Mission Statement: The vision of the Our mission is the study
& practice of education through teaching, research, & service. We ▪address critical
education issues; ▪test new ideas
and approaches to teaching and learning; and ▪educate
professionals who can ▪facilitate human
growth and development in schools, homes, communities and workplaces; ▪ prepare students
for participation in a complex and challenging society. In carrying out our
mission, we value ▪excellence in all
that we do; ▪diversity of
people and perspective; ▪relationships of
service, accountability, collaboration, and advocacy; ▪the discovery,
discussion, and dissemination of ideas; and ▪innovation
in teaching, technology, and leadership. APPENDIX A (UNM
IRB)
Teacher Education Department
Syllabus
EDUC 501|
Practitioner Research
Fall 2007
Instructor
information Course
Information
Name: Frances Vitali Section Number: #450
Office: UC #233 Class
Days/Times: Mondays 5-8pm
Office Hours: 30 minutes 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/
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 designing
your own research proposal for implementation in LLSS 590 Seminar.
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
- 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
- Current Official Transcripts of course work to complete your OGS
PROGRAM OF STUDIES
Additional Materials
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
David Beers, retired
anthropologist and Head Start Program Evaluator
Ø
UNM-Gallup EDUC 501
Teacher Practitioners collegial dialogue
& sharing of research
Ø
SJC Library
research databases
Ø
SJC Film
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.
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.
• 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.
• Cell phones should be turned off during class to avoid
disrupting the flow of ideas for other students and the instructor. Please take
care of phone calls before or after class.
• 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, 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.
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)
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
2008 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 |
|
1-2
pages of teacher journal |
Sept.
10 |
|
1-2
pages of teacher journal |
Sept.
17 |
|
Reading
Reflection Paper #1
(email-fvitali@unm.edu) |
Sept.
24 |
|
1-2
pages of teacher journal |
Oct.1 |
|
Midterm
Evaluation/Summary |
Oct.
8 |
|
Midterm
Conferences |
Oct.
8 |
|
Mini
IRB Review Committee |
Oct.
8 |
|
RESEARCH
QUESTION & Draft
of UNM IRB as expedited status |
Oct.
15 |
|
WRITING
NIGHT for proposal draft! |
Oct.
29 |
|
Reading
Reflection Paper #2 |
Oct.
29 |
|
Complete
DRAFT of Research Proposal |
Nov.
5 |
|
Research
Proposal Oral Reports |
Nov.
12 |
|
Reading
Reflection Paper #3 |
Nov.
19 |
|
Oral
Presentations to Committee |
Nov.
29 |
|
Reading
Reflection Paper #4 |
Dec.
3 |
|
Final
Evaluation/Summary |
Dec.
3 |
|
Final
Conferences |
Dec.
3 |
|
Submit
Class IRB as EXPEDITED STATUS |
Dec.
7 |
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 2007 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?
·
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 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
the following schedule reflects the timeline necessary
for the research process.
·
Monday, Oct.
8 Midterm
conference/summary/evaluation & Mini IRB review committee
·
Monday, Oct. 15 Topic/preliminary
question due. Present Research writing sections
·
Monday, Nov. 5 Complete
draft of proposal due at beginning of class for workshop night in class
·
Monday, Nov. 12 Research
proposals due. Copies of this proposal will be sent to UNM-main campus
COE faculty members who will be readers for your committee.
·
December Individual
committee meetings scheduled for advisory committees – 2 UNM-San
(ITV teleconference)
·
Mid-March 2008 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 2008 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 story with the academic community. URL for Spring 2006 Oral Exam <http://unmsanjuan.tripod.com/exam_06/>
·
April 2008 Oral
exams with 4 member committees (members as above). Students present
(Friday, April 4) research projects and answer
questions from committee members and guests.
·
End of April 2008 FINAL
publishable copy of research project to
Submit
Final Reports for UNM IRB (Sent in together)
·
End of May 2008 Final editing submissions for ANTHOLOGY
COLLECTIONS
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.
Permissions/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
LLSS501: Practitioner
Research
Fall 2007 |
Vitali
TENTATIVE COURSE CALENDAR
Calendar #1: Defining Teacher-Research
“The storytelling art of research” – Vicki Holmsten
Mon. Aug. 20 Introduction
to course and to each other.
Practitioner Research Poster Session.
Big R & r :Key questions & Stereotypes
Brainstorm
your questions, Kuhlthau, Writing prompt: Stories-Gem, House, Frog
Syllabus - Blog
Read Articles: Teacher Research: Myths and Realities by Kutz &
The Teacher Research Movement by
Cochran-Smith and Lytle
Monday, Aug. 27 Discuss Hubbard & Power,
chapter 1 (Why Teacher Research?)
6pm
SJC Library and
Assignments
due:
(key moments, questions, ideas you want response to).
Read Article: Learning to Research/Researching to Learn by Avery &
Malarkey’s Inquiry for Equity: What does it mean for Teacher Research
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.
Monday, Sept. 3 LABOR
DAY holiday. No class
Monday, Sept. 10 Forming the question.
Discuss
Hubbard & Power, chapter 2, (Questions evolving)
PROGRAM
OF STUDIES complete for UNM OGS
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 & Avery’s Learning to Research
Read
Article: Finding Myself in My Inquiry: A Teacher’s Story by Sarah Capitelli
Monday, Sept. 17 Present Hanging Around and chapter 3 from Hubbard & Power.
Hanging
Around research partners meet at designated place on Sept.
24.
Report
back to classroom at 6:30pm
Assignments due:
Copies
of 1-2 key pages from your teacher-journal
(key questions, moments, ideas you want response
to.)
Monday, Sept. 24 NO FORMAL CLASS MEETING-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.
LLSS501: Practitioner Research
Fall 2007 |
Vitali
Calendar #2: Planning as
Teacher-Researchers
Monday, Oct. 1 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. Sample permission forms (ask if
you have one
at your school and bring copies with you).
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 (photocopied) & Ethical Guidelines for
Student
Writing
Photocopies of 1-2 key pages from teacher
journal (key questions, moments, ideas you want response
to.)
Monday, Oct. 8 MIDTERM Conferences & Midterm
evaluation & summary
Mini IRB Review Committee (Vicki, Mary,
Coila, Alexa)
Research Partners. More on questions.
Assignment due: Hubbard & Power,
Chapter 10 & Clark & Moss
Monday, Oct. 15 Setting up mini-inquiries to pilot our question.
WORK on DRAFT of UNM IRB form (if needed)
Assignment due: Hubbard &
Power, Chapter 4.
RESEARCH QUESTION due.
Monday, Oct. 22 Data Analysis. Working on first results from
mini-inquiries.
Assignments
due: Hubbard & Power, Chapter 5.
UNM IRB
Application
Monday, Oct. 29 More on data analysis and mini-inquiries. WRITING NIGHT!
Bring all
your stuff (data! notes!) and any useful materials and tools
(laptops, drawing paper, colorful pens/pencils, and…..)
Assignment due: Hubbard &
Power, Chapter 6. As far as you can
possibly get in putting together what you need to draft this
proposal.
Reading Reflection paper #2 (on or before
today)
Monday, Nov. 5 Writing Workshop night on research
proposal drafts
Assignment due: Complete
draft of RESEARCH PROPOSAL.
Bring enough copies for your
group.
Monday, Nov. 12 Short (10 minutes maximum) oral reports to your
group on your research brief.
Assignment due: RESEARCH PROPOSAL
Monday, Nov. 19 Writing up
research. Suggested format for your next semester’s project write up.
Assignment due: Hubbard &
Power, Chapter 7.
Copies of
2004 & 2005 research proposals available
Reading Reflection paper #3 (on or before
today)
Monday, Nov. 26 Preparation for UNM Faculty Committee meetings. This is
tentative schedule date-
more information to come as it develops.
TENTATIVE DATE FOR UNM
COMMITTEE MEETINGS ON YOUR PROPOSALS – Friday, Nov. 30
Monday, Dec. 4 Debriefing from committee meetings.
Looking
ahead to next semester’s group plans.
Assignment due: Hubbard &
Power, Chapter 8.
Reading Reflection paper #4 (on
or before today)
Ongoing and looking ahead-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??!!
Reading
Reflection Paper Format:
Include the following
sections (and label these sections
in your narrative)
- Sources (APA
format-cite your source in APA style)
- 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.