Instructor
information Course
Information Name: Frances Vitali Section
Number: #450 Office: UC #233 Class Days/Times: Thursdays
5- 8pm Office Hours: 1hour before Location:
UC Classroom #221 & after class & by
appointment Email: fvitali@unm.edu Phone: 505.566.3480 (UNM) | 324.0894 (H) | 505.330.1536 (C) Course BLOG https://unm-farmington.tripod.com/590seminar/
Teacher Education Department
EDUC 501 Syllabus
Practitioner Research | Fall 2008
(UNM
IRB Appendix)
Course
Description
Practitioner research is action-oriented inquiry
that takes place in the researcher’s own classroom or work or social setting.
Practitioner research is seen as a way to explore questions that arise in one’s
own practice and/or school; it is seen as a new approach to professional
development, transformational learning and educational change. Because
researchers are also participants in their own study, this form of research
differs from more traditional quantitative and qualitative research approaches.
Participants will read and analyze research by other practitioner researchers
as well as design and implement a project of their own.
Rationale
Focus on the theory and practice of educators as
researchers by reading research by other teacher practitioners and scholarly
academic journals and designing your own research proposal for implementation
in LLSS 590 Seminar.
This capstone experience is not a testimony of
intelligence but a processual documentary of yourself as an educator committed
to the act of learning about your self and your students. This capstone process
involves authentic learning involving change, transformation, creative
thinking, learning along side your students, challenging your teaching and
learning paradigms, and risk taking. Accept this new experience with the
natural fascination of inquiry rather than with fear and anxiety. The
perspective of yourself as teacher practitioners invites a new way of thinking
that will transform yourself as a researcher and educator.
Responsibilities
From the
·
III.B. Involve
students in establishing instructional direction and plans.
·
III.E. Engage
students in the analysis and evaluation of their learning and adjust
instruction based on their feedback.
·
III.F. Communicate
regularly with students about their progress.
·
IV.B. Select
the most effective teaching techniques to address a variety of student learning
levels, styles, and needs as well
as diverse interests
and backgrounds.
·
V.A. Design
and use multiple methods of measuring student understanding and growth.
·
V.B. Integrate
assessment from multiple sources into instructional planning and improvement.
·
V.C. Maintain
documentation of student progress.
·
VI.C. Engage
students in establishing expectations for building a learning community in the
classroom.
Textbooks
- Hubbard, R. S. & Power, B. M. (1999). Living the questions: A guide for teacher-researchers.
- Publication
manual of the American Psychological Association. (2001). [5th Ed.].
Materials&
Resources
- Course Blog at https://unm-farmington.tripod.com/590seminar/
- Journal for classroom and research reflection
- Photocopied articles to be distributed and assigned in class
- Academic Databases via SJC and UNM libraries
- Student selected articles, books, previous graduate coursework,
expert interviews
- UNM Institutional Review Board Forms Online at http://research.unm.edu/recs/application_packet.html
- UNM Human Subject Basic Course Modules with completion certificate
(Main Campus IRB Members) at https://www.citiprogram.org
- UNM Graduate Writing Studio at http://coe.unm.edu/Resources/COEGraduateStudentWritingStudio/tabid/179/Default.aspx
- Current Official Transcripts of course work to complete your OGS
PROGRAM OF STUDIES
UNM
Graduate Research Support at http://www.unm.edu/grad/research/research.html
Additional
Materials (OPTIONAL)
Recommended Background
Ø
Heath, S. B. (1983). Ways with words: Language, life and work in communities and classrooms.
Ø
Working
toward equity: Writings and resources from the teacher research collaborative.
(2005).
Ø
King, S. (2000).
On Writing: A memoir of the craft. NY: Scribner.[ISBN: 0684853523]
Ø
Lamott, A. (1996). Bird by bird: Some instructions on writing and life. NY: Anchor
Books (Random House).
Ø
Anderson, G., Herr, K. & Nihhlen, A. (1994).
Studying your own classroom: An educator’s guide to qualitative practitioner
research.
Guests/Visits
Ø
Vicki Holmsten, Bisti Writing Director & SJC
English Professor
Ø
UNM-Gallup EDUC 501 Teacher Practitioners collegial
dialogue & sharing of research
Ø
SJC Library research databases
Ø
Ø
Rebel Palm, UNM Coordinator of the
Ø
UNM Alumnae practitioner researchers
Course objectives:
• To develop and complete the inquiry project
proposal as the precursor to the final research project completed during Spring
2007 590 Seminar.
• To prepare a written and oral presentation of
the research project proposal.
• To receive feedback on the development of the
research proposal project.
• To work independently in the research process
in accordance to timelines.
• To reflect in learning journals and within
writing groups research process and product.
• To demonstrate competence in professional
communication oral and written, including APA style.
To prepare
ethical research according to human subjects protocol.
Course Expectations:
• The research project proposal will involve a
preliminary plan which will be developed and concluded during the following
Spring in EDUC 590.
• The research paper proposal should conform to
APA style.
• Complete UNM IRB Human Subjects Modules
toward completion certification
• Attendance requirements follow UNM catalog
and instructor guidelines. Since
extensive reflection, feedback, and exploration related to the research project
proposal will take place in seminar sessions, it is expected that students will
be present and on time for each session. Two absences are excessive, and if
they occur the student should meet with the instructor to discuss whether to
continue the course. Punctuality is
expected and a reflection of professional responsibility. If an emergency will
result in an absence or tardy, please contact the instructor promptly and
beforehand if possible.
• Academic integrity will be honored according
to UNM policy on Dishonesty in Academic Matters. See VIII below.
• *We will observe European etiquette of
cell phone use (including texting). Cell phones should be turned off during
class to avoid disrupting the flow of communication & learning for colleagues.
Please take care of phone calls before or after class. If you are expecting a
necessary call during seminar, please inform instructor before session.
• Please make arrangements for child care while
you are in class. Bringing your children
creates a major distraction for you, other students, and the instructor and is
liability issue.
• Maintain and exhibit professionalism with
colleagues in attitude, work and product.
• Communication skills in writing and speaking
commensurate with graduate level expectations.
Course
Requirement
Graduate cohort students
will have completed all previous core courses prior except for EDUC 438 and
LLSS Seminar 590
Instructional
Strategies
Individual
research projects, project-based learning,
including academic writing and drafting, writing group conferences,
meeting timelines, reflection
journals, discourse on course BLOG, online
database and academic literature
searching, midterm & final individual conferences, online modules.
Evaluation
Means of
interpreting and assessing student achievement will involve Course Strands and Dimensions of Learning. Grading will be
evaluated using the Course Strands
across the Five Dimensions of Learning.
Course Strands:
communication,
research/content, technology, and collaboration.
Dimensions of Learning:
confidence
and independence | mastery of skills and strategies | use of prior and emerging
experience | knowledge of content matter | and critical reflection.
Invitations to Research provide evidence to support achievement within these dimensions and
course strands as you gain confidence in the process of writing your research
proposal. Final grade evaluation will be based on the following components.
+Teacher-classroom journal, turned in as required
+4 Reflection papers
+Attendance
+Class Participation & Writing Group
Participation
+Midterm & Final evaluation/reflection
+Proposals, oral and written APA style (see criteria
below)
+UNM IRB Human Subjects Module completion
Certificate
*Peter Post of the Emily Post Institute and author of The Etiquette Advantage in Business highlights the tenets
of good cell phone etiquette in public settings:
- If your cell
may be bothersome to those around you, do not use it
- Put your
cell on vibrate or turn it off as a courtesy to others
- If you are
expecting a critical phone call, inform instructor prior to seminar
- If your cell
phone does go off, quickly open and close it.
- Above all,
in encouraging an optimum learning environment we all contribute to being
considerate, respectful and honest of ourselves and others.
Source: Wollman, D.
(2008). Expert: cell phone etiquette 101.
Retrieved August 14, 2008. Available at
http://blog.laptopmag.com/expert-cell-phone-etiquette-101
Each component above is interrelated
and interdependent culminating towards
the course goal of completing a final research proposal which will be
implemented and completed in Spring 2009
590 Research Seminar.
|
A |
Research
project proposal meets all criteria for completion including all Invitations to Research with adherence
to all timelines. Evidence of significant development across the
five dimensions of learning and course strands. |
|
B |
Research project proposal meets all
criteria for completion including all Invitations to Research. Evidence of marked
development across the five dimensions of learning and course strands. |
No Incomplete grades will be given for Graduate
course work. If your work in this course does not meet A or B quality,
completion of your graduate program is in jeopardy.
Attendance Policy:
Attendance is expected
at all classes. Arrive on time to allow classes to begin (and
end) at their scheduled times.
Attendance and punctuality are crucial professional responsibilities. If you are absent two times (excused or
unexcused) this semester, arrange to meet with your instructor to discuss
extenuating circumstances and whether it is advisable to continue the course. A student with three absences will be dropped
from the course by the instructor. “The reporting of absences does not
relieve the student of responsibility for missed assignments, exams, etc. The student is required to take the
initiative in arranging to make up missed work, and it is expected that faculty
will cooperate with the student in reasonable arrangements in this regard.”
(UNM Pathfinder)
It is your responsibility to check in with the Instructor after the
missed class for all make up work.
Accommodation Statement
The
Plagiarism Statement
Plagiarism
is the presentation as original work by a writer of ideas, words, or thoughts
belonging to someone else. You must
provide a reference not indicating the source of any specific words borrowed
from another source. Any project
containing incidents of plagiarism will receive no credit or grade. Plagiarism is a serious offense in any
college course and can lead to failure in that course or expulsion from UNM.
Accreditation Information
The
|
Course outline: Activities/Topics |
Due Dates |
|
IRB
Human Subjects Module https://www.citiprogram.org |
August
28 |
|
IRB
Human Subjects Module 1-2
pages of teacher journal #1 |
Sept.
4 |
|
IRB
Human Subjects Module |
Sept.
11 |
|
1-2
pages of teacher journal #2 IRB
Human Subjects Module |
Sept.
18 |
|
Reading
Reflection Paper #1 (email-fvitali@unm.edu) IRB
Human Subjects Module |
Sept.
25 |
|
1-2
pages of teacher journal #3 IRB
Human Subjects Module |
Oct.2 |
|
Midterm
Evaluation/Summary |
Oct.
9 |
|
Midterm
Conferences |
Oct.
9 |
|
RESEARCH
QUESTION & Draft of UNM IRB IRB
Human Subjects Module- print certificate of completed |
Oct.
16 |
|
Reading
Reflection Paper # 2 (email-fvitali@unm.edu) |
Oct.
23 (work at home) |
|
WRITING
NIGHT for proposal draft! |
Oct.
30 |
|
Reading
Reflection Paper #3 |
Oct.
30 |
|
Complete
DRAFT of Research Proposal |
Nov.
6 |
|
Research
Proposal Oral Presentation to |
Nov.
13 |
|
Reading
Reflection Paper #4 |
Nov.
20 |
|
Oral
Presentations to COE TED Committee |
Dec.
5 or Dec. 12 or TBA |
|
FINAL
Evaluation/Summary |
Dec.
4-11 |
|
Final
Conferences |
Dec.
4-11 |
|
Research
Proposals submitted to IRB as EXPEDITED STATUS |
Dec.
15-19 |
Course Strands and Dimensions of Learning
Means of interpreting and assessing
student achievement will involve Course
Strands and Dimensions of Learning.
Course Strands
communication, research/content,
technology, and collaboration - and scales which describe activities we
typically see as stages researchers move through in their development as
readers, writers, and users of technology.
Five Dimensions of Learning
Confidence and
Confidence and independence in your own reading, writing, and thinking
abilities. We see growth and development when learners' confidence and
independence become coordinated with their actual abilities and skills, content
knowledge, use of experience, and reflectiveness about their own learning. The
overconfident student learns to ask for help when facing an obstacle; the shy
student begins to trust her own abilities and begins to work alone at times, or
to insist on presenting her own point of view in discussion. In both cases,
students develop along the dimension of confidence and independence. Am I becoming confident in the process of
research, developing a research proposal, writing the proposal and
understanding my role as a research practitioner?
Skills and Strategies
Specific skills and strategies involved in composing and communicating
effectively, from concept to organization to polishing grammar and correctness,
and including technological skills for computer communication and adherence to
APA style. Skills and strategies represent the "know-how" aspect of
learning. When we speak of "performance" or "mastery," we
generally mean that learners have developed skills and strategies to function successfully
in certain situations. In this course,
it will be communicating as classroom researchers using available
resources-databases; with experts in the field, other colleagues and
researchers, your cohort; and effectively communicating to an audience of other
educators. Some may opt to publish their research in academic journals. What
skills and strategies am I learning and demonstrating as a research
practitioner?
Knowledge and Understanding
Knowledge and understanding refers to the "content" knowledge gained
about practitioner research (process and product), methods, the topics you
write about, the methods of organizing and presenting your ideas to others.
Knowledge and understanding is the most familiar dimension, focusing on the
"know-what" aspect of learning. What
is a research question that is meaningful to me? What is my role, purpose,
intention, and design of my research inquiry? How well do I research about my
topic using research tools available-databases, academic journals, teacher
publications, library resources, APA style. How well do I draft a research
proposal with required sections for UNM IRB?
Use of Prior and Emerging Experience
The use of prior and emerging experience involves the ability to draw on your
own experience and connect it to your work. A crucial but often unrecognized
dimension of learning is the ability to make use of prior experience as well as
emerging experience in new situations. It is necessary to observe learners over
a period of time while they engage in a variety of activities in order to
account for the development of this important capability, which is at the heart
of creative thinking and its application. In
designing your own research proposal and agenda, you may draw upon prior
experience from your own teaching experience, courses, projects, professional
development, personal connections to help scaffold to new understandings;
consider how ongoing experience shapes your knowledge as a practitioner
researcher; or how the skills and strategies as a teacher practitioner are
developing.
Critical Reflection
Reflection refers to your developing awareness of our own learning process, as
well as more analytical approaches to reading, writing, and communication. When
we speak of reflection as a crucial component of learning, we are not using the
term in its commonsense meaning of reverie or abstract introspection. We are
referring to the development of your ability to step back and consider a
situation critically and analytically, with growing insight into your own learning
processes, a kind of metacognition. Researchers
need to develop this capability in order to use what they are learning in the
research process to make connections, to recognize the limitations or obstacles
confronting them in a given situation, to take advantage of their prior
knowledge and experience, and to articulate the process in writing and orally.
It is important that you are made aware of the course strands
and the five dimensions of learning. This evaluative process provides a
framework with which you can see and evaluate your own growth. As researchers,
you are measuring your own learning given the strands and dimensions,
considering them in relation to your prior learning.
EVALUATION & ASSESSMENT
Summary interpretation of observations and evidence
in terms of the four major strands of work and the five dimensions of learning.
1.
Four major
strands of work: communication, research, technology, and
collaboration
2.
Five
dimensions of learning:
- confidence and independence
- knowledge and understanding
- skills and strategies
- use of prior and emerging experience
- reflectiveness (critical awareness)
Midterm
evaluation
- Estimated evaluation in terms of grade
- Suggestions for your own further development
during remainder of semester
- Suggestions for class activities or for the
professor to better support learning
________________________________________________
Final
Summary
Summary interpretation of observations and
evidence covering the whole semester in terms of the four major strands of work
and the five dimensions of learning. Be sure to connect your interpretations
with specific examples included in the observations and samples of work.
1.
Four major
strands of work: communication,
research, technology, and collaboration
2.
Five dimensions
of learning:
- confidence and independence
- knowledge and understanding
- skills and strategies
- use of prior and emerging experience
- reflectiveness (critical awareness)
Final
evaluation
- Reflections on semester's learning experience
- Any suggestions for the professor for future
classes
- Estimated evaluation in terms of grade
Research Proposal
Capstone Project for LLSS 501
Your major paper for this course will be a research proposal, or
planning document, for the teacher-research research project you will begin
this fall semester and complete in the Spring 2009 semester. The final write-up
of this research project will be completed during the final semester of your
program in your LLSS 590 Seminar course.
A good, workable question and careful planning ahead for this project
will make your life easier throughout the process and lead you to a more
useful, meaningful, and gratifying project.
FORMAT
Your proposal must address the following questions in final format. This
is a revision on format suggested by Hubbard and Power in chapter 3 of our
text, Living the Questions: A Guide for
Teacher-Researchers (Hubbard & Power, 1999).
1.
Research
Purpose à Why do you want to study this? (So what!)
Use
this section to also introduce yourself, your school setting as backstory, and what you know of this question related to your research of the
literature.
2.
Research
Question à What do I want to study? What
subquestions do I have?
State
question first and use it in your title
3.
Ethics/Accountability à What are ethical issues to consider?
(confidentiality, no names, voluntary, risks, benefits)
To
whom will I be accountable and how will I do this?
·
Consent/Assent ….. What permissions do I need to collect? Need to develop forms.
·
Support ….. Who will help me sustain this project?
Principal, cohort, etc.
·
Bias ….. Fidelity in my work; how will I keep my
biases in check?
·
Integrity ….. How will ensure confidentiality, freedom,
openness, safety and respect with
students as co-researchers and parents
·
Sharing Results ….. How
will final research be available to stakeholders?
4.
Research
Design à What will my research look like?
·
Data Collection ….. How will I collect my data?
·
Data Analysis ….. How will I analyze my data?
·
Timeline ….. When will I complete the different phases
of my study?
·
Research Instruments à Questionnaires, Surveys, Interview
Questions need to be developed
5. References List à APA style according to the 5th edition of the
Publication
manual of the American
Psychological Association (2001).
6. Other Resources à What reading will I do to support this?
Who else is knowledgeable about this
topic. Seek out people to talk to in addition to
literature. What have I already read that helps me make connections here? What
do I know about this topic already?
7.
APPENDIX(ES) à Consent &
Assent forms and IRB forms from your school or district, or forms
you have developed; questionnaires; data collection methods; references to
student work samples; etc.
COURSE TIMELINE
Dates may be subject to change due to scheduling of UNM COE committee
members in
·
Thursday,
Oct. 9 Midterm conference/summary/evaluation
& Mini IRB review committee
·
Thursday, Oct. 16 Topic/preliminary
question due. Draft of Proposal Research
writing sections & IRB
·
Thursday, Nov. 6 Complete
draft of proposal due at beginning of class for workshop night in class
·
Thursday, Nov. 13 Research Proposal Oral Presentation to
·
Friday, Dec. 5, 12 Research Proposal Oral
Presentation to UNM TED committee. Copies of proposal will be sent to
or TBA UNM-main campus COE Teacher Education
Department faculty members who will be readers
for your committee.
Research proposals due
·
Dec. 5, 12 or TBA Individual
committee meetings scheduled for advisory committees – 2 UNM-San
(ITV teleconference?)
·
Mid-March 2009 Preliminary drafts of research
projects due. These will be sent to committee members on UNM-main campus for
advisory purposes.
Feedback to assist in preparation of final research papers.
·
End of March 2009 Final research paper due to UNM-San
Juan faculty members. Oral exams with 4
(week
before Spring Break) member committees
(members as above). Students present research projects and answer questions
from committee members. Oral exams are opportunity to share your research story
with the academic community. URL for Spring 2006 Oral Exam athttp://unmsanjuan.tripod.com/exam_06/
·
April 2009 Oral exams with 4 member committees
(members as above). Students present
(Friday, April 3) research
projects and answer questions from committee members and guests.
·
End of April 2009 FINAL publishable copy of research
project to
Submit Final Reports for UNM IRB
(Sent in together)
·
End of May-June 2009 Final editing submissions for ANTHOLOGY COLLECTIONS
·
End of July 2009 Anthology
published & distributed
EVALUATION
Research proposals will serve as the basis for discussion and advice
from 4-member committees at the scheduled December committee meeting time.
I will be looking at how well papers achieve
the following criteria:
Research Proposal Criteria:
Ø
A research question that is focused and workable
Ø
All 8 sections of format (as above) and clearly labeled
Ø
Analytical, thoughtful answers to questions posed above
(i.e. no single sentence answers).
Ø
Good connections to your thinking and reading from this and
other courses in your program.
Ø
Good control of standards of written English, including
proper APA documentation.
Research Proposal
LLSS 501 |
1.
Research Purpose
– background information on you and what got you interested in this project. ***
2.
Research
Question – make your question VERY CLEAR here. Start with it.
List any subquestions and/or
related questions briefly. (Not much writing.)
3.
Other resources
– A mini-reading response section here (literature review). Write about your
thinking on resources that have been and will be helpful to you. Do not forget
to talk to real people who are experts in your topic. (Refer to reference list
that will be in APA style in your Appendix section.) ***
4.
Ethics/Accountability
– what permissions have you collected? Why? What ethical/legal issues have you
considered? To whom are you accountable and why? (Refer to your permission form(s)
in your Appendix section.) ***
5.
Support – be
quick and clear here, but requires at least some thinking in writing (i.e. my
principal because she’s interested in the project and wanting to support me, my
teacher-research group from my cohort because…, etc.)
6.
Timeline – be
quick and clear. Use UNM timeline and fill in your own ideas as you can.
7.
Data Collection
– be clear and to the point (bulleted list would be fine here.)
8.
Data Analysis –
what do you anticipate for analysis of data? A place to write and show off
thinking. ***
9.
Appendix(es) –
Reference list in APA format, permission form(s), any data collection methods
you’ve developed (i.e. questionnaires, interview questions, etc.) Include your
Parent Permission Form and Student Permission Form.
***Show off good thinking in writing and planning
"Don't aim for success if you want it;
just do what you love and it will come naturally."
--David Frost
LLSS501: Practitioner
Research 
Fall 2008 |
Vitali
TENTATIVE COURSE CALENDAR
Calendar #1: Defining Teacher-Research
“The storytelling art of research” – Vicki Holmsten
THURS.|Aug. 28 Introduction to course
Writing
prompt: Stories-Gem, House, Frog
Big R & r :Key questions & Stereotypes
Hero’s Journey metaphor
Brainstorm your questions, Kuhlthau,
Syllabus – Blog at https://unm-farmington.tripod.com/590seminar/
Read Articles: Teacher Research: Myths and Realities by Kutz & The
Teacher
Research Movement by
Cochran-Smith and Lytle
Complete UNM IRB Human Subjects Modules toward completion
certification
See Teachers as
Researchers Grant at http://www.reading.org/association/awards/research_teacher_as_researcher.htmlIRA
THURS.|SEPT. 4 Discuss Hubbard & Power, chapter 1
(Why Teacher Research?)
POS Program
of Studies complete for UNM OGS
Assignments
due:
Copies of 1-2 key
pages from your teacher-journal (key
moments, questions, ideas you want response to).
Read Article: It All Adds Up by Sanford & Malarkey’s Inquiry for Equity: What does
it mean for Teacher Research
Complete UNM IRB Human Subjects Modules toward completion
THURS.|SEPT. 11 Forming the question.
Discuss
Hubbard & Power, chapter 2, (Questions evolving)
Assignments
due:
Journal
Sharing – experiences and ideas. Research topic ideas.
Analyze
Reading Reflection paper sample (Mary Schumacher-Hoerner).
Assignments
due: Discuss Malarkey’s Inquiry
for Equity: What does it mean for Teacher Research & Sanford’s It Al Adds Up
Complete UNM IRB Human Subjects Modules toward completion
6pm SJC Library
and
SJC Library with Joseph & Computer Lab
Electronic Database Searching
1.
Locate articles of interest to
you that uses classroom-based research. Using SJC or UNM electronic education
databases search using terms action
research, teacher research, practitioner research, teacher-as-scholar, practical inquiry, interactive research,
classroom inquiry, or practice-centered inquiry. Locate an article of interest
to you that uses classroom-based research. Write a brief response in your
journal and bring a copy of the article to discuss. Draw upon your own experience from other sources-classroom research.
2.
Begin searching for topics
related to your own research interests. Email articles to yourself. Ask lots of
questions now. The databases are valuable tools in accessing information
relevant to your research.
3.
Complete UNM
IRB Human Subjects Modules toward completion certification
THURS.|SEPT. 18 Guest, Rebel Palm,
Unlocking the mysteries of the
Literature review
THURS.|SEPT. 25 Present Hanging Around and chapter 3 from
Hubbard & Power.
Hanging
Around research partners meet at designated place on Oct.
2.
Report
to seminar at 6:30pm
Assignments due:
Copies
of 1-2 key pages from your teacher-journal (key questions, moments, ideas
you want response to.)
Complete UNM IRB Human Subjects Modules toward completion
THURS.|OCT. 2 JUST
YOUR HANGIN’ AROUND
HANGIN’ AROUND NIGHT EMAIL:
Reading Reflection Paper #1 (on or
before today) at fvitali@unm.edu .
Read Article: Voice of Practitioners by
Henderson, Meier, Perry
Assignments
due:
Read Hubbard & Power, chapter 3 (Research Plans)
& Review
previously read chapters from Hubbard & Power
Thoughts about Teacher
Research Classroom Journal
Ongoing
and looking ahead—your teacher journal should be approached with dedication to
the cause (i.e. keep up with it consistently!) Read beyond assignments as
possible, into other pieces of the text and outside sources. Make connections
to other reading from your other graduate courses in this program. You should
be thinking toward your own classroom project. What in your own practice raises
questions for you?
Remember
that your question ultimately is for you, about you and your students. Your
passion, degree of enthusiasm, interest and conviction will guide you in this
process. Trust yourself.
Calendar #2: Planning as
Teacher-Researchers
THURS.|OCT. 9 MIDTERM Conferences & Midterm evaluation & summary
RESEARCH QUESTION
& Draft of UNM IRB
Complete UNM IRB Human Subjects Modules and print completion of
certificate
THURS.|OCT. 16 Hangin’ Around Discussion (in the field-what is it like to be a researcher)
Looking at the world
through different lenses –Jose Chung from The
X-Files.
Ethics
and Accountability.
Writing
Groups on revising questions
Assignments
due: Hubbard & Power, pages 60-61 and chapter 9
Review Midterm Evaluation &
Summary
Henderson,
et. al. Voices of Practitioners
Read
Articles:
Clark & Moss article & Ethical Guidelines for Student
Writing
Photocopies of 1-2 key pages from teacher
journal (key questions, moments, ideas you want response
to.)
Complete UNM IRB Human Subjects Modules toward completion
THURS.|OCT. 23 WORK at Home Night
Setting up mini-inquiries
to pilot Your question.
WORK on DRAFT of UNM IRB form (if needed)
Assignment due: Hubbard &
Power, Chapter 4.
RESEARCH
QUESTION due.
Reading Reflection paper #2 (on or before
today)
Complete UNM IRB Human Subjects Modules toward completion
THURS.|OCT. 30 Writing Workshop night on research proposal
drafts
Bring all your stuff
(data! notes!) and any useful materials and tools
(laptops,
drawing paper, colorful pens/pencils, and…..)
Data Analysis. Working on
first results from mini-inquiries.
More on data
analysis and mini-inquiries.
Assignments due: Hubbard
& Power, Chapter 5.
Reading Reflection paper #3 (on or before
today)
UNM IRB Application
Assignment due: Hubbard &
Power, Chapter 6. As far as you can
possibly get
in putting together what you need to draft this proposal.
THURS.|NOV. 6 Complete draft of RESEARCH PROPOSAL &
Chapter 10
Bring enough copies for your
writing group.
Short (10-15
minutes maximum) oral reports to your group on your research brief.
Assignment due: RESEARCH PROPOSAL
& Chapter 10
THURS.|NOV. 13 Research Proposal Oral Presentations for
Letter of Intent due
11/20
THURS.|NOV. 20 Writing up research. Suggested format for your next semester’s project
write up.
Assignment due: Hubbard &
Power, Chapters 7 & 8.
Copies of
previous research proposals available
Looking
ahead to next semester’s group plans
Reading Reflection paper #4 (on or before today)
THURS.| DEC. 5, 12 Oral Presentations to UNM TED Committee
Or TBA Tentative
schedule dates-more information to come as it develops.
Debriefing from committee
meetings.
THURS.|DEC. 15-19 Submit Class IRB
as EXPEDITED STATUS.
REMINDERS:
- Your teacher journal should be turning into your professional best
friend. Stay with it! It is a gold mine and will form the basis for your
research work. Don’t just observe-analyze, think, dig deeper, mine, cook
those notes.
- Reading response papers-stay with the program and do
them consistently. Use your reading from this course, including assigned
texts and other resources you find. Also please use other reading you’ve
done in your M.A. program that helps you think toward your research project.
It should all start coming together for you. As with your journal—think,
make connections, dig deeper. The Big Question—how does this make you
think about yourself as a teacher and scholar??!!
APPENDIX A
Reading
Reflection Paper Format:
Include the following
sections (and label these sections
in your narrative)
- Sources (APA
format-cite your source in APA style as INTEXT AND REFERENCES)
- Notes and Responses
- Culminating Question
- Further Reading/Plans
Reading Reflection papers: (4 total)
Synthesizing
your observations/reflections from reading of texts combined with your own
research and outside reading work. 3 pages minimum per paper, turned in or on
before specified due dates (see class calendar). These papers must meet the
following minimum criteria in order to receive credit:
- Reference to more
than one reading source;
- Use of at least one
source outside assigned course reading (this may include sources from
other grad program courses);
- Reflection on the
reading (not just summary) demonstrating the writer’s thinking as well as connections between reading;
- APA documentation;
- Good control of
standards and mechanics of written English
Please
be conscientious and diligent when writing your reading reflections, for papers
will be returned to you for missing parts, weak or superficial synthesis. The
amount of effort you give to your background reading and synthesis in this
proposal stage now will become a sagacious investment towards the writing of
your research in the spring 2008.