Office hours: Check schedule
on door, or make an appointment.
Mission Statement: The mission of Park University,
an entrepreneurial institution of learning, is to provide access to academic
excellence, which will prepare learners to think critically, communicate
effectively and engage in lifelong learning while serving a global community.
Park University will be a renowned international leader in providing innovative
educational opportunities for learners in the global society.
Teaching and Learning: Theory into Practice – current theories and research on
the topics of learning, motivation, teacher thinking, and effective teachings
are reviewed and updated. Classroom applications will be stressed: students must
complete and application project in which they apply current theory in teaching
and learning to an actual classroom problem.
Faculty Philosophy: Graduate
work is more extensive than undergraduate work. We will read extensively.
Relating the readings in theory to our daily experiences and teaching will be a
key element of class. Class sessions will focus on class discussion, teacher
input, presenting to the class, and generating knowledge about questions related
to learning, motivation, teacher thinking, and effective teaching.
General Course Objectives: On
completion of this course, students should be able to –
Course Texts: Approaches
to Teaching, Gary Fenstermacher (2004) Teacher’s College
Learning, by D.C. Phillips (2004) Teacher’s College Press
Elements of Learning, by
James Banner & Harold Cannon(1999) Yale University Press
Elements of Teaching, by
James Banner & Harold Cannon(1991 Yale University Press
“Academic Honesty is required of all members of a learning community. Hence,
Park will not tolerate cheating or plagiarism on tests, examinations, papers or
other course assignments. Students who engage in such dishonesty may be given
failing grades or expelled from Park.”
Plagiarism- the appropriation or imitation of the language or ideas of another
person and presenting them as one’s original work- sometimes occurs through
carelessness or ignorance. Students who are uncertain about proper documentation
of sources should consult their instructors.
Course Requirements and Grading
l. Participation /Attendance: This is an
especially important in an accelerated course of this kind. Any single class
cannot be made up fully, so avoid absences and/or being tardy if at all
possible. A make up assignment may be assigned at the instructor’s discretion
for one excused absence (the final grade will be affected subsequently).
Constructive classroom participation is a part of this grade. As a result
attendance and participation is needed for class. This part will count 30%. In
addition, a presentation of a portion of one of the four texts read in class
will be equal to 20 % of final grade. Instructors are required to keep
attendance records and report absences. Excused absences can be granted by the
professor for medical reason, school sponsored activities, and employment
–related demands including temporary duty. The student is responsible for missed
work. Absences in excess of 2 in an 8wk term will be reported to the Dean or
Director of the individual graduate program for appropriate action. Any student
failing to attend a class for two consecutive weeks, without approved excuse
will be institutionally withdrawn (unofficially withdrawn) and notified that an
“F” will be recorded unless the student initiates official withdrawal from the
2. Teacher Research Focus
Project: This final project will include a description of action research
and its various goals with two outside resources on the topic, your proposed
action research problem, rationale, and critiques and a bibliography of six
juried articles on that problem area. This project will be adapted for those
learners not currently teaching in a classroom. The instructor will be
available for individual assistance on this assignment. Final projects are due
during the final week of class and the class will present their findings to
others during a discussion. A resource for this project is-
http://gse.gmu.edu/research/tr/Traction.shtml Another possibility among
many is to use Ebsco Host and type in key words for your topic. There are many
sites based on Action Research for reading. This core project will count 40% of
your final grade.
3. Course Assignments:
A presentation of the research articles relevant to your topic will be
assigned. Each student will have a portion of time depending on the number of
students in class. As a result of the preliminary reading you will decide on
focus areas or domains that are of interest within your focus topic and relate
these the class. Prepare a handout of focus areas or domains to share with the
class You must use juried articles. Research searches in the journals can be
conducted in the library or on line. In the library at Park you can sometimes
get entire articles. They can also access other library systems. You can go to-(http://ericir.syr.edu/Qa/),
http://www.aspensys.com/eric, and (http://beta.open.k12.or/arowhelp).
This in class presentation will count 10% of the final grade.
Assessment and Late Submission of Course Work
A traditional percentage
grading scale will be utilized. 100-90 = A, 89-80 = B. Lower grades are not
acceptable for graduate credit. Late work will be docked points equal to twenty
percent each week late. Work written in class will not be made up.
March 16- Introduction
to the course, discussion on “Teaching and Culture”, and “The
Reflective Teacher”. Pick a topic
for Action Research.
March 23- “
Teaching for Social Change” and “Critical Thinking”. Be ready to discuss
Approaches to Teaching, Fenstermacher, Chp. 1-4.
March 30- Discuss
Approaches to Teaching, Fenstermacher, Chp. 5-6 finished.
Library research as a class for articles on action research topic.
Discuss The Elements of Teaching of Teaching-Banner -Entire
Collect the critique of two research articles.
April 13 Begin
readings on Perspectives on Learning, Phillips. Entire text.
April 20 Time if
needed to finish Perspectives, and move to Elements of Learning,
April 27 Finish
Elements, Chp. 9-17. Begin Presentations of Action Research.
will be determined based on class size.
Presentations continue and evaluations. Celebrations too!! Your graded
will be saved and you may pick up in the fall.