards, the Interstate School Leaders Licensure Consortium
Standards (ISLLC) for School Leaders, the International Society for Technology in
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Education’s (ISTE) National Education Technology Standards (NETS) as well as the
standards for Arkansas Teacher Licensure renewal.
12. Assessment Instruction and Methods:
Instruction and methods in this course will include: experiential learning, facilitative
dialogue, direct instruction, and cooperative learning.
The following methods of assessment will be used:
Assessment is based on state and national performance standards and is performancebased. Informal and formal authentic assessments are conducted in each course and the
following methods of assessment are used:
On-site Performance (Weighted 1)
Student participation, both in attendance, disposition and in-class contribution are
required and will be assessed by the instructor for each session.
En-route Learning (Weighted 1)
Assessed throughout the course utilizing written responses, reflections and traditional
assessments - Students will complete written responses, written reflections and traditional
assessments in regard to research, class discussions, readings, case studies, and
experiences.
Culminating Performance (Weighted 2)
Students must synthesize and apply the information learned in this course in order to
solve the presented problem(s).This assessment reflects the knowledge, skills and
dispositions purported throughout the course of study, and the required culminating
performance provides evidence of the student’s ability to synthesize research and theory,
to implement the research and theory into practice, and to report individual findings in a
scholarly manner. Each artifact must support the appropriate identified state and national
standards identified for the program of study.
Course Grade will be assigned based on the weighted average of all assessment
categories.
Assignments are to be e-mailed to mchadwick@atu.edu by the beginning of the class
session the assignment is due. Students are RESPONSIBLE for keeping a back-up copy.
Feedback will be given electronically for assignments submitted by e-mail. Requests for an
assignment extension may be requested ONLY in situations when the student has an illness
or circumstances beyond the student’s control. A request MUST be submitted in writing for
consideration. It is the student’s responsibility to pursue the request status and to obtain the
assignment alternative due date, if granted. Missed assignments, due to a class absence,
ARE the responsibility of the student.
Multiple assessors may be used for any activity and/or assignment. If there is a significant
discrepancy between the two assessor scores, a third reader will be asked to review the
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work in question to achieve assessment equity. This scoring practice replicates licensure
assessment practices of Educational Testing Services (ETS).
Levels of Proficiency
Each course requirement will be assess at the following level of proficiency:
Level Three –Flawless and exceeds expectations
Level Two - Meets expectations
Level One - Unacceptable
Please refer to the Level/Grade Correlation Chart for additional information regarding
assessment.
13.
Policies
Attendance
Class attendance and participation is required.
Academic Dishonesty
A university exists for the purpose of educating students and granting degrees to all
students who complete graduation requirements. Therefore, Arkansas Tech
University requires certain standards of academic integrity and conduct from all
students.
Arkansas Tech University expects an academic atmosphere to be maintained in all
classes. This atmosphere is created by both the professor and the class to enable all
students enrolled to reach their academic potential. Students are expected to attend
class, conduct themselves in a non-disruptive manner in class, and refrain from
cheating, plagiarism, or both unfair and dishonest practices. Academic offenses
involving dishonesty and misconduct are defined in the Definitions section. These
definitions are not all inclusive, and conduct not expressly set forth in the definitions
may also be considered dishonesty or academic misconduct.
Definitions
Academic Dishonesty.
Academic dishonesty refers to the various categories of cheating and plagiarism in the
classroom.
1. Cheating on an examination, quiz, or homework assignment involves any of several
categories of dishonest activity. Examples of this are: a) copying from the
examination or quiz of another student, b) bringing into the classroom notes,
messages, or crib sheet in any format which gives the student extra help on the exam or
quiz, and which were not approved by the instructor of the class; c) obtaining advance
copies of exams or quizzes by any means; d) hiring a substitute to take an exam or
bribing any other individual to obtain exam or quiz questions; e) buying term papers
from the Internet or any other source, and f) using the same paper to fulfill requirements
in several classes without the consent of the professors teaching those classes.
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2. Plagiarism is stealing the ideas or writing of another person and using them as one's own.
This includes not only passages, but also sentences and phrases that are incorporated in
the student's written work without acknowledgement to the true
author. Any paper
written by cutting and pasting from the Internet or any other
source is plagiarized.
Slight modifications in wording do not change the fact that the sentence or phrase is
plagiarized. Acknowledgement of the source of ideas must be made through a
recognized footnoting or citation format. Plagiarism includes recasting the phrase or
passage in the student's own words of another's ideas that are not considered common
knowledge. Acknowledgement of source must be made in this case as well.
3. Academic Misconduct.
Academic misconduct concerns the student's classroom behavior. This includes the
manner of interacting with the professor and other students in the class. For
example, students may disrupt the learning environment in a classroom through
inappropriate behavior, such as, talking to students, unnecessary interruptions,
attempting to monopolize the professor's attention, or being chronically late to
class. Misconduct also covers verbal or nonverbal harassment and/or threats in the
relation to classes. Student behavior should not infringe on the rights of other
students or faculty during a class. (Arkansas Tech University Graduate Catalogue).
Food, Drink, Tobacco Products
No food, drink, or tobacco products are allowed in classrooms.
Technology
Students are requested to use polite technology to ensure the maximum
learning environment for all.
Incomplete Grade Contract
A grade of “I” (incomplete) may be recorded for a student who has not
completed all the requirements of a course ONLY in situations where the student has
an illness or other circumstances beyond the student’s control, and has completed at
least seventy-five percent of the course requirements, provided work already
completed is of passing quality. If a grade of “I” is assigned, the instructor will
complete an “Incomplete Grade Contract,” setting a reasonable time limit within the
following semester in which the work must be completed. The incomplete grade
contract is to be signed by both the instructor and student.
An “I” grade must be removed by the end of the succeeding regular semester of
enrollment after the “I” is received. Beginning the first summer term, 1990, and
thereafter, a grade of “I” will not be computed in the grade point average for the
semester recorded; however, the “I” will automatically change to a grade of “F” and
be computed in the grade point average at the end of the next regular semester (fall
or spring), unless course requirements are completed and the final grade is
reported before the end of the semester.
(Arkansas Tech University Graduate Catalogue).
Incompletion of Capstone Projects (culminating projects)
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Students enrolling in capstone projects such as the project in educational research,
the liberal arts project, or thesis research will be given a grade of “R” if
requirements are not completed by the end of the semester. The grade of “R”
does not affect hours or grade point. Students receiving the grade of “R” will
be required to enroll in the course the following semester(s) until the requirements
are complete. (Arkansas Tech University Graduate Catalogue).
CLL Inclement Weather Policy
CLL classes meet unless the University has closed due to inclement weather. In the
event dangerous road conditions exist where you live or in the area you travel, you
must exercise sound judgment in deciding whether to attend class. Please check
Blackboard to learn of the University’s closing. If the University is has not closed
and you decide it would be unsafe to attend class, please notify the professor by email concerning your decision.
14.
Course Content:
The content of this course will include the following:
a. Introduction to action research
b. Action Research as a means for continuous learning
c. Reflective practice
d. Professional ethics
e. Quantitative and qualitative research
f. Research design, development, and evaluation
g. Data collection, analysis and use for school improvement
h. Technology skills for organization, data analysis, and the dissemination of
research results
i. Conventions of scholarly writing
j. Habits of Mind
15. Access, Accommodation, and Diversity:
Access
Arkansas Tech University is committed to providing equal opportunities for higher
accommodation education to academically qualified individuals who are disabled
pursuant to the Americans with disabilities act and Section 504 of the Rehabilitation Act
of 1973. Any student with a disability who needs accommodation should inform the
professor at the beginning of the course. The Disabilities Director’s Office is located in
Bryan Hall, Arkansas Tech University and can be contacted by calling 968-0302 for TDD
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call (479) 964-3290, or by e-mail disabilities@atu.edu (Arkansas Tech University
Graduate Catalogue).
Accommodation
If a specific accommodation is needed due to temporary or long-term injury, handicap, or
disability, please contact me as soon as possible. Please remember, this is a teaching
institution. ATU focuses on its teaching mission. If clarification or other individual help
with course material or objectives is required, contact the instructor as soon as possible.
Please take advantage of all the resources available to you.
Diversity
The Center for Leadership and Learning (CLL) maintains a strong and sustained
commitment to the diverse and unique nature and learning needs of all people. All CLL
faculty and staff are dedicated to the preparation of future district and building level
administrators, master teacher leaders and counselor leaders, who possess sensitivity to
diverse and unique people.
Class Performance Rubric
Level Three (2.70-3.00)
The learner:
attends all scheduled class sessions,
is punctual to class,
is engaged in a meaningful and reflective manner in class dialogue and work,
respects and honors each individual and the diversity they bring to the learning
community,
completes and synthesizes assignments as demonstrated by class contributions and
work,
demonstrates leadership characteristics at all times,
demonstrates ability to work as an equal member of a distributed team, and
all work is completed and submitted on or before due date, but no later than the next
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day.
Level Two (2.00-2.69)
The learner:
misses no more than one class session,
is punctual to class,
is engaged in a meaningful manner in class dialogue and work,
respects and honors each individual and the diversity they bring to the learning
community,
completes and synthesizes the majority of assignments as demonstrated by class
contributions and,
demonstrates leadership characteristics at all times,
demonstrates ability to work as an equal member of a distributed team, and
all work is completed and submitted on or before due date.
Level One (0.0-1.89)
The learner:
misses more than two class session
is late to class,
inconsistent and irrelevant participation in class dialogue and work,
sporadically respects and honors each individual and the diversity they bring to the
learning community,
sporadically completes and synthesizes the assignments as demonstrated by class
contributions and work,
demonstrates disregard of leadership characteristics,
dysfunctionally works as an equal member of a distributed team, and
does not demonstrate ability to work as an equal member of a distributed team, and
work often submitted partially complete and/or late.
EDLD 6113
Center for Leadership and Learning
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