EDUC 613
Spring 2016
Teaching & Inquiry II: Design & Implementation
Pacific University College of Education
(2 credit hours)
Instructor: Todd Twyman, Ph.D.
Email:
Phone:
Office hours:
ttwyman@pacificu.edu
Office: 541-485-6812 x 3906
Cell:
541-543-1517
Mondays: 12pm-1pm, 4pm-5pm
Tuesdays: 4pm-5pm
Wednesdays-Fridays: by appointment
Class Meeting Times: Friday nights from 5pm-8:20pm and Saturdays from 9am-3pm in Classroom A.
See Course Schedule for specific days/dates. The class website is
http://wordpress.ed.pacificu.edu/educ613flex/.
Course Prerequisites: Successful completion of EDUC 612: Teaching & Inquiry I: Fundamentals of
teaching through Inquiry.
Textbook:
Glanz, J. (2003). Action research: An educational leader’s guide to school improvement (2nd ed.).
Norwood, MA: Christopher-Gordon.
Additional readings will be provided to students via the course website:
http://wordpress.ed.pacificu.edu/educ613flex/ or in print during class sessions.
Course Description: This course is designed for pre-service teachers who want to answer specific
questions about educational issues using systematic, valid, and practical research methods. Research
design and methodology will be presented with a focus on the context of real-world educational
settings. We will present examples of research projects conducted by in-service teachers and principals
to illustrate various components of action research.
The course goals (listed below) will be met through a variety of activities, including large-group
lecture/discussions, small group activities, independent reading and writing, and presentations.
Students will receive credit for participation in class activities, developing and presenting an inquiry
project proposal, and submitting a formal inquiry project proposal to the instructor for grading at the
end of the course.
College of Education
40 East Broadway | Eugene, OR | 97401
541.485.6812 | Fax 541.485.7015 | pacificu.edu/coe
Syllabus
Page 1 of 12
Course Goals: As a result of participating in this course, students will be able to:
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Understand various research designs and apply knowledge of design attributes.
Practice various strategies for collecting data.
Document fidelity of interventions.
Critique research design for threats to validity.
Analyze data to understand results.
Transform results to conclusions.
Communicate results to interested constituents.
Use information to create change.
Targeted COE Conceptual Framework Elements
1.
2.
3.
4.
Transforming Education through a Community of Learners
Promoting Cultural Competence
Creating Student-Centered Classrooms
Enhancing Learning through Technology
InTASC Standards
Standard 9: Professional Learning and Ethical Practice
9(c) Independently and in collaboration with colleagues, the teacher uses a variety of data (e.g.,
systematic observation, information about learners, research) to evaluate the outcomes of teaching
and learning and to adapt planning and practice.
9(i) The teacher understands how personal identity, worldview, and prior experience affect
perceptions and expectations, and recognizes how they may bias behaviors and interactions with
others.
9(j) The teacher understands laws related to learners’ rights and teacher responsibilities (e.g.,
for educational equity, appropriate education for learners with disabilities, confidentiality , privacy,
appropriate treatment of learners, reporting in situations related to possible child abuse).
9(n) The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon
current education policy and research as sources of analysis and reflection to improve practice.
9(o) The teacher understands the expectations of the profession including codes of ethics,
professional standards of practice, and relevant law and policy.
Standard 10: leadership and Collaboration
10(h) The teacher uses and generates meaningful research on education issues and policies.
10(l) The teacher understands schools as organizations within a historical, cultural, political, and
social context and knows how to work with others across the system to support learners.
10(s) The teacher takes responsibility for contributing to and advancing the profession.
10(t) The teacher embraces the challenge of continuous improvement and change.
Teacher Inquiry Project Goals
1. Introduce MAT program components of the Teacher Inquiry Project and the Inquiry Learning
Exhibition.
2. Describe to students the existence of the Teacher Standards and Practices Commission, and in
particular the OARS 584-017-0185: Evidence of Effectiveness.
College of Education
40 East Broadway | Eugene, OR | 97401
541.485.6812 | Fax 541.485.7015 | pacificu.edu/coe
Syllabus
Page 2 of 12
This course has administrative responsibility for providing written notification and associated documents
of these two components.
Guiding Course Questions
Who am I as a potential teacher/inquirer?
1. How do my values, beliefs and biases describe a “good teacher” and a “good student?”
2. How do discourses describing my gender, race, socioeconomic status, ability/disability, religious
discourses, and sexual orientation, combined with my experiences in schools, inform my beliefs
about “good” teaching and learning?
3. How do dominant discourses position and conflict with descriptions of the “good teacher” and the
“good student?”
What is pre-service teacher inquiry?
1. Why should research matter to me as a future teacher? What are the intersections of research,
policy, politics, and practice?
2. How is it different and similar than other forms of research?
3. What conditions make pre-service teacher inquiry unique?
4. What makes pre-service teacher inquiry trustworthy?
What are my areas of interest?
1.
2.
3.
4.
What do I wonder about in education?
What makes me angry, frustrated, excited and hopeful about educational practices?
What possibilities do I imagine as a teacher?
What is the Teacher Inquiry Project that I will do in this program and how does it balance my
interests, professional growth, and governmentally imposed requirements?
How does context matter to teaching and inquiry?
1.
2.
3.
4.
How do school community values, beliefs, and conflicts matter?
How are students and school/community context connected?
How do local concerns, issues, and sociological elements matter?
How do I collect meaningful data about context that will direct my teaching?
What is the teaching/inquiry cycle?
1.
2.
3.
4.
5.
6.
Why is teaching inquiry and inquiry teaching?
What makes teaching and inquiry trustworthy?
What are research/evidence-based practices? Or, what works?
What are different research methodologies and how can they be applied to classroom practice?
How does methodology look in inquiry and curriculum design?
What is the role of a critical and essential question to teaching and inquiry?
College of Education
40 East Broadway | Eugene, OR | 97401
541.485.6812 | Fax 541.485.7015 | pacificu.edu/coe
Syllabus
Page 3 of 12
Conceptual Framework: This course establishes an environment within which we will work together to
build a respectful community of learners. Class discussions will emphasize respect for differing ideas
and strategies, as well as cultures. It introduces teacher candidates to the theories, strategies,
resources, and technology applications appropriate to developing inquiry projects appropriate to their
individual educational context.
Course Structure/Approach: This course will include various multi-media (differentiated instructional
approaches) related to outside texts, small and large group discussion and activities, lecture, videos,
individual and group projects, reflection, class activities, and library and internet research. As learning is
sustained when used, I have created a class website http://wordpress.ed.pacificu.edu/educ613flex/.
Throughout the term we will participate in posing and responding to critical questions throughout the
weeks. In addition to material covered in the class, supplemental materials will be posted to help us
explore our learning. Several of the classes, especially those close to the two week practicum
experience, will be conducted as workshops to allow more individualized, hands-on work with lesson
design and assessment.
General Requirements:
1. Complete assigned readings and critical questions/assignments prior to class each week. This is helpful in
facilitating our active participation in class discussion. Though our discussions will not be graded in the
traditional sense, incorporating formative feedback/critique is an important professional disposition.
2. Participate in a meaningful way. Engage in active listening where we are willing participants during lessons,
discussions and activities, and provide collegial support to peers.
3. Communicate in a professional manner that demonstrates sensitivity to differences in age, cultural and
linguistic backgrounds, gender, and ability. Develop positive relationships with school professionals. Values
and appreciates expertise and philosophies of others to gain new understandings, gather new ideas, actively
share experiences, and seek and give feedback. Act with a strong ethical and moral judgment. This is a
particularly important professional disposition.
Specific Requirements:
Assignments
(#1, 2, & 3):
Presentation
(#4):
Research Proposal
Students will complete 3 small assignments covering material from the readings
and class discussions. Posts are due by the beginning of class on our website.
Papers should not exceed the maximum page length specified on the assignment
chart.
Students will present their inquiry project proposals to the group. The
presentation should include an introduction that is supported by relevant
literature, a detailed description of the methods and procedures, and explanation
of how results would be analyzed. Informal peer reviews will be conducted for
each presentation.
Students will submit a final inquiry project proposal. This proposal should include
an introduction that is supported by relevant literature, a detailed description of
the methods and procedures, a thorough presentation of results, and a
conclusion that summarizes the findings, describes the strengths and weaknesses
of the study, and links the literature with the outcomes. This document must be
College of Education
40 East Broadway | Eugene, OR | 97401
541.485.6812 | Fax 541.485.7015 | pacificu.edu/coe
Syllabus
Page 4 of 12
(#5):
word-processed and conform to APA format guidelines as described in the
Publication Manual of the American Psychological Association, 6th Edition.
*Important notes:
You will need to complete the online training on human subjects’ research at
http://phrp.nihtraining.com/users/login.php that is required for all researchers. You must print the
certificate at the end of the training and save an electronic copy. Please complete by the end of week 1
(6/10). Email one electronic copy to me and bring the hard copy of the certificate to class.
Some of you will also need to complete a proposal form before completing this course.
http://www.pacificu.edu/research/irb/submission-guidelines.cfm. I will give you an example to use as a
model but, if you will be doing research in a school, you will need to get a signed letter on letterhead
from the building principal.
No late assignments will be accepted without prior consent of the instructor. That said, we are all
professionals, and factors such as prior communication, importance of assignment, and reason for
tardiness will be considered.
Special Needs: It is our intent to fully include persons with special needs in this course. Please let us
know if you need any special accommodations in the curriculum, instruction, or assessment to enable
you to participate fully. We will make every effort to maintain the confidentiality of any information
you share with us. In general, the University will work with students to improve conditions that may
hinder their learning. The university requires appropriate documentation of a disability in order to
enable students to meet academic standards. It is the responsibility of each student to inform the
Director of Learning Support Services of his or her disability. Students are encouraged to work with
faculty proactively in developing strategies for accommodation. This policy is described at Pacific
University Professional Programs Course Catalog and the Pacific University Arts and Sciences Course
Catalog.
University and College of Education Policies: Be aware of the Pacific University Code of Academic Conduct
and the College of Education policies for professional behavior and the competent and ethical performance of
educators. In this course students are expected to demonstrate behavior consistent with the Professional and
Academic Standards in the College of Education. Pacific University Professional Programs Course Catalog;
Pacific University Arts and Sciences Course Catalog; or the MAT Flex & Undergraduate Student Handbook.
Incompletes: Instructors may issue a grade of incomplete only when the major portion of a course has
been completed satisfactorily, but health or other emergency reasons prevent the student from
finishing all the requirements in the course. The instructor and the student should agree upon a
deadline by which all work will be completed, with the following guidelines:
1. Incompletes given for Fall and or Winter terms must be completed by the following April
15.
2. Incompletes given for Spring semester must be completed by the following November 15.
Instructors will issue the grade the student would have earned by not completing the course, preceded
by an "I". This grade is determined by including a failing grade for the missing assignment(s) in the
calculation of the final grade. If the agreed upon course work is not completed in the period allotted
College of Education
40 East Broadway | Eugene, OR | 97401
541.485.6812 | Fax 541.485.7015 | pacificu.edu/coe
Syllabus
Page 5 of 12
and an extension has not been granted, the grade issued will be permanent. The contingency grade will
be used in the computation of the GPA until such time as a new grade is recorded. See the Pacific
University Professional Programs Course Catalog or the Pacific University Arts and Sciences Course
Catalog.
Grade Changes: Once a grade is submitted to the Registrar it shall not be changed except in the case of
recording errors. Grade changes will be approved by the appropriate Dean. See the Pacific University
Professional Programs Course Catalog or the Pacific University Arts and Sciences Course Catalog.
Safe Environment Policy: Pacific University's Rights and Responsibilities policy seeks to maintain
conditions favorable to learning. Students have the right to pursue an education free from
discrimination based on gender, religion, marital status, age, sexual orientation or handicap. Students
have the responsibility to conduct themselves, both individually and in groups, in a manner which
promotes an atmosphere conducive to teaching, studying and learning. This policy is described in detail
in Pacific University Professional Programs Course Catalog or the Pacific University Arts and Sciences
Course Catalog.
Academic Integrity: Honesty and integrity are expected of all students in class preparation,
examinations, assignments, practica and other academic work. Misconduct includes, but is not limited
to cheating; plagiarism; forgery; fabrication; theft of instructional materials or tests; unauthorized
access or manipulation of laboratory or clinic equipment or computer programs; alteration of grade
books, clinical records, files or computer grades; misuse of research data in reporting results; use of
personal relationships to gain grades or favors or other attempts to obtain grades or credit through
fraudulent means; unprofessional conduct related to student care; threats to University personnel and
conduct inconsistent with academic integrity. The complete policy, definitions and appeal procedures
are described Pacific University Professional Programs Course Catalog and the Pacific University Arts
and Sciences Course Catalog.
Assessment: As learning is sustained when used, I have created a class website
http://wordpress.ed.pacificu.edu/educ613flex/. On this site we will participate in critical questions and
discussions throughout each week in different topical areas. In addition to material covered in class, you
will also find and add supplemental materials to help you and your classmates explore your learning to
engage your critical thoughts and discussions. The total points scored will be used to determine
semester grades according to the following table:
Assignment
Points Possible
Grading
Assignment 1: Topic Selection
10
Assignment 2: Research Design
10
90 – 100%
A
Assignment 3: Data Analysis
10
80 – 89%
B
Assignment 4: Presentation
20
70 – 79%
C
Assignment 5: Research Proposal
50
College of Education
40 East Broadway | Eugene, OR | 97401
541.485.6812 | Fax 541.485.7015 | pacificu.edu/coe
Syllabus
Page 6 of 12
Total Points
100
College of Education
40 East Broadway | Eugene, OR | 97401
541.485.6812 | Fax 541.485.7015 | pacificu.edu/coe
Plus and minus grades will be
awarded.
Syllabus
Page 7 of 12
Date
In class topics
2/12
 Introductions
 Course Information: syllabus
and expectations
 Course Goals
 Discuss Principles of Action
Research Discuss Elements of
Research Studies
 Introduce Research Approaches
 Topic selection
 Qualitative Research Designs
 Quantitative Research Designs
 Reliability and Validity Issues in
Research
 IRB Training
2/13
2/26
 Gathering Qualitative Data
 Qualitative Data Analysis
2/27
 Gathering Quantitative Data
 Quantitative Data Analysis
 Computer Data Analysis
Activity
 Reporting Results
 Using Action Research to
Change Practice
4/22
 Presentations
4/23
 Presentations
HW
Read:
 Action Research and Practical Inquiry: An
Overview and an Invitation to Teachers of
Gifted Learners by Tomlinson (before class)
 Glanz, Ch. 1 – 4 (after class)
Assignment due:
 # 1: Topic Selection (end of class)
Read:
 Designing high-quality research in special
education by Gersten & Baker. (before class)
 Glanz, Ch. 5 – 6 (after class)
Assignment due:
 # 2: Research Design (end of class)
 IRB certificate (4/24)
Read:
 Miles and Huberman (1994) handout
 Four empirical articles on your topic
 Glanz, Ch. 7
Read:
 Nothing Up My Sleeve: Unveiling the Magic of
Statistics (p. 1-37) by Alonzo
 Two more empirical articles on your topic
 Glanz, Ch. 10, 12, 13 & Appendix B and E
Assignment due:
 # 3: Data Analysis (end of class)
 Work on your presentation and final written
proposal
Assignment due:
 # 4 Presentations (during class)
Assignment due:
 # 4 Presentations (during class)
 # 5 Research Proposal (5/1)
College of Education
40 East Broadway | Eugene, OR | 97401
541.485.6812 | Fax 541.485.7015 | pacificu.edu/coe
Syllabus
Page 8 of 12
Due Date
#1
2/12
#2
2/13
#3
2/27
#4
4/22-23
#5
5/1
Assignment Prompts
Your post should reference the readings and includes a reflection on the following
questions:

What topic do you want to study as part of your action research project? Why?
Your Post, referencing the readings, will describe 2 different viable research designs to
approach your action research topic.
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Which is most appealing to you? Why?
In no more than 1 page, write up the results of the data analyses you completed in class
on June16th. Be sure to refer back to Glanz, Appendix E if you are not sure how to phrase
things.
In class presentations. See explanation below for complete description.
Final Action Research Proposal. See explanation below for complete description.
Assignments 1, 2, and 3 Scoring Guide
10 points
 Questions are thoroughly addressed.
 Readings are referenced and demonstrate an
understanding of the concepts presented.
 Detailed content is provided.
 Connection to action research project is made
using actual examples.
8 points
 Questions are addressed.
 Readings are referenced and demonstrate an
understanding of the concepts presented.
 Connection to action research project is made
using actual examples.
4 points
 Questions are addressed.
 Connection to action research project is made
using actual examples.
2 points
 Some questions are addressed.
 Connection to action research project is made
using actual examples.
College of Education
40 East Broadway | Eugene, OR | 97401
541.485.6812 | Fax 541.485.7015 | pacificu.edu/coe
Syllabus
Page 9 of 12
Assignment 4: Presentation
Due: April 22nd or 23rd
Presentation Scoring Guide
15
5
20
Content of Presentation
 Thorough rationale for the study, supported by relevant empirical literature.
 Detailed information about the methods and procedures.
 Evaluation of limitations to study being proposed.
 Explanation of how you will evaluate your results and come to conclusions.
Clarity of Presentation
 Information is accurately conveyed
 Presentation (visual and oral) is coherent
 Presentation is convincing.
Points Possible
Assignment 5: Research Proposal
Due: May 1st
Elements – See the TIP Shell on our Course Resources page for a pre-populated document
Title Page http://owl.english.purdue.edu/owl/resource/560/01/
Introduction
Context of the study: What led you to want to study this topic?
 Your own background
 Your own values and philosophies of teaching
 What has occurred in your classroom/your school
Importance of the Study
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Why you are undertaking this study, why it is significant, what you hope to ascertain
Statement of the Purposes for the Study
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States the purpose of the study. “The purpose of this study was (be sure to use past tense)
Research Questions
Definition of Terms if necessary
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Define relevant words, either conceptually or operationally:
*Differentiated instruction, brain based learning, direct instruction
Review of Literature (minimum of 8 pages)
Review the relevant literature pertaining to the topic: A MINIMUM OF 15 SOURCES, AT LEAST EIGHT SCHOLARLY
ARTICLES
College of Education
40 East Broadway | Eugene, OR | 97401
541.485.6812 | Fax 541.485.7015 | pacificu.edu/coe
Syllabus
Page 10 of 12

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Consider the following questions: What previous research informs my study? What information connects to
my topic and sample as much as possible? How does the research provide a balanced view?
The review follows a structure based on your topic and the pursuit of answers to your questions.
The review synthesizes the information and summarizes the relationship to the purpose of the study.
Methods (Design of the Study) (3-6 pages)
Participant(s)
 Describe sample (gender, ages, grade level data, ability levels, ethnicity, as relevant)
Procedure (minimum of three pages)
 Explain how the multiple data collection strategies connect to your research questions.
 Describe, step by step, how the study was conducted; use enough detail so that a colleague could replicate it.
If appropriate, explain how each intervention will occur.
 Include a time line
Measures
 List and describe any measurement materials used in the study (survey, scoring guide, observation guide,
etc.). If relevant, support the reliability.
*Reference these items and place them in the appendix
Results (Findings): (minimum of 6 pages)
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Provide results for each research question.
Explain how each of the data sources supplied answers for your research question.
Present data in a clear fashion with appropriate labeling
Analyze what the data show
Discussion (Implications for Teaching and Further Inquiry) (3-6 pages)
Discussion and Conclusions
 Describe observations and conclusions supported by the results as reported in Chapter 4.
 Provide possible explanations and note interesting, significant, and/or curious findings
Limitations of the Study
 List briefly and explain things you may have missed or did not address.
Implications for Teaching
 Explain specifically the implications for instructional improvement
Implications for Further Inquiry
 Describe areas of further investigation that you would recommend to others
*Include areas you couldn’t delve into but that are important
References

All literature cited and used to help this paper
College of Education
40 East Broadway | Eugene, OR | 97401
541.485.6812 | Fax 541.485.7015 | pacificu.edu/coe
Syllabus
Page 11 of 12

In APA format
Appendices
 All relevant material
*In order of occurrence in paper
General
 Paper is free of spelling and grammatical errors
 Paper is double spaced
 Paper has a title page
 Paper has appropriate chapter and subheadings
 Paper is paginated
Assignment 5: Final Report Scoring Guide – See TIP Rubric on the Course Resources page.
College of Education
40 East Broadway | Eugene, OR | 97401
541.485.6812 | Fax 541.485.7015 | pacificu.edu/coe
Syllabus
Page 12 of 12