f01. web viewrequirements. information fluency goals. development of the following skills will be...

Requirements

Information Fluency GoalsDevelopment of the following skills will be emphasized during this course:

The information literate student determines the nature and extent of the information needed.Performance Indicators:

1. The information literate student defines and articulates the need for information. Outcomes Include:

a. Confers with instructors and participates during class discussions, peer workgroups, and electronic discussions to professionally elaborate upon a research topic, or other information need

1. Plans for a topic of study with input from faculty and peers

b. Develops a thesis statement and formulates questions based on the information need 1. Formulates questions pertaining to the purpose, development and professional writing

based on an Action Research paper addressing an issue related to special education 2. Responds in writing to journal probes requiring review of related scholarly journals,

conducting additional research, and synthesizing information. c. Explores general information sources to increase familiarity with the topic

1. Explores general information sources such as texts and biographies of individuals with special needs

2. Responds in writing to journal probes requiring review of related scholarly journals, conducting additional research, and synthesizing information.

2. The information literate student constructs and implements effectively designed search strategies. Outcomes Include:

a. Develops a research plan appropriate to the investigative method 1. Develops a plan for Action Research based upon a review of current literature

b. Identifies keywords, synonyms and related terms for the information needed 1. Utilizes parameters for data-base searches

2. Responds to evaluation of journal probes by conducting additional research and then synthesizing information.

c. Selects controlled vocabulary specific to the discipline or information retrieval source1. Utilizes appropriate section headings in reporting Action Research

3. The information literate student synthesizes main ideas to construct new concepts.

Outcomes Include:a. Recognizes interrelationships among concepts and combines them into potentially useful

primary statements with supporting evidence 1. Develops a thesis and findings when responding in writing to journal probes requiring review of related scholarly journals, conducting additional research, and synthesizing information

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b. Extends initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require additional information

1. Presents Action Research findings and relevance to current and future practice c. Utilizes computer and other technologies (e.g. spreadsheets, databases, multimedia, and audio or

visual equipment) for studying the interaction of ideas and other phenomena 1. Depicts and presents elements of the Action Research findings in graphic form

d. The information literate student communicates the product or performance effectively to others.Outcomes Include:

a. Chooses a communication medium and format that best supports the purposes of the product or performance and the intended audience

1. Prepares a manuscript for possible publicationb. Uses a range of information technology applications in creating the product or performance

1. Integrates text and illustrations for publication

(Information Literacy Competency Standards for Higher Education , Approved by Association of College and Research Libraries on January 18, 2000)

Participation and Attendance: Class activities and discussions were planned based on pre-identified student needs. Topics can evolve based on changing student needs or trends in the field. To get the most from your course, it is important to participate fully, and keep up with readings and course activities. Punctuality, regular attendance, professionalism and timely submission of work are all essential. Technological devices (cell phones, iPads, laptops, etc) should be used only for academic purposes. Please check your Concordia email frequently as this will be used as a method for communicating important information. In order to receive full credit, you must attend class, complete all required reading assignments, complete written assignments, actively participate during class discussions and any assigned online discussions. 10 Hours of Field work will be incorporated into course as required participation. If you must miss a class, the instructor must be notified prior to the class session that will be missed. Being frequently absent or tardy will result in a lower grade and potential issuance of an academic alert.

Analysis, evaluation, and synthesis of two scholarly journal (assessment) articles:The student will analyze, evaluate, and synthesize two scholarly journal articles in relation to the main topic: (Assessment Practices since 1990 and Suggestions for Change). The assignment requires the student to critically evaluate and respond to the following elements in a synthesized final paper:

Compare articles for similarities and contrasts – look for patterns and utilize the provided matrix. Evaluate whether cited sources are accurate and reliable (requires either further review of the

literature or a high level of competency related to the topic) Based on the review of the literature and analysis of data, are the provided researcher's

conclusions valid? What are the strengths and weakness of each researcher's conclusions and suggestions? Are their conclusions generalizable? Why are the articles' provided suggestions relevant to this course and your graduate program? Use the provided guidance document to complete the final synthesized paper. Review and

reference the provided rubric to finalize completion of the guidance document into a finished synthesized paper.

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The final synthesized paper is then digitally submitted to the instructor. It will be rubric scored based on the identified elements as identified above.

Three Guided Reflection Discussion Responses: Must be posted to the Bb Discussion Board based on the course schedule’s due datesFollowing assigned readings and the need to further research the given topic, the graduate student will reflectively and professionally respond in writing to three journal probes. Each response will provide original work that is proofread for grammar, usage, mechanics, and spelling (GUMS). The response will exhibit correct in-text and reference list formatting based on APA style (2010) 6 th edition. In preparation of developing the student’s edTPA portfolio, all assignments must be word-processed using 11 pt. Arial font, double-spaced, with one inch margins. Each journal response should be approximately two-pages, exclusive of the cover page and reference list.

Each class member will post their discussion on the date indicated and within the following week, each student will respond in a professional constructively critical manner to two peers.

Guided Reflection 1. Based on your previous research and the knowledge acquired during earlier course work, reflect upon the development of your action research project thus far. What particular successes or difficulties have you had with attending to the development of your problem statement and/or research questions. What questions do you have thus far regarding the action research process?

Guided Reflection 2. What has changed since your initial draft of the action research project? What sections of your action research project need to be revised, updated, or more fully developed? What are some specific steps that you plan for these revisions?

Guided Reflection 3. Effective schools are data-driven and embrace professional development that promotes professional learning communities (PLCs). Effective utilization of PLCs addresses the need to frequently monitor student progress and adjust learning accordingly. How might teacher inquiry be used to further the goals of an effective school?

Annotated Reference List: Due prior to submission of Part 1a-b of the Action Research Project

An annotated reference list (bibliography) is a list of APA (2010) formatted citations to books, scholarly articles, and supporting documents. Each citation is followed by a brief (usually about 150 words) descriptive and evaluative paragraph-the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.

Creating an annotated reference list requires the application of a variety of intellectual skills including: concise exposition, succinct analysis, and informed research. The student teacher should begin the process by locating and recording citations to scholarly sources including articles, periodicals, and documents that may contain useful information and ideas on your topic. Text books are secondary sources. Briefly examine and review the actual items. Then choose those scholarly works that provide a variety of perspectives on your lesson’s topic, content, or instructional modality. Then, cite the selected sources using APA (2010) style. Purdue Online Writing Lab is an excellent free source for all questions related to in-text citations, reference list format, cover page development and outline for reports, using APA (2010) style. Bookmark the following link to mitigate the cost of an APA Manual (2010) or Hacker & Sommers (2010) Style Guide Manual: https://owl.english.purdue.edu/owl/resource/560/01/

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https://owl.english.purdue.edu/owl/resource/560/01/

Write a concise annotation that summarizes the central theme and scope of the selected scholarly sources. Include one or more sentences that (a) evaluate the authority or background of the author, (b) comment on the intended audience, (c) compare or contrast this work with another you have cited, or (d) explain how this work illuminates your lesson’s topic, content, or delivery of instruction.

Blackboard will include several resources, including an exemplar model, to support the student teacher’s developing competency related to this assignment. A rubric is also provided below for guiding development and objective scoring. As an effective learner, the student teacher should access and use these resources.

Action Research Report: Table of Contents and Benchmarks for Submissions

Part 1a (develop within the first 3 weeks of the semester)Cover Page:Introduction/Purpose of the Report:Draft Problem Statement

Part 1b (develop within the first 6 weeks of the semester)Revised Problem StatementStatement of the Problems Impact on Learning (Rationale for the Action Research):Research Question(s) Literature ReviewMethodology Data Collection Procedures:

Part 2 (balance due with revisions as the final assignment)Data Analysis/ Progress Monitoring Results:

Interpretation of Intervention ResultsData Collection Form:Data Collection Graph:

DiscussionConclusionsImplicationsSummary

Appendices (work samples, signed informed consent etc…):

Please see the Graduate Student Teacher Handbook for complete descriptions of the program and evaluation.

VIII. Grading and Evaluation:

Active Participation and Required Attendance ---- 5% Synthesizing Two Scholarly Articles -------------- 10%

Three Guided Reflection Journal Entries ---- 20%Annotated Reference List -------------- 10%Part 1a of the Action Research Report -------------- 15%Part 1a (revised) & Part 1b-Action Research Report- 15% Final (Parts 1-2) Action Research Report-------------- 25%

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_____________________________________________________________________________ Total 100%

A (4.0) an earned grade that indicates mastery of the knowledge, attitudes, and skills as stated in the objectives for the course. Work is exemplary and demonstrates research, reflection, and communication skills eligible for professional publication and/or presentation.

A-(3.7) an earned grade that demonstrates the student has above average knowledge, attitudes, and skills as stated in the objectives for the course and is close to mastery. Work is well above average, demonstrating research, reflection, and communication skills eligible for professional presentation.

B+(3.3) a an earned grade that demonstrates the student has proficient knowledge, attitudes and skills as stated in the course. Student work is above average, demonstrating research, reflection, and communication skills eligible for professional presentation.

B (3.0) an earned grade that indicates acceptable knowledge, attitudes, and skills as stated in the

objectives for the course yet not superior but is satisfactory. The student demonstrates acceptable work in research, reflection, and communication skills.

B- (2.7) an earned grade that indicates that the student has not yet made satisfactory progress in mastering the knowledge, attitudes, and skills as stated in the objectives for the course. Work demonstrating research, reflection, and communication skills has not met the average expectation for a Master’s student. Students receiving a B- in a course will need to repeat the course at their own expense.

F (0) an earned grade that indicates that the student’s progress in mastering the knowledge, attitudes, and skills as stated in the objectives for the course is unsatisfactory and that the student does not have the necessary background for advanced courses based on performance in the present course. . “F” includes incomplete work and/or products lacking evidence of research, reflection, and/or communication skills.

A 95-100% A- 90-94% B+ 86-89 %B 81-85% B- 77-80% F 76 or below

“I” indicates that the student’s work in the course is incomplete.

IX. Bibliography:

Required Text:

Dana, N. & Yendol-Hoppey, D. (2014). The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry (2nd ed.). Thousand Oaks, CA: Corwin Press.

Required Readings:

Bursuck, B., & Blanks, B. (2010). Evidence-based early reading practices within a response

to intervention system. Psychology in the Schools, 47(5), 421-431. DOI: 10.1002/pits.20480

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Hewitt, R. & Little, M. (2005). Leading action research in schools. Bureau of Exceptional Education and Student Services, Florida Department of Education. Retrieved from: http://www.fldoe.org/ese/pdf/action-res.pdf

Lezotte, L. W. (1991) Correlates of Effective Schools: The First and Second Generation. Okemos, MI. Effective Schools Products, Ltd.,

Schmidt, J. J. (2007). Elements of diversity in invitational practice and research. Journal of Invitational Theory & Practice, 13, 16-23.

Steneck, N. H., & Zinn, D. (n.d.). ORI: Introduction to the responsible conduct of research. PsycEXTRA Dataset. doi:10.1037/e639912011-001

Reference list

Ainscow, M. (1999). Understanding the Development of Inclusive Schools. London: Falmer Press.

Alberto, P.A. & Troutman, A. (2006) Applied behavior analysis for teachers. Upper Saddle River, NJ: Merrill-Prentice Hall.

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. ISBN-13: 9781433805615.

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. Retrieved from: http://www.udlcenter.org/aboutudl/udlguidelines/downloads

Covey, S.R. (1989). The 7 habits of highly effective people. NYC, Simon and Schuster

Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.).

Thousand Oaks, CA. Sage. ISBN-13:9781412965569

Davenport, P., & Anderson, G. (2002). Closing the achievement gap: No excuses. Houston, TX: APQC

Fisher, D. & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Gay, L.R. & Airasian, P. (2003) Educational research: Competencies for analysis and application (7 th ed.).Upper Saddle River, NJ: Merrill/Prentice Hall .

Greenleaf, R.K. (1977). Servant Leadership: A journey into the nature of legitimate power and greatness. Mahwah, NJ: Paulist Press

Greenleaf, R.K. (n.d) What is servant leadership? Retrieved from:

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http://www.fldoe.org/ese/pdf/action-res.pdf

https://greenleaf.org/what-is-servant-leadership/

Hart, C. (1998). Doing a literature review: Releasing the social science research imagination. Thousand Oaks, CA: Sage Publications.

Hesse-Biber, Sharlene, Leavey, Patricia (2011). The practice of Qualitative research (2nd ed). Los Angeles,California: Sage.

Hewitt, R. and Little, M. (2005). Leading Action Research in Schools. Bureau of Exceptional Education and Student Services, Florida Department of Education. Retrieved from: http://www.fldoe.org/ese/pdf/action-res.pdf

Joyer, R. L., Rouse, W. A., Glatthorn A. A. (2013). Writing the Winning Thesis or Dissertation: A Step by Step Guide, 3rd Ed. Thousand Oaks, California, Corwin.

Lezotte, L. W., & Snyder, K. M. (2011). What effective schools do: Re-envisioning the correlates. Bloomington, IN: Solution Tree Press.

Reason, C. (2010). Leading a learning organization: The science of working with others. Bloomington, IN: Solution Tree Press.

Reeves, D. (2004). Accountability for learning: How teachers and school leaders can take charge. Alexandria, VA: Association for Supervision and Curriculum Development.

Social Research Methods (on-line website) retrieved from: http://www.socialresearchmethods.net/selstat/ssstart.htm

Schmidt, J. J. (2007). Elements of diversity in invitational practice and research. Journal of Invitational Theory & Practice, 13, 16-23.

Schmoker, J, (1999) The Key to Continuous School Improvement (2nd ed.) Arlington, VA:ASCD

Stiggins, R. (1999). Assessment, student confidence, and school success. Phi Delta Kappan, 81(3), 191–198.

Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal 7(7) 935-947

VESID (2001). Learning Standards and Alternate Performance Indicators for Students with Severe Disabilities. Albany: Author.

Watson, T.S. & Steege, M.W. (2003). Conducting school based functional behavioral assessments: A practitioner’s guide. New York: Guilford Press.

Wolery, M.R., Bailey, D.B., & Sugai, G.M. (1988). Effective teaching: Principles and procedures of applied behavior analysis with exceptional children. Boston: Allyn and Bacon.

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http://www.socialresearchmethods.net/selstat/ssstart.htm

http://www.fldoe.org/ese/pdf/action-res.pdf

https://greenleaf.org/what-is-servant-leadership/

X. Course Rubrics:

EDU 600 Rubric for Guided Reflection Journal Response(s)

Mastery(3.000 pts)

Acceptable (2.000 pts)

Satisfactory(1.000 pt)

Unsatisfactory (0.000 pt)

Effectiveness of the student’s response to the provided prompt:1. Comprehends the prompt.2. Includes a thesis statement.3. Relates effective analysis to either additional research, provided readingor prior knowledge of the topic. 4.Presents original work.

Written response effectively addresses all four criteria.

Written response effectively addresses three of the four criteria.

Written response effectively addresses two of the four criteria. .

Written response only addresses one of the four criteria.

Written Expression (Clean GUMS)

2 or fewer problems with grammar, usage, mechanics, and spelling (GUMS).

3-5 problems with grammar, usage, mechanics, and spelling (GUMS).


Exhibits 9 or more problems w/ GUMS

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Mastery(3.000 pts)




APA (2010) Formatting The final paper follows APA (2010) formatting requirements for the cover page, any in-text citations, and the reference list.

The final paper follows APA (2010) formatting requirements for two of the three: the cover page, any in-text citations, and the reference list.

The final paper only follows APA (2010) formatting requirements for one of the three: the cover page, any in-text citations, and the reference list.

Paper does not follow APA (2010) style guide

ED 600 Rubric for Analysis and Synthesis of Journal Articles

Mastery(3.000 pts)




Analysis and synthesis of the two research articles

The student's report compares the articles for similarities and contrasts, AND synthesizes patterns for education assessment reform.

The student's report compares the articles for 1 of the 2: similarities or contrasts BUT synthesizes patterns for education assessment reform.

The student's report only compares the articles for 1 of the following: similarities, contrasts, or patterns for education assessment reform WITHOUT synthesizing the articles.

Missing

Evaluation of the Researchers' Conclusions and Suggestions

The student's report evaluates:whether cited sources are accurate and reliable (requires review of the literature/level of competency related to

The student's report evaluates 2 of the following: whether cited sources are accurate and reliable (requires review of the

The student's report evaluates only 1 of the following: whether cited sources are accurate and reliable (requires review of the

Missing

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ED 600 Rubric for Analysis and Synthesis of Journal Articles

Mastery(3.000 pts)




the topic), whether researcher's conclusions are valid, and explicates the strength and weakness of the researchers' conclusions and suggestions

literature/level of competency related to the topic), whether researcher's conclusions are valid, and explicates the strength and weakness of the researchers' conclusions and suggestions

literature/level of competency related to the topic), whether researcher's conclusions are valid, and explicates the strength and weakness of the researchers' conclusions and suggestions

Identifies Generalization and Relevance to Practice

The student's report identifies whether the researchers' conclusions and suggestions are generalizable to real-world practice AND explicates why the articles' suggestions are relevant to this course, the graduate program, or professional practice.

The student's report only identifies one of the two: whether the researchers' conclusions and suggestions are generalizable to real-world practice ORwhy the articles' suggestions are relevant to this course, the graduate program, or professional practice.

The student's report did not address whether the researchers' conclusions and suggestions are generalizable to real-world practice OR why the articles' suggestions are relevant to this course, the graduate program, or professional practice.

Missing






APA (2010) Formatting

The final paper follows APA (2010) formatting requirements for the cover page, any in-text citations, and the reference list.




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ED 600 Rubric for Annotated Reference List to Support Development of the Literature Review

Mastery(3.000 pts)




Appropriateness of scholarly resources related to the action research project.

3 or more of the annotated scholarly resources support the action research project.

2 of the annotated scholarly resources support the action research project.

1 of the annotated scholarly resources support the action research project.

None of the annotated scholarly resources support the action research project.

Scholarly resources were annotated, describing the utility and formatted within an annotated reference list

3 or more scholarly resources were annotated, describing the utility, and formatted within an annotated reference list using APA (2010) format rules.

2 scholarly resources were annotated, describing the utility, and formatted within an annotated reference list using APA (2010) format rules.

1 scholarly resources was annotated, describing the utility, and formatted within an annotated reference list using APA (2010) format rules.

None of the scholarly resources were annotated, described the utility, or formatted within an annotated reference list

Written Expression 2 or fewer problems 3-5 problems with 6-8 problems with Exhibits 9 or more

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Mastery(3.000 pts)




(Clean GUMS)

with grammar, usage, mechanics, and spelling (GUMS).

grammar, usage, mechanics, and spelling (GUMS).

grammar, usage, mechanics, and spelling (GUMS).

problems w/ GUMS






Table of Contents for Part 1a and 1b of the Action Research Report



Rubric for Part 1a and Part 1b of the Action Research Project

Mastery(3.000 pts)




Part 1a Introduction:Purpose of the Report:(Draft) Problem Statement:

All three sections are included and well-developed

Only two of the three sections are included and well-developed

Only one of the three sections are included and well-developed

None of the three sections are included or well-developed.

Part 1b(Revised) Problem Statement:

All three sections are included and

Only two of the three sections are

Only one of the three sections are

None of the three sections are

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Mastery(3.000 pts)




Statement of the Problems Impact on Learning: (Rationale for the Action Research):Research Question(s):

well-developed included and well-developed

included and well-developed

included or well-developed.

Literature Review

Synthesizes 3 or more scholarly resources to support the need for the Action Research project

Utilizes 3 or more scholarly resources but does not synthesize at least 3 sources to support the need for the Action Research project

Either utilizes 2 scholarly resources that synthesize sources to support the need for the Action Research project or 3 sources are not scholarly-peer reviewed.

Less than 2 of the sources are scholarly.

Methodology: Data Collection Procedures and the Measurable Objective for the Intervention

Both were fully described and well- presented.

The measurable objective was clear but the Data Collection Procedure was not well- presented.

Neither the measurable objective or Data Collection Procedure was well- presented.

Both the measurable objective and the Data Collection Procedure was missing.

Description of the Intervention:

The intervention is clearly explicated, linked to the problem statement, and supports the data collection procedures

The intervention’s link to the problem statement is unclear OR it does not support the data collection procedures

The intervention’s link to the problem statement is unclear AND it does not support the data collection procedures

Missing or needs to be completely revised







The final paper follows APA (2010) formatting requirements for the cover page, any in-text

The final paper follows APA (2010) formatting requirements for two of the three: the cover

The final paper only follows APA (2010) formatting requirements for one of the three: the cover


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Mastery(3.000 pts)




citations, and the reference list.

page, any in-text citations, and the reference list.

page, any in-text citations, and the reference list.

Scoring for Part 1a Scoring for Part 1b

_______ Rubric Points Earned/ 08 Possible Rubric Points= _______ Rubric Points Earned/ 18 Possible Rubric Points=

Assignment points earned: ___________________ Assignment points earned: ___________________

Less than 9 assignment points (75%) earned for this submission indicates the need for significant revisions or further elaboration!

Less than 9 assignment points (75%) earned for this submission indicates the need for significant revisions or further elaboration!

EDU 600 Table of Contents and Rubric for the Final Action Research Project Report



Part 2 (balance due with revisions as the final assignment)Data Analysis/ Progress Monitoring Results:

Data Collection Form:Data Collection Graph:

DiscussionConclusionsImplicationsSummary

Appendices

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Mastery(3.000 pts)




Part 1a and Part 1b

All sections were included and revised based on earlier formative feedback .

All sections were included but not all revisions requested through earlier formative feedback were made.

All sections were included but most of the requested revisions made through earlier formative feedback were NOT made.

Missing or sections were included AND most of the requested revisions made through earlier formative feedback were NOT made.

Interpretation of Progress: (1.000, 12%)

The interpretation was complete and accurate based on the data. It included information about the success and/or error patterns based on data and, if necessary, addressed the “red flag” rule.

The interpretation was only partially complete and accurate based on the data. It did not fully include information about the success and/or error patterns based on data.

The interpretation was only partially complete and inaccurate based on the data as it did not accurately address the “red flag” rule.

The interpretation was incomplete and inaccurate.

Data Collection Form: (1.000, 12%)

The data collection form was well designed for each intervention session, thereby allowing the data to be accurately evaluated, including success and/or error pattern analysis

The data on the data collection form was inaccurately designed, preventing success and/or error patterns from being analyzed or included for later analysis.

The data collection form was not well-designed making its utility questionable for progress monitoring

The data collection form was missing.

Data Collection Graph: (1.000, 12%)

The graph was effectively constructed, with all lines and labels complete and accurate.

The graph was only partially correctly constructed. One line representing data was inaccurate

Two of the important lines on the graph were incorrect.

Three or more of the labels, lines, and/or titles were incorrect or missing.

Discussion based on Analysis and Presentation of the Results:

The Action Research project was professionally presented with logical conclusions and valid implications based on the data and

The Action Research project was adequately presented. Either the validity of some conclusions or the implications were not clearly linked to

The Action Research project was poorly presented, making conclusions seem less valid or certain, thus adversely impacting the implications.

The Action Research project was ineffectively presented with either the conclusion of implications missing or

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Mastery(3.000 pts)




literature. the data or literature. .

unreliable .











Last Update: 9/17

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f01. web viewrequirements. information fluency goals. development of the following skills will be...

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