School For Education Mission StatementThe 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.
School For Education Vision StatementThe 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
ED 630 Action Practicum
UMP 2009 EDZ
Dennis, Kay S.
Assistant Professor of Education
May 11, 2009 - May 24, 2009
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As an educator I am a guide and facilitator of learning. I use teaching strategies and techniques that integrate the life experiences and interests of students. I strive to support their learning by (1) creating an organized, positive, and interactive learning climate, (2) focusing attention, (3) clarifying performance expectations through applying Bloom’s Taxonomy, rubrics, examples, dialogue, and timely feedback, (4) inducing transfer of knowledge, (5) encouraging reflection, and (6) assessing achievement. In return, students are expected to participate actively in a timely, courteous manner, offer their best effort, and shoulder the responsibility for their own learning.
Learning Outcomes: Core Learning Outcomes
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.
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
Ø Data collection tools were workable
Ø Analytic techniques were relevant
Ø Results are viable
Ø The relevance of results are clearly identified
Ø Implications display creative reflections
Ø APA format is employed throughout project
Link to Class RubricClass Assessment: See Grading Plan.
270 - 300
240 - 269
210 - 239
180 – 209
0 - 179
Components of Course Grade
Participation: Periodic reflection on activities is an essential aspect of achieving maximum learning. Make email or telephone contact with the Instructor at least once weekly during this Independent Study course. 100 points
Presents reflective thoughts and ideas that expand on the discussion topic.
Formulates questions and/or solutions related to own project; responds to instructor.
As appropriate, supports position(s) taken by citing authoritative sources.
0 – 100 pts.
Proposal Summary. Develop a 2 page (double spaced) summary of your project. Include the identified need or problem, the strategies you plan to use in addressing the need, and the method of evaluation you will use to ascertain the effectiveness of your research strategies. (What evidence would you accept as proof of success?) Consider this an overview of chapters 1 and 3 from ED629. The challenge is to be concise yet complete. Due Week 1. (50 points)
Describes the need or problem
Describes the strategies to address the need or problem
Explains the method of evaluation to ascertain the effectiveness of the strategies
Total points possible
Deduction for excessive errors (0-10 pts.)
Total points earned
Research Project / Action Practicum (Core Assessment) (100 points)
Research projects can assume many forms. Be sure that yours clearly addresses your stated objectives. Chapters 1-3, which you developed in ED629, will be refined during this course; and chapters 4-5 will be developed. Your 5-chapter research project (practicum) 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.
I. Problem Statement
A. Introduce/state a well-defined problem or need, explaining its significance.
B. Situate the problem or need within its context or environment.
C. Identify potential solution(s) and explain the choice of your particular approach.
A. Include historical and current and research as appropriate.
B. Include multi-disciplinary perspectives if feasible.
C. Relate your project to current best practice research.
A. Present an action research design that is sound, practical and relevant.
B. Apply data collection tools and techniques that are workable & multimodal (triangulated) when possible.
C. If using an hypothesis, make certain is it testable.
IV. Findings and Results
A. State research findings explicitly; link them to your project goal(s).
B. Use analytic techniques that are relevant and well organized.
C. Reflect on the limitations of your study as anticipated, and as encountered.
D. Encompass the expected and unexpected in the results. Compare with literature if feasible.
V. Conclusions, Implications and Recommendations
A. Clearly identify the meaning and relevance of results.
B. In implications, demonstrate creative reflections and familiarity with the literature on the topic.
C. Propose future investigations to improve practice and/or add to the body of knowledge on the topic.
VI. References and Appendices
A. Documentation of approval for the study from host institution.
B. Surveys, questionnaires, etc. used in the conduct of the study.
C.Any relevant artifacts as appropriate.
Includes project title, your name, course details, date.
Table of Contents
Includes all elements incl. subheadings; corresponding page #.
Ch. 1 Introduction
Establishes the significance; describes the context or environment. Chapter summary provides highlights.
Ch. 2 Review of the Literature
Presents the relevant research literature, analyzing for completeness, uniformity. Addresses best practice related to the topic. Includes citations. Chapter summary provides highlights.
Explains research procedures and how they will be accomplished. Chapter summary provides highlights.
Ch.4 Findings and Results
Presents findings and results. Includes successful and unsuccessful efforts, expected and unexpected. Discusses study limitations and their effect on the research process and/or outcome. Chapter summary provides highlights.
Ch. 5 Conclusions and Recommendations
Summarizes the research in terms of what was learned; discusses implications for practice. Offers suggestions or recommendations for future research.
Contains complete list of all citations; appendices well designed.
Errors of spelling, grammar, punctuation, APA (mechanics) <15
Final Examination (50 pts.)
Late Submission of Course Materials: Except with prior faculty approval, late work is not accepted, due to the short span of this course.
Course Topic/Dates/Assignments: Because of the unique and individual nature of this course, for the most part the nature of the student's project will determine the specific assignments addressed.
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 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
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 .
Last Updated:5/12/2009 4:45:48 PM