Augusta State University
College of Education
Department of Teacher Education
EDUC 7001—Educational Specialist Seminar 1
Spring 2011
Wednesdays: 1/5-2/23—5:30-8:45 UH 330
Andrew T. Kemp, Ed.D.
Phone:
Email:
Facebook:
Twitter:
Blog:
Office Hours: Tuesday 12:30-4:30
Wednesday 10-2
Thursday 12:30-4:30
Office:
UH 363
706-729-2496
akemp4@aug.edu
www.facebook.com/dr.drewkempasu (Or search DrAndrew Kemp)
@drdrewkempasu
http://issuesincurriculum.blogspot.com
Contact:
Feel free to ‘friend’ me on my ASU Facebook page. You can also follow me on Twitter. In addition, I
have created a blog that you are free to contribute commentary to. It is not affiliated with the course,
but might be used to share ideas.
Required Texts:
Johnson, A.P. (2007). A short guide to action research (3rd Edition). Needham Heights, MA: Allyn
and Bacon.
McEwan, E.K., & McEwan, P.J. (2003). Making sense of research: What’s good, what’s not,
and how to tell the difference. Thousand Oaks, CA: Corwin Press, Inc.
HIGHLY Recommended Texts:
Style Guide of the American Psychological Association—6th Edition (APA Guide)
Course Description:
This course is to be taken soon after admission. The Education Specialist seminar series is to be taken
as a part of a cohort group.
The course involves developing skills of self-analysis, goal setting and building fundamental
communication and leadership qualities. A personal/ interpersonal approach will be used to examine
themes related to developing leadership/change agent skills. Themes addressed include the change
process, leadership, collaboration, and context issues.
Ongoing experiential learning will enable students to apply knowledge and skills gained through
research, writing, and presentations. This will allow students to make connections between the learning
activities and the field.
Through these activities, the student will develop an action research project. During this semester, the
student will develop a problem, proposal, and literature review as a part of an ongoing effort that is
further developed in EDUC 7002 and EDUC 7003.
Course Objectives:
Through the completion of this series of classes, the student will become a more reflective practitioner
who continually evaluates the effects of his/her choices and actions on others (students, parents, and
other professionals in the learning community) and actively seeks to opportunity to grow
professionally.
The class will foster relationships with school colleagues, parents, and agencies in the larger
community to support the learning and well being of all students.
The entire series of seminars are designed to develop teacher leadership by example of fostering a
decision making process based upon research and data gathering.
By the end of the course, student will be able to:
• Determine the quality of a research article.
• Understand what type of literature is appropriate for conducting research.
• Understand and apply APA style.
• Write a literature review.
• Understand the strengths and weaknesses of
o Quantitative Research
o Qualitative Research
o Action Research
• Understand the process of conducting research.
• Understand the Institutional Review Board process.
Academic Integrity:
Academic integrity is expected of all students. The attempt by any student to present as his/her own
work which he/she has not produced is regarded by the faculty and administration of ASU as a serious
offense. Students are considered to have cheated if they turn in an assignment written in whole or in
part by someone else. Students are guilty of plagiarism, intentional or not, if they copy from books,
magazines, Internet, or other sources without identifying and acknowledging those sources or if they
paraphrase ideas from such sources without acknowledging them. Plagiarism will be dealt with
harshly including failure of the class and reporting to the judicial office.
Academic honesty requires the presentation for evaluation and credit of one’s own work, not the work
of others. In general, academic honesty excludes:
1. Cheating on an examination of any type: giving or receiving, offering or soliciting information
on any examination. This includes the following:
a. Copying from another student’s paper.
b. Use of prepared materials, notes, or texts other than those specifically permitted by the
instructor during the examination.
c. Collaboration with another student during an examination.
d. Buying, selling, stealing, soliciting, or transmitting an examination or any other material
purported to be the unreleased contents of an upcoming examination, or the use of any
such material.
e. Substituting for another person during an examination or allowing such substitution for
oneself.
f. Bribery of any person to obtain examination information.
2. Plagiarism is the failure to acknowledge indebtedness. It is always assumed that the written
work offered for evaluation and credit is the student’s own unless otherwise acknowledged.
Such acknowledgment should occur whenever one quotes another person’s actual works;
whenever one appropriates another person’s ideas, opinions, or theories, even if they are
paraphrased; and whenever one borrows facts, statistics, or other illustrative materials unless
the information is common knowledge.
3. Collusion is collaboration with another person in the preparation or editing of notes, themes,
reports, or other written work or in laboratory work offered for evaluation and credit, unless
such collaboration is specifically approved in advance by the instructor.
4. Credential misrepresentation is the use of false or misleading statements in order to gain
admission to Augusta State University. It also involves the use of false or misleading
statements in an effort to obtain employment or college admission elsewhere, while one is
enrolled at Augusta State University.
Computer Use:
Almost everything we do now is done on computers. Remember, computers are not infallible. They
will periodically crash, erase, destroy, or mutilate your documents. Make plans for that. A dead
computer, printer or failed disk is not a reason for not having work completed. My advice, save and
save again. For the best safety, create a Gmail account and store your documents there.
GeorgiaView:
This class will have a GeorgiaView companion site that will have the syllabus, any Power Points from
class, additional readings and other important information (like your grades). Please check the
Blackboard before you come to class in case there is additional information that you might need.
Attendance Policy:
Because this class only meets for 8 weeks, you attendance is not only mandatory, but necessary for
your success. Therefore, if you miss more than one class, you may be dropped. If you have issues that
are unavoidable, please contact me.
Action Research Project:
Decide upon a project that will impact your school and that will span the three course seminar, then
decide how you will research the problem (methodology). If you chose a qualitative study, it is
recommended that you take EDTD 6012. Taking EDUC 7021 is recommended if you decide to design
a quantitative project. Your topic will be clearly developed in your proposal and must be approved by
the professor. The project will include the writing of the literature review.
Electronic Portfolio:
This project should furnish you with a great deal of material for your portfolio. This portfolio is due
during EDUC 7003. You should begin to gather examples for the portfolio immediately. There is a
template available on livetext and it must be used for the portfolio which will result in a uniform
document. This document will be evaluated by the use of a rubric adopted by the Department of
Teacher Education and based upon the guidelines found on the website. The guidelines are found at:
http://www.aug.edu/teacher_development/pdf/MEd%20EdS%20Portfolio%20Requirements.pdf
Field Experience:
All graduate students entering Fall 2008 and thereafter, must complete a total of 300 hours of field
experience (not counting practicum) by the end of their coursework. Students will need to document
extra hours to complete the total 300 hour minimum.
Disability Services:
Provides assistance to students who have either a physical, emotional or learning impairment which
substantially limits one or more life activities. To receive services, students must provide current
documentation of the disability from a qualified professional. The Board of Regents’ criteria for
evaluations must be followed in the documentation of learning disorders or attention deficit disorders.
It is important to note that Disability Services may require advanced notice (two months or more
before the student’s first day of class) in order to coordinate reasonable accommodations. Please
contact the Office in order to schedule an appointment.
Certain auxiliary aid services, like sign-language interpreters, may take several months to coordinate.
Augusta State University uses the services of the National Recording for the Blind
and Dyslexic to provide books in an alternative format for students who have a documented need for
this accommodation. Depending on availability, books in an alternative format may take seven to ten
days (if already available on tape) to several months for production (if the text is not available on tape).
It is therefore necessary for students who need specialized services to plan their future
accommodations at least a semester in advance.
Learning Disabilities (LD): Students who have been diagnosed within the last three years or believe
that they have a learning disability, should contact the Office of Testing and Disability Services for
information related to LD documentation and testing. In assisting students with learning disabilities,
Augusta State University follows the definition and criteria for evaluation established by the Board of
Regents (BOR) of the University System of Georgia. The Office of Testing and Disability Services
does not provide testing for learning disabilities, however, referrals to the appropriate Regents’ Center
for Learning Disorders must be received through this office. Testing may also be conducted by a
qualified professional utilizing the BOR criteria for outside evaluations (only assessments meeting
BOR criteria will be accepted as documentation of a learning disability).
Human and Animal Research:
Augusta State University has a committee that supervises ethical research that is sponsored or endorsed
by the University. The University Oversight Committee is charged with this supervision. The web site
fully explains the policies of the University and the responsibilities of the researcher. The web site is:
http://www.aug.edu/~oscwww/. The student is responsible for filling out all necessary application and
clearly understands the policies of this group. This committee charge is listed at:
http://www.aug.edu/~oscwww/documents/policy.pdf
Tentative Course Schedule: (subject to adjustment with prior notice)
Date
1/5
1/12
1/19
1/26
2/2
Topic
The course
Research methods
Syllabus
Assignments
Your program
Reading research
Planning your study
IRB
UH 223
Library tools
Microsoft Word
Finding articles
UH 223
Academic writing
IRB review
UH 223
UH 223
2/9
2/16
2/23
3/29
Treatments and
Assessment Tools
UH 223
Treatments and
Assessment Tools
Assignment Due For next time
PRFE—Chps. 1 and 2
MSR—Chps. 1, 2 and 3
PRFE—Chps. 4 and 5
MSR—Chps. 4, 5, and
6
PRFE 6 and 7
MSR—7 and 8
Introduction Section
IRB
Literature Review
Chapter (Available
online)
Statistical Tools
Handout
Annotated
Bibliography
Treatment and
Assessment Tool Due
Literature Review is
Due
Your Assignments:
Annotated Bibliography (20 points):
You will create an annotated bibliography of the articles that you find. An annotated bibliography is a
research tool in which you summarize research articles. For your purposes, the annotated bibliography
will consist of the following:
•
•
•
APA Reference
Summary of article including type of research, population, critical analysis of methodology,
and usefulness for your study.
Keywords
IRB (15 points):
For this course (and to be used in 7002 and 7003) you will write and submit an IRB. The key to the
IRB is that it is complete, accurate, and without flaw.
Introduction/Area of Focus Section (24 points):
This will be the first section of your action research project. We will use the information stated later in
this syllabus for direction. This will be graded using the required rubric.
Literature Review (20 points):
This will be the literature review section of your action research project. Again, the information is
below.
Treatment and Assessment (20 points):
In order to prepare for 7002, you will create your treatment during this class. This will allow you to
implement you action research while you still have students. In addition, we will create your
assessment tool.
Basis for Grading:
Section 1 / Introduction/Area of Focus Section
Provide an overview of what an introduction is intended to do including but not limited to:
a) Establishing the problem leading to the study - State the problem you wish to explore.
b) Identifying the purpose of the study. Why do you want to conduct this study? Why is it
important?
c.) State the research question that supports the problem you have identified and the purpose of
your study
d.) Identify the variables that will be involved in the research: Independent and Dependent
d.) presenting a preview or plan for reviewing the literature about the problem - What
literatures will you review?
e.) targeting an audience and noting the significance of the study for this audience, and - Who
will find this important?
After completing this assignment: Students will to be able to:
a) Define action research
b) Consider an action research project that includes one or more
components of the University’s conceptual framework
c) Develop a research question(s)
d) Focus on the primary purpose(s) of the research
e) Understand the use and description of dependent and independent
variables in research
Section 1- Introduction/Area of Focus Section
Points Available
Observations/
Reflections
Purpose of the
Research/
Research Question(s)
Variables
Context
Significance of study
for targeted audience;
preview or plan for
reviewing literature
1
Unacceptable
Observations and
reflections do not logically
lead to the need for
investigation
The purpose of the
research and the research
question(s) are unrelated,
unreasonable, or not wellwritten
2
3
1eeds Improvement
Proficient
Observations and
Observations and
reflections somewhat
reflections demonstrate a
support the need for
need for investigation.
investigation
The purpose of the
The purpose of the
research is somewhat
research and the research
supported by the research questions(s) are related
question(s). Both the
and well-written.
purpose and the
question(s) are reasonable.
One or more key variables Key variables are
Key variables are
are not listed.
identified. Some
identified and discussed.
confounding variables that
should be considered are
not noted.
Context is provided but is Context is provided but is Context is complete.
vague.
missing some necessary
information
Three or more components The targeted audience is
of the criteria for this
noted but the significance
section are missing
of the study is not
established; and/or the
plan for reviewing the
literature is vague.
Mechanics, Grammar, Several grammatical or
Style, Organization
word choice errors.
Frequent inclusion of
extraneous details or lacks
transitions. Organization
often strays from the main
idea. Lacks transitions.
Some sentences
incomplete or rambling.
Errors are distracting. No
evidence of proofreading.
The targeted audience and
significance of the study
are included. There is a
sufficient plan for
reviewing the literature.
A few grammatical errors. Essentially free of
Organization is generally grammatical errors.
Organized with clear
good, but there may be
some extraneous details, or transitions. English and
grammar usage are used
unclear transitions.
Generally applies standard appropriately throughout
English usage and
the document. There are
appropriate word choices. few, if any spelling or
typographical errors. If
Sentences are
grammatically correct but there are any errors they
are sometimes stiff or
are not distracting.
choppy. Contains
occasional spelling,
punctuation, and/or
typographical errors, but
the errors are not overly
distracting.
4
Exemplary
Observations and
reflections clearly show
the context of and the
need for investigation
The purpose of the
research and the
research question(s) are
clearly related,
reasonable, and wellwritten
All variables are
identified and
thoroughly discussed
indicating a wellthought out project
Context is well-written
and provides the
audience with a clear
understanding of where
the study will be
conducted
The targeted audience
is noted and the
significance of the
study to this audience is
clearly established and
discussed; There is a
clear plan for reviewing
the literature related to
the study
Essentially free of
grammatical errors.
Organization enhances
the main ideas.
Supporting information
is presented logically
with no extraneous
details. Transitions are
smooth. The writing
flows and shows a high
level of sophistication.
Strong and specific
words are used to
convey meaning.
Proofreading is
thorough. Correct
spelling and
punctuation throughout.
Section 2 / The Literature Review
1. The student will be able to:
a) Clarify and refine the research question(s) or area of focus – (Restate the research question.)
b) Identify, evaluate and utilize available library and internet resources
c) Differentiate between academic and non-academic resources
d) Analyze empirical research
e) Research analyze and write a literature review focused upon the research questions.
Tips – Use headings to help with transitions
Use current 6th edition APA format.
Use reputable peer reviewed journals.
It is always a good idea to run your paper through a plagiarism site like “Turn It In” to
make sure that you have not plagiarized.
Section 2 - Literature Review
1
Unacceptable
Over-reliance on
tertiary sources; spotty
documentation of facts
in text; pattern of
citation errors
2
1eeds Improvement
Several relevant
secondary sources;
some facts not
referenced; several
citation errors
3
Proficient
Several relevant
secondary sources,
revealing adequate
research; sources
appropriately
referenced in paper; no
more than one or two
citation errors
Analysis and Argument
Topic considerably too
large for paper length
and/or marginally
related to research;
simple chronology with
no discernible
argument; logical and
factual errors;
significant problems
with understanding of
historical context
Topic considerably too
large for paper length
and/or marginally
related to proposed
research; thesis not
clear; paper organized
more toward
chronology than
analysis and argument
Topic good but a bit too
large for paper length;
clear thesis; good
argument well
supported by cited
facts; sensitivity to
historical context and
causality
Grammar / Style
Pattern of
ungrammatical writing;
little evidence of
coherent organization;
no evidence of
connection to proposed
research
Several grammatical
errors; introduction and
organization weak;
conclusion and
integration of proposed
research weak
Format / Submission
Paper typed with
numerous errors; more
than two of the above
elements missing; APA
format not followed for
both citations and
references.
Paper typed and
formatted with some
errors; one or two of
the above elements
missing. APA format
followed for only
citations or only
references.
A few grammatical
errors; distinct
introduction, though
thesis not entirely clear;
organization and
examples appropriate;
conclusion does not
summarize the point or
does not effectively
integrate proposed
research
Paper typed and
formatted with very few
errors; Digital Drop
Box used if available;
no more than one of the
above elements
missing; APA format
partially followed for
citations and references.
Points Available
Research and
Documentation
4
Exemplary
Numerous relevant
scholarly sources (and
primary sources, where
available and
appropriate)
demonstrating
extensive, in-depth
research; little reliance
on tertiary sources;
sources skillfully
incorporated into paper
at all necessary points;
all citations--in-text and
bibliography--follow a
standard bibliographic
format
Narrow, focused topic
with clear, insightful,
informed thesis;
forceful, persuasive
argument amply
supported by facts that
are carefully chosen and
weighed; evidence of
sophisticated
understanding of
historical context and
causality
Essentially free of
grammatical errors;
concise introduction
with clear thesis;
extremely well
organized and
supported argument;
cogent, summative
conclusion with
proposed research
integrated effectively
Paper neatly typed and
formatted. Drop Box
used if available;
student name, E-mail
address, Course and
Section, Assignment,
and Date clearly
indicated; APA format
followed for citations
and references.