ED 626 JD-1 Classroom ResearchSoutheast Alaska Collaborative Classroom Research (SEACCR)seaccr.wordpress.com

Fall 2014

Instructor:Anne Jones Ed.Danne.jones@uas.alaska.eduhttp://drannejonesuas.wordpress.com/@DrAnneJonesUAS

Course objectives: Understand the philosophy and techniques of qualitative research, apply the philosophy and techniques of qualitative research to the classroom, design, conduct, and report on a qualitative classroom research project.To use technology tools to participate in a collaborative professional learning network

Course content:Students will learn qualitative research techniques; observation, interviews, and reflection to understand students, improve practice, and contribute to the knowledge base and practice of education. Student will also learn to use education research to develop theoretical frameworks as well as learn and use the American Psychological Association formatting to produce a research paper. Student will learn and use technology tools to communicate.

Course description:This course addresses the philosophy and techniques of classroom research. Students will learn techniques of qualitative research that are utilized in classroom research projects. The role of classroom research within the educational profession will be examined as well as establishing the reflective nature of classroom researchers. This course asks educators to answer the question, central to this course: How can classroom teachers understand their students and improve practice in specific/concrete ways, use observation and reflection to inform and change their own teaching, and make a significant contribution to the knowledge base and practice of education? Students will actively engage in qualitative research techniques, a professional learning community, and research and writing activities.

Instructional methodologies:The course is designed as asynchronous modules. Each module contains the independent work required for the week. All the materials you need are found in the module for each week. We use WebX, Twitter, blogging, and other social media as tools for learning and you will submit your work to LiveText. The foundation or ‘home-base’ for the course is on wordpress, at: seaccr.wordpress.com. This course is shared with students enrolled in the M.Ed Technology Leadership course and is offered as a MOOC (Massively Open Online Course) to educators throughout Alaska.

Relation to the conceptual framework: The knowledge, skills and dispositions developed in this course will enable participants to be more informed, reflective and responsive teachers. Classroom research is an outstanding vehicle for supporting sustained contributions to students and the education profession in rural and urban settings in Alaska and nationally.

Course Design and Alignment of course goalswith ACEI Standards and UAS SOE Goals Expectations

Objectives ACEI standard and/or SOE Goal

Assessments Learning Opportunities

Use the inquiry process to improve teaching and learning

ACEI 4SOE Goal 1, 4, 5

Annotated bibliographyLiterature reviewFinal project reportParticipation in PLC

Course materialsBloggingTweetingWebX meetings

Evaluate, analyze, and apply the ‘shift’ in the Alaska Language Arts standards

ACEI 4SOE 1, 4, 5, 8

Annotated bibliographyLiterature reviewFinal project reportParticipation in PLC

Course materialsBloggingTweetingWebX meetings

Participate in professional learning community SOE Goal 1, 8

Participation in PLC Course materialsBloggingTweetingWebX meetings

Apply the philosophy and techniques of qualitative research

ACEI 4, 5bSOE Goal 1, 4, 5

Annotated bibliographyLiterature reviewFinal project reportParticipation in PLC

Course materialsBloggingTweetingWebX meetings

Present a final written project in correct APA style

ACEI 4SOE Goal 1, 4, 5, 8

Final project reportProject presentation

Course materialsBloggingTweetingWebX meetings

SOE Vision, Mission, Goals, and Objectives SOE Teacher Education Mission Statement To identify, prepare and strengthen effective teachers for sustained contributions to students and the education profession in rural and urban settings in Alaska and nationally. Vision Our graduates will be informed, reflective and responsive teachers within diverse classroom, school and community contexts. SOE Faculty's Professional Commitments 1. Recognize and nurture student differences, promote and model positive attitudes toward

diversity, and teach in inclusive and culturally responsive ways. 2. Design and adjust programs to meet the evolving and unique needs of Alaska. 3. Personalize teaching, challenge students to think and reflect, use performance-based

assessment, create communities of learners, arrange extensive and substantial field experiences, conduct and promote teacher research, and, generally model concepts taught in action.

4. Use technology to support learning, empower learners and provide accessibility to quality teacher education throughout the state.

5. Ground candidates’ learning in classroom field experience in diverse school communities. 6. Use real classrooms as well as books as source materials for knowledge construction,

research, and life long learning. 7. Establish collaborative relationships with students to support the whole learner. 8. Broaden professional knowledge through research activities. 9. Plan instruction based upon understanding of learning theory, human development, content

and effective practices. 10. Monitor and support candidates’ development of content area knowledge and their transition

from proficient learners of content to proficient teachers of content.

SOE Student Goals and Performances, Expected in All Programs(K) Knowledge (S) Skill (D) Disposition Goal 1: Teachers articulate, maintain, and develop a philosophy of education that they also demonstrate in practice. Performances a. Support their philosophy of education with research-based theory and evidence. (K) b. Apply philosophy, beliefs, and theory to practice. (S) c. Abide by a philosophy of education and remain flexible to revising it based on new research and teaching experience. (D)

Goal 2: Teachers understand how human development affects learning and apply that understanding to practice. Performances a. Identify ways students’ developmental levels affect their thinking processes and learning. (K) b. Accommodate differences in how students learn based on knowledge of individual’s social, emotional, and intellectual maturation. (S) c. Appreciate unique thinking processes of learners at different stages of development. (D)

Goal 3: Teachers differentiate instruction with respect for individual and cultural characteristics. Performances a. Identify strategies for differentiating instruction based on student differences. (K). b. Design instruction that incorporates characteristics of the local community’s culture and that is appropriate to students’ individual and special needs. (S) c. Apply local and Alaska knowledge to the selection of instructional strategies, materials and resources (S) d. Appreciate multiple perspectives and value individual differences. (D)

Goal 4: Teachers possess current academic content knowledge. Performances a. Demonstrate knowledge of the content area taught, including structure of the curriculum, the tools of inquiry, central concepts, and connections to other areas of knowledge. (K) b. Connect the content area to other content areas and to practical situations encountered outside the school. (S) c. Commit to professional discourse about content knowledge and student learning of content. (D)

Goal 5: Teachers facilitate student learning by using assessment to guide planning, instruction, and modification of teaching practice. Performances a. Understand how to plan for instruction that is based on student needs and curriculum goals. (K) b. Plan, teach, and assess for optimal student learning. (S) c. Value assessment and instruction as integrated processes. (D)

Goal 6: Teachers create and manage a stimulating, inclusive and safe learning community in which students take intellectual risks and work independently and collaboratively. Performances a. Investigate and use a variety of classroom management techniques to establish and maintain a responsive environment in which all students are able to learn. (K,S) b. Establish and maintain a positive classroom climate in which students develop self-direction and collaborative skills. (S) c. Commit to ensuring student well being and development of self-regulation and group interaction skills. (D)

Goal 7: Teachers work as partners with parents, families and the community. Performances a. Develop a sound, broad-based understanding of students’ families and the local communities. (K) b. Communicate effectively with parents and community and incorporate local ways of knowing into decision making about all levels of schooling. (S) c. Recognize the school as an integral part of the community and value parents as partners in promoting student learning. (D)

Goal 8: Teachers develop and maintain professional, moral, and ethical attitudes, behaviors, relationships, and habits of mind. Performances a. Keep current in knowledge of content and teaching practice. (K) b. Participate in and contribute to the teaching profession. (S) c. Communicate effectively with students, colleagues, and supervisors. (S) d. Value professional ethics, democratic principles, and collaborative learning communities. (D)

Goal 9: Teachers use technology effectively, creatively, and wisely. Performances a. Operate computers and other technologies and evaluate their potentials and limitations. (K) b. Integrate technology in planning, instruction, and assessment to support student learning. (S) c. Value technology as a tool for student and teacher lifelong learning. (D)

(K) Knowledge (S) Skill (D) Disposition

Measures of the course objectives used for final grade assignment. These products must be submitted and are ‘graded’. They cannot be resubmitted and are considered summative.

Weekly Essential Question Response Blog The rubric for this activity is posted in LiveText

Weekly Reflection Blog The rubric for this activity is posted in LiveText

Research Project Proposal -1-3 points possibleThe rubric for this activity is posted in LiveText

Project Presentation 10-30 points possibleThe rubric for this activity is posted in LiveText

Final Research Paper-10-30 points possibleThe rubric for this activity is posted in LiveText

Total points possible:Weekly Reflection Blog 1-3 (x10) 10-30Research Project Proposal 1-3Project Presentation 10-30Final Research Paper 10-30

Total Possible: 40-120

Points earned

Percent Assigned Grade

114-120 95 A These are ‘passing’ grades

108-113 90 A-106-107 88 B+102-105 85 B96-101 80 B-94-95 78 C+ These are

not passing grades

90-93 75 C84-89 70 C-82-83 68 D78-82 65 D-

Assessment Rubrics are located in the LiveText space for this course.

Please refer to the Schedule for a complete listing of tasks and due dates.

Measures of course objectives used for feedback from the instructor, and formative assessment but not part of the assigned grade. These products must be submitted for feedback but are not ‘graded’. They may need to be resubmitted before continuing to the next product at the instructor’s discretion and direction.

Annotated Bibliography

Thematic Review of the Literature

Framework/justification & research question

Method/ research design

Raw data & results

Data analysis

Discussion

Conclusions/Next Steps

These products are optional, do not receive instructor feedback, and are not ‘graded’.

Participation in Twitter Chats

Participation in a working group or partnership

Academic honesty:

All students are expected to adhere to the academic honesty standards of the University of Alaska Southeast. Violations of academic honesty (e.g., submitting work completed by others, plagiarism, etc.) result in appropriate sanctions ranging from course failure to expulsion. If you have any questions about course assignments/activities and potential violations of academic honesty, ASK the instructor BEFORE engaging in the assignment/activity.

Field based competencies:Qualitative research techniques are practiced and applied to the teaching experience.

Diversity component:Students become more aware of diversity through more advanced observation. Students engage in learning about the culture of the classroom and students as related to their learning.

Technology component:Students demonstrate a sound understanding of technology operations and concepts and use technology to enhance their productivity and professional practice.

Students with disabilities:If a student has a documented disability for which they require academic orprogrammatic accommodations, please contact the Disability Support Services (DSS)office @ 796-1298 as soon as possible.