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ED 630 Action Practicum
Dennis, Kay S.


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

UMP 2009 EDZ

Faculty

Dennis, Kay S.

Title

Assistant Professor of Education

Degrees/Certificates

EdD
MSN
BSN

Office Location

Online

Office Hours

Email anytime

Daytime Phone

252.241.9463

E-Mail

kay.dennis@park.edu

Semester Dates

May 11, 2009 - May 24, 2009

Class Days

ALL

Class Time

TBA

Prerequisites

ED629

Credit Hours

3


Textbook:
NONE.

Additional Resources:

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/.


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: ED629.

Educational Philosophy:
 

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

  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:
See Grading Plan.

Grading:
 

Grading Scale

Points

270 - 300

240 - 269

210 - 239

180 – 209

0 - 179

Grade

A

B

C

D

F

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

 RUBRIC

Critical Elements:

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.

 Range:

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)

RUBRIC

Critical Elements:

Points

Describes the need or problem

/15

Describes the strategies to address the need or problem

/20

Explains the method of evaluation to ascertain the effectiveness of the strategies

/15

Total points possible

50

Deduction for excessive errors (0-10 pts.) 

         

Total points earned

      /50

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. 

PROJECT GUIDELINES

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.

D.  Summarize.

II. Review of Literature           

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.

D.  Summarize.

III. Methodology

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.

D.  Summarize.

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.

E.  Summarize.

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.

 RUBRIC

ELEMENT

DESCRIPTION

POINTS

Cover Page

Includes project title, your name, course details, date.

/ 2

Table of Contents

Includes all elements incl. subheadings; corresponding page #.

/ 3

Ch. 1      Introduction

Establishes the significance; describes the context or environment. Chapter summary provides highlights.

/10

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.

 / 5

Ch.3     Methodology

Explains research procedures and how they will be accomplished. Chapter summary provides highlights.

/ 5

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.

/35

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.

       /35

References/ Appendices

Contains complete list of all citations; appendices well designed.

 /5

Subtotal points

Deductions

Errors of spelling, grammar, punctuation, APA (mechanics)    <15

TOTAL POINTS

100

 Final Examination (50 pts.)

You must complete an ORAL final examination in order to earn a passing grade for the course.  
 
 

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:

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 .



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:5/12/2009 4:45:48 PM