MASTER OF ARTS IN ELEMENTARY EDUCATION
The Master of Arts in Education builds upon the instructional expertise, leadership
qualities, and skills of experienced educators. The program is aligned with the NCDPI
competencies required for licensure. The program includes rigorous academic preparation
in and implementation of the latest research on human development and learning.
Consequently, reflective practice becomes an integral component which supports the
Gardner-Webb conceptual framework. Active participation in a program allows students
to develop further those competencies essential to professional education and continued
self-improvement, thus exemplifying the model of the Educator as teacher leaders and
informed practitioners. With an emphasis on building teacher self-efficacy and
motivation, Gardner-Webb University (GWU) will provide educational experiences with
training for 21st century classroom practice. Upon successful completion of a graduate
program in education, students who hold initial licensure will be recommended for the
North Carolina graduate license in the appropriate licensure area.
ELEMENTARY EDUCATION (K-6)
COORDINATOR: DR. JANE KING
The master’s program in Elementary Education includes thirty-three semester hours in
five blended cohort classes, including 3 semester hours of capstone development. Each
candidate shall present a final capstone of an action research project during the final
class. Knowing, understanding and practicing core teaching standards requires that
candidates must understand current expectations of teaching standards and exhibit them
in class activities. This program builds upon the most current body of knowledge of best
practice and practical expertise (theory and practice) relevant to teaching in K-6. In order
to obtain graduate-level licensure, students must hold initial licensure in Elementary
Education.
PURPOSE
Graduates of the Master of Arts in Elementary Education program are encouraged to be
self-reflective, lifelong learners who design, implement, and evaluate elementary school
curriculum and instruction; interpret and apply current research findings; and conduct
relevant classroom research.
GWU is charged with addressing the newly revised standards for graduate teaching
programs and the 21st century skills of knowledge, skills, and dispositions embedded in
them.
GOALS
The Master of Arts in Elementary Education is designed to meet the following program
goals:
1. Provide a study of the theoretical base, research, and exemplary practices of current
trends and issues in elementary education.
2. Provide preparation necessary to meet the intellectual, social, physical, and personal
development needs of the K-6 learner.
3. Provide opportunities to acquire knowledge and skills needed to meet diverse needs of
students in inclusive classroom settings.
4. Provide opportunities to utilize current technologies and to integrate technology in the
classroom.
5. Provide advanced expertise in teaching communication skills across the curriculum.
6. Provide opportunities to develop teachers as leaders who are agents of change in the
schools, in the local community, and in the global community.
7. Provide opportunities to develop and refine leadership styles and skills through a
process of active engagement in learning, self-reflection, planning, collaboration,
reflective teaching, and development of interpersonal and motivational skills.
8. Provide a learning environment which fosters respect and ethical principles in
teacher/student and colleague relationships.
ACTION RESEARCH PROTOCOL
Teachers in the Master of Arts in Elementary Education program will utilize action
research that includes organized reflective inquiry into classroom instruction. Action
research has the primary intent of providing a framework for investigations by teachers
and researchers in complex working classroom situations. Teacher candidates will
research, study, and apply appropriate methodology to develop the purpose of the
research. By developing and presenting a final capstone research document to peers,
teacher candidates will add reflections that align with stated teacher standards.
Reflections of the teaching standards will be a part of the research. Specifically, guided
reflection will be completed as follows:
Guided reflection on the action research process will include teacher leaders
describing the ways in which their action research project developed 21st century
student outcomes within their specific contexts. Ways in which their action
research develops a range of functional and critical thinking skills related to
information, media and technology both for their students and themselves; and
ways in which adequate life and career skills are developed through their
particular action research project. The reflections will be aligned with the NC
Teaching Standards.
AMERICAN PSYCHOLOGICAL ASSOCIATION (APA)
All student research in classes is expected to be presented in APA format.
Students are expected to purchase the APA handbook and use it to answer research
presentation questions. Professors are not responsible for teaching APA to students.
NC TEACHING STANDARDS
As part of the capstone process, graduate candidates must know and integrate the NC
Teaching Standards into the five chapters of the final capstone document. For graduation,
ten reflections aligned with the five teaching standards will be required along with the
final capstone. The teaching standards are required in the course and are as follows:
STANDARD I: TEACHERS DEMONSTRATE LEADERSHIP
Teachers lead in their classrooms.
Teachers demonstrate leadership by taking responsibility for the progress of all students
to ensure that they graduate from high school, are globally competitive for work and
postsecondary education, and are prepared for life in the 21st Century. Teachers
communicate this vision to their students. Using a variety of data sources, they organize,
plan, and set goals that meet the needs of the individual student and the class. Teachers
use various types of assessment data during the school year to evaluate student progress
and to make adjustments to the teaching and learning process. They establish a safe,
orderly environment, and create a culture that empowers students to collaborate and
become lifelong learners.
• Take responsibility for all students’ learning
• Communicate vision to students
• Use data to organize, plan, and set goals
• Use a variety of assessment data throughout the year to evaluate progress
• Establish a safe and orderly environment
• Empower students
Teachers demonstrate leadership in the school.
Teachers work collaboratively with school personnel to create a professional learning
community. They analyze and use local, state, and national data to develop goals and
strategies in the school improvement plan that enhances student learning and teacher
working conditions. Teachers provide input in determining the school budget and in the
selection of professional development that meets the needs of students and their own
professional growth. They participate in the hiring process and collaborate with their
colleagues to mentor and support teachers to improve the effectiveness of their
departments or grade levels.
• Work collaboratively with all school personnel to create a professional learning
community
• Analyze data
• Develop goals and strategies through the school improvement plan
• Assist in determining school budget and professional development
• Participate in hiring process
• Collaborate with colleagues to mentor and support teachers to improve
effectiveness
Teachers lead the teaching profession.
Teachers strive to improve the teaching profession. They contribute to the establishment
of positive working conditions in their school. They actively participate in and advocate
for decision-making structures in education and government that take advantage of the
expertise of teachers. Teachers promote professional growth for all educators and
collaborate with their colleagues to improve the profession.
• Strive to improve the profession
• Contribute to the establishment of positive working conditions
• Participate in decision-making structures
• Promote professional growth
Teachers advocate for schools and students.
Teachers advocate for positive change in policies and practices affecting student learning.
They participate in the implementation of initiatives to improve the education of students.
• Advocate for positive change in policies and practices affecting student learning
• Participate in the implementation of initiatives to improve education
Teachers demonstrate high ethical standards.
Teachers demonstrate ethical principles including honesty, integrity, fair treatment, and
respect for others. Teachers uphold the Code of Ethics for North Carolina Educators
(effective June 1, 1997) and the Standards for Professional Conduct adopted April 1,
1998. (www.ncptsc.org)
• Demonstrate ethical principles
• Uphold the Code of Ethics and Standards for the Professional Conduct
STANDARD II: TEACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR
A DIVERSE POPULATION OF STUDENTS
Teachers provide an environment in which each child has a positive, nurturing
relationship with caring adults.
Teachers encourage an environment that is inviting, respectful, supportive, inclusive, and
flexible.
• Encourage an environment that is inviting, respectful, supportive, inclusive, and
flexible
Teachers embrace diversity in the school community and in the world.
Teachers demonstrate their knowledge of the history of diverse cultures and their role in
shaping global issues. They actively select materials and develop lessons that counteract
stereotypes and incorporate histories and contributions of all cultures. Teachers recognize
the influence of race, ethnicity, gender, religion, and other aspects of culture on a
student’s development and personality. Teachers strive to understand how a student’s
culture and background may influence his or her school performance. Teachers consider
and incorporate different points of view in their instruction.
• Demonstrate knowledge of diverse cultures
• Select materials and develop lessons that counteract stereotypes and incorporate
contributions.
• Recognize the influences on a child’s development, personality, and
performance
• Consider and incorporate different points of view
Teachers treat students as individuals.
Teachers maintain high expectations, including graduation from high school, for students
of all backgrounds. Teachers appreciate the differences and value the contributions of
each student in the learning environment by building positive, appropriate relationships.
• Maintain high expectations for all students
• Appreciate differences and value contributions by building positive, appropriate
relationships
Teachers adapt their teaching for the benefit of students with special needs.
Teachers collaborate with the range of support specialists to help meet the special needs
of all students. Through inclusion and other models of effective practice, teachers engage
students to ensure that their needs are met.
• Collaborate with specialists
• Engage students and ensure they meet the needs of their students through
inclusion and other models of effective practice
Teachers work collaboratively with the families and significant adults in the lives of
their students.
Teachers recognize that educating children is a shared responsibility involving the school,
parents or guardians, and the community. Teachers improve communication and
collaboration between the school and the home and community in order to promote trust
and understanding and build partnerships with all segments of the school community.
Teachers seek solutions to overcome cultural and economic obstacles that may stand in
the way of effective family and community involvement in the education of their
students.
• Improve communication and collaboration between the school and the home and
community
• Promote trust and understanding and build partnerships with school community
• Seek solutions to overcome obstacles that prevent family and community
involvement
STANDARD III: TEACHERS KNOW THE CONTENT THEY TEACH
Teachers align their instruction with the North Carolina Standard Course of Study.
In order to enhance the North Carolina Standard Course of Study, teachers investigate
the content standards developed by professional organizations in their specialty area.
They develop and apply strategies to make the curriculum rigorous and relevant for all
students and provide a balanced curriculum that enhances literacy skills. Elementary
teachers have explicit and thorough preparation in literacy instruction. Middle and high
school teachers incorporate literacy instruction within the content area or discipline.
• Teach the North Carolina Standard Course of Study
• Develop and apply strategies to make the curriculum rigorous and relevant
• Develop literacy skills appropriate to specialty area
Teachers know the content appropriate to their teaching specialty.
Teachers bring a richness and depth of understanding to their classrooms by knowing
their subjects beyond the content they are expected to teach and by directing students’
natural curiosity into an interest in learning. Elementary teachers have broad knowledge
across disciplines. Middle school and high school teachers have depth in one or more
specific content areas or disciplines.
• Know subject beyond the content they teach
• Direct students’ curiosity into an interest in learning
Teachers recognize the interconnectedness of content areas/disciplines.
Teachers know the links and vertical alignment of the grade or subject they teach and the
North Carolina Standard Course of Study. Teachers understand how the content they
teach relates to other disciplines in order to deepen understanding and connect learning
for students. Teachers promote global awareness and its relevance to the subjects they
teach.
• Know links between grade/subject and the North Carolina Standard Course of
Study
• Relate content to other disciplines
• Promote global awareness and its relevance
Teachers make instruction relevant to students.
Teachers incorporate 21st Century life skills into their teaching deliberately, strategically,
and broadly. These skills include leadership, ethics, accountability, adaptability, personal
productivity, personal responsibility, people skills, self-direction, and social
responsibility. Teachers help their students understand the relationship between the North
Carolina Standard Course of Study and 21st Century content which includes global
awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and
health awareness.
• Incorporate life skills which include leadership, ethics, accountability,
adaptability, personal productivity, personal responsibility, people skills, selfdirection, and social responsibility
• Demonstrate the relationship between the core content and 21st Century content
that includes global awareness; financial, economic, business and
entrepreneurial literacy; civic literacy; and health and wellness awareness
STANDARD IV: TEACHERS FACILITATE LEARNING FOR THEIR STUDENTS
Teachers know the ways in which learning takes place, and they know the
appropriate levels of intellectual, physical, social, and emotional development of
their students.
Teachers know how students think and learn. Teachers understand the influences that
affect individual student learning (development, culture, language proficiency, etc.) and
differentiate their instruction accordingly. Teachers keep abreast of evolving research
about student learning. They adapt resources to address the strengths and weaknesses of
their students.
• Know how students think and learn
• Understand the influences on student learning and differentiate instruction
• Keep abreast of evolving research
• Adapt resources to address the strengths and weaknesses of students
Teachers plan instruction appropriate for their students.
Teachers collaborate with their colleagues and use a variety of data sources for short and
long range planning based on the North Carolina Standard Course of Study. These plans
reflect an understanding of how students learn. Teachers engage students in the learning
process. They understand that instructional plans must be constantly monitored and
modified to enhance learning. Teachers make the curriculum responsive to cultural
diversity and to individual learning needs.
• Collaborate with colleagues
• Use data for short and long range planning
• Engage students in the learning process
• Monitor and modify plans to enhance student learning
• Respond to cultural diversity and learning needs of students
Teachers use a variety of instructional methods.
Teachers choose the methods and techniques that are most effective in meeting the needs
of their students as they strive to eliminate achievement gaps. Teachers employ a wide
range of techniques including information and communication technology, learning
styles, and differentiated instruction.
• Choose methods and materials as they strive to eliminate achievement gaps
• Employ a wide range of techniques using information and communication
technology, learning styles, and differentiated instruction
Teachers integrate and utilize technology in their instruction.
Teachers know when and how to use technology to maximize student learning. Teachers
help students use technology to learn content, think critically, solve problems, discern
reliability, use information, communicate, innovate, and collaborate.
• Know appropriate use
• Help students use technology to learn content, think critically, solve problems,
discern reliability, use information, communicate, innovate, and collaborate
Teachers help students develop critical thinking and problem-solving skills.
Teachers encourage students to ask questions, think creatively, develop and test
innovative ideas, synthesize knowledge and draw conclusions. They help students
exercise and communicate sound reasoning; understand connections; make complex
choices; and frame, analyze, and solve problems.
• Encourage students to ask questions, think creatively, develop and test
innovative ideas, synthesize knowledge and draw conclusions
• Help students exercise and communicate sound reasoning; understand
connections; make complex choices; and frame, analyze, and solve problems
Teachers help students work in teams and develop leadership qualities.
Teachers teach the importance of cooperation and collaboration. They organize learning
teams in order to help students define roles, strengthen social ties, improve
communication and collaborative skills, interact with people from different cultures and
backgrounds, and develop leadership qualities.
• Teach the importance of cooperation and collaboration
• Organize learning teams in order to help students define roles, strengthen social
ties, improve communication and collaborative skills, interact with people from
different cultures and backgrounds, and develop leadership qualities
Teachers communicate effectively.
Teachers communicate in ways that are clearly understood by their students. They are
perceptive listeners and are able to communicate with students in a variety of ways even
when language is a barrier. Teachers help students articulate thoughts and ideas clearly
and effectively.
• Communicate clearly with students in a variety of ways
• Assist students in articulating thoughts and ideas clearly and effectively
Teachers use a variety of methods to assess what each student has learned.
Teachers use multiple indicators, including formative and summative assessments, to
evaluate student progress and growth as they strive to eliminate achievement gaps.
Teachers provide opportunities, methods, feedback, and tools for students to assess
themselves and each other. Teachers use 21st Century assessment systems to inform
instruction and demonstrate evidence of students’ 21st Century knowledge, skills,
performance, and dispositions.
• Use multiple indicators, both formative and summative, to evaluate student
progress
• Provide opportunities for self-assessment
• Use assessment systems to inform instruction and demonstrate evidence of
students’ 21st Century knowledge, skills, performance, and dispositions
Teachers analyze student learning.
Teachers think systematically and critically about student learning in their classrooms
and schools: why learning happens and what can be done to improve achievement.
Teachers collect and analyze student performance data to improve school and classroom
effectiveness. They adapt their practice based on research and data to best meet the needs
of students.
• Think systematically and critically about learning in their classroom: why
learning happens and what can be done to improve student achievement
• Collect and analyze student performance data to improve effectiveness
Teachers link professional growth to their professional goals.
Teachers participate in continued, high quality professional development that reflects a
global view of educational practices; includes 21st Century skills and knowledge; aligns
with the State Board of Education priorities; and meets the needs of students and their
own professional growth.
• Participate in continued, high quality professional development
Teachers function effectively in a complex, dynamic environment.
Understanding that change is constant, teachers actively investigate and consider new
ideas that improve teaching and learning. They adapt their practice based on research and
data to best meet the needs of their students.
• Actively investigate and consider new ideas that improve teaching and learning
• Adapt practice based on data
STANDARD V: TEACHERS REFLECT ON THEIR PRACTICE
Teachers analyze student learning.
Teachers think systematically and critically about student learning in their classrooms
and schools: why learning happens and what can be done to improve achievement.
Teachers collect and analyze student performance data to improve school and classroom
effectiveness. They adapt their practice based on research and data to best meet the needs
of students.
• Think systematically and critically about learning in their classroom: why
learning happens and what can be done to improve student achievement
• Collect and analyze student performance data to improve effectiveness
Teachers link professional growth to their professional goals.
Teachers participate in continued, high quality professional development that reflects a
global view of educational practices; includes 21st Century skills and knowledge; aligns
with the State Board of Education priorities; and meets the needs of students and their
own professional growth.
• Participate in continued, high quality professional development
Teachers function effectively in a complex, dynamic environment.
Understanding that change is constant, teachers actively investigate and consider new
ideas that improve teaching and learning. They adapt their practice based on research and
data to best meet the needs of their students.
• Actively investigate and consider new ideas that improve teaching and learning
• Adapt practice based on data
COURSE DESCRIPTIONS
EDUC 631 Curriculum Foundations for Development of 21st Century Teacher Leaders
(6 hrs) (1 hr capstone)
Candidates shall study the philosophical, cultural, and historical foundations of
education. An examination and analysis of curriculum development and legal issues as
they relate to design, implementation, and evaluation within the learning community will
be investigated. The course also includes an introduction to the action research project as
the programs culminating experience and will begin development of questions for
intensive study.
EDUC 632 Measurement, Assessment, and Action Research for Teacher Leaders (6 hrs.)
Survey of a wide range of standardized testing instruments, including ability tests,
interest inventories, and personality tests. Individual research projects will link
assessment with classroom practices. A study of quantitative and qualitative research
methodologies and techniques applicable to practicing educators in 21st Century schools
will be learned. These include defining a researchable problem; gathering baseline data to
establish the context of the problem; choosing a methodology and designing a study that
should lead to positive change; and collecting, analyzing and interpreting the resulting
data to determine the positive impact on student learning.
EDUC 633 Special Topics for Elementary Teacher Leaders (6 hrs.) (1hr capstone)
A study of significant issues, trends, theories, and/or practical problems in education
according to the needs and interests of the student(s) will be conducted. The student(s)
and professor will collaboratively plan the focus and assessment of the course. A
specialized study of current/critical trends and issues in elementary education with an
emphasis on developmentally appropriate elementary education practices grounded in the
standards will be provided. North Carolina State Board of Education programmatic
guidelines and standards are the basis for the topics. The course includes continuation of
the action research project focusing on methodology and data collection.
EDUC 634 Strategies for Teaching All Students in the 21st Century (6 hrs.)
An examination of a variety of strategies of instruction with a focus on
curriculum/content area integration within the classroom will be conducted. A study of
the characteristics and educational needs of individuals with special needs with emphasis
on the issues and trends in special education, the current categorical descriptions of
exceptionalities and appropriate classroom interventions is included. Strategies for
teaching both identified and at-risk students in the regular classroom are explored
throughout the course. Data collection for the capstone is completed during this course.
EDUC 635 Diagnostic Assessment Procedures for Teaching Literacy (6 hrs.)(1 hr
capstone)
An advanced study of children’s literature exploring the continuum from emergent to
literate to independent reading within an integrated system will be studied. Emphasis will
be placed upon strategies designed to enhance reading instruction across the curriculum
through literature. Action research (Capstone Project) is required for completion of the
Master of Arts in Elementary Education. This course will provide the final seminar for
the completion and presentation of that action research project.
EDUC 697 – CAPSTONE 1, 2, OR 3 (1 HOUR EACH)
The purpose of this course is to guide students through the capstone process, consisting
of an action research paper, reflective journal entries, and a presentation of findings to a
group of peers. This course is taken in conjunction with EDUC 631, EDUC 633, and
EDUC 635.
EDUC 697 – CAPSTONE CONTINUATION
Capstone research is the culminating written work for the Master’s in Elementary
Education. The purpose of capstone research is to plan and implement an action research
project in the classroom and/or school. Candidates will be expected to incorporate
teacher leadership, respect for educational environments, content and curriculum
expertise, student learning, and reflection within the project. It is written by a degree
candidate when he or she is in the process of completing the five core cohort courses, and
particularly within the three one hour capstone classes designed exclusively to assist
candidates in completing the requirement. The candidates are expected to present the
final capstone action research project during the final course. The paper is written as the
final capstone requirement for the EDUC 635 (elementary) course and will be presented
during the final course. Students who do not complete their capstone requirement by the
end of EDUC 635 will be required to continue to register and pay for the one-hour
capstone until the requirement is met.
GWU Elementary Masters Capstone Process
Capstone 1 - EDUC 631 – Complete Chapter 1 and begin Chapter 2 – Place drafts of Chapters 1 and 2 on Task Stream
EDUC 632 – Continue to work on Chapters 1 and 2; Introduce and begin writing Chapter 3
Capstone 2 – EDUC 633 – Complete Chapter 3 – Place Drafts of Chapters 1, 2, and 3 on Task Stream
EDUC 634 – Collect data; Write Chapters 4 and 5
Capstone 3 – EDUC 635 – Present Capstone to an audience and document and place final product on Task Stream
TaskStream Submissions: Drafts of Chapters 1 and 2 at end of Capstone 1; Drafts of Chapters 1, 2, and 3 at end of Capstone 2; Final project and all requirements at end of Capstone 3
REGISTRATION AND ADVISING
Since this program is a cohort program, students are automatically registered in the next
course in the rotation unless they withdraw from the program. It is the student’s
responsibility to inform the University of their choice to withdraw following the
withdrawal procedures found on the Registrar’s page within the Gardner-Webb
University website. Students who withdraw from the program are also asked to complete
a short survey by the program chair.
Students who are in need of advising should contact their advisor as indicated in
BlackBoard.
ENTRY LEVEL TECHNOLOGY COMPETENCY
Graduate study at Gardner-Webb University consists of either hybrid or online courses
and therefore requires proficiency in various computer technology skills and applications.
Students must have the ability to (a) word process written assignments; (b) communicate
with professors and other students via email; (c) search and retrieve information via the
Internet; and (d) create Power Point and/or other multi-media presentations.
Hybrid and online courses both operate on the BlackBoard platform. Instruction in the
hybrid courses comprises of a minimum of four hours of face-to-face instruction and a
minimum of four hours of online instruction/discussion/coursework per week. Online
courses consist of a minimum of eight hours of online instruction/discussion/coursework
per week.
HELPFUL TECHNOLOGY REMINDERS:
Professors generally cannot assist with or solve technical issues. Gardner-Webb
University has contracted with Sungard Higher Education to provide a 24 hour seven day
a week fully staffed Blackboard Support Center.
Blackboard users may receive assistance via the following support methods:
· Toll-free phone number – (855) 501-0857
Students have found this one piece of helpful advice: keep your browser updated. In the
online courses, problems occur because students are unable to attach their work. When
these issues are explored, quite often it is because the particular browser being used has
not been updated. Careful attention to this one detail may save you time.
Professors are not responsible for teaching students how to use the Blackboard
platform.
DEGREE PROGRAM
1. Each course in the Elementary Education program includes assignments that lead to
the final capstone project. One semester hour will be added to the first, third, and fifth
cohort courses leading to the final capstone presentation in the last class. Action research
will be utilized by the candidate in developing the capstone project.
2. The capstone requirements will be outlined in the one hour classes and students will
begin the process during the first class. The rubric utilized to evaluate the capstone
includes teacher knowledge and leadership, respectful educational environment, content
and curriculum expertise, student learning, and reflection.
3. The final capstone will be presented during the final course in the cohort to any of the
following:
 In-district workshop
 In-class presentation to peers
 Group in the work setting
 Parent group, school board, or other faculty group meeting
 Other outside special interest troupe consisting of 10 or more people
Capstone research is the culminating written work for the Masters in Elementary
Education. The purpose of capstone research is to plan and implement an action research
project in the classroom and /or school. Candidates will be expected to incorporate
teacher leadership, respect for educational environments, content and curriculum
expertise, student learning, and reflection within the project. It is written by a degree
candidate when he or she is in the process of completing the five core cohort courses, and
particularly within the three one hour capstone classes designed exclusively to assist
candidates in completing the requirement. The candidates are expected to present the
final capstone action research project during the final course. The paper is written as the
final capstone requirement for EDUC 635(elementary) and will be presented during the
final course. Students who do not submit the capstone during EDUC 635 will enroll in a
capstone continuation course the following semester. The capstone must be completed in
the time frame defined in the graduate catalog.
Successful completion of all five courses and the capstone requirement will lead to the
candidate being awarded the Master of Arts in Elementary Education.
ACTION RESEARCH can be viewed as a six-part process:
1. Select a focus. (What is the problem?)
2. Collect baseline data (pre-implementation data): What evidence do you need to
collect to prove a problem exists; what does the literature say about the problem?
3. Design and implement a potential solution strategy to resolve or alleviate the
problem.
4. Collect post-implementation data.
5. Compare the baseline data (pre-implementation data) with the postimplementation data) with the post implementation data to determine id
improvement has been achieved.
6. Disseminate the finding to appropriate constituencies.
SELECTED JOURNAL ENTRIES
Throughout the six-part process of conducting the action research project described,
teacher leaders are expected to keep ongoing reflections revealing knowledge and
practice of the NC Teaching Standards.
Journal entries should include the following:
1. What happened – descriptions of events occurring in the action research process
2. Why it happened – reflections on the context of event descriptions examining the
reasons surrounding specific details of the action research process
3. What it might mean – reflections on the impact specific events have on future
decisions/actions in the action research process
4. Impact on school environment – reflections on the impact specific events have on
the classroom environment and beyond (Standard 5)
With the submission of the action research capstone paper, students must submit a
minimum of 10 selected journal entries representing multiple points of the action research
process over time. In addition, an introductory document briefly describing the rational
for inclusion of the selected journal entries (1-2 pages) should accompany this
assignment.
During the final semester, the following will be submitted on Task Stream for evaluation:
 The capstone cover sheet attached to the written document (Upload to Capstone
Paper)
 Visual presentation of the capstone with a summary document of presentation
survey (Upload presentation of action research)

Ten selected reflections aligned with the NC Teaching Standards (Upload to
Selected Journal Entries)
PROGRAM POLICIES
REGISTRATION AND ADVISING
Since this program is a cohort program, students are automatically registered in the next
course in the rotation unless they withdraw from the program. It is the student’s
responsibility to inform the University of their choice to withdraw following the
withdrawal procedures found on the Registrar’s page within the Gardner-Webb
University website. Students who withdraw from the program are also asked to complete
a short survey by the program chair.
Students who are in need of advising should contact their advisor as indicated in
BlackBoard.
POLICIES ON PROBATION, SUSPENSION, AND/OR DISMISSAL
A student must have an average of 3.0 overall to be awarded the M.A., M.S., M.B.A.,
I.M.B.A., M.Acc., D.N.P., or Ed.D. degree. When the GPA falls below 3.0, the student is
placed on probation. If, after six hours of additional work, the student does not attain a
3.0 overall, the student will be suspended. The student may reapply after one year. The
program graduate faculty makes the decision on whether to readmit and, if readmitted,
the stipulations that will apply.
A student on academic probation who earns an “I” grade will be suspended until the I is
replaced by a regular grade, at which time other probation and suspension rules will
apply.
F GRADE
Any admitted student receiving a grade of F in a graduate course will be suspended from
the program in which the grade was received. The student may reapply to that program
after one year. Dual degree-seeking students who receive an F in a course that applies to
both programs will be suspended from both programs. The program graduate faculty
makes the decision on whether to readmit, and, if readmitted, the stipulations that will
apply. If readmitted, the student must repeat at Gardner-Webb the course in which he or
she received the F, making at least a B. The course must be repeated the first time it is
offered at the student’s site or online after the student’s return. Only the higher grade will
be counted in computing the Gardner-Webb grade point average, although the lower
grade will remain on the official transcript. No more than one F may be repeated.
C GRADE
A student who receives nine hours of C grades will be suspended from the program in
which the grades were received. The student may reapply to that program after one year.
The program graduate faculty makes the decision on whether to readmit and, if
readmitted, the stipulations that will apply. A student may repeat one course in which a C
grade was earned; the second grade will count for GPA purposes but will not replace the
initial C grade. Only one of the courses will count toward degree requirements. If the
student earns only a total of 9 semester hours of C in different graduate programs, the
program faculty may stipulate not to suspend the student and to allow continued work, on
probation status, until the 3.0 is reached.
ACADEMIC DISMISSAL
A student may receive no more than one suspension and have the opportunity to be
readmitted. A second suspension results in academic dismissal from the program in
which the suspension was received. Dual degree-seeking students who are dismissed
from one program may continue to pursue their degree in the other program.
REPEATING COURSES IN GRADUATE SCHOOL
Courses may be taken only once with the exception given under the F and C grade
policies above.
ACADEMIC GRIEVANCE AND APPEAL PROCEDURES
FAIR PROCESS FOR ACADEMIC PROBLEMS
A student who experiences a problem concerning a grade or any other aspect of a course
should first discuss the matter with the professor. If the problem is not resolved, he or she
should go next to the dean of the school, the chair of the department, or the
coordinator/director of the particular graduate program, whichever is appropriate. If not
satisfactorily resolved, the matter should be taken to the Dean of the Graduate School,
who will hear only those parties involved and make a decision in the case.
ACADEMIC APPEALS
If a student is not satisfied with the decision in his or her case regarding an academic
matter, that student has a right to appeal. (This right to appeal academic matters applies to
applications of written academic policy, to academic dishonesty decisions, and to grade
and other course complaints that have already been through the process stated above.) In
order to appeal an academic matter, he or she should address a letter to the Chair of the
Graduate Council, stating the reason for the appeal and explaining the circumstances. If
the student is asked to appear before the Council, he or she at that time may bring a
representative from within the University to act as counsel. Deadline for an academic
dishonesty appeal is seven days after the date of the decision being appealed. Grade
appeals must be completed on or before the last day of the following semester.
Deadline for all other types of academic appeals is eighteen months after the date of
the decision being made.
APPENDIX
Appendix A
Institutional Review Board
Gardner-Webb University
Institutional Research Board
Application to Conduct Research with Human Subjects
(Researcher must complete this form before request can be submitted to IRB)
Name of Researcher_______________________________ Date________
Mailing Address_______________________________________________
Email Address________________________________________________
Phone_________________________________________________
Department_____________________________________________
Faculty Sponsor (if student research)______________________________
Title of Research Project________________________________________
_______________________________________________________
What is your research question(s)_______________________
_______________________________________________________
_______________________________________________________
How many subjects do you expect to use, and how will you obtain this
sample?________________________________________________
_______________________________________________________
What is your research methodology? Attach any tests to this form with
the appropriate references.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____
_______________________________________________________
Describe the research procedure. Attach a copy of the consent form and
a copy of the debriefing statement. Describe how and when these will be
used.)__________________________________________________
_______________________________________________________
________________________________________________________________________
______________________________________
_______________________________________________________
Does this research pose risk to the subject? If so, what protocol will be enacted to
protect the subject? ______________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Does this research involve deception of any kind? (If applicable, please explain.)
______________________________________________
_______________________________________________________
_______________________________________________________
Will any incentives be used? If so, please
explain._________________________________________________________________
________________________________________________________________________
________________________________________________________________
How will you protect the subject's right NOT to participate in your research?
_______________________________________________________
_______________________________________________________
_______________________________________________________
How will you protect the subject's confidentiality of results?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
How, when, and where will the research results be reported?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
If this changes, be sure to contact the IRB with an update. If, for example, a faculty
member publishes research results, he/she should forward this information to the
IRB.
When do you anticipate completing this research? _________________
Signatures:
Researcher_______________________________________Date_______
Print Above Name_____________________________________________
Faculty Sponsor
_________________________________________________Date_______
(if student research)
Print Above Name_____________________________________________
Required attachments:
Copy of Informed Consent Form
Copy of Course Completion Certificate
Permission to use published instruments (if applicable)
Signed institutional permission or IRB application (if applicable)
Revised 11-09
Appendix B
Basic CITI Learner Instructions
Basic CITI Learner Instructions
The following are basic learner instructions to logon to your CITI site for the first time.
Please go to www.citiprogram.org to register for your CITI online training.
Once there, simply click on "New Users Register Here".
Under "Select your institution or organization" page, please select Gardner-Webb
University in the "Participating Institutions" drop down box.
Next, proceed to create your own username and password and select your Learner Group.
If you are doing “exempt research” (see definition below), please select the Students
Conducting no more than Minimal Risk Research Learner Group. (If you have
questions in determining your type of research, please consult your professor or research
advisor)
If you are doing “expedited research” (see definition below) , please select either the
Social & Behavioral Research Investigators Learner Group or the Biomedical
Research Investigators Learner Group, whichever is appropriate for your field and
type of research project. (If you have questions in determining your type of research,
please consult your professor or research advisor)
After going through the brief registration process you will be ready and setup as a CITI
Learner under Gardner-Webb’s setup requirements.
When you have completed all required modules for your chosen Learner Group, please
print your certificate of completion and include this document with your IRB
application and/or provide as evidence to your professor.
If you have questions concerning this process, feel free to contact either:
Dr. Franki Burch
IRB Administrator
(704) 406 -4724
(704) 406-4724
fburch@gardnerwebb.edu
Dr. Ivelina Naydenova
IRB Chair
(704) 406-4242
or
(704) 406-4242
inaydenova@gardnerwebb.edu
Best wishes with your research!
CATEGORIES OF RESEARCH
Exempt Research (46.101 of Title 45, Code of Federal Regulations, Part 46)
http://www.hhs.gov/ohrp/humansubjects/guidance/45cfr46.htm
Exempt research is conducted in regular courses at Gardner-Webb under the supervision
of a professor. Participation is anonymous, all data are recorded so that the research
participants may not be identified, the data collected (self-esteem test, stress survey, etc.)
is not controversial (e.g., surveys are not on sensitive topics such as sexual behavior or
drugs), and the human subjects involved are not members of vulnerable populations (e.g.,
children*, prisoners, mentally disabled). The word “exempt” may be misleading; it is not
meant to imply that the activity is not reviewed, only that the activity is not subject to
continuing IRB review if granted exemption. The IRB departmental Representative and
IRB Departmental Members approve research at this level.
*Research with children may be exempt if done in normal educational settings and
involving no deception, withholding of information, or radical educational practices.
Expedited Research (46.110 of Title 45, Code of Federal Regulations, Part 46)
Expedited research is approved at the departmental level by two IRB Representatives and
the IRB Administrator, Chair, or Institutional Official (whichever is outside the
researcher’s department). It does not require discussion at a convened board meeting.
This category includes minor changes in previously approved research, and research that
is considered “minimal risk” (collecting data on weight or blood samples, or test/retest
data). Expedited review protocols are subject to continuing review by the IRB on an
annual basis. Researchers in this category must obtain informed consent in writing for all
research participants.
Learning and leadership for God and Humanity in a changing world
© 2011 Gardner-Webb University
Appendix C
Sample IRB Consent Form
Sample IRB Consent Form
Gardner-Webb University
Institutional Research Board
Application to Conduct Research with Human Subjects
(Researcher must complete this form before request can be submitted to IRB)
Name of Researcher: Christina Fox
Date:
Mailing Address: 950 Berlin Street NW, Conover, NC 28613
Email Address: cfox2@gardner-webb.edu
Phone: cell phone; work phone
Department: Education
Faculty Sponsor (if student research): Dr. Barbara Todd
Title of Research Project: The Effect of Technology Use on Multiplication Skills of
Exceptional Children
What is your hypothesis/research question(s): How will technology impact
multiplication skills of students with academic difficulty in math due to special needs?
How many subjects do you expect to use, and how will you obtain this sample? The
teacher will use five human subjects. The subjects are enrolled in the teacher’s sixth
grade math resource class for the school year. The subjects will be chosen based on their
pre-assessment in the area of multiplication. The five lowest performing students will be
chosen for the study given parental permission is granted. These students are Exceptional
Children and have documented disabilities in various categories of eligibility.
What is your research methodology? Action research performed by an individual
teacher will be used. The researcher will use anecdotal notes and lesson plans, ongoing
math fact assessments, and student work to prove the effectiveness of the strategies used
throughout the research process. The teacher will use a pre-assessment, ongoing math
fact assessments, and a post-assessment to determine effectiveness of strategies. These
assessment scores will be charted for each subject to determine if strategies implemented
were effective. Effectiveness will be determined by an increase in percentage correct of
multiplication facts from assessments administered throughout the research study.
Describe the research procedure. Attach a copy of the consent form and a copy of the
debriefing statement. Describe how and when these will be used.)
After parental permission is given and the five lowest performing students are identified
through a pre-assessment, the teacher will begin to incorporate strategies into lessons.
1. Students will be exposed to multiplication facts through the use of hands on
manipulatives.
2. Students will be exposed to multiplication facts through the use on song and rhyme.
3. Students will be exposed to multiplication facts through the use of online interactive
math games and websites.
Throughout the research process, the following items will be completed and collected to
prove effectiveness of the research study:
1. teacher lesson plans and anecdotal notes
2. ongoing math fact assessments
3. student work samples
Does this research pose risk to the subject? If so, what protocol will be enacted to protect
the subject? There is no risk involved to the participants in the action research study.
Does this research involve deception of any kind? (If applicable, please explain.) No
deception will be involved with the study.
Will any incentives be used? If so, please explain. No incentives will be used in the
study.
How will you protect the subject's right NOT to participate in your research? Students
who do not wish to participate will not be included in the study. Students will be given
forms with information regarding the study to give to their parent(s) or guardian(s). This
form requires parental signature as permission to participate. Students who choose not to
participate or in cases where parental permission is not given, those students will either
participate in the activities if lacking in the area of multiplication or be given an alternate
assignment.
How will you protect the subject's confidentiality of results? The names of the
participants will not be used. Each of the participants will be assigned a letter or number
for identification purposes. No names will be used. Parental permission was given to
take pictures and videos of participants as data to support the study
How, when, and where will the research results be reported? The research results will be
reported as a written document for the teacher’s professor and as visual presentation to a
selected group of peers or other group with interest in the topic. Parents will be given a
confidential summary of the research results. A copy of the written research, the visual
presentation and the reflections will be posted on Task Stream.
If this changes, be sure to contact the IRB with an update. If, for example, a faculty
member publishes research results, he/she should forward this information to the IRB.
When do you anticipate completing this research? Spring 2012
Signatures
Researcher______________________________
Date__________
Print Above Name_____________________________________________
Faculty Sponsor __________________________________Date_________
(if student research)
Print Above Name_____________________________________________
Required attachments:
Copy of Informed Consent Form
Copy of Course Completion Certificate
Permission to use published instruments (if applicable
Signed institutional permission or IRB application (if applicable)
Revised 11-09
Appendix D
Capstone Paper Checklist
Capstone Paper Checklist
Chapter 1 – Introduction
o Overview
o Problem Statement
o Purpose
o Description of the Community
o Description of Work Setting
o Writer’s Role
o Definition of Terms
o Summary
Chapter 2 – Study of the Problem/Literature Review
o Overview
o Problem Documentation
o Literature Review
o Causative Analysis
o Summary
Chapter 3 – Expected Outcomes and Procedures for Data Analysis
o Overview
o Design of Study
o Methodology
o Participants
o Instruments
o Procedures
o Summary
Chapter 4 – Data Analysis
o Overview
o Report of Results
o Summary
Chapter 5 – Conclusions, Recommendations, and Implications for Future Research
o Overview
o Conclusions from Results
o Recommendations Based on Results
o Implications for Future Research
o Summary
Suggested Length of Chapters:
Chapter 1 – 5-8 pages
Chapter 2 – 10-15 pages
Chapter 3 – 5 pages
Chapter 4 – As long as needed to detail findings
Chapter 5 – 5-8 pages
Appendix E
Capstone Overview
Capstone Overview
Capstone 1:
Students will write Chapter 1 and at a minimum outline Chapter 2. Students
will begin keeping a journal in accordance with the Capstone Journal
Guidelines.
TaskStream Requirements: Rough Draft of Chapter 1
Outline of Chapter 2
*Students will select the instructor of Capstone 1 to be their reviewer.
Capstone 2:
Students will continue revising Chapters 1-3 and begin data collecting
pending IRB approval. Students will continue keeping a journal in
accordance with the Capstone Journal Guidelines.
TaskStream Requirements: Drafts of Chapters 1-3
*Students will select the instructors of Capstone 1 and 2 to be their
reviewers.
Capstone 3:
Students will finish all Chapters, complete Capstone Evidence Cover Sheet
and attach it to the front of their Capstone Paper, finish journals, and present
project in accordance with the Capstone Presentation Guidelines.
TaskStream Reqiurements: Final Paper with Capstone Evidence Cover Sheet
10 selected journal entries
Capstone Presentation
Summary of Audience Feedback
*Students will select the instructors of Capstone 1, 2, and 3 to be their reviewers. If
they have had the same instructor twice in the capstone courses, they need to contact
the chairs of their respective programs to see who else to select as a reviewer.
Appendix F
Capstone Paper Outline
Capstone Paper Outline
The capstone paper is one part of a three piece capstone process. Piece one is the paper. Piece
two is a presentation to a group of peers or interested parties about your paper with feedback
from the group after the presentation. Piece three is a journal you keep throughout the capstone
process reflecting on your process and how the five North Carolina Professional Teaching
Standards have been interwoven into your process. This process is a five semester process in
which you work on defining the problem and looking at the literature in semesters one and two,
writing a literature review and designing the study in semesters two and three, collecting data
and beginning to analyze that data in semester four, and finally finishing writing the paper,
presenting your findings, and selecting 10 of your journals that really reflect the use of the
standards to submit to TaskStream.
Please remember that you are writing a formal research paper. Therefore, you do not refer to
yourself in the first person. Also, you need to follow APA format and the GWU Style Guide.
1) Chapter 1 - Introduction
a) Overview – This is the introduction to your problem. What research led you to know that
this was a problem?
b) Problem Statement - This is short, explaining exactly what the problem is. You have
already established that there is a research base for the problem, now you state the
problem succinctly.
c) Purpose – What exactly is your study about? “The purpose of this study is to...”
d) Research Questions – What question or questions are you trying to answer with your
study?
e) Description of the Community – Talk about the community surrounding your school. Is it
supportive? What kinds of changes has it undergone in the past 5 or 10 years? Is it urban,
suburban, or rural? Give us enough demographics to paint an adequate picture of your
area.
f) Description of Work Setting – Now talk about your school. What is it like? How are you
structured? What makes your school different or unusual? We need to know the
environment.
g) Writer’s Role – You are the researcher. What is your role going to be?
h) Definition of Terms – Define all unusual terms. Remember to cite all definitions.
i) Summary – Sum it all up. Remember to restate the problem and the purpose here.
2) Chapter 2 – Study of the Problem/Literature Review
a) Overview – From this point on, overviews are introductions to the chapter. Give the
reader a little reminder of the study and then let me know the structure of the chapter.
b) Problem Documentation – A more fleshed out review of the research you provided in
Chapter 1. What research led you to know there was a problem?
c) Literature Review – A thorough review of research related to your topic and your
research questions.
d) Causative Analysis – What does the research say are the causes of the problem?
e) Summary – Wrap it all up. Reword problem and purpose and remind me of the most
important points of your literature review.
3) Chapter 3 – Expected Outcomes and Procedures for Data Analysis
a) Overview – Again, remind me of the study and then move on to the structure of the
chapter. Don’t worry; you are repeating yourself, just using different words.
b) Design of the Study – What kind of study is this?
c) Research Questions – Just copy them from Chapter 1.
d) Methodology
i) Participants – Who is participating in your study (be specific, not with names, but
with demographic information)?
ii) Instruments – What are you using to conduct your study? They are not written in
here, just explained and noted as appendices.
iii) Procedures – How exactly (step-by-step) are you conducting your study?
e) Summary – Conclude this section. Give me a brief overview of how you are conducting
your study after you remind me again for the problem and purpose.
4) Chapter 4 –Data Analysis
a) Overview – Figure out another way to state the problem and the purpose, then tell me
how this chapter is structured.
b) Report of Results – Just stick to the facts. No opinions or conclusions here.
c) Summary - Wind up this chapter.
5) Chapter 5 –Conclusions, Recommendations, and Implications for Future Research
a) Overview – Remind me of the problem and purpose one more time, followed by chapter
structure.
b) Conclusions from Results – Now you can give your opinion of what the results mean.
Just make sure your opinions are directly related to your results. Also, make sure you
answer your research questions.
c) Recommendations based on Results – Based on your findings, what do you recommend
for your classroom/school as next steps?
d) Implications for Future Research – So, if someone wanted to continue your research,
what are the next steps?
e) Summary – Finally, the last time you have to conclude. Review problem, purpose, and
results.
Appendix G
Capstone Evidence Cover Sheet
Capstone Evidence Cover Sheet
Complete the following form to introduce your capstone project.
Student’s name: ________________________________________________________________
Student ID#: ___________________________________________________________________
Program Coordinator: ___________________________________________________________
Overview
Description of Project:
Summary: (brief summary of findings/impact on schools and students)
NCPTS
Standard 1: Teachers demonstrate leadership
Standard 2: Teachers establish a respectful
environment for a diverse population of
students
Standard 3: Teachers know the content they
teach
Standard 4: Teachers facilitate learning for
their students
Standard 5: Teachers reflect on their practice
Capstone Project Evidence
Appendix H
Capstone Journal Guidelines
Capstone Journal Guidelines
Throughout the six-part process of conducting the action research project described above,
teacher leaders are expected to keep an ongoing journal that reflects the experiences in the
process and how this process specifically shows evidence of the NC Professional Teaching
Standards.
Journal entries should include the following:
1. What happened – descriptions of events occurring in the action research process
2. Why it happened – reflections on the context of event descriptions examining the reasons
surrounding specific details of the action research process
3. What it might mean – reflections on the impact specific events have on future
decisions/actions in the action research process and the NC Teaching Standards as
applicable
4. Impact on school environment – reflections on the impact specific events have on the
classroom environment and beyond (Standard 5)
With the submission of the action research capstone paper, students must submit a minimum of
10 selected journal entries representing multiple points of the action research process over time
to TaskStream. In addition, an introductory document briefly describing the rationale for
inclusion of the selected journal entries (1-2 pages) should accompany this assignment.
Appendix I
Capstone Presentation Guidelines
Capstone Presentation Guidelines
Along with the capstone paper, students must present their action research project to a group
other than their Gardner-Webb University peers.
The purpose of this requirement is to share the individual action research projects with other
professionals or interested parties, thus demonstrating leadership in classrooms, schools, and
professional organizations by promoting scholarly research among educators (Standard 1). The
following components from the individual action research project should be highlighted for this
presentation:
1. Problem description
2. Problem documentation
3. Setting: Population/group selected for the study and context of the study
4. Solution strategy or strategies
5. Recommendations for change
6. Recommendations for future researchers
7. Solicitation of audience feedback using survey provided
Although the literature review is a major component of the action research capstone paper,
presenters do not typically dedicate a large portion of time to it. Teacher leaders may briefly
mention some key studies, but exhaustive reviews of the literature do not make for particularly
stimulating presentations. Concentrate on the “action” part of the research project, highlighting
the background, selected solution strategy or strategies and potential for future applications.
Students may present their papers at any of the following:
1. In-district workshop
2. Group in the work setting
3. Other outside special interest group consisting of 10 or more people
4. Parent group, school board, or other faculty group meeting
Note the following requirements for the presentation:
1. The presentation should be 30 minutes with 10-15 of these minutes used to answer questions.
2. Students may choose a lecture-based or interactive format for the presentation.
3. Students should include visuals created with the use of technology, when possible. These
may include, but are not limited to, PowerPoint® presentations, overhead slides created from
a PowerPoint® presentation, or multimedia presentations of another nature. Handwritten
transparencies are not acceptable.
In the final hour of the three-hour capstone seminar, students must prove to the faculty member
that they have completed a presentation of this nature. If a student presented at a workshop,
he/she may submit a copy of the program, highlighting his/her role as a speaker, for verification.
In less formal situations, written verification signed by an administrator, manager, or GardnerWebb University faculty member will suffice.
Appendix J
Capstone Presentation Survey
Capstone Presentation Survey
Please select the appropriate response regarding the candidate’s proficiency on the indicators
listed below.
1. Candidate demonstrates evidence of the assumption of collaborative leadership within the
context of classroom and school environments.
a. Not Demonstrated
b. Proficient
2. Candidate demonstrates facilitation of a respectful, positive, and productive educational
environment within diverse populations.
a. Not Demonstrated
b. Proficient
3. Candidate demonstrates the implementation of knowledge and understanding of
curriculum theory on the engagement of students through the development of integrated,
rigorous, and relevant learning activities.
a. Not Demonstrated
b. Proficient
4. Candidate demonstrated the implementation of learning activities that address child
developmental needs that maximize student learning with an emphasis on critical reading,
writing, and thinking.
a. Not Demonstrated
b. Proficient
5. Candidate demonstrates evidence of activities that embrace critical thinking, problem
solving, and innovation through reflective practice.
a. Not Demonstrated
b. Proficient
Appendix K
Capstone Rubric
Capstone Rubric
Not
Demonstrated
value: 0
Developing
value: 1
Proficient
value: 2
Distinguished
value: 3
No evidence
demonstrated.
Demonstrates an
understanding
of knowledge,
skills, and
dispositions
necessary for
developing a
collaborative
environment.
Demonstrates
evidence of the
assumption of
collaborative
leadership
within the
context of
classroom and
school
environments.
Demonstrates
evidence of full
implementation
of a
collaborative
environment
including
internal and
external
communities as
indicated on the
capstone
checklist.
Standard 2:
No evidence
Respectful
demonstrated.
Educational
Environments
Demonstrates an
understanding
of knowledge,
skills, and
dispositions
necessary for
providing
respectful,
positive and
productive
educational
environments.
Demonstrates
facilitation of a
respectful,
positive, and
productive
educational
environment
within diverse
populations.
Demonstrates
evidence of
sharing
leadership in
establishing
respective,
positive, and
productive
environments
throughout
multiple internal
and external
communities
with emphasis
on capstone
checklist.
Standard 3:
Content and
Curriculum
Expertise
Demonstrates
knowledge of
the subjects
taught and an
understanding
of curriculum
theory and
development.
Demonstrates
the
implementation
of knowledge
and
understanding
of curriculum
theory on the
engagement of
students through
Demonstrates
evidence of
enhanced
learning cultures
within internal
and external
communities.
Standard 1:
Teacher
Knowledge
and
Leadership
No evidence
demonstrated.
Score/
Level
the development
of integrated,
rigorous and
relevant
learning
activities.
Standard 4:
Student
Learning
No evidence
demonstrated.
Demonstrates
knowledge and
understanding
of child
development,
adolescent
development
and cognitive
development
supported by
theories of
assessment and
evaluation.
Demonstrates
the
implementation
of learning
activities that
address child
developmental
needs that
maximize
student learning
with an
emphasis on
critical reading,
writing and
thinking.
Demonstrates
evidence of
facilitation of
enhanced
student learning
within the larger
school context
resulting from
comprehensive
assessment and
evaluation.
Standard 5:
Reflection
No evidence
demonstrated.
Demonstrates
knowledge and
understanding
of systematic,
critical analysis
of learning
through
reflective
practice.
Demonstrates
evidence of
activities that
embrace critical
thinking,
problem
solving, and
innovation
through
reflective
practice.
Demonstrates
the ability to
create
environments
that support
ongoing
professional
development
resulting from
reflective
practice.
Appendix L
Gardner-Webb Style Guide
Style Guide for the Capstone
Gardner-Webb University
Date of Issue:
August 2010
The Style Guide for the Capstone describes the required form for capstone projects at GardnerWebb University School of Education. This style guide does not cover matters of content.
APA Style
Aspects of form and style not covered in this guide are to be found in the sixth edition of the
Publication Manual of the American Psychological Association (APA). Familiarize yourself
with APA guidelines at the beginning of your program of study. Before it is submitted for final
approval, your document must be correct in all aspects of the following (APA section numbers
are in parentheses):
1. Writing Style (APA 3.05-3.11) & Grammar (APA 3.18-3.23)
2. Reducing Bias by Topic (APA 3.12-3.17)
3. The Mechanics of Style (APA 4.01-4.49)
4. Citing References in Text (APA 6.11-6.21)
5. Reference List (APA 6.22-7.10)
6. Tables and Figures (APA 5.01-5.30)
Editing
You are responsible for editing your document prior to submitting it to TaskStream.
Margins
The cover page should have 1.5 inch margins on all but the right side, which should be 1.0 inch.
All other pages of the document must have the following margins: 1.5 inches left side; 1.0 inch
top, bottom, and right side. The bottom margin should be as close as possible to 1 in., but not
smaller than 1 inch. Appendix material may have larger, but not smaller, margins. Use a ragged
(i.e., unjustified) right margin, except for the table of contents. Begin each chapter on a new
page. Bottom margins must be 1.0 inch regardless of the paragraph break. Therefore, you should
remove the widow/orphan control in your word processing program so that each page has text to
the bottom margin. The only exception is a stand-alone subheading, which should not appear on
the last line of a page.
Typeface and Size
Use a 12-pt serif typeface; New Times Roman is preferred. Italics should be used where required
by APA rules. Do not use underlining, bold type, bullets, or colors. A 10-pt type may be used in
tables and figures, if necessary, to fit material within the left and right margins or on a single
page. The type size for a table note or figure caption should be 10 pt to differentiate between the
note or caption and the next line of text.
Line and Word Spacing
Double-space between all lines of text, between paragraphs, between headings and subheadings,
between headings and text, and between tables and text. Single-spacing is required in some
sections of preliminary pages (see samples) and is permissible in table titles and figure captions
and in multiple-line headings. Provide two spaces after punctuation at the end of a sentence.
Refer to APA section 4.01 for exceptions to this rule.
Pagination
Page numbers start with the first page of Chapter 1. For the main body of the document (from
page 1 of first chapter through appendixes), place Arabic numerals on the right margin and at
least two line spaces above the 1-inch margin line. The typeface and size of page numbers should
be the same as the manuscript type.
Indentation
The first line of each paragraph must have a consistent indentation of five to seven spaces or ½
inch. Use the same indentation for subheadings in the table of contents, for block quotations, for
the first lines of numbered seriation, and for the second and subsequent lines in reference-list
entries. Use a hanging-indent style for the reference list. In numbered lists, indent the first line of
each item; second and succeeding lines should be flush left. See APA 3.04 for Seriation.
Tables and Figures
Tables and figures must be formatted according to the guidelines of the APA manual (sections
5.04-5.30). Tables and figures can be single spaced. Tables and figures should be presented
horizontally and placed at the appropriate point in text (i.e., following, as soon as possible, the
text reference). A figure caption is placed below the figure. Continue the narrative text to the
bottom margin on a page with a short table or figure (i.e., less than a full page) and on a page that
precedes a page with a table or figure. If you have only one table or figure in the document, do
not label it with a number; refer to the item as “Table” or “Figure.”
Reference List
Single-space within each entry, but double-space between entries. Use the hanging-indent style.
Title the reference list as “References.”
Appendix Material
Each item in the appendix must be cited to in the paper and must be in the same order as cited in
the paper. The appendix should be used for material that you have created. You must obtain
specific, written permission from the publisher to include copyrighted material in your capstone.
A permission note (see APA 5.06) must be placed on the appropriate appendix item. Each
appendix item must have a cover page (see sample); the page numbers of the cover pages, not of
the actual appendix items, are presented in the table of contents. Do not include a cover page for
the whole appendix section. Keep the number of appendix items to a minimum. As a general
rule, you should not include more than 26 appendix items (i.e., do not go past Appendix Z). Do
not include forms and other materials related to the Institutional Review Board process. To
ensure the privacy and confidentiality of participants in your study, do not include their names or
identifying information in the appendix or the in text of the capstone.
Headings
A two-level heading format is preferred. A third level (see APA 3.03) may be used where
appropriate. The first-level heading is centered, boldface; the second-level heading is flush left,
boldface (no period) with text beginning on the next line. A third-level heading is indented,
boldface with a period, and is immediately followed by the first sentence of the paragraph (see
sample). The wording of headings (and titles) must match the wording of the corresponding
headings (and titles) in the table of contents.
Preliminary Pages
The order of preliminary pages is as follows: title page, abstract, and table of contents. The
degree designation will be Master of Education.
Title Page (see Appendix A)
See the sample for the required format. Sections (e.g., title, byline) should be placed so that
white space is evenly distributed. The top line (title) must be on the top margin (1.5 inches from
the top of the page). The bottom line (year) must be on the bottom margin (1.5 inches from the
bottom of the page). Type the year in which you expect the capstone to be approved. Break each
line of the title at a logical point. Break the lines of the fulfillment statement as shown in the
sample.
Abstract (see Appendix B)
See the sample for the required format. Single-space within each paragraph, but double-space
between paragraphs. Do not indent the first lines of the paragraphs. The narrative portion of the
abstract should be 220-270 words. The abstract should not exceed one page in length.
The first section (paragraph) must contain all of the elements shown in the sample. The capstone
title, your name, and the year must be identical to the title, name, and year on the title page.
Include four or five ERIC descriptors (key words). For selecting descriptors, use the Online
Thesaurus of ERIC Descriptors (www.ericfacility.net/extra/pub/thessearch.cfm).
Table of Contents (see Appendix C)
See the sample for the required format. All first- and second-level headings in the table of
contents must appear in the text, and vice versa. Do not include third-level headings in the table
of contents. Lists of tables and figures follow immediately after the list of appendixes. Dot
leaders, rather than a series of periods, must be used to join headings and their respective page
numbers. The right margin for the table of contents is justified. Do not provide an additional tab
(indent) for the second and subsequent lines of a heading, subheading, or title; begin the second
line of the heading or title at the same point as the first line. Avoid having headings and titles
extend into the column of page numbers. Headings and page numbers in the table of contents
must match the corresponding headings and page numbers in the text. Lines for preliminary
pages should not be included in the table of contents. Do not repeat headers (such as “Page”) on
the second and subsequent pages of the table of contents. If you have only one appendix item,
one table, or one figure, do not include an identifying letter or number; label the header
“Appendix,” “Table,” or “Figure” and begin the title at the first tab position.
Appendix A
Sample Title Page
Using an Internet Service to Bring Resources and Educational Possibilities to Middle
School Students and Teachers
By
Rose Sayer
A Capstone Submitted to the
Gardner-Webb University School of Education
in Partial Fulfillment of the Requirements
for the Degree of Master of Education
Gardner-Webb University
2010
Exhibit B
Sample Abstract
Abstract
Using an Internet Service to Bring Resources and Educational Possibilities to Middle School Students
and Teachers. Sayer, Rose, 2004: Capstone, Gardner-Webb
University, Middle Schools/Media Selection/Internet/Databases/Teacher Education
This capstone was designed to examine better access to current information for the students and staff in
a middle school. The printed materials located in the school's media center were outdated, scarce, or
inadequate. Electronic databases were available in the media center for online searching and
information retrieval. However, the students did not know how to use databases as a source for
completing class assignments or how to browse within these online services to find additional
information. Teachers also did not know how to use the electronic information to enrich their lessons.
The writer developed lesson plans and strategies to train students and teachers on two online services
available in the media center. Daily sessions on these databases provided students and teachers with
training in (a) e-mail usage, (b) searching and locating current events information, (c) printing from the
screen, (d) saving messages, and (e) dialing into the online services. Teachers were encouraged to
continue to use these services for curriculum enrichment and as an additional source for future lesson
plans.
An analysis of the data revealed that students were more likely than teachers to use the online
databases. The most successful activities were those that involved students in researching information
about current events. Although teachers planned assignments that required the use of online services,
they did not want to provide additional time for students to be in the media center.
Exhibit C
Sample Table of Contents
Table of Contents
Page
Chapter 1: xxxxxxxx......................................................................................................... 1
Xxxxxxxxxxx xx Xxxxxxxxx........................................................................................... 1
Xxxxxxxx Xxxx Xxxxxxx ................................................................................................ 2
Xxxxxxxx Xxxx. .............................................................................................................. 4
Chapter 2: Xxxxx xx xxxxxxxxx...................................................................................... 6
Xxxxxxx Xxxxxxxxx........................................................................................................ 6
Xxxxxxxxx xx Xxxxxx..................................................................................................... 6
Xxxxxx Xxxxxxxxxxx...................................................................................................... 9
Xxxxxx xx xxx Xxxxx.................................................................................................... 11
Xxxxxxxxxxxx xx xxx Xxxxxxx xx xxx Xxxxxxxxxx .................................................. 14
Chapter 3: Xxxxxxxxxxx Xxxxxxxx xx Xxxxxxx xxxxxxxxx ...................................... 24
Xxxxxx ........................................................................................................................... 24
Xxxxxxxx Xxxxxxxx...................................................................................................... 25
Xxxxxxxxxxx xx Xxxxxxxx........................................................................................... 27
Chapter 4: Xxxxxxxx xxxxxxxxx ................................................................................... 28
Xxxxxxxxxx xxx Xxxxxxxxxx xx Xxxxxxxxx .............................................................. 29
Xxxxxxxxxxx xx Xxxxxxxx Xxxxxxxxx ....................................................................... 39
Xxxxxx xx Xxxxxx Xxxxxx ........................................................................................... 43
Chapter 5: Xxxxxxx ........................................................................................................ 46
Xxxxxxxx ....................................................................................................................... 46
Xxxxxxxxxx ................................................................................................................... 50
Xxxxxxxxxxxxxxx ......................................................................................................... 54
Xxxxxxx xx Xxxx........................................................................................................... 57
References....................................................................................................................... 59
Appendixes.................................................. 59
A
Title in Initial Caps and Lower Case—Begin a Second Line Directly
Below the First Line .............................................................................................. 60
B
Title in Initial Caps and Lower Case ..................................................................... 64
Tables...................................................... 59
1
Title in Initial Caps and Lower Case ..................................................................... 10
2
Title in Initial Caps and Lower Case ..................................................................... 48
Figures
1
Title in Initial Caps and Lower Case ....................................................................... 9
2
Title in Initial Caps and Lower Case ..................................................................... 47
Appendix M
Course Syllabi
EDUC 631
Curriculum Development for 21st Century Teacher Leaders
Instructor:
Telephone Numbers:
Email:
Course Texts: 1. Curriculum Foundations for Development of 21st Century Teacher Leaders –
Pearson Custom Book – ISBN 1-256-01524-5
2. Philosophical Foundations of Education –
Howard Ozman, ISBN 10: 0-13-254074-6
3. Rethink, Rebuild, Rebound, A Framework for Shared Responsibility and
Accountability in Education, ISBN 10: 1-256-32560 - 0
4. A Short Guide to Action Research, 3rd edition, ISBN – 13: 978-0-205-50931-7
Optional Text: Publication Manual of the American Psychological Association,
Sixth Edition, ISBN: 978-1-4338-0559-2
Course Description – The course is a study of philosophical, cultural and historical foundations of
education and their impact on 21st century schools. An examination and analysis of curriculum
development as it relates to design, implementation, and evaluation within the learning community.
The course also includes an introduction to the action research project as the programs culminating
experience and will begin development of a question for intensive study.
In the course, teacher leaders shall work in professional learning teams to develop a differentiated unit
of instruction integrating 21st century content and skills and demonstrate knowledge of curriculum,
instruction, and assessment by developing a professional development plan for improving instructional
programs and practices within a particular school environment. (collaborate in learning teams,
determine curriculum needs, develop literature reviews on curriculum need and action research, plan a
unit of instruction, and develop a professional development plan).
Teacher leaders will also keep reflective journals as they read about and discuss particular
philosophical schools of thought related to education as well as study historical, cultural, and social
events and their impact on education. In their journals, teacher leaders will systematically analyze the
impact of these factors within their own classrooms and schools.
Course Objectives: As a result of course readings, activities, and assignments, students will:
o Understand how to collect specific school data to determine a needs analysis.
o Understand how to analyze collected data to determine curricular needs.
o Understand methods for accessing, critically reading, reviewing, summarizing and determining
potential applications of scholarly educational research.
o Gain a preliminary understanding of the action research process and its uses.
o Understand how to frame an appropriate action research question for investigation.
o Understand the principles of effective professional development and how to connect
professional development resources to particular curricular needs.
o Work with colleagues to present information on specific educational philosophies and their
impact on 21st century schools.
o Reflect on educational philosophies and determine their influence on individual school
environments.
o Develop and submit the first chapter of capstone thesis in a Word document that includes the
following parts:
Cover Page
Abstract
Chapter 1 Introduction and Problem Statement
Definition of Terms
Capstone Objectives:
During this course candidates will be expected to complete chapter 1, Introduction and Problem
Statement. The first chapter will be presented as a Word document. The goal for this course is to
insure students are progressing well and have prepared chapter one. The professor of the candidate will
be expected to approve the final proposal during this course. The professor will be expected to teach
candidates the following:
a. Action Research through a WebEx presentation and assist them in beginning to
develop their protocol.
b. Selection of a topic (background research).
c. Development of a research topic/thesis statement and ascertaining the purpose of the
work (answer the question why).
d. Development of the introduction to the topic and the purpose statement
accompanied by definition of terms. (Chapter 1)
e. Selection of appropriate research documents to support the proposal. Location of
resources and development of a written review of the literature concerning the
approved topic.
f. Development of the writing process with expectations of study of research articles
that demonstrate effective content and writing conventions. Knowledge of GardnerWebb Style Guide and current APA formatting with the expectation that candidates
apply the learning to their written research.
Attendance:
Students are expected to be in class. Please remember that Gardner-Webb University maintains a 75%
attendance policy. Students should realize that missing a class does not grant an exemption from any
work, assignments, readings, etc. It is incumbent upon the student, not the professor, to be
responsible for assignments, both those on the syllabus and any made in class.
Accommodations:
If your learning or participation in this class might be affected in any way by a disability recognized
under the Americans with Disabilities Act (ADA), you will need to do the following:
1. Register with the Noel Program for the Disabled at Gardner Webb University at (704) 4064270
2. Educate me about your disability so that I can work with you and the Noel Program to arrange
necessary accommodations. It is important that you take both of these steps no later than the
first week of the semester.
Academic Integrity:
Students have the responsibility to know and observe the requirements of the Code of Student
Conduct. This code forbids cheating, fabrication or falsification of information, multiple submissions
of academic work, plagiarism, abuse of academic materials, and complicity in academic honesty.
Grading Scale:
95-100 = A
90-94 = A87 –89 = B+
84-86 = B
80-83 = BBelow 80 = C
Calendar of Weekly Requirements – Suggested Activities and Assignments are provided for
assist in lesson planning for each class.
Bring laptops to class, if available.
Weeks
1
2
3
Topics
Expectations/Syllabus
What are 21st Century
Schools: The
Implications for
Teaching & Learning?
Action Research &
Capstone Projects
Enroll in Task
Stream
Assignments in
Blackboard/WebCT
Idealism, Realism,
and Eastern
Philosophies
(Ozmon Chapter 1 3)
Curriculum in a New
Global Age (Pearson
Chapter 1)
Pragmatism &
Education (Ozmon
Class Activities and Assignments
Reading Assignments
Online Assignments
Develop a “Scavenger Hunt” for the Syllabus. Put students into
groups. After taking time to introduce one another, the groups will
work together to find the information in the syllabus.
Class Debriefing on Class expectations and the Syllabus
Show the TED Presentation by Sir Ken Robinson, Changing
education paradigms (11 minutes)
Watch The WebX Action Research Presentation
PPT on Action Research and Introduction of the book, A Short
Guide to Action Research.
Show Capstone PowerPoint.
Introduce the Pop Culture Project. Show an example of a
“teacher” in Pop Culture, not just the actual teachers like Ron
Clark, etc. For example Mr. Miagi (Karate Kid) and Sandra
Bullock (Blind Side).
Standards Based Curriculum – Discuss in your group - Align with the newly developed
CORE – Be prepared to discuss any changes you see with the newly revised national
curriculum.
In a group of 3, design a new elementary school that will house 650 students based
on all the components of an exemplary elementary school. You should have a
4
5
6
Chapter 4)
Philosophy and
Curriculum Design
(Pearson Chapter 2)
Research Protocol:
Research Methods in
Education
Reconstructionism &
Education (Ozmon
Chapter 5)
Managing
Curriculum
Development
(Pearson Chapter 3)
Research Protocol:
Citing Resources
Article #1: Literacy
Behaviorism &
Education (Ozmon
Chapter 6)
The Standards Based
Curriculum (Pearson
Chapter 4)
Research Protocol:
Generating Research
Ideas
Article #2: National
Standards: Common
Core
Existentialism,
Marxism &
Education (Ozmon
Chapter 7, 8)
Curriculum
Development in The
Classroom (Pearson
Chapter 5)
drawing of your school layout, schedules, curriculum, instructional models expected
by the teachers, a two-year faculty development plan, a school communication and
safety plan, and a way to assess your new school. Share with the class.
Chapter 5 – Prepare for class discussion by answering questions 1-7 on pp. 59-60.
Complete the worksheet given to you in class to assist you in developing an action
research capstone.
FastWrite: Topic from Pearson Chapter 3 & Ozmon Chapter
5
In your group, create a body movement activity that describes the components of a
21st century curriculum. Present to the class.
Using the APA Style Manual, students will work in groups to look at a
variety of resources and the proper style formatting required for each one.
Seminar Article #1 in Small Groups using the National School
Forum Protocol. Format is posted on the Blackboard.
FastWrite: Topic from Pearson Chapter 4 & Ozmon Chapter
6
Read the article Developing Leadership for the New Common Core from PD 360. How
are you going to use this information in your school?
Pick a PD 360 video to watch with your group and be prepared to teach the class
your findings.
Discuss and demonstrate multi media presentation tools other
than Power Point. Invite an outside resource (Instructional
Technologist) to class if available to teach this session.
Seminar Article #2 in Small Groups using the Protocol
FastWrite: Topic from Pearson Chapter 5 & Ozmon Chapter
9
Develop your philosophy of education from your readings and your beliefs about
teaching and learning. Using two pages of typed words complete the philosophy and
submit on Web/CT.
Class activity: read your philosophy out loud to your group members. Listen for
dispositions, self-efficacy, collective efficacy, knowledge, and innovation. Keep
records of your findings for your fellow classmate.
http://www.youtube.com/watch?v=zDZFcDGpL4U
http://www.youtube.com/watch?v=yiLgzZAzSJU&feature=related
http://www.youtube.com/watch?v=nvI6ODUAMek
Article #3: The
Opportunity Gap /
Interventions That
Work
ODUAMek&feature=watch_response_rev
Link:
http://www.pbs.org/kcet/publicschool
Watch the youtube videos and write a written reflection on each one. In class we
will complete a reflection walk and add to other’s ideas.
Seminar Article #3 in Small Groups using the Protocol
7
Analytic, Post
Modernism &
Education (Ozmon
Chapter 9, 10)
Changing Learning
Culture with Value
Added Experiences
(Rethink Chapter 1,
3, 4, 5)
Research Protocol:
Developing Research
Questions
8
Pop Culture
Presentations /
9 Pop Culture
Presentations
Article #4 Testing &
Assessment
10 Teacher Leadership
(Rethink Chapter 4,
5)
Research Protocol:
Writing Chapter 1
11 Global Perspectives
of Curriculum
Development
(Pearson Chapter 9)
Empowerment
(Rethink Chapter 6,
7)
FastWrite: Topic from Ozmon Chapter 9, 10)
Discuss in collaborative groups the necessity of Passion for
Learning and the value in Changing Learning Cultures –
Develop a visual presentation with your group to present to
the class. Class presentations.
A Short Guide to Action Research – Read chapter 6 and
develop/ identify a problem you want to examine as a possible
capstone project. Discuss with your group the problem you
are interested in studying. Collect comments from each
person. Be sure to include introduction and problem
statement. Begin completing the Chapter 1 Outline.
Pop Culture Class Presentations
Pop Culture Class Presentations
Seminar Article #5 in Small Groups using the Protocol
Read chapters 4 and 5 in Rethink…for this class.
Discuss pre-requisites for organizational learning beginning on p. 39. Why are they
important? Develop a song that helps you remember the components and teach
them to the class.
Review capstone components, especially Chapter 1 in your group. Begin
writing chapter 1. Complete Chapter 1 of the capstone and post on line for
your classmates to review. Each class member should review his/her
group before the next class. Make comments on the paper. Go
back to the outline description of Capstone procedures. Post on
Web/CT.
FastWrite: Topic from Chapter 9
Read Chapter 9 Global Perspectives of Curriculum Development – Pick a country and
work in your group to discuss and present how your country offers education to
youngsters. You may need to do more research on line to get all the information
you want to distribute to the class.
Read chapters 6 and 7 in Rethink…for this class.
Discuss in your group how empowerment relates to teacher leadership. How does
the issue of “control” affect change in schools?
Seminar Article #5 in Small Groups using the Protocol
Article #5 Global
Issues
12 Technology,
Curriculum, and the
Future (Pearson
Chapter 10)
Learning
Communities
FastWrite: Topic from Chapter 10
Read Chapter 10 Technology, Curriculum and the Future – Choose a technology
application that will enhance student learning and discuss/present it to the class.
Help us see and understand the teaching and learning in the year 2030.
Read chapter 8 and 9 in Rethink…In your group discuss the difference between selfefficacy and collective efficacy. How does each one enhance the other? How does
teacher disposition affect student self-esteem and performance?
Seminar Article #6 in Small Groups using the Protocol
(Rethink Chapter 8,
9)
Article #6 Social
Media and Schools
13 Elementary /Middle /
Secondary Programs
& Issues (Pearson
Chapter 6, 7 & 8)
The Future of
Education (Rethink
Chapter 26)
Research Protocol:
Writing a Literature
Review (Action
Research Chapters 7
& 8)
14 Curriculum Group
Project
15 Curriculum Group
Project
16 Capstone Chapter 1
FastWrite: Topic from Chapters 6, 7, & 8
Read Chapters 6, 7 and 8 for this class. Develop a spicy node, prezi or other online
visual to explain elementary, middle, and high school programs and issues.
Read Chapter 26 in Rethink… for this class. Pick one issue in this chapter and find
one or two viable solutions to the problem. Be prepared to discuss in your group or
with the class. Do you consider this issue a problem? Why or why not?
Review your topic for capstone with the class. Read Chapters 7 and 8 for this class.
Discuss literature review in class as well as methods of collecting data. Begin to
outline chapter 2 of the capstone.
Be prepared to work with your group to finalize your project and
presentation. Make sure you have a visual presentation as well as a group
written project.
Curriculum Group Project Group Work Sessions – Class does
not meet as a whole. Groups can choose to meet on campus or
off campus. Professor is available for consultations
Class Presentations
Exam: Class Presentations
Present your capstone to the class and place the finished project
on Task Stream
Assignments
% of Final Grade
On Line Posts
20
Fast Writes
10
Pop Culture Comparative Paper
10
Pop Culture Comparative Presentation
10
Literature Review Synopsis
20
Capstone Chapter One
20
Curriculum Project
10
 Identified Curriculum Need
 Develop 2 – 3 Research Questions
 Develop an Initiative to address the need
 Class Presentation
Assignment Details
1. On-line Posts in Discussion Board: Will be used for students to post responses to cited resources
and to post 5 article summaries. (10%)
A) Post five original informed opinions to the cited resources posted for the Discussion Board.
B) Post at least five responses to posts by other students to each of the statements/questions/article
summaries in BlackBoard.
2. Article Summaries: Post the citations (urls, journals, etc.) along with a thought-provoking brief
summary of six articles (one from each of these categories: Literacy; National Standards
(Common Core Standards); Interventions that Work/The Opportunity Gap; Global Issues for
Education; Testing and Assessment; Social Media in Schools. Articles must come from peerreviewed journals. Articles must be posted by designated dates in order for classmates to read for
class.
These articles will be used in class (following the article protocol from the National School Reform
Faculty (posted). Article must be posted by the due date one week prior to discussion in class. This
will give all classmates the opportunity to read each of the articles prior to class to facilitate
preparation for the seminar. (10%)
3. Fast-writes: (weekly) At the beginning of each class, you will be provided a prompt to which you
will respond as a teacher leader in your school. Those will laptops and wireless access can submit
them on line or with handwritten paper. This is a timed activity. (10%)
4. Pop Culture Comparison Presentation: Identify two “teachers” from pop culture
(movie/TV/literature/music) for which you conduct a comparison analysis of the two. Address, as
applicable, the six standards of the 21st Century educator, instructional strategies, diversity / global
issues, and what makes the teacher successful or not. Your personal philosophy of teaching should
be evident in the analysis. Compare the “teachers’ to a least one of the historical philosophers or
educators studied in Ozmon. Submit a 4-6 page paper of your comparison. (10%) Your 20-minute
presentation should be interactive and utilize web 2.0 technologies. (NO POWERPOINTS) (10%)
5. Curriculum Group Project: Will collaborate with a research group to conduct a Curriculum
Project. (10%) Although you will work as a group, turn in parts A-D individually. The group will
complete the following:
a. Analyze school data and/or classroom data (AYP, Dibels, ABC, Reading Inventories, etc.)
to identify a curriculum need at your school. Literature Review #1 Based on two (2)
Literature Review articles, write a synopsis related to the identified need.
b. As a group, develop 2 or 3 questions using the school data and relevant research as a basis
for the investigation. Literature Review #2 -Based on two (2) Literature Review articles,
write a synopsis related to the questions posed.
c. With permission from your principal, visit and or discuss the questions and need with a
variety of teachers in your school. Literature Review #3 -Based on two (2) Literature
Review articles, write a synopsis of the curriculum need and initiatives to address it.
d. Discuss as a group, how your research can be utilized to plan an Action Research Project.
Literature Review #4 Based on two (2) Literature Review articles, write a synopsis on
related to the curriculum need/initiative to be used in an Action Research Project.
e. With the research group, create presentation of your curriculum project. The presentation
should use specific references to the 21st century standards and competencies as you solve
the problem. Again your 30-45 minute presentation should be interactive and utilize web
2.0 technologies.
6. 4 Literature Review Synopsis (Using a minimum of 2 Articles per Review): Follow APA style.
Details related to the Literature Reviews are contained in #5, Curriculum Project. (20%)
7. Capstone Chapter One: After the development of a research question for extensive study and an
outline for Chapter 1, write a 5 – 7 page paper that includes and introduction, problem statement
and definition of terms related to the study. (20%)
EDUC 632
Measurement, Assessment, and Action Research for the 21st Century
Instructor:
Name:
Email address:
Phone numbers –
Gardner-Webb University
Technical Support for the Blackboard (886-523-9982) and GWU Help Desks (704-406-4647).
Texts
 Pearson Custom Education: Measurement, Assessment, and Action Research for 21st Century.
(2011) Boston, Massachusetts; Pearson Learning Solutions.
 Rethink, Rebuild, Rebound, A Framework for Shared Responsibility and Accountability in
Education, ISBN 10: 1-256-32560 – 0
 A Short Guide to Action Research, 3rd edition, ISBN – 13: 978-0-205-50931-7
 Various articles
Course Description
EDUC 632: Survey of a wide range of standardized testing instruments, including ability tests, interest
inventories, and personality tests. Individual research projects will link assessment with classroom
practices.
Effective leaders are key to effective schools. Applying the theories and research of measurement and
assessment will help candidates to collect, analyze and interpret data, apply them in the classroom and
use them to develop as teacher leaders of 21st Century schools that produce 21st Century Learners.
A study of quantitative and qualitative research methodologies and techniques applicable to practicing
educators in 21st Century schools. These include defining a researchable problem; gathering baseline
data to establish the context of the problem; choosing a methodology and designing a study that should
lead to positive change; and collecting, analyzing and interpreting the resulting data to determine the
positive impact on student learning.
This hybrid class will provide 6 semester hours of credit when completed. The course consists of 4
hours of face-to-face time each week and there is an additional part of the class that is on line (a
minimum of 2 hours). All students are expected to complete all components for the weekly face-toface and on line portions of the class for full credit.
Attendance
Class attendance is expected. Unavoidable absences should be discussed with the instructor. It is the
student’s responsibility to obtain materials/notes for missed session. Be aware that the graduate
catalogue states policy that students must attend 75% of scheduled classes.
Academic Integrity
Students have the responsibility to know and observe the requirements of the Code of Student
Conduct. This code forbids cheating, fabrication or falsification of information, multiple submissions
of academic work, plagiarism, abuse of academic materials, and complicity in academic dishonesty.
Grading System
A
95-100
A90-94
B+
85-89
B
80-84
B76-79
C
75-79
F
74 and below
=
=
=
=
=
=
=
Excellent Work
Exceeds Expectations
Good Solid Work
Meets Expectations
Does Not Fully Meet Expectations
Not Graduate Quality Work
Unacceptable Work
Evidence for Analysis and Action Plan for Capstone Standards
1. Teacher Leadership
Candidate:

Demonstrates effective ongoing communication, collaboration, and teambuilding

Facilitates mentoring and coaching with novice teachers

Promotes educational initiatives that affect student learning

Participates in professional learning communities
2. Respectful Educational Environments
Candidate:

Facilitates the development of inviting, respectful, supportive, inclusive, and flexible
educational communities

Facilitates and models caring and respectful treatment of individuals within the learning
community

Creates collaborative partnerships with families, schools, and communities to promote a
positive school culture

Demonstrates knowledge and understanding of diverse world cultures and global issues

Encourages high expectations from all students

Collaboratively designs and implements curriculum and instruction that is responsive to learner
differences
3. Content and Curriculum Expertise

Demonstrates in depth knowledge of curriculum, instruction, and assessment

Models the integration of 21st century content and skills into educational practices

Develops relevant, rigorous curriculum
4. Student Learning

Seeks out and uses existing research to inform school practices

Designs action research to investigate and improve students learning and school policies and
practices

Models technology integration that supports student learning

Critically analyzes student and school performance data to determine needs and plan instruction
that is rigorous, coherent, and substantiated within a theoretical and philosophical base.
5. Reflection

Promotes an educational culture that values reflective practice.

Models the development of meaningful professional goals

Models personal and professional reflection to extend student learning and school improvement
Assignments
% of Final Grade
On Line Posts (Discussions/Articles)
15
Capstone Reflections Journal
15
Article Summaries
10
IRB Submission / CITI Completion on line/Approval
10
Formative Assessments/Presentation (4 Modules)
20
Annotated Bibliography
10
Action Research
20
(Chapters 1 – 3 & Presentation)
GWU Academic Calendar Spring, 2012
http://www.gardner-webb.edu/calendar/academic/index.html
Assignment Details
1. On-line Posts in Discussion Board: Will be used for students to post responses to cited resources.
(10%)
A) Post five original informed opinions to the cited resources posted for the Discussion Board.
B) Post at least five responses to posts by other students to each of the
statements/questions/article summaries in BlackBoard.
2. Capstone Journal Reflections: (weekly) Students are expected to keep a journal of their capstone
process that reflects that reflects each of the NC Professional Teaching Standards. Those standards are
listed in the syllabus above. Each week, students will post a reflection from your journal for review by
classmates. Reflections as they relate to capstone and NC Teaching Standards will be incorporated in a
weekly fast-write. Journals will be submitted at the end of the semester for review. Classmates are to
post a total of 5 peer responses to the posted journal reflections according to the posted schedule. (10%)
3. Article Summaries: Post the citations (urls, journals, etc.) along with a thought-provoking brief
summary of 5 articles (one from each of these categories: Educational Assessment; Formative
Assessments; Action Research; Performance Assessments/Portfolios; Standards Based Grading. Articles
must come from peer-reviewed journals. Article reviews must be posted by designated dates in order
for classmates to read for class. These articles will be used in class for discussions and seminars. (10%)
4. Formative Assessment Project: Students will log on to NCFALCON (North Carolina Formative
Assessment Learning Network On-Line Community). Username and Passwords can be obtained
through your local LEA from NCDPI. Each of 4 modules will be completed according to the schedule
provided in the course syllabus schedule below. At the end of each module a certificate of completion
can be completed. Turn in a copy of the certificate for class credit. At the completion of the 4 modules,
create a Formative Assessments presentation to share with the class. This presentation should focus on
how you are incorporateing formative assessments in your classroom. Your 15-minute presentation
should be interactive and utilize web 2.0 technologies. (NO POWERPOINTS) (10%)
Alternative Assignment: (If you do not have access to NCFALCON) Research best practices in
formative assessment and write a summary of two articles in place of each of the four modules
discussed above. After summarizing all eight articles, create a Formative Assessment presentation
to share with the class. Your 15-minute presentation should be interactive and utilize web 2.0
technologies. (NO POWERPOINTS) (10%)
IRB Submission and Approval – Student will complete the Citi training module found on the
web site at GWU. From the GWU website, read the Institutional Review Board handbook which is
used by the committee to review applications. Then complete Basic Citi Learner portion of the
IRB process. Students must show proof of successful completion of the Citi portion with your
application. Students will complete and submit an IRB to Gardner Webb University and obtain
approval for the Action Research Project. (You either complete this assignment or you do not.
Failure to complete the Citi training module will result in the reduction of your grade to the next
letter grade. For example if you have an A-, your grade will drop to an A+. You must also have
your IRB ready to submit in order to not have your grade reduced by a letter grade. Failure to
complete both will result in the reduction of two letter grades. (10%)
Item Analysis Project – Students will choose the subject area they teach and track progress with a
weekly item analysis and lesson analysis report. The end product will be an analysis of how
student learning over a six week period. The focus of the lesson analysis report should be on the
items analyzed with the goals and objectives of the lessons taught, culminating in an examination
of needs for adjustment within the lessons on a weekly basis.
Capstone Chapter 2 & begin Chapter 3: After the development of a research question for
extensive study and the writing of Chapter 1, write Chapter 2 (Literature Review) that includes the
following:
Chapter 2 – Study of the Problem/Literature Review
f) Overview – From this point on, overviews are introductions to the chapter. Give the reader a
little reminder of the study and then let the reader know the structure of the chapter.
g) Problem Documentation – A more fleshed out review of the research you provided in Chapter
1. What research led you to know there was a problem?
h) Literature Review – A thorough review of research related to your topic and your research
questions.
i) Causative Analysis – What does the research say are the causes of the problem?
W
e
e
k
Topics
Calendar of Weekly Requirements
1
Understanding Action Research, Ethics,
Area of Focus
Peer Editing Chapter 1
Introduction to Educational Assessment
Research Writing Assignments
The Basic Mathematics of Measurement
Article #1: Action Research
Data Collection Techniques
Methods of Collecting Data
2
3
4
The Meaning of Test Scores
5
Reliability for Teachers
Article #2: Authentic Assessments
Data Collection Considerations
6
Validity for Teachers
7
Item Analysis for Teachers
Article #3: Formative Assessments
Data Analysis & Interpretation
Methods of Analyzing Data
8
Developing Classroom Tests
Action Planning for Educational Change
Are Students Learning?
Your Plan of Action
9
Selected Response Items /Constructed
Response Items
Writing Up Action Research
Action Research Projects
Readings
Pearson:
Chapters 1 - 3
Pearson: Chapter 13
Pearson: Chapter 14
Pearson: Chapter 4
Chapter 8: Action
Research
Pearson: Chapter 15
Pearson: Chapter 16
Pearson: Chapter 5
Pearson: Chapter 17
Pearson: Chapter 18
Pearson: Chapter 6
Chapter 9: Action
Research
Pearson: Chapter 19
Pearson: Chapter 7
Rethink, Rebuild,
Rebound – Ch. 18
Chapter 11: Action
Research
Pearson: Chapter 20
& 21
Pearson: Chapter 8
Chapter 12: Action
Research
Pearson: Chapter 22
Performance Assessments / Portfolios
Article #4 Performance Assessments &
1
1
Portfolios
Assigning Grades in the Classroom
Article #5 Standards Based Grading
Pearson: Chapter 23
Standardized Tests / Aptitude Tests
Pearson: Ch. 24 & 25
Peer Editing Chapter 2
Evaluating Action Research
Pearson; Ch. 9
Assessment of Behavior & Personality;
Pearson: Ch 26 & 27
1
EDUC 635
1st opinion post:
Big Thinkers: Samuel Khan
Research Writing Assignments
1
0
1
2
Assignments
Bring laptops to class, if
available.
1st Article Post (Action
Research)
NC Falcon Module 1
2nd Article Post (Authentic
Assessments)
2nd opinion post: Three
Ways Student Data Can
Inform Your Teaching
NC Falcon Module 2
rd
3 Article Post (Formative
Assessments)
3rd opinion post:
The Best Value in Formative
Assessments
1st peer response
NC Falcon Module 3
IRB Submission
4th Article Post
(Performance Assessments
& Portfolios)
5th Article Post (Standard
Based Grading)
2nd peer response
4th opinion post:
Standards Based Grading
NC Falcon Module 4
Formative Assessment
Presentations
3rd peer response
5th opinion post:
Spring, 2012
Due
Date
3
Accommodations
1
4
The Problem of Bias in Educational
Assessment; Peer Editing Chapter 3
Item Analysis Project
Pearson: Chapter 28
1
5
Best Practices in Assessments
Pearson: Chapter 29
Validity Within a World of
Cultural Bias
Formative Assessment
Presentations
Annotated Biography
4th peer response
5th peer response
Capstone Presentations
I. Video Clips for In-class Use
 Sir Ken Robinson, Changing education paradigms (11 minutes)
 Sir Ken Robinson, Do Schools Destroy Creativity (7 minutes)
 Sir Ken Robinson http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.html
II. On line Resources:
 Action Research
http://ucerc.edu/teacherresearch/muhsdar0110-99.html
 NCFALCON (N. C. Formative Assessment Learning Community On-Line Network)
https://center.ncsu.edu/nc/course/category.php?id=10
 NCDPI Teacher Code of Ethics
http://www.ncpublicschools.org/docs/profdev/standards/codeofethics.pdf
 NC Teacher Professional Standards
http://www.ncpublicschools.org/docs/profdev/standards/teachingstandards.pdf
 Standards Based Grading Powerpoint (Doug Reeves)
www.eahall.pvusd.net/ToxicGrading/GradingPractices.ppt
 Accountability in Action
http://www.middleweb.com/MWLresources/accountaction.html
 Formative Assessment Trailer
http://www.youtube.com/watch?v=jsBMQUeGx1E&feature=related
 The Formative Classroom
http://www.youtube.com/watch?v=rL54bfmZPzY&feature=related
III. Discussion Posts Links:
 Big Thinkers: Salman Khan on Liberating the Classroom for Creativity
http://www.edutopia.org/salman-khan-academy-flipped-classroom-video
The founder of Khan Academy, a free educational video library that features over two thousand
titles and an interactive dashboard for formative assessment, discusses how his videos can help
create a "flipped classroom" that allows blended learning -- online lectures can happen at home
and project-based learning can happen during school. There is also a link on this site that will
take you to Kahn’s website. Investigate this site as well. This resource contains numerous links to
videos and articles to discuss a real reform in education. Write an opinion post. What do you think
of his methods and means of teaching reform.
 Three Ways Student Data Can Inform Your Teaching
http://www.edutopia.org/blog/using-student-data-inform-teaching-rebecca-alber
The Edutopia Website provides access to a blog by Rebecca Alber. In her work with UCLA's
Graduate School of Education, Rebecca Alber assists teachers and schools in meeting students'
academic needs through best practices. Alber also instructs online teacher-education courses
for Stanford University.
Read this article from her blog on Formative Assessments. Then read the additional
resources listed at the end of the article. Write an opinion post sharing your thoughts and
ideas from the information shared in the resource about assessments.
 The Best Value in Formative Assessment Stephen Chappuis and Jan Chappuis
Ready-made benchmark tests cannot substitute for day-to-day formative assessment conducted by
assessment-literate teachers.
http://www.ascd.org/publications/educational-leadership/dec07/vol65/num04/The-BestValue-in-Formative-Assessment.aspx
Formative Assessment: Robert Marzano
http://www.youtube.com/watch?v=mfOnyrWtPu0&feature=related
The Formative Classroom
http://www.youtube.com/watch?v=rL54bfmZPzY&feature=related
 Standards Based Grading
Doug Reeves, Toxic Grading Practices
http://www.teachertube.com/viewVideo.php?video_id=29656
On January 8, 2008, Dr. Douglas Reeves delivered the keynote address at the Assessment and
Evaluation Symposium.
Education Leadership
February 2008 | Volume 65 | Number 5 Teaching Students to Think Pages 85-87
Leading to Change / Effective Grading Practices
http://www.leadandlearn.com/sites/default/files/articles/leading-to-change-effective-gradingpractices.pdf
Douglas B. Reeves, "The Case Against the Zero," Phi Delta Kappan, Vol. 86, No. 4, December 2004,
pp. 324-325.
http://schools.esu13.org/bannercounty/Documents/caseagainstzero.pdf
Watch the video and read the articles. This is probably quite a jump from the norm in your
classroom and school. Then write an opinion post. What are your impressions of the
information presented? What might be the implications for your classroom and/or action
research and why?
 Validity Within a World of Cultural Bias:
Critical Attributes of 21st Century Schools, chapter 16, Rethink, Rebuild, Rebound
Read the chapter and watch the video, then post an opinion. As the world in which we teach
and learn narrows, educators need to consider the bias that a portion of our students
experience. How does cultural bias affect testing and assessment?
The danger of a single story
http://www.ted.com/talks/lang/eng/chimamanda_adichie_the_danger_of_a_single_story.html
EDUC 633
Special Topics for Elementary Teacher Leaders
Instructor:
Telephone Numbers:
Email:
Text: 1. Special Topics for Elementary Leaders ISBN 97812560155
2. Universal Design for Learning: A Guide for Teachers and Educational Professionals
3. Rethink, Rebuild, Rebound, A Framework for Shared Responsibility and
Accountability in Education, ISBN 10: 1-256-32560 - 0
4. A Short Guide to Action Research, 3rd edition, ISBN – 13: 978-0-205-50931-7
5. Publication Manual of the American Psychological Association,
Sixth Edition, ISBN: 978-1-4338-0559-2
Description:
A study of significant issues, trends, theories, and/or practical problems in education according to the
needs and interests of the student(s).The student(s) and professor will collaboratively plan the focus
and assessment of the course. This course includes a specialized study of current/critical trends and
issues in elementary education. Included will be an emphasis on developmentally appropriate
elementary education practices grounded in the standards of the professional learned societies,
INTASC, NBPTS, and the North Carolina State Board of Education programmatic guidelines and
standards. This course includes a one hour capstone.
Goal: The purpose of this course is to provide school leaders an opportunity to study and reflect on
significant issues, trends, theories, and/or practical problems in education according to the needs and
interests of the student(s). The study will be grounded in the standards of the professional learned
societies, INTASC, NBPTS, and the North Carolina State Board of Education.
Specific Standards: NC Teaching Standards
Standard 1
Teachers demonstrate leadership.
Standard 2
Teachers establish a respectful environment for a diverse population of students.
Standard 3
Teachers know the content they teach.
Standard 4
Teachers facilitate learning for their students.
Standard 5
Teachers reflect on their practice.
Standard 6
Teachers contribute to the academic success of students.
Course Objectives:
1. Understand current issues and trends in education and their impact on students.
2. Understand how to collaborate with others to solve critical problems in the best interest of
students.
3. Understand and demonstrate content knowledge and reflection of thought.
Capstone Objectives:
The candidate shall
4. Learn and use the appropriate Gardner-Webb approved methodology (including
demographics).
5. Provide a written description of methodology used (chapter 3).
6. Provide proof of satisfactory completion of the Institutional Review Board course from
Gardner-Webb University and submission of an Institutional Review Board (IRB) application to
the university when human subjects will be used in the development of the capstone product. IRB
approval must be received prior to starting the action research in the school.
7. Develop and submit to Task Stream the capstone thesis in a Word document that includes the
following parts:
Cover Page
Abstract
Chapter 1 Introduction and Problem Statement
Definition of Terms
Chapter 2 Study of the Problem/Review of Literature
Chapter 3 Methodology/Outline and Evaluation
Design of Study
Delimitations
Limitations
Method
Participants
Instruments
Procedures
Academic Integrity:
Students have the responsibility to know and observe the requirements of the Code of Student
Conduct. This code forbids cheating, fabrication or falsification of information, multiple submissions
of academic work, plagiarism, abuse of academic materials, and complicity in academic honesty.
Attendance:
Students are expected to be in class. Please remember that Gardner-Webb University maintains a 75%
attendance policy. Students should realize that missing a class does not grant an exemption from any
work, assignments, readings, etc. It is incumbent upon the student, not the professor, to be
responsible for assignments, both those on the syllabus and any made in class.
Accommodations:
If your learning or participation in this class might be affected in any way by a disability recognized
under the Americans with Disabilities Act (ADA), you will need to do the following:
3. Register with the Noel Program for the Disabled at Gardner Webb University at (704) 4064270
4. Educate me about your disability so that I can work with you and the Noel Program to arrange
necessary accommodations. It is important that you take both of these steps no later than the
first week of the semester.
Grading Scale:
95-100 = A
90-94 = A87 –89 = B+
84-86 = B
80-83 = BBelow 80 = C
Grades for the Combined Class
IRB Form
Chapter 3 Revised (Capstone)
Special Topic Presentation
Special Topic Research Paper
Class Participation
Online Assignments
Five Journal Article Reviews
Total Points Possible
10 points
15 points
15 points
20 points
10 points
15 points
15 points
100 points
Learning Tasks
1. Present your capstone proposal at some point during the course. This is Chapters 1, 2, and 3 of
the capstone. Place the proposal on Task Stream.
2. Introduce and begin working on Chapters 4 and 5
3. Participate in on-line learning modules and complete all activities within the modules.
4. Complete a research project on one of the topics below. At the end of the project, you will turn
in a research report with at least 5 research references, following APA guidelines. You will
present your research in class. The presentation will take at least 30 minutes, preferably 45
minutes. A powerpoint will be used in the presentation with activities planned for the class as
well as some video addition showing an example related to the topic researched.
Bullying/Harrassment
Year Round Schools vs. Traditional School Year
Teaching in a Differentiated Classroom
Teaching in a 21st Century Classroom
Common Core Standards
Using Technology to Enhance Lessons and Teaching
Classroom Strategies that Increase Student Achievement
A Nation at Risk
Professional Learning Communities
Teaching Boys in a Manner to Make Them Successful
Brain Based Research and What It Tells Teachers about How Students Learn
5.
Greg Mortenson’s Work in Pakistan and Afghanistan with School and the Controversy
Around Him
Motivating Reluctant Learners
Strategies for Teaching Children in Poverty
Teaching the Highly Gifted Students
Literacy
Other topic of interest to class members
Read text as assigned and participate in classroom discussions and classroom assignments.
Calendar of Weekly Requirements
Bring laptops to class
Weeks
Topics
1
Design for Learning
Online Assignment
Dispositions
2
North Carolina Teaching
Standards
Teacher Leadership
Online Assignment
Class Activities and Assignments
Reading Assignments
Online Assignments
Read chap. 1 in textbook Universal Design for
Learning
Online assignment – Answer questions 1, 3,
and 4 on pages 10 and 11under Questions for
Discussion. Also, prepare a lesson for the class
that you teach with an emphasis on
differentiated instruction activities for
students with English as a Second Language,
AIG students and LD students as well as the
regular education student.
Read Chapter 2 in Rethink. . .Understanding
Teacher Education Dispositions – In a
collaborative group discuss the meaning of this
terminology and what it means to teaching and
learning. Find two more articles related to
dispositions and develop a visual to explain
this concept to the class. Relate this concept to
NC Teaching Standards.
Present visual to class.
Review the teacher standards expected of
North Carolina teachers. Discuss types of
artifacts that teachers would have and use in
the classroom to receive an acceptable
evaluation in the classroom.
Read chapters 10-13 in Rethink… In your
collaborative group, discuss how this section
relates to the NC Teaching Standard of
teacher leadership. Develop a glog or a
pinterest to display your groups’ work. Share
with the class. Display on line.
Read chapter 2 in Universal Design for
Learning
3
Planning a Curriculum Unit for a
diverse group of students
Online Assignment
4
Research Night
5
Discuss IRB Form and Chapter 3
of your capstone
6
Teaching Strategies and Engaging
Students
Online Assignment
7
View short DVD – The Star
Thrower Story
The Importance of the Teacher
and His/Her Influence on
Children
Online Assignment – Teaching
Writing
Answer questions 1, 2, 3, 4, and 5 on pages 18
and 19.
Discuss chapter 2 in class.
Journal Article Review 1 Due
Complete online assignment of Planning
Lessons for a Curriculum Unit for your class
with attention to differentiated instruction,
particularly ESL, Special Needs, AIG, Autistic
Spectrum, and Slow Learners. Research
information regarding differentiated
instruction for diverse learners and use the
information as a basis for your unit lesson.
Research your assigned topic for presentation
as well as working on reviewing and revising
Chapters 1, 2, and 3 for your capstone project.
Prepare the IRB form for review and
discussion during class. Discuss the format for
chapter 3 of the capstone. Share the IRB
forms with the class for suggestions on
clarifying the information they’re researching
for their capstone.
Discuss online assignments and answer
questions of class members. Students will also
share ideas regarding the online assignments
they’ve completed.
Journal Article Review 2 Due
Read Chapter 3 in Universal Design for
Learning. Discuss the highlights of the
chapters regarding teaching strategies and
engaging students in lessons.
Review and discuss the examples given in
Tables 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, and 3.7
regarding lesson design for various strategies.
Online Assignment - Develop a game that you
will use in one of your lessons to help students
of various abilities and learning styles learn
critical information taught.
Share games during class so other class
members can benefit.
Discuss why we teach and what this video can
remind teachers of regarding their reason for
teaching.
Read chapters 1 - 4 in Special Topics for
Elementary Leaders on The Writing Process
and designing lessons to teach writing.
Online Assignment – Develop a writing lesson
for a topic that you are teaching. In your
8
9
10
11
12
writing lesson, plan centers to highlight the
writing concepts that you’re teaching. See
page 11 for an example regarding the writing
process.
Research Night
Research your assigned topic for presentation
as well as continuing to work on revising
Chapter 3 for your capstone project. Begin
planning and working on chapters 4 and 5 of
your capstone project.
Journal Article Review 3 Due
Online Assignment Related to
Online Assignment - Design three teaching
Planning Lessons to Help Students activities that will use three of the intelligences
Learn
from Gardner’s work on multiple
intelligences.
Prepare five questions that you can use to
probe your students to in-depth thinking in
one of your class lessons.
In a lesson that you plan, plan some activities
that will be at the synthesis and evaluation
level of Bloom’s Taxonomy.
Plan one activity for a unit you plan to
introduce that will be an assignment that the
parent/guardian and child can do together as
you introduce a unit.
Share with class the items prepared for this
online assignment.
View DVD – Waiting for
3 Student Research Presentations from topics
Superman during class
listed above
How does this movie reflect on
Discuss the implications of the movie and the
public schools? Is it a fair
presentation of the movie
representation?
Read Chapters 20-25 in Rethink… In your
Keys to Successful Schools
collaborative group develop the characteristics
of a successful school. What do we need to
know to make one? The class will be looking
for creativity in your presentation.
Discuss after presentations the
3 Student Research Presentations from topics
implications of the research
listed above
information presented in the
student presentations
View video –Common Miracles
3 Student Research Presentations from topics
during class
listed above
Classroom Strategies That Help
Discuss the many items mentioned in this video
Students Learn
that are part of daily life in a school today
Journal Article Review 4 Due
Online Assignment
Online Assignment – Read chapter 5, pp. 113 140 in Special Topics in Elementary Leaders.
This chapter reviews information on
assessment that all teachers need. Design an
assessment that would be appropriate for
English as Second Language Students and
Autistic Spectrum children for one of your
critical lessons in mathematics. Also, answer
questions for reflection on page 120.
Discuss information reviewed regarding
assessment.
13
View DVD – The Ben Carson
Story
Overcoming Poverty
Online Assignment
14
View DVD – The Ron Clark Story
Classroom Strategies That Work
With Difficult Students
Online Assignment
15
Finalize IRB form and chapter 3
of the capstone project.
Rubric for presentations
Presentation is worth a total of 15 points
3 Student Research Presentations from topics
listed above
Discuss the impact of poverty on Ben Carson
and how/why he was able to overcome poverty
and become an excellent neurosurgeon. Ask
students to think about children in their
classroom and see if they can identify some
children like Ben Carson and develop a plan
for changing the life of those children to help
them become the best they can be.
Online Assignment – Plan at least four
activities that you will do throughout a
semester that will help children born in
poverty to experience some experiences that
will help them learn. (Think about school field
trips and places that children in poverty have
not been or experiences they have not had as
you work on this plan.)
2 Student Research Presentations from topics
listed above
Discuss the DVD with implications for the
classroom teacher and identifying activities
that worked for Mr. Clark
Develop a song/dance that you can use in your
class to teach critical facts to your students.
Use the information provided in Ron Clark’s
movie regarding his creative teaching styles
that produced results.
Share the songs/dances with class members.
2 Student Research Presentations from topics
listed above
Integrate discussion regarding presentations
and how the information can be used to
improve education in classrooms.
Journal Article Review 5 Due
Power point highlighting the topic presented
At least one learning activity to involve the class
At least 30 minutes in length
Use of at least one video showing an example of topic
Thorough explanation of topic
3 points
3 points
3 points
3 points
3 points
Rubric for paper
Paper is worth a total of 20 points
Paper is written with proper grammar, punctuation and spelling
5 points
Paper uses at least 5 different research articles in compiling the paper
5 points
Paper has references cited appropriately using APA guide
5 points
Thorough coverage of topic with both positive and negative aspects of topic, if appropriate
5 points
Rubric for Each Journal Article Review
Article is an action research article
1 point
Article is summarized & discussed regarding implications for the classroom
1 point
Review is written with correct grammar, punctuation, spelling, and APA citation
1 point
Total
3 points
Journal Article Review Due Dates
Week 2
Week 5
Week 8
Week 12
Week 15
EDUC 634
Strategies for Teaching All Students in the 21st Century
Instructor:
Telephone Numbers:
Email:
Course Texts: 1. Strategies for Teaching All Students in the 21st Century
2. Rethink, Rebuild, Rebound: A Framework for Shared Responsibility and
Accountability in Education (Chapters 14,15,16,17, and 19)
3. Rethink, Rebuild, Rebound, A Framework for Shared Responsibility and
Accountability in Education, ISBN 10: 1-256-32560 - 0
4. A Short Guide to Action Research, 3rd edition, ISBN – 13: 978-0-205-50931-7
5. Publication Manual of the American Psychological Association,
Sixth Edition, ISBN: 978-1-4338-0559-2
Course Description – The course is an examination of a variety of strategies of instruction with a
focus on curriculum/content area integration within the classroom. The course encompasses a study of
the characteristics and educational needs of individuals with special needs. Emphasis is on the issues
and trends in special education, the current categorical descriptions of exceptionalities and appropriate
classroom interventions. Strategies for teaching both identified and at-risk students in the regular
classroom are explored throughout the class. This includes students within the description of special
needs.
In the course, teacher leaders shall work in professional learning teams to assess student learning both
formatively and summatively and to develop differentiated teaching strategies for use in lesson
planning. Students will develop integrated online lesson plans including differentiated strategies for
learning for special needs students. Integration of 21st century content and skills shall be present in the
planning.
Teacher leaders will also keep reflective journals as they read about and discuss particular strategies to
use effectively with special needs students. In their journals, teacher leaders will systematically
analyze the impact of these strategies on student learning.
Course Objectives: As a result of course readings, activities, and assignments, students will:
o Understand the teaching and learning needs of special needs students.
o Understand how to develop lesson plans to accommodate students with special needs.
o Understand methods for accessing, critically reading, reviewing, summarizing and
determining potential applications of scholarly educational research.
o Understand how to work in professional learning teams to solve educational issues.
o Understand how to plan for formative and summative assessments for students with special
needs.
o
Understand the need to reflect on teaching and learning.
o Understand the importance of quality research and writing.
o Collect data and write chapters 4 and 5 of the capstone
Capstone components:
Cover Page
Abstract
Chapter 1 Introduction and Problem Statement
Terms
Chapter 2 Study of the Problem/Review of Literature
Chapter 3 Methodology/Outline and Evaluation
Design of Study
Delimitations
Limitations
Method
Participants
Instruments
Procedures
Chapter 4 Results
Chapter 5 Conclusions, Discussions, and Recommendations
Capstone Objectives:
During this course candidates will be expected to complete the writing of chapters 4 and 5 of the
capstone. Students should have a knowledgeable writer preview their work for spelling, content and
grammar. Candidates should exhibit knowledge of Gardner-Webb Style Guide and current APA (6th
edition) formatting with the expectation that candidates apply the learning to their written research.
Attendance:
Students are expected to be in class. Please remember that Gardner-Webb University maintains a 75%
attendance policy. Students should realize that missing a class does not grant an exemption from any
work, assignments, readings, etc. It is incumbent upon the student, not the professor, to be
responsible for assignments, both those on the syllabus and any made in class.
Accommodations:
If your learning or participation in this class might be affected in any way by a disability recognized
under the Americans with Disabilities Act (ADA), you will need to do the following:
1. Register with the Noel Program for the Disabled at Gardner Webb University at (704) 4064270
2. Educate me about your disability so that I can work with you and the Noel Program to arrange
necessary accommodations. It is important that you take both of these steps no later than the
first week of the semester.
Academic Integrity:
Students have the responsibility to know and observe the requirements of the Code of Student
Conduct. This code forbids cheating, fabrication or falsification of information, multiple submissions
of academic work, plagiarism, abuse of academic materials, and complicity in academic honesty.
NC Teaching Standards:
Standard 1: Teachers demonstrate leadership.
Standard 2: Teachers establish a respectful environment for a diverse population of students.
Standard 3: Teachers know the content they teach.
Standard 4: Teachers facilitate learning for their students.
Standard 5: Teachers reflect on their practice.
Standard 6: Teachers contribute to the academic success of students.
Grading Scale:
95-100 = A
90-94 = A87 –89 = B+
84-86 = B
80-83 = BBelow 80 = C
Student Presentation Topics:
 Effective Strategies for Teaching Beginning Readers
 Effective Strategies for Teaching Reading Comprehension
 Effective Strategies for Teaching Writing
 Effective Strategies for Teaching Mathematics
 Effective Strategies for Teaching Science
 Effective Strategies for Teaching Social Studies
 Response to Intervention
 Behavior Management and Positive Behavior Support
 Current Exceptional Children’s Law and Effective Teaching Strategies
 Current English as a Second Language Law and Effective Teaching Strategies
 Categories of Exceptionalities with Suggested Effective Strategies for Teaching the Various
Identified Exceptionalities
 Current AIG Law and Effective Teaching Strategies
 Use of Online Learning Activities in the Elementary School Classroom- Pros and Cons as well
as Appropriate Uses of Online Learning Activities
 Enhancing Creativity in the Elementary Classroom
 Planning Differentiated Instruction Units for a Variety of Learners in an Elementary Classroom
 Use of Professional Learning Communities by Teacher Leaders to Enhance Classroom
Instruction
 Topic of Student’s Choice Related to Teaching All Learners in the 21st Century Classroom
Calendar of Weekly Requirements
Weeks
Topics
1
Date
2
Date
3
Date
4
Date
Class Activities and Assignments
Reading Assignments
Online Assignments
Multiple Ways of Constructing
Read pages 1 – 25 in Volume 1 of Strategies
Knowledge
for Teaching All Students…
Read pages 121-134 ( ch. 14) in Rethink,
Rebuild, Rebound
Discuss assigned reading and complete class
activity.
Assign groups of four to work together and
prepare a presentation to the class on the
following topics:
Thinking Inductively; Attaining Concepts;
Picture-Word Inductive Model; Scientific
Inquiry and Inquiry Training (pages 27-132) ;
A View of 21st Century Teachers and
Learners(Chapters 14 and 15 Rethink…)
Discuss
Research Night
Read chapters that match your topic. Work
with group members to prepare your class
presentation. Presentation is expected to be
between 30 and 45 minutes in length.
Additional research is expected on the topic in
addition to the textbook.
Thinking Inductively; Attaining
Group presentations
Concepts; Picture-Word Inductive Class discussion regarding topics presented
Model; Scientific Inquiry and
and appropriate use of those topics in the
Inquiry Training
classroom
Journal Article Review 1 Due
Memorization
Read pages 133-155 in Volume 1 of Strategies
for Teaching All Students…
Discuss when memorization is important and
how you can incorporate the Memory Model
How do we teach?
in your regular classroom activities for key
information.
Read Chapters 16-17 (Pages 147-170) in
Rethink…
Discuss the critical attributes of 21st century
Online Assignment
curriculum and instruction. Describe the role
of planning in the teaching/learning
classroom.
Online Assignment: Plan a lesson for your
class with information that you feel must be
memorized for later use. Use the Link-Word
method in part of your lesson plan. Then use
5
Date
6
Date
Research Night
Online Assignment
Analysis of curriculum unit
7
Date
Synectics; Presentations; Mastery
Learning; Simulations
8
Date
Strategies to Support MultiTiered Curriculum
Implementation
Online Assignment
two of the other concepts that are to enhance
memory in another part of the lesson plan.
Submit lesson plan online.
Assign groups of four to work together and
prepare a presentation to the class on the
following topics:
Synectics; Presentations; Mastery Learning;
Simulations. Read the chapter in the textbook
that matches your topic. Work with group
members to prepare your class presentation.
Presentation is expected to be between 30 and
45 minutes in length. Additional research is
expected on the topic in addition to the
textbook.
Read pages 239-274 ( A Bit of the Future and
Components of Curriculum Implementation)
in the Volume 1 of Strategies for Teaching All
Students…
Use forms 1.1 and 1.2 on pages 272-274 to
analyze one of your curriculum units that you
teach. Form 1.1 is asking you to identify the
explicit curriculum the hidden curriculum
and the absent curriculum. Form 1.2 is
asking you to analyze your curriculum unit
and list the primary content, the key skills, the
interventions, the instructional arrangement,
the class/instructional management and the
progress evaluation as you teach the unit.
After your analysis, what will you focus on as
you review, reteach or plan the unit for next
year?
Submit your information online.
Journal Article Review 2 Due
Group presentations
Class discussion regarding topics presented
and appropriate use of those topics in the
classroom.
Read pages 471- 517 in Volume 1 of Strategies
for Teaching All Students…
Discuss the information during class.
Identify the various study skills and learning
strategies that students use in your classroom
over a 5-day period of one particular class
that you teach (e.g., reading, math, social
studies). Be prepared to discuss this in class.
Develop a Power Point presentation
describing the importance of study
9
Date
3 individual research
presentations
10
Date
Research and Writing Night
11
Date
3 individual research
presentations
12
Date
4 individual research
presentations
13
Date
3 individual research
presentations
Online Assignment
skill/learning strategy use in the
implementation of the multi-tiered
instructional curriculum that you can use in a
Professional Learning Community in your
school. Submit the Power Point online and
share in class with your class members.
Select two learning strategies that you use
least often in your classroom and develop a
process for teaching them to students and
incorporating them in your instruction.
Incorporate these in one of
your lesson plans. Submit the lesson plan
online.
Read Chapter 19 (pp. 179-189) in Rethink…
Discuss in class. Develop a visual presentation
such as a Prezi, Glog, or Spicy Node to
demonstrate/discuss issues related to school
improvement.
After presentations, review format for
chapters 4 and 5 of capstone. Begin work on
draft of chapters 4 and 5.
Journal Article Review 3 Due
Work on chapters 4 and 5 of your capstone.
Finalize your individual presentation and
prepare your paper for your research using at
least 5 resources.
After presentations, review format of entire
capstone. Students will share with classmates
their capstone that is complete to this point.
Journal Article Review 4 Due
After presentations, review research articles
and identify the various parts of the articles.
Discuss chapters 4 and 5 of the capstone.
After presentations, discussion will occur
related to the online assignment.
Online Assignment: Choose at least one child
that you have in your classroom who is
struggling with one of your classes (e.g.
Reading, Writing, Mathematics, etc.). Plan
differentiated activities for the child or
children for three weeks using different
strategies and see which of the strategies
seems to help the child learn the required
information. Write a summary of the
strategies used and the results from using
those strategies. Identify which strategies
helped the student the most and why those
14
Date
3 individual research
presentations
15
Date
Online Assignment
strategies helped the student learn the
required information. Turn in your summary
online and be prepared to discuss the most
useful strategies with the struggling students
your identified.
Journal Article Review 5 Due
After presentations, class will view the DVD
Something The Lord Made and discuss the
prejudice that the two key men faced and how
they overcame those.
Turn in drafts of chapters 4 and 5 of your
capstone project. If you have made revisions
in your first three chapters, submit those for
review as well.
Class Requirements
5 Journal Article Reviews
2 Group Presentations
1 Individual Presentation
1 Individual Research Paper on Chosen Topic
Online Assignments
Class Participation
Draft of Chapters 4 and 5 of Capstone
Total
3 points each = 15 points
10 points each = 20 points
15 points
15 points
4 online assignments worth 5 points each = 20
points (Excludes draft of Chapters 4 & 5 of
Capstone)
10 points
5 points
100 points
Journal Article Review Due Dates
September 15th
October 6th
October 27th
November 10th
December 1st
Rubric for Each Journal Article Review
Article is an action research article
Article is summarized
& discussed regarding implications for the classroom
Review is written with correct grammar, punctuation, spelling, and APA citation
Total
1 point
1 point
1 point
3 points
Group Presentation Rubric
Each member of group participates in research and presentation
Presentation is at least 30 minutes or longer and covers the topic well
2 points
2 points
Activity and some type of video are used in presentation
At least 5 references are used in the presentation
Power Point or equivalent with References is used to present the
Information on the assigned topic
Total
Individual Presentation Rubric
Presentation is at least 45 minutes in length and covers the topic well
2 points
2 points
2 points
10 points
3 points
Activity and some type of video are used in the presentation
At least 5 references are used in the presentation and paper is written with a
12 font and double spaced
3 points
Power Point or equivalent with References is used to present the
Information on the assigned topic
Power Point summary paper copy for class members to take notes
Total
3 points
Individual Research Paper
Correct grammar, spelling and punctuation are used throughout
References and citations follow APA style manual
Paper thoroughly covers topic and presents topic clearly
At least 5 different references are used throughout the paper
Writing is clear and precise
Total
3 points
3 points
15 points
3 points
3 points
3 points
3 points
3 points
15 points
EDUC 635
Diagnostic Procedures for Teaching Literacy
Instructor:
Name
Phone number/s
Email: (please use for all course communication)
Emergency email: home
Technical Support for the Blackboard (886-523-9982) and GWU Help Desks (704-406-4647.
Texts
 Pearson Custom Education: Diagnostic Assessment Procedures for Teaching Literacy. (2011)
Boston, Massachusetts; Pearson Learning Solutions.
 Owcki, Gretchen. (2010). The RTI Daily Planning Book, K-6: Tools and Strategies for Collecting
and Assessing Reading Data & Targeted Follow-Up Instruction, Portsmouth, NH; Heinemann.
(recommended, not required)
 Rethink, Rebuild, Rebound, A Framework for Shared Responsibility and Accountability in
Education, ISBN 10: 1-256-32560 – 0
 A Short Guide to Action Research, 3rd edition, ISBN – 13: 978-0-205-50931-7
 Cited articles, books, on-line resources
Course Description
EDUC 635: Diagnostic Assessment Procedures for Teaching Literacy- An advanced study of
children’s literature exploring the continuum from emergent to literate to independent reading within
an integrated system. Emphasis will be placed upon strategies designed to enhance reading instruction
across the curriculum through literature.
Effective leaders are key to effective schools. Applying the theories and research of measurement and
assessment will help candidates to collect, analyze and interpret data, apply them in the classroom and
use them to develop as teacher leaders of 21st Century schools that produce 21st Century Learners.
Action research (Capstone Project) is required to complete completion of the Master of Elementary
Education degree. This course will provide the final seminar for the completion and presentation of
that action research project.
This hybrid class will provide 6 semester hours of credit when completed. The course consists of 4
hours of face-to-face time each week and there is an additional part of the class that is on line (a
minimum of 2 hours). All students are expected to complete all components for the weekly face-toface and on line portions of the class for full credit.
Attendance
Class attendance is expected. Unavoidable absences should be discussed with the instructor. It is the
student’s responsibility to obtain materials/notes for missed session. Be aware that the graduate
catalogue states policy that students must attend 75% of scheduled classes.
Academic Integrity
Students have the responsibility to know and observe the requirements of the Code of Student
Conduct. This code forbids cheating, fabrication or falsification of information, multiple submissions
of academic work, plagiarism, abuse of academic materials, and complicity in academic dishonesty.
Grading System
A
95-100
A90-94
B+
85-89
B
80-84
B76-79
C
75-79
F
74 and below
=
=
=
=
=
=
=
Excellent Work
Exceeds Expectations
Good Solid Work
Meets Expectations
Does Not Fully Meet Expectations
Not Graduate Quality Work
Unacceptable Work
Evidence for Analysis and Action Plan for Capstone Standards
1. Teacher Leadership
Candidate:

Demonstrates effective ongoing communication, collaboration, and teambuilding

Facilitates mentoring and coaching with novice teachers

Promotes educational initiatives that affect student learning

Participates in professional learning communities
2. Respectful Educational Environments
Candidate:

Facilitates the development of inviting, respectful, supportive, inclusive, and flexible
educational communities

Facilitates and models caring and respectful treatment of individuals within the learning
community

Creates collaborative partnerships with families, schools, and communities to promote a
positive school culture

Demonstrates knowledge and understanding of diverse world cultures and global issues

Encourages high expectations from all students

Collaboratively designs and implements curriculum and instruction that is responsive to learner
differences
3. Content and Curriculum Expertise

Demonstrates in depth knowledge of curriculum, instruction, and assessment

Models the integration of 21st century content and skills into educational practices

Develops relevant, rigorous curriculum
4. Student Learning

Seeks out and uses existing research to inform school practices

Designs action research to investigate and improve students learning and school policies and
practices

Models technology integration that supports student learning

Critically analyzes student and school performance data to determine needs and plan instruction
that is rigorous, coherent, and substantiated within a theoretical and philosophical base.
5. Reflection

Promotes an educational culture that values reflective practice.

Models the development of meaningful professional goals

Models personal and professional reflection to extend student learning and school improvement
Assignments
% of Final Grade
On Line Posts (Discussions/Peer Responses)
20
Capstone Reflections Journal
20
Literacy Development & Assessment Toolkit
20
Literacy Project Presentation
20
Action Research (Due on Task Stream by Mar. 29, 2012) 20
(Chapters 1 – 5, Reflections & Presentation)
Assignment Details
8. On-line Posts in Discussion Board: Will be used for students to post responses to cited resources.
(20%)
 Post five original informed opinions to the cited resources posted for the Discussion Board.
Each opinion should be 2 – 3 pages in length and demonstrate a thorough examination and
understanding of the cited resource. Opinions should be well-supported using information
from the resource, previous course content, and/or anecdotal expertise.
 Post at least five responses to posts by other students in BlackBoard.
9. Capstone Journal Reflections: Each week, students will post a reflection from their journal for
review by classmates. Teacher leaders will keep a reflective journal as they read about and discuss
various educational issues and topics in the course, especially in relation to the NC Teaching
Standards listed earlier in the syllabus. Integration of NC Teaching Standards into the capstone
project is a requirement for graduation. Student reflections must align with the standards.
Selections from these journals will be periodically requested as part of a weekly fast-write. Ten
(10) of your best reflections will be reviewed and submitted to Task Stream as part of your final
portfolio. (20%)
10. Literacy Assessment & Development Toolkit (20%) Design a toolkit that contains a total of 20
activities, centers, assessments, lesson plans, etc. to address the Five Essential Components of
Reading Instruction as indentified by the National Reading Panel. The toolbox will be shared in
class with colleagues in a Toolkit Fair format. At least one product must come for each of the
following categories:












Teaching/Learning Cycle
Concept of print
Phonemic awareness
Alphabetic Principle
Phonics
Fluency
Oral Language Development
Vocabulary Development
Text Complexity
Reading Comprehension – Oral Text
Reading Comprehension – Narrative Text
Reading Comprehension – Reader Focus
11. Literacy Project Presentation: Using 2-3 books selected from a Suggested Book List, students
will pick an approved literacy topic for a project. The project cannot be a repeat of the Capstone. It
can be a continuation and extension of the capstone for further study and research. The 20-minute
presentation should best model the philosophy and instructional strategies gained from the book(s)
and information studied in class during the course. It may take the form of an interactive
presentation using Web 2.0 tools. It may be a hands-on demonstration using classmates as your
students. It may be the development of and demonstration of a series of literacy centers. In
previous courses, having discussed multiple intelligences, use as much creativity as you would like
in conveying your information and pedagogy. (20%)
Suggested Book List: Students may pick from any of the following books for the Literacy Project.
Students may also submit other titles for approval if desired.
Spotlight on Comprehension
Continuum of Literacy Learning
Building Background Knowledge
Rigor is a Four Letter Word
The Knowledge Deficit
Reading to Learn
The Fluent Reader
Linda Hoyt
Fontis & Pannell
Robert Marzano
Barbara R. Blackburn
E. D. Hirsch
Richard Allington
Timothy Rasinski
More Titles to be added in class.
12. Final Capstone Project and Presentation: Chapter 5 of the Capstone will be completed and
added to previous chapters for a completed 5 Chapter Capstone Action Research Project. Each
student will schedule and provide an interactive presentation to the local school and/or LEA as
appropriate. A final presentation will be shared in class at the end of the semester. Post your final
capstone paper, power point of your presentation, ten selected reflections, and summary of peer
evaluations on Task Stream by March 29, 2012. (20%)
13. Final Reflections: Choose ten reflections that align with NC Teaching Standards and your work
on the capstone and place them in a single Word document and post them on Task Stream by
March 29, 2012. (See Capstone Journal Reflections Above.)
Week
1
2
3
4
Topics
Calendar of Weekly Requirements
Literacy Introduction
Peer Editing Chapter 5
Classroom Reading Assessment & the
Teaching/Learning Cycle
Response to Intervention (RTI):
Differentiating Instruction
Oral Language Assessment and
Development
Readings
Pearson: Chapter 2
Pearson: Chapter 3
Pearson: Chapter 4
Assignments
Bring laptops to class, if
available.
1st opinion post: A Tale of
Two Schools
Toolbox: Reading
Assessment
Toolbox: Differentiating
Instruction
nd
2 opinion post:
Read What Elementary
Teachers Need to Know About
Language found at
http://www.cal.org/
resources/digest/00
06fillmore.html
Toolbox: Oral Language
5
Phonemic Awareness and Alphabetic
Principle, Children’s Concept of Print
6
Phonics and Decoding Skills
7
Reading Fluency
Pearson: Chapter 5
&6
Pearson: Chapter 7
Pearson: Chapter 8
Fluency Activity Assessment
8
Capstone – Due on Task Stream by
March 29
Presentations
9
Capstone – Due on Task Stream by
March 29
Teaching and Assessing Vocabulary
Development
Text Complexities and Vocabulary
Development
Presentations
12
Reading Comprehension: Focus on
the Reader
Pearson: Chapter 10
13
Reading Comprehension: Focus on
the Text (Implicit, Explicit)
Pearson: Chapter 11
10
11
Toolbox: Phonemic
Awareness / Concept of
Print / Alphabetic
Principle
st
1 peer response
Toolbox: Phonics
3rd opinion post:
Complete the Great
Fluency Debate
Toolbox: Fluency
Capstone Presentations
Capstone Journal
Capstone Presentations
Pearson: Chapter 9
Toolbox: Vocabulary
Development
Pearson: Chapter 10
2nd peer response
Toolbox: Text
Complexities
th
4 opinion post:
Complete Reading Rockets
below
Toolbox: ComprehensionReader Focus
3rd peer response
Due
Date
14
Academic Literacy and New Literacy
Studies / Making School-Family
Connections / Toolbox Fair
Pearson: Ch 12 &13
15
Literacy Project Presentations
Presentations
5th opinion post:
CompleteAssessment for
Learning Below
Toolbox: Text Focus
Implicit, Explicit
5th peer response
Literacy Toolbox Presentation
I. Video Clips for In-class Use
 Gotta Keep Reading –
Ocoee Middle School
http://www.youtube.com/watch?v=GNpNfhpqDk4
Peachland Elementary
http://www.youtube.com/watch?v=nmrruNIYSJ4&feature=related
 The Key to Life: Running & Reading – Will Smith
http://www.youtube.com/watch?v=KEMEBBwO6J8
 The Lorax Movie Trailer
http://www.youtube.com/watch?v=go5ovU1-BQU&feature=g-logo
 Dream Speech – Will Smith
http://www.youtube.com/watch?v=LE_Etnvac88&feature=related
 Teaching Content is Teaching Reading, Daniel Willingham
http://www.youtube.com/watch?v=RiP-ijdxqEc
 Why Should Teachers Know the Content They Teach
http://www.youtube.com/watch?v=g2-glXXrTVs&feature=related
 What is Reading, Richard Allington http://www.youtube.com/watch?v=OpT1Sz3XZqk
 Timothy Rasinski on Fluency
http://www.youtube.com/watch?v=zBWgWlrrDPE&feature=related
 Timothy Rasinski on Dibels,
http://www.youtube.com/watch?v=Yx_1rwcLZLk&feature=related
II. On line Resources:
 Five Essential Components of Reading Instruction
http://www.readingrockets.org/article/341/
 National Reading Panel
http://www.nichd.nih.gov/publications/pubs/upload/PRFbooklet.pdf
 The Common Core Standards, NCPTA
http://www.ncpta.org/parent/Files/CommonCore_Brochure_Elementary.pdf
III. Discussion Posts Links:
 A Tale of Two Schools
http://www.readingrockets.org/shows/twoschools/
Across the country, schools are struggling with their most basic job: teaching kids to read. Thirtysix percent of all fourth graders read below the "basic" level, meaning they can't understand a
simple story, or they can barely read at all. What does it really take to turn our schools around? In
this PBS special, Academy Award-winner Morgan Freeman is the narrator of A Tale of Two
Schools, a one-hour documentary that tells the intimate story of a tumultuous year at two
vulnerable schools. It's a tale of hope, of faith, and of the power of committed adults to help shape
the life of a child.
Reading Rockets is an outstanding organization devoted to teaching reading. Watch this
documentary on our most basic job of teaching students to read. Then in an opinion post
that is at least 2-3 pages in length, share the most valuable insights you gained in
watching the program. What if any implications do these have for you as a reading
teacher and a teacher leader in your school or district?
 Reading Rockets http://www.readingrockets.org/audience/parents/
The Reading Rockets Website provides a wealth of resources for reading instruction and
assessment. Spend an extended time reviewing and enjoying the website. Focus in on oral
language development, phonemic awareness, and phonics.
Write a 2-3 page opinion post that highlights for your colleagues valuable resources
for their future study in these 2 areas.
 The Great Fluency Debate There is much discussion over the value of repeated
readings in the development of fluency and its effect on comprehension development.
Read the following articles and then post a 2-3 page Opinion post that responds to this
debate.
Assessing Reading Fluency Timothy V. Razinski
http://www.prel.org/products/re_/assessing-fluency.htm
Developing Fluent Readers Jan Hasbrouck
http://www.ldonline.org/article/27176/
Fluency, A Review of the Research Sebastian
Wrenhttp://www.balancedreading.com/fluency.html
Dr. Rasinski on Fluency
 Text Complexity
A Discussion of “Increasing Text Complexity”, Karin Hess, Sue Biggam (2004)
http://www.readingrockets.org/audience/parents/
Common Core Standards for ELA – Text Complexity
http://www.msad3.org/joomla/images/stories/dmcintyre/text_complexity.pdf
Teachers Tackle Text Complexity, Katherine Gewertz
http://www.edweek.org/ew/articles/2011/03/16/24text_ep.h30.html
Reading as a 21st Century Skill – Text Complexity
http://www.slideshare.net/jtribuzzi/text-complexity-8637747
Major Shift #3 – Text Complexity, Indiana Department of Education
http://media.doe.in.gov/commoncore/docs/Major-Shift-3-Text-Complexity.pdf
Read and review these resources on text complexity. Write a 2-3 page opinion post.
What are your impressions of the information presented? What is text complexity?
Why is text complexity an essential part of the new Common Core Standards. What are
the implications for your classroom and students and why?
 Assessment for Learning: Watch all 9 videos on you tube entitled Assessments for
Learning.mp4 http://www.youtube.com/watch?NR=1&feature=endscreen&v=2C10oV0k3rE
Note the important factors in the vides.
Read Chapter 18 in Rethink, Rebuild, Rebound and complete the Application on p. 179 in
the book. Post what you learned about your class from the videos and the application
activity.