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ED 630 Action Practicum
Fields, Barbara


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

ED 630 Action Practicum

Semester

F1P 2008 DL

Faculty

Fields, Barbara A.T.

Title

Assistant Professor, Program Coordinator MAT

Degrees/Certificates

Ph.D.  Curriculum and Instruction
MA and Ed.Spec   Educational Administration
BA Education

Office Location

Copley Hall, Main Campus, Room 324

Office Hours

12:30 Virtual, but am online several times a day

Daytime Phone

816.584.6583;  Cell: 816.536.5680;  

Other Phone

Home:  816.741.5972

E-Mail

barbara.fields@park.edu

Semester Dates

August 18, 2008-October 12, 2008

Class Days

TBA

Class Time

TBA

Prerequisites

15 hours in the program including ED629

Credit Hours

3


Textbook:
This course addresses the application of knowledge and competencies obtained throughout the master's degree program.  No text is required.

Additional Resources:

While no text is required, all writing assignmens are expected to adhere to the format provided by the Publications Manual of the American Psychological Association (5th edition).

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
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Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
Ed360 Action Practicum: One of two concluding courses in the Master of Education designed to complete the praxis model. This is the action/application of information learned in the program. Each student will develop and apply an educational plan utilizing new learning. The project must be related to the emphasis area. Prerequisites: 15 hours in the program including ED629. a. general studies b. school law c. multi-cultural d. teaching at-risk students e. early childhood f. adult education

Educational Philosophy:
The facilitator believes in online instruction and the potential for the field of education.  Significant student interaction opportunities exist each week.  Dedicated reading, evaluating, and synthesizing on the discussion topics are expected.  Students will be supported in this action practicum, but the lead for learning belongs to the student.

Learning Outcomes:
  Core Learning Outcomes

  1. Evaluate a current educational situation and identify an area (or areas) that needs improvement. National Board for Professional Teaching Standards [1, 2, 3] Commission of Professors of Adult Education Standard [1, 2, 4, 6] National Association for the Education of Young Children Core Standard [1, 3], Essential Professional Tool [4, 5, 6] Reviews ED629 course activities.
  2. Research "best practices" solutions to the identified need/problem. National Board for Professional Teaching Standards [1, 2, 3, 4] Commission of Professors of Adult Education Standard [1, 4, 6] National Association for the Education of Young Children Core Standard [3, 5] Essential Professional Tool [4, 5, 6] ] Reviews ED629 course activities.
  3. Synthesize best practice research related to the identified need/problem (Core Learning Outcome 2) and develop a practical solution to meet the need or solve the problem. National Board for Professional Teaching Standards [1, 2, 3, 4] Commission of Professors of Adult Education Standard [6] National Association for the Education of Young Children Core Standard [1, 4, 5] Essential Professional Tool [2, 7, 8] Reviews ED629 course activities.
  4. Implement a "best practices" solution to the meet the identified need or solve the identified problem. National Board for Professional Teaching Standards [1, 2, 3, 4] Commission of Professors of Adult Education Standard [3, 5, 6] National Association for the Education of Young Children Core Standard [1, 4, 5] Essential Professional Tool [2, 7, 8]
  5. Evaluate the success or failure of the solution and summarize findings, recommendations, and conclusions. National Board for Professional Teaching Standards [1, 2, 3, 4, 5] Commission of Professors of Adult Education Standard [6] National Association for the Education of Young Children Core Standard [1, 4, 5] Essential Professional Tool [2, 3, 7, 9]
  6. Dialogue/collaborate effectively with colleagues during the action research process. National Board for Professional Teaching Standards [5] Commission of Professors of Adult Education Standard [5] National Association for the Education of Young Children Core Standard [5] Essential Professional Tool [3, 7, 9]


Core Assessment:

Final Project: Each student will complete the action/teacher research project they developed in ED 629. It should include: an introduction, review of literature, methodology, results and implications. 

The proposal is the plan by which you will explain your project and determine how it will be evaluated. The following format is provided for guidance as you develop the proposal for your project.

I.    Define the Problem

Ø      State a well-defined problem.

Ø      Identify possible solutions, again using current appropriate research.

Ø      Identify your solution and why you decided on your particular approach.

II. Review of Literature           

Ø      Include currently appropriate research in review. 

Ø      Literature review should include multi-disciplinary perspectives when appropriate

Ø      The project needs to be related to current best practice research.

III. Methodology

Ø       Action Research design should be sound and relevant

Ø      Data collection techniques should be workable and design should include a triangulation of data sources (e.g. including both quantitative and qualitative sources when possible)

Ø      Hypothesis should be testable when included

IV. Results     

Ø      Data collection tools were workable

Ø      Analytic techniques were relevant

Ø      Results are viable

V. Implications           

Ø      The relevance of results are clearly identified

Ø      Implications display creative reflections

Ø      APA format is employed throughout project


Link to Class Rubric

Class Assessment:

Participation

Student attendance and participation is essential in achieving maximum learning. It is generally expected that each student will attend all scheduled class sessions by contributing to the weekly discussion thread. Prompts will be provided to guide the discussion each week. (8@10 points each = 80 points)

Each student should respond to at least one (more if you wish) of his or her classmates' postings each week. The posting should be more than simply agreeing or disagreeing and should include reflective comments, questions, and suggestions regarding his or her classmates' project and postings.  (40 points)

Proposal - Each student will develop a brief (one page double spaced) summary of his or her project. It should at a minimum include the identified need (problem), the strategies the student plans to use in addressing the need, and the method of evaluation that will be employed to ascertain the effectiveness of the strategies. This is an overview of chapters 1 and 3, which you completed in ED629 (15 points)

Practicum Project - Core Assessment -- The project has the potential of taking many forms, but it must be evident that it has addressed your stated objectives. It is expected that there be some written component (APA format) which will include a summary of the need and the environment in which the need exists. A literature review of current research and practice is appropriate and necessary in most cases. Relating the project to current best practice research is critical as is a description of the process used. Guidelines related to the structure of the written project follow. Chapters one through three, which were developed in ED629, will be refined and chapters four and five will be developed and submitted. (100 points)  Please note: The practicum project written paper serves as the core assessment activity for this course.  Core assessment activities are used for program evaluation and to ensure consistency of delivery across all instructional modalities.  While related to the project scoring guide, the scores earned on the Core Assessment Rubric (CAR) are not used in grade computation.

  1. Cover Page -- (1 page) Project title, your name, and date. (2 points*)
  2. Table of Contents (1 page) Identify chapters, primary subheadings (if appropriate), and relevant page numbers. (3 points*)
  3. Chapter 1 -- Introduction (1-3 pages) Establish the need for the project (the problem involved) and describe the environment in which the need/problem is found. (5 points*)
  4. Chapter 2 -- Literature Review (5-10 pages) Summarize literature that addresses best practice related to the identified need/problem. Citations are required. (5 points*)
  5. Chapter 3 -- Methodology (2-5 pages) Describe your plan of action, i.e. what procedures you used to address the need/problem and how. (5 points*)
  6. Chapter 4 -- Results (1-3 pages) Report your findings, i.e. report your successes, failures, etc. (20 points*)
  7. Chapter 5 -- Conclusions and Recommendation (1-2 pages) Summarize your project. What did you learn from doing the project. What suggestions/recommendations might you make to anyone attempting to address the same need/problem. (35 points*)
  8. References (1-2 pages) References page should be structured according to APA format. For consistency, use a "hanging indent" format. (5 points)
  9. APA Format - An additional 20 points will be awarded for spelling, punctuation, grammatical correctness and adherence to APA writing format.

* (Note: I have prepared a "tip sheet" for each of the five chapters. You may access these files from the "Document Sharing" section of the eCollege classroom.)

Final Examination - An examination will be taken in person during the 8th week of instruction at one of the Park University sites around the country or at an alternative location approved by your instructor where Park University sites are not available. It will be the responsibility of the student to arrange for a proctor, by the 6th week of the term, who will be accepted and approved by the instructor. Guidelines for selecting an acceptable proctor can be found at the Park University Website. For proctored examinations, photo identification is required at the time of the test. A proctor request from will be made available to you during the first week of the class so that you can send your requested proctor to me for approval. Failure to take a final proctored exam will result in an automatic "F" grade. (65 points)

Other Information on proctored exams:

  • It will be the responsibility of the student to arrange for a proctor, by the 6th week of the term, who is accepted and approved by the course instructor.
  • Approval of proctors is the discretion of the Online instructor.
  • A proctor request form will be made available to you during the first week of class so that you can send your requested proctor to your instructor for approval.
  • Failure to take a final proctored exam (or submit your final project for some online graduate courses) will result in an automatic "F" grade.
  • Some Graduate Online courses may not require a proctored Final Examination.

NOTE: A brief summary of all course assignments arranged by week may be found in the document sharing folder. This summary should provide you with a good checklist of work to be submitted.

Grading:

Grading Scale I will provide you with ongoing progress reports of your average grade throughout the term.

The grading scale is (300 points possible):

A = 270 - 300
B = 240 - 269
C = 210 - 239
D = 180 - 209
F = Less than 180

Late Submission of Course Materials:

Submission of Late Work: This is a labor-intensive course which allows for considerable independence on the student's part. Success in this class depends on your staying current with the assignments and following established time lines. For this reason, I will make a 20% deduction each day that assignments are submitted late except for assignments due during week eight. In that I must submit grades no later than midnight Tuesday following the end of the course, no assignment will be accepted later than midnight Sunday of week eight. If something catastrophic comes up that makes a late submission unavoidable, you must notify me in advance.

Classroom Rules of Conduct:
A student, whose behavior disrupts the classroom or interferes with the learning of other students, will be subject to disciplinary action, ranging from dismissal from the classroom to expulsion from Park University.  Such behavior includes, but is not limited to, the use of abusive or obscene language, attending the class under the influence of drugs or alcohol, excessive tardiness, or excessive absences.

Course Topic/Dates/Assignments:

This syllabus provides an overview of the syllabus and activities which will be found in the eCollege classroom. A more detailed explanation of course activities, policies, and procedures will be found in the online classroom.

Week #:

  1. During this week we will be reviewing what you have accomplished related to your project to date.  Specifically, we will be looking at the first three chapters of your written project which you did in ED629 (Ciritical Reflections Seminar), making any changes or modications to the methodology you developed, and finalizing implemenation plans.
  2. During this week you will begin implementation of your school improvement project and provide a summary of what you have accomplished to related to your project to date.  Specifically, you should reflect on the actions you have taken, any successes you may have achieved, and any obstacles incurred.
  3. During this week you will continue with the implementation phase of your school improvement project and provide a summary of what you have accomplished to related to your project to date.  Specifically, you should reflect on the actions you have taken, any successes you may have achieved, and any obstacles incurred.
  4. During this week you will continue with your school improvement project and provide a summary of what you have accomplished to related to your project to date.  Specifically, you should reflect on the actions you have taken, any successes you may have achieved, and any obstacles incurred.
  5. During this week you will continue with your school improvement project and provide a summary of what you have accomplished to related to your project to date.  Specifically, you should reflect on the actions you have taken, any successes you may have achieved, any obstacles incurred, any modification made, and any assessment data obtained.
  6. During this week you will continue with your school improvement project and provide a summary of what you have accomplished to related to your project to date.  Specifically, you should reflect on the actions you have taken, any successes you may have achieved, any obstacles incurred, any modification made, and any assessment data obtained.
  7. This week you will conclude your school improvement project and provide a summary of what you have accomplished to related to your project.  You will also begin the formal data analysis phase of your project.  Specifically, you should reflect on the actions you have taken, any successes you may have achieved, any obstacles incurred, any modification made, and any assessment data obtained.
  8. This week you will reflect on your school improvement project and provide a summary of lessons learned related to your project.  Specifically, you should reflect on the actions you took, successes you achieved, and obstacles incurred. You should also provide suggestions for future actions.

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2008-2009 Graduate Catalog Page 25

Plagiarism:

Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2008-2009 Graduate Catalog Page 25


Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2008-2009 Graduate Catalog Page 29

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:

This course is designed to allow the student to implement actions and strategies to improve the educational environment.  Each student will identify a need (problem) in his/her classroom or school and develop a strategy to improve the situation. In accomplishing the goals for the course, the student will develop a proposal that identifies the need, describes the action to address the need, and specifies the way in which the action will be evaluated.  Additionally, in developing a proposed course of action, the student will research current information related to the need and relevant best practice.  Finally, the student will provide a written summary of the research conducted (findings), an explanation of the actions taken, and an assessment of the success or failure of the actions. 


This is one of the last classes in the master's program.  It is expected that you are able to do master's level, independent work applicable to your work setting.  This should be a creative, individual project of substantial worth to you as an educator and should demonstrate your effectiveness as a change agent in your school, as well as your ability to implement individual, life-long learning.  And while the course will emphasize individual work as dictated by the student's interest, it will also focus on the sharing of ideas and findings with your classmates.  My primary role will be to serve as a facilitator in the exchange of ideas among class members and to provide guidance and suggestions related to your course project.


Attachments:
Core Assessment Activity

Core Assessment Rubric

Discussion Thread Rubric

Discussion Response Rubric

Proposal Rubric

Journal Rubric

Project Scoring Rubric

Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Analysis                                                                                                                                                                                                                                                   
Outcomes
1,2,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Demonstrates the ability to examine data obtained from the procedures and sources identified in the project methodology by using more than 3 data sources from at least 2 perspectives in the analysis process. Uses 2-3 data sources from at least 2 perspectives. Uses less than 2 data sources or uses data sources from only 1 perspective. Does not use any data sources. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
3,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Uses more than 3 data sources from at least two perspectives from the procedures identified in the project methodology to reach conclusions. Uses 2-3 data sources from at least 2 perspectives. Uses less than 2 data sources or uses data sources from only 1 perspective. Does not use any data sources. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Appraises both the specific problem/issue and the larger educational context using all data sources obtained in relation to the problem/issue that was identified (hypothesis) and in relation to the larger educational context. Addresses the specific problem/issue but not the larger educational context while using some, but not all, of the data sources. Addresses the specific problem/issue but fails to appropriately use relevant data sources. Fails to address the specific problem or issue or the larger educational context. 
Application                                                                                                                                                                                                                                                
Outcomes
4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Effectively implements “all” methodology components and makes modifications as appropriate. Effectively implements “all” methodology components but fails to recognize the need for modifications. Fails to implement all methodology components. Does not implement any significant methodology components. 
Professional writing skills                                                                                                                                                                                                                                
Outcomes
6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Adheres to APA style guide.  Five or fewer grammatical or style errors. Adheres to APA style guide.  Six to fifteen grammatical or style errors. Adheres to APA style guide.  Sixteen to twenty-five grammatical or style errors. Fails to adhere to the APA style guide. More than 25 grammatical or style errors. 
Research skills                                                                                                                                                                                                                                            
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Adheres to the five chapter format/structure for reporting action research activities and is of sufficient length. Written paper includes an appropriate title page, abstract, table of contents, chapters 1-5, references cited page, and appendices (as appropriate) - 25 or more pages Written paper includes a title page, abstract, table of contents, chapters 1-5, references cited page, and appendices (as appropriate) – 20-24 pages. Written paper includes a title page, abstract, table of contents, chapters 1-5, references cited page, and appendices (as appropriate) but is of insufficient length (15-19 pages). Written paper does not include all of the following: title page, abstract, table of contents, chapters 1-5, references cited page, and appendices (as appropriate) or is of insufficient length (less than 15 pages). 
Professional Disposition                                                                                                                                                                                                                                   
Outcomes
6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Demonstrates the ability to dialogue and collaborate effectively. More than 10 appropriate and professional communication exchanges Eight or nine appropriate and professional communication exchanges. Six or seven appropriate and professional communication exchanges. Less than six appropriate and professional communication exchanges. 

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Last Updated:8/12/2008 2:13:25 PM