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ED 630 Action Practicum
Dennis, Kay S.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

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, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

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

S2P 2013 DLA

Faculty

Dennis, Kay S.

Title

Associate Professor of Education

Degrees/Certificates

Ed. D.
M.S.N.
B.S.N.

Office Location

Online

Office Hours

Online anytime

Daytime Phone

1.252.241.9463

E-Mail

kay.dennis@park.edu

Semester Dates

March 18 - May 12, 2013

Class Days

Any

Class Time

Any

Prerequisites

ED629

Credit Hours

3


Additional Resources:

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FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
Ed360 Action Practicum: This course is the second of two concluding courses in the Master of Education designed to complete the praxis model. It 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.  a. general studies b. school law c. multi-cultural d. teaching at-risk students e. early childhood f. adult education

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

Grading:

Grading - 10 point scale

Discussion: 20 points, x 8 weeks = 160 points      160

Week 1 Summary                                                           40

Peer Critique                                                                    50

Research Project (Ch. 1-5)                                          150

TOTAL POINTS                                                               400


Late Submission of Course Materials:

This is a labor-intensive course that requires considerable independence on your part. Your success depends on staying current with the assignments and following established time lines. If something catastrophic comes up that makes a late submission unavoidable, notify me. If not, you will receive a 20% deduction for each day that an assignment is submitted late, except for assignments due during week eight. Because I must submit grades no later than midnight Tuesday following the end of the course, no assignment will be accepted following midnight Sunday of week eight.

Course Topic/Dates/Assignments:

Discussion/Participation - Your class attendance through participation in weekly discussions is required. Please post your initial entry no later than Wednesday midnight, and respond to at least two classmate postings. Include reflective comments, questions, and suggestions for their projects. (20 points/week)

Week 1 Summary.  Develop a 2-page (double spaced) summary of your research project.  Include the need or problem, the strategies to address the need, and the method of evaluation you will use to determine the effectiveness of the strategies OR, when applicable, recommendations and implications for further research. Consider this an overview of chapters 1 and 3, which you completed in ED629.  The challenge is to be concise yet complete.  This assignment is due Sunday of week 1.  (40 points)

Week 4 Peer Critique. Your research skills will be enhanced through a careful examination of a classmate’s project. You will read and critique one research proposal and provide suggestions and analysis. This assignment is due Sunday of week 4.  Guidelines will be provided in week 1.  (50 points)

Core Assessment

Core assessment activities are used for program evaluation and to ensure consistency of delivery across all instructional modalities. Your 5-chapter research project (practicum) serves as the core assessment activity for this course.  Be sure that this final assignment clearly addresses your stated objectives. Due date is Friday of week 8.  (150 points)

THIS COURSE CONTAINS NO FINAL EXAMINATION.

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 2012-2013 Graduate Catalog Page 21-22

Plagiarism:

Plagiarism is 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 2012-2013 Graduate Catalog Page 21


Attendance Policy:

Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools. Park University 2012-2013 Graduate Catalog Page 26

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:
All rubrics will be posted in DocSharing during week 1 and will supersede any rubrics found in this version of the Syllabus.



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:3/7/2013 2:55:41 PM