August 22, 2006  

Thank you all for being engaged participants in our class last night.

Here is a reminder of the things to do this week:

1. Read articles that we handed out
2. Start your weekly observation/reflective journal (in electronic or paper form). We will be asking you to bring it in class on the September 11th
3. Read all handouts carefully and  send to Mara (mara.alagic@wichita.edu) suggestions or questions for clarification
4. Think about HOT TOPICS; come next time with at least 4 different hot topics
5. Record hours that you are using to do the work for this class
6. Recruit a colleague for this class
7. Get the books
8. Do not panic! You can do it! We will all help each other; Janet, Scott and I will assist and facilitate the process.

Here is our tentative agenda for the next time:

1. Good Things Going On-quiz, quiz trade (Kagan) – (Janet next time; class participants in the future - there will be a sign sheet) --Scott

2. Discussion of the two articles --Scott

3. Hot topics - leading to the poster presentation --Mara

4. Model reflective journaling --Janet

5. Semester calendar -- Mara

6. Q&A - all

7. END launch -- Janet

         * * * * * * * * * *                

August 17, 2006

Thank you for enrolling in the Master of Education in Curriculum and Instruction site-based program, especially for enrolling in the Northwest site!

The first day of classes is August 21.

Notice that course materials will be available at both http://www.education.wichita.edu/alagic/731fall06/731fall06.htm and in Course Documents section within the Blackboard site.

Wichita State University

College of Education

Course Syllabus - tentative

Fall 2006

Department, Course Number, Title, and Credit Hours:

CI 731, The Reflective Educator, 6 credit hours

 PRINT FINAL VERSION of the CI 731 SYLLABUS will be available here

Faculty Members:

Mara Alagic, WSU, 978-6974, FAX: 978-6935, e-mail: mara.alagic@wichita.edu

Scott Dellinger, Wichita USD 259 sdellinger@usd259.net

Janet Kingsley, Maize, USD 266, 729 2464 (work), 253 2468 (mobile) jkingsley@usd266.com

Note: Weather Cancellations – Call 978-6633 (select 2) to obtain information on weather related class cancellations.

Catalog Description:

            This course builds a foundation for reflective thinking about (a) the role of the educational practitioner; (b) educational issues in curriculum, instruction, and change theory; and (c) principles and applications of teacher-based action research.

Prerequisite(s):

Admission to MEd in Curriculum and Instruction

Textbook(s) and Related Material:

 Buckingham, M., & Clifton, D. O. (2001). Now, discover your strengths. New York: Free Press.

 Publication manual of the American Psychological Association (5^th ed.). (2001). Washington, DC: American Psychological Association.

 Reagan, T. G., Case, C. W., Brubacher, J. W. (2000). Becoming a Reflective Educator: How to Build a Culture of Inquiry in the Schools (2^nd ed.). Thousand Oaks, CA: Corwin Press.

 National Research Council (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.  (Also available at http://bob.nap.edu/readingroom/books/howpeople1/)

 Adams, J. M. & Carfagna, A. (2006). Coming of Age in a Globalized World: The Next Generation. Bloomfield, CT: Kumarian Press.

 Note:   Students need to download Endnote software which will assist them in formatting references and bibliographies into APA style. Candidates are also asked to consider student subscription to ASCD.

Recommended Readings:

 Blankstein, A. M. (2004). Failure is not an option: Six principles that guide student achievement in high-performing schools. Thousand Oaks, CA: Corwin Press.

 Cole, R. W. (1995). Educating everybody’s children: Diverse teaching strategies for diverse learners. Alexandria, VA: Association for Supervision and Curriculum Development.

 DuFour, R., Eaker, R., Karhanek, G., & DuFour, R. (eds.). (2004). Whatever it takes: How professional learning communities respond when kids don’t learn. Bloomington, IN: National Educational Service.

 Daniels, H., & Bizar, M. (1998). Methods that matter: Six structures for best practice classrooms. York, ME: Stenhouse.

 Lezotte, L. W. & Cipriano, J. A. (1999). The effective schools process: A path to learning for all. Okermos, MI: Effective Schools Products.

 Marzano, R. J., Pickering, D. J., Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

 Major Topics:

Each guiding principle, associated with a major topic, is addressed and assessed in this course.

* http://webs.wichita.edu/depttools/DeptToolsMemberFiles/coedean/revisedCF_2_24_03.pdf 

Program Goals

Goal #1: Graduates of the program should be able to identify, analyze, and explain (a) successful curricular models and instructional strategies and explore the basis for their success, and (b) curricular and instructional problems impeding the improvement of learning and teaching in classrooms and schools, and propose sound solutions.

Goal #2: Graduates of this program should be able to monitor, evaluate, and suggest means to improve instructional practice, including the evaluation of educational outcomes and programs.

Goal #3: Graduates of this program should be able to assume responsibility for the development, implementation, evaluation, and revision of curricula or programs of study in particular disciplines and/or for particular populations.

Goal #4: Graduates of this program should be able to locate, evaluate, interpret, and apply appropriate research and scholarship to the study and solution of practical educational problems in curriculum and instruction.

Goal #5: Graduates of this program should be able to plan and conduct action/applied research, using sound theory and appropriate research designs, to investigate educational questions related to the improvement of curriculum and instruction.

 Goal #6: Graduates of this program should be able to demonstrate professional leadership skills and continued professional growth in curriculum and instruction.

Technology Expectations: This course uses Blackboard (http://blackboard.wichita.edu/) and http://www.education.wichita.edu/alagic/731fall06/731fall06.htm

Students will be expected to regularly access Blackboard to get course documents, information and grades as well as participate in online discussions as required. Students will need to use software that allows them to develop handouts/brochures for their poster project. Students need to download Endnote software which will assist them in formatting references and bibliographies into APA style.

Learner Outcomes (assessment, guiding principles) :

 Major Course Assessments:

1.     Poster project  -- September 25

2.     Inquiry project  -- due - see the calendar

3.     Inquiry written report (Required program assessment – All criteria indicated on rubric must be rated as meets expectations or higher.) -- due - see the calendar

Other Course Requirements:

4.     Educational philosophy -- due -end of semester (see the calendar)

6.     Log of hours  -- due -end of semester (see the calendar)

7.     Reflection paper -- due -end of semester (see the calendar)

8.     Annotated bibliography  -- due -end of semester (see the calendar)

9.     Self assessment paper using the program matrix -- due -end of semester (see the calendar)

Grading:

Grades on rubrics should be interpreted as follows:

      A grade of "A" is earned when your performance generally exceeds expectations.

      A grade of "B" is earned when your performance generally meets expectations.

      A grade of "C" is earned when your performance generally does not meet expectations.

NOTE: Both the state of Kansas and national accreditation requires that university programs for the preparation of teachers and other school personnel be performance-based. In particular, this requires that students not only pass required courses/attain certain GPAs, but also receive satisfactory ratings on certain required assessments, many of those embedded within program coursework.

 One of those required assessments occurs in this course. A title/description of any assessments and associated rubrics and passing criteria follows:

Inquiry written report (All criteria indicated on rubric must be rated as meets expectations or higher.)

Students failing to attain a satisfactory rating on a required assessment may be provided special assistance. The university is not able, however, to recommend individuals for licensure/endorsement who fail to attain a satisfactory rating on required assessments, even though they may receive an acceptable course grade or exceed minimum GPAs.

 Academic Honesty: A standard of honesty, fairly applied to all students, is essential to a learning environment.  Students abridging a standard of honesty must accept the consequences; penalties are assessed by appropriate classroom instructors or other designated people.  Serious cases may result in discipline at the college or University level and may result in suspension or dismissal.  Dismissal from a college for academic dishonesty, constitutes dismissal from the University. (WSU Student Code of Conduct)

 Special Needs: ADA:  If you have a physical, perceptual, psychiatric/emotional, medical, or learning disability that may impact your ability to carry out assigned course work, contact the Office of Disability Services (DS), Grace Wilkie Annex, room 173.  (Voice/TDD 978-3309).  ODS will review your concerns, confirm your disability, and determine, with you, what accommodations are necessary.  All information and documentation of your disability is confidential and will not be released by DS without your written permission.

CALENDAR

~  updated as we "go"  ~

Weblinks: Action Research

 Action Research: A Framework for School Improvement

http://www.coe.fau.edu/sfcel/default.htm

Action Research: A Guide to Reading

http://www.infed.org/research/b-actres.htm

Action Research Electronic Reader

http://www.scu.edu.au/schools/gcm/ar/arr/arow/default.html  

 Action Research in Early Childhood Education

http://www.ed.gov/databases/ERIC_Digests/ed401047.html

Action Research Listserv
http://gse.gmu.edu/research/tr/TRarListserv.shtml

 Action Research Resources

http://www.scu.edu.au/schools/gcm/ar/arhome.html

 Action Research Support

http://www.oise.utoronto.ca/~lbencze/Action_Research_Help.html

An Overview of the Methodological Approach of Action Research

http://www.web.net/~robrien/papers/arfinal.html

 Business as Usual or Action Research in Practice
http://www.scu.edu.au/schools/gcm/ar/arr/arow/rwortley.html

Classroom Action Research
http://www.madison.k12.wi.us/sod/car/carhomepage.html

 Classroom Action Research Overview

http://mypage.iusb.edu/~gmetteta/Classroom_Action_Research.html

Classroom Action Research Abstracts:

http://www.madison.k12.wi.us/sod/car/carabstractintro.html
 
Classrooms of the 21st Century: Teacher Research
http://www.accessexcellence.com/21st/TL/AR/

 Education Action Research (Journal)

http://www.triangle.co.uk/ear/

 Research to Practice: Guidelines for Planning Action Research Projects

http://archon.educ.kent.edu/Oasis/Pubs/0200-08.htm

 Teachers as Researchers

Annotated Bibliography Weblinks

 Annotated Bibliographies

http://owl.english.purdue.edu/handouts/general/gl_annotatedbib.html

http://owl.english.purdue.edu/handouts/general/gl_annotatedbibEX.html

 Annotated Bibliographies

http://www.wisc.edu/writing/Handbook/AnnotatedBibliography.html

 APA Format for Annotated Bibliographies

http://www.lesley.edu/library/guides/citation/apa_annotated.html

This site also has information on general and online references and citations.

 How to Prepare an Annotated Bibliography

http://www.library.cornell.edu/olinuris/ref/research/skill28.htm

 SAMPLE ANNOTATED BIBLIOGRAPHY ENTRY FOR A JOURNAL ARTICLE

(http://www.library.cornell.edu/olinuris/ref/research/skill28.htm#sample)

The following example uses the APA format for the journal citation:

Goldschneider, F. K., Waite, L. J., & Witsberger, C. (1986). Nonfamily living and

the erosion of traditional family orientations among young adults. American Sociological Review, 51, 541-554.

The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.

Weblinks: Review of the Literature

How to Write a Literature Review

http://bob.ucsc.edu/ref/howto/literaturereview.html

 Literature Review: An Introduction

http://ec.hku.hk/acadgrammar/litrev/main.htm

 Review of Literature

http://www.wisc.edu/writing/Handbook/ReviewofLiterature.html

 The Literature Review

http://www.library.cqu.edu.au/litreviewpages/

 The Literature Review: A Few Tips on Conducting It

http://www.utoronto.ca/writing/litrev.html

 Writing Up Research: Using the Literature

http://www.clet.ait.ac.th/EL21LIT.HTM

 How to Write a Literature Review

http://www.unc.edu/depts/wcweb/handouts/literature_review.html

The Literature Review

http://www.deakin.edu.au/library/findout/research/litrev.html

 Writing a Literature Review

http://www.vuw.ac.nz/st_services/slss/workshop_studysessions/literature_review.html

Inquiry Project

1.         From your weekly journal entries (after 5 weeks of classroom observation and reflection), determine an area that needs further consideration and potential improvement in the area of C&I.

 2.         Read two short articles on action research (handout),

(i)          Jenkins, D. B. (2003). Action research with impact. ENC Focus, 10(1), 35–37.

(ii)        Brooks, J., Cayer, C., Dixon, J., & Wood, J. (2003). Action research question: What factors affect teachers’ integration of technology in elementary classrooms? ENC Focus, 10(1), 37–38.

3.         Decide how to carry out your investigation, following the rubric.

4.         You will make a brief oral presentation on what you observed and how you intend to solve the situation to your classmates.

5.         Now begin reading more indepth about Action research (our text by Reagan, Case, & Brubacher).

6.         Do a more indepth review of the literature in the area you are investigating.

7.         Continue collecting data.

8.         Report your findings in a presentation.

9.         Write up your inquiry project in a formal paper following the rubric.