1. education
2. graduate school
3. college

EDUC 628
Course Code & No. Section:
Course Title (Credits)
Term & Year:
Course Ref. No. (CRN):
Instructor:
Phone:
Email:
Office:
Office Hrs:
Class Meeting Time:
Prerequisites:
Brown & Bouchard, Spring 2015
EDUC 628
Educational Research and Reflective Practices (3 cr.)
Fall 2014
80526
Keli Brown & Beth Bouchard
775.831.1314, 7475
[email protected]
[email protected]
9480 Gateway Drive, Suite 150, Reno
By appointment only
Wednesday, 5:00 PM to 6:50 PM
(EXCEPT for first class session on 1/21/15: 7 PM)
1/28, 2/11, 2/25, 3/11, 3/25, 4/8, 4/22, 5/6
Completion of student teaching and MAT testing requirements
The Mission Statement
Sierra Nevada College graduates will be educated to be scholars of and contributors to a sustainable world. Sierra
Nevada College combines the liberal arts and professional preparedness through an interdisciplinary curriculum
that emphasizes entrepreneurial thinking and environmental, social,
Liberal Arts
Professional Preparedness
Entrepreneurial Thinking
Sustainability
Prim Library Resources
Using the library’s resources effectively (not just Internet resources) contributes to developing each of SNC’s
core themes by exposing students to high quality academic resources, diverse opinions, new ideas, and a future
that includes building on a liberal arts education. In this course, you will be expected to utilize the library’s
resources (either on-site or remotely) as you complete your assignments. The Libguides pages have a research
guide specifically for education students: http://libguides.sierranevada.edu/edu
To access SNC's licensed database content from off campus, use the following information:


Students: Use your first initial and your last name as the username and your 9 digit student ID number as the
password.
Faculty/Staff: Use your SNC email username as the username and your Banner/SNCSIS ID number as the
password.
Laptop Computer Requirements
Graduate courses require the use of a laptop computer. Details are specified in course syllabi. It is the students'
responsibility to provide their own laptop computer.
Computer Skill Competency Requirement – Teacher candidates enrolled in this class must be proficient in
technology skills including but not limited to:
· Basic computer skills, including the ability to create folders; find, copy, move, rename, and delete
files; maximize/minimize multiple windows; and download and save files
· Ability to use a word processor application to create, save, print, and retrieve a document; cut, copy,
and paste text within and between documents; and save a word processing document in a Microsoft
Word compatible format (.doc).
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Brown & Bouchard, Spring 2015
· Ability to access SNC email that you check regularly. In addition, you must be able to send, receive,
open, and store messages and attachments.
· When online, ability to navigate between web sites, use search engines, install needed plug-ins such as
Flash or QuickTime players, and disable popup blockers or white-list sites as needed for online
courses.
While basic skills are needed, students have opportunities to develop additional skills, including media
development and the use of conferencing and collaboration tools.
It is recommended that students have a relatively new or updated computer - either a PC running Windows 7 or
Vista, or a Mac running OSX 10.4 or higher. In addition, it is recommended that students have high-speed
Internet access, a printer, speakers, and a headset microphone.
Course Description:
Teacher candidates analyze educational research and relate it to their classroom practices. Focus on professional
reflection as candidates prepare proposals for projects or action research theses. Professional writing using APA
style is stressed.
Program Outcomes
Title II Program Outcomes
A. Training provided to prospective teachers responds to the identified needs of the local educational
agencies or states where the institution’s graduates are likely to teach, based on past hiring and
recruitment trends.
B. Training provided to prospective teachers is closely linked with the needs of schools and the
instructional decisions new teachers face in the classroom.
Teacher Candidate (TC)Learning Outcomes based on
the National Board of Professional Standards (NBPS)
InTASC
1. Teachers think systematically about their practice
and learn from experience, therefore, TC will
recognize the importance of educational research
in determining curriculum and improving
instructional practices
2. Able teachers are students of education scholarship
and are cognizant of the settled and unsettled
territory in their field. They stay abreast of current
research and, when appropriate, incorporate new
findings into their practice. Therefore, TC will:
a. Use online databases to locate peer-reviewed
research articles
9c &
9o
b. Comprehend, evaluate, summarize and discuss
educational research articles that employ a
variety of research designs
Research to
Build and
Present
Knowledge
SNC Teacher Education Program
Goals
14. Use research and reflection to
refine classroom pedagogy.
14. Use research and reflection to
refine classroom pedagogy.
9c & 10h
9 b 9c,
9n & 9o
c. Create a professional project or action research
proposal focused on the improvement of
instruction and curriculum.
9c, 10f
10s
3. Able teachers must acquire and employ a
repertoire of instructional methods and strategies, yet
remain critical and reflective about their practice,
10f, 10s
2
Common
Core
Production
and
Distribution
of Writing
Research to
Build and
Present
Knowledge
Production
and
Distribution
14. Use research and reflection to
refine classroom pedagogy.
EDUC 628
drawing lessons from experience, therefore, TC will
employ reflective strategies to improve their
practice.
4. Teachers employ technical knowledge and skill,
yet must be ever mindful of teaching's ethical
dimensions. Teachers are obligated to meet a
stringent ethical standard, therefore, TC will
understand the role of ethical principles, and
professional organization and standards, in
research and reflective practice.
Brown & Bouchard, Spring 2015
of Writing
9g and
9o
Research to
Build and
Present
Knowledge
14. Use research and reflection to
refine classroom pedagogy.
InTASC Model Core Teaching Standards
Standard #9: Professional Learning and Ethical Practice
9(b) The teacher engages in meaningful and appropriate professional learning experiences aligned with
his/her own needs and the needs of the learners, school, and system.
9(c) Independently, and in collaboration with colleagues, the teacher uses a variety of data (e.g., systematic
observation, information about learners, research) to evaluate the outcomes of teaching and learning and to
adapt planning and practice
9(g) The teacher understands and knows how to use a variety of self-assessment and problem-solving
strategies to analyze and reflect on his/her practice and to plan for adaptations/ adjustments.
9(n) The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon current
education policy and research as sources of analysis and reflection to improve practice.
9(o) The teacher understands the expectations of the profession including codes of ethics, professional
standards of practice, and relevant law and policy
Standard #10: Leadership and Collaboration
10(f) The teacher engages in professional learning, contributes to the knowledge and skill of others, and
works collaboratively to advance professional practice
10(h) The teacher uses and generates meaningful research on education issues and policies.
10(s) The teacher takes responsibility for contributing to and advancing the profession
Common Core Standards Addressed
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate
with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
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Assessment of Teacher Candidate Learning Outcomes
Assignment
TCLO
Using Professional Language and Writing-APA Style
2 and 4
Understanding Educational Research
Reflecting on Teaching Practices
1 and 2
3
Writing Research Article Summaries
2 and 4
Professional Organizations, Professional Standards and
Educational Research
Professional Project/Action Research Proposal
3 and 4
1,2, 3 and 4
Grading Policy
This is a graded course. To receive a passing grade for this course, a minimum of 750 points (of the 900
possible) and approved proposal must be earned.
Instructional Strategies
Instruction strategies used in this class include lecture, Socratic dialogues, individual and small group activities,
integration of technology, and ongoing constructive feedback.
Required Text and Materials
American Psychological Association. (2010). Publication manual of the American psychological association
(6th ed.). Washington, DC: American Psychological Association. (ISBN: 979-14338-0561-5)
Professional articles located through Prim Library electronic databases http://libguides.sierranevada.edu/library
Master of Arts in Teaching Handbook for Professional Projects and Action Research Theses
Microsoft Word for PC’s or Macs – Documents must be saved and sent in either .doc or .docx formats.
Candidates must become familiar with the track changes tool in Microsoft since this will be used to provide
feedback.
Highly Recommended for teacher candidates who elect to write action research proposals:
Johnson, A. P. (2012). A short guide to action research (4th ed.). Boston, MA: Pearson. (ISBN: 978-0-13268586-3)
Note: This book is available electronically through http://www.coursesmart.com/
Attendance
Teacher candidates are expected to attend all scheduled classes in their entirety. Teacher Education candidates
who have two or more absences during a 3-credit course, at the discretion of the instructor, may be asked to
withdraw from the course and repeat it at a later date. All instructor decisions regarding attendance will be
supported by the administration (SNC Catalog).
Class Expectation for Teacher Candidates
Teacher candidates are expected to arrive prepared for each class and to conduct themselves in a professional
manner when communicating with the instructor and class members.
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While electronic devices are commonplace, teacher candidates are asked to use common courtesy and common
sense in the use of electronic devices during class sessions. Using laptop computers during class to enhance
learning is encouraged. Please avoid using them, however, for non-class related purposes. The ringing of cells
phones is distracting to the instructor and students, so please turn the phones off during class. Texting during
class may interfere with your ability to focus on the content of the class, so please refrain from doing so in class.
In case of an emergency that requires you to maintain contact with someone outside of class, please inform the
instructor at the beginning of class, and leave the class quietly to use the device when necessary.
Late Assignments
Teacher candidates are required to inform the instructor via email at least 24 hours in advance of the due date if
their assignment will be late in order for it to be considered for partial credit. Assignments turned in after the
due dates lose 5% of total possible points for each day the assignments are overdue.
Academic Accommodations
Sierra Nevada College is committed to protecting disability rights and accommodating students as defined in
the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973. Students with physical,
learning, or psychological disabilities who wish to request accommodations are required to present appropriate
documentation of their disabilities to the Director of Academic Support Services, who will make the necessary
accommodations available as appropriate to the documented disability on file. It is suggested that students
seeking accommodations contact the Director before the semester begins to make their request. Specific
information about a student’s disability is kept confidential. Every effort will be made by the faculty and staff
of Sierra Nevada College to provide reasonable accommodations. It is the student’s responsibility to request
accommodations.
The SNC Email System
The SNC email system is the official communication vehicle among students, faculty members and
administrative staff, and is designed to protect the confidentiality of student information as required by the
Family Educational Rights and Privacy Act of 1974 Act (FERPA). Students should check their college email
accounts daily during the school year.
Students have a right to forward their SNC e-mail to another e-mail account (for example, @hotmail or
@gmail). However, confidentiality of student information protected by FERPA cannot be guaranteed for SNC
e-mail forwarded to an outside vendor. Having email redirected does not absolve a student from the
responsibilities associated with official communication sent to his or her SNC email account.
Sanctions for Cheating and/or Plagiarism
The Honor Code
The faculty of SNC believes students must be held to high standards of integrity in all aspects of college life in
order to promote the educational mission of the College and to encourage respect for the rights of others. Each
student brings to the SNC community unique skills, talents, values and experiences which, when expressed
within the community, contribute to the quality of the educational environment and the growth and development
of the individual. Students share with members of the faculty, administration and staff the responsibility for
creating and maintaining an environment conducive to learning and personal development, where actions are
guided by mutual respect, integrity, responsibility and trust. The faculty and students alike must make diligent
efforts to ensure high standards are upheld by their colleagues and peers, as well as themselves. Therefore
faculty and students accept responsibility for maintaining these standards at Sierra Nevada College and are
obligated to comply with its regulations and procedures, which they are expected to read and understand.
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Consequences of Violating the Student Honor Code
SNC students and faculty share the responsibility for maintaining an environment of academic honesty. Thus,
all are responsible for knowing and abiding by the SNC Faculty/Student Honor Code published in the current
SNC Catalog. Faculty are responsible for presenting the Honor Code and the consequences of violating it to
students at the start of their classes AND for reporting all incidences of academic dishonesty to the Provost.
Students are responsible for knowing what constitutes CHEATING, PLAGIARISM and FABRICATION and
for refraining from these and other forms of academic dishonesty. Violations of the Honor Code become part of
a student’s academic record.
1st Offense (on student’s academic record)
Student receives a zero for assignment/exam and/or a determination by the faculty if
the student should fail the course is made. Counseling with faculty on the honor code,
consequences for violating the honor code, and the value of academic honesty in
learning are provided.
2nd Offense (on student’s academic record)
Student is expelled.
Teacher Candidate Education Dispositions
Role of Dispositions
Teaching involves more than effective planning, instructional knowledge, and teaching skills. It also extends to
professional dispositions. Dispositions are similar to professional beliefs or values systems, but they are more
than that. Dispositions extend to professional modes of conduct and the ways in which beliefs and attitudes are
displayed by teachers’ actions in and out of the classroom. Teachers with positive professional dispositions tend
to act in ways that elevate the profession of teaching in the eyes of others. (Ros-Voseles & Moss, 2007)
Teacher education programs bear a responsibility to convey, model, and promote positive standards of
professional conduct. They also should maintain screening and assessment procedures to assure that teacher
candidates with negative dispositions at odds with professional standards are not permitted to persist in teacher
education programs. The teacher education program at Sierra Nevada College assesses their candidates’
knowledge, skills, and dispositions. Teaching dispositions also extend to maintaining the ethical standards of
teachers’ professional societies (for example, Council for Exceptional Children, National Council of Teachers
of Mathematics, etc.).
Professional dispositions includes interactions with fellow students, professors, advisors, college and school
personnel, and SNC staff members. Professional dispositions can impact the determination by the Department
of Teacher Education regarding approval for field experience placements (student teaching and practicum).
Sierra Nevada College teacher education has identified the InTASC critical dispositions that should be
possessed by program graduates. Please refer to your course syllabi, online course announcements or program
handbook for detailed professional dispositions expectations.
Sierra Nevada College Teacher Education Dispositions
If sincerely held, dispositions should lead to actions and patterns of professional conduct.
Teachers should be role models and model positive behaviors for their students. The dispositions are briefly
described below:
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EDUC 628
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Brown & Bouchard, Spring 2015
Reflection – Teachers should recognize that professional reflection combined with experience leads to
professional growth. Teachers should be thoughtful about their teaching, critically examine their teaching
practices, and strive for ongoing professional improvement.
Professional conduct – Teachers should exercise sound judgment and ethical professional behavior. Teachers
should represent positive role models for their students and be supportive colleagues with other professionals and
paraprofessionals.
Respect for diversity – Teachers should be sensitive to individual differences among students and promote
understanding of students’ varied cultural traditions and learning strengths and needs.
High expectations – Teachers should believe that their students can learn and should set high, yet realistic goals
for student success. Teachers should communicate those high expectations to their students in positive ways.
Respect for others – Teachers should develop and maintain classroom communities marked by student respect
for other students and free from bullying and belittling behaviors. Teachers should interact with their students,
fellow teachers, administrators, parents, and other community members with courtesy and civility. Respect is also
demonstrated by pre-service teachers in the professionally appropriate ways in which they address fellow
students, staff, faculty members, and administrators.
Compassion – Teachers should demonstrate professional friendliness, warmth, and genuine caring in their
relationships with students. Teachers should attempt to establish student-teacher relationships characterized by
respect and rapport.
Advocacy – Teachers should work to promote positive changes in schools and communities that benefit the
welfare of their students. Teachers should work to assure that their students are afforded the services they need.
Curiosity – Teachers should promote and support curiosity in their students and encourage active inquiry.
Teachers should be professionally active lifelong learners and seek opportunities for professional development.
Dedication – Teachers should be committed to the profession of teaching and to the betterment of their schools,
communities, and students. Dedication is also demonstrated by pre-service teachers by class attendance,
participation, completion of outside readings and assignments, and overall performance in teacher education
courses.
Honesty – Teachers should model personal and academic integrity by their actions. Teachers should be forthright
in their interactions with others and uphold high standards of trust, character, and academic integrity.
Fairness – Teachers should promote social justice, treat students equitably, maintain appropriate standards of
confidentiality, and exercise fairness in academic assessment. Teachers should promote fairness in students’
interactions with others.
Assessing Dispositions
Because teaching dispositions encompass both beliefs and actions, Sierra Nevada College has developed a
process for assessing dispositions through an essay written in a required teacher education course, courses in the
program, practicum assessments in required field experiences in schools and student teaching assessments. In
keeping with established assessment principles and practices, the assessments are varied, multiple, and spread
throughout the teacher education program.
Dispositions and standards of professional conduct should be continually maintained throughout the pre-service
and in-service educator’s career. So, the Sierra Nevada College dispositions procedures also include provisions
for letters of concern that may be written by teacher education faculty members at any point in the teacher
education program when there are concerns about a student’s professional dispositions or conduct. Low grades
in required teacher education courses or removal from a teacher education field experience also provide cause
for concern. When concerns are raised by a faculty member, the student is notified and given an opportunity to
discuss the concern. When indicated, a plan of action with opportunity to address the area(s) of concern will be
developed. If after a plan of action is attempted, and the area(s) of concern continue, further actions, including
dismissal, will be considered.
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Since dispositions include an element of both beliefs and actions, the assessments are designed to cause students
to demonstrate their teacher dispositions through a combination of essays and direct observations of their fieldbased work in school classrooms.
The assessments will be evaluated with rubric scoring and “Not Satisfactory” evaluations will result in
consequences. The dispositions policies include procedures for conferences and, in some cases, removing
students from the teacher education program who display dispositions or conduct that are not consistent with the
professional dispositions and conduct of teachers.
The dispositions assessments are embedded within Sierra Nevada College courses. The following procedures
have been established for assessing the professional dispositions and conduct of Sierra Nevada College teacher
education students:
Promoting and Assessing Positive Dispositions / Professional Conduct
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Essay: Introduction to Education
Interactions with fellow students, professors, advisors, college and school personnel, and SNC staff members.
Program courses and coursework
Practicum Field-Based Assessment
Student Teaching Field-Based Assessment
Professional dispositions can impact the determination by the Department of Teacher Education regarding
approval for field experience placements (student teaching and practicum).
Responding to Negative Dispositions / Professional Conduct
•
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“Not Satisfactory” evaluation on the disposition essays: Conference with course instructor and rewrite of the
essay for which a “Not Satisfactory” was recorded. IF concerns remain after the conference and rewrite, the
student is referred to the Department Chairperson for a conference; if concerns remain after the Department
Chairperson conference, the student is referred to the Provost for development of a plan of action for changing
behaviors that have been questioned or for possible removal from teacher education
“Not Satisfactory” evaluation in courses in the program - Conference with the college instructor in which the “not
satisfactory” is recorded; notice of the “not satisfactory” evaluation is forwarded to the Department Chairperson,
Director of Student Teaching, and the Provost
“Not Satisfactory” evaluation on the Practicum Field-Based Assessment – Conference with the faculty member
supervising the field experience; if concerns remain after the conference, the student is referred to the Department
Chairperson for a conference; if concerns remain after the Department Chairperson conference, the student is
referred to the Provost for development of a plan of action for changing behaviors that have been questioned or
for possible removal from teacher education
“Not Satisfactory” evaluation in the Student Teaching Field-Based Assessment – Conference with the faculty
member supervising the field experience and cooperating teacher; if concerns remain after the conference, the
student is referred to the Department Chairperson for a conference; if concerns remain after the Department
Chairperson conference, the student is referred to the Provost for development of a plan of action for changing
behaviors that have been questioned or for possible removal from teacher education
Note: Students receiving a “Not Satisfactory” evaluation in any domain or overall on the summative evaluation
cannot be recommended to the Nevada Department of Education for certification; to gain a satisfactory or basic
level or above evaluation following a “Not Satisfactory” evaluation, student teaching would need to be
successfully repeated.
Removal from a required field experience: May be at the request of the host school or by the college supervisor;
policies and procedures are outlined in the Practicum and Student Teaching Handbook. The policies and
procedures describing terminations in student teaching also apply to other required field experiences.
Final grades lower than B- in required professional education courses will be recorded and monitored. If patterns
of low performance are noted, a conference with the Department Chairperson will be required; if concerns remain
after the Department Chairperson conference, the student is referred to the Provost for development of a plan of
action for changing behaviors that have been questioned or for possible removal from teacher education
EDUC 628
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Brown & Bouchard, Spring 2015
Letters of concern by program faculty: Conference with the faculty member writing the letter and the Department
Chair of the student’s program; if concerns remain after the conference, the student is referred to the Provost for
development of a plan of action for changing behaviors that have been questioned or for possible removal from
teacher education
Appeals
•
Removals from teacher education by the Department Chair may be appealed in writing to the Provost
_____________________________
References:
InTASC Model Core Teaching Standards, Council of Chief State School Officers (CCSSO). April 2011
Ros-Voseles, D., & Moss, L. (2007). The role of dispositions in the education of future teachers. Young Children, 62(5): 90-98.
Professional Disposition Scoring Rubric
Instructions: Evaluate each professional disposition in the attached rubric by placing a check in the appropriate
column. Evaluations should be based on the standards of behavior, attitude, etc. typically expected of
professional educators. Where appropriate, include comments and descriptions of specific instances or examples
of dispositional behaviors observed. Comments and explanations must be included for any disposition rated
‘Not Satisfactory.’
Program Criteria: The expectation of the Teacher Education program is that students demonstrate ‘Satisfactory’
performance and behavior related to each of the 14 dispositions listed on the attached rubric. Students who
receive ‘Not Satisfactory’ ratings in any dispositional area may be required to engage in a remedial /
developmental experience, subject to instructor and/or program administrator discretion. Where decisions
related to the appropriateness of remedial / developmental experiences are concerned, frequency, patterns of
behavior, and severity of the dispositional issues are primary considerations.
Programmatic Context: Evaluations of student professional dispositions occur within the Teacher Education
program through three methods. The attached scoring rubric may be used for each of these purposes:
1. Firsthand observations of behaviors, attitudes, etc., during enrollment in the teacher education program including program courses, field experiences and interactions with fellow students, professors, advisors, college
and school personnel, and SNC staff members - by course instructors, mentors, host classroom teachers and
principals and/or other school professionals.
2. Analyses of dispositional elements embedded within course assignments or artifacts.
3. Formal and informal interactions between candidates and Department of Teacher Education faculty, staff,
students, supervisors, advisor(s) and other personnel related to the program, Department of Teacher Education or
Sierra Nevada College.
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Professional Disposition Scoring Rubric
Student Name:
Course Title:
Name of Evaluator:
Professional Disposition
Meets obligations and deadlines
Submits work that reflects high professional standards, commensurate with NBPTS expectations
Possesses effective oral, written, communication, organizational and managerial skills
Respects the knowledge, opinions and abilities of other professionals, support staff, parents and others
Reflects on and takes responsibility for actions and decisions
Accepts constructive criticism within the context of current practice and professional InTASC standards
Displays a positive attitude and emotional maturity; professional attitude and behavior with
interactions with students, professors, supervisors, staff and other college or school personnel
Demonstrates effective interpersonal skills
Functions effectively as a member of a learning community, including involvement with professional
organizations, school-community interest groups and agencies, and mentoring of other professionals
Treats all students fairly, ethically, morally and without bias
Thinks systematically about practices and learns from experience
Draws on research and scholarship (including action research and naturalistic approaches) to improve
their professional practices, and shares their conclusions and insights with the professional community
Displays a commitment to professionalism and teaching
Displays a commitment to students and their learning
Comments / Explanation:
10
Satisfactory
Not
Satisfactory
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Brown & Bouchard, Spring 2015
Description of Assignments and Evaluations
General Instructions
The following assignments will be completed during this class and evaluated using the accompanying rubric or
grading scale. Candidates are expected to:
 use APA style for all written assignments.
 follow format guidelines for all written work:
o Margins: Right, Top and Bottom- 1.0”, Left- 1.5”
o Double-spacing, 12 point Times New Roman font
o Set paragraph format to: Do not add space between paragraphs of the same style
 No cover page except for the proposal as directed
 submit written assignments through SNC email and not personal email.
 include last name, course number, and the assignment title on the first page of each assignment
and as the file name when submitting assignments. For example:
JonesEDUC628Chapter2.docx
1. Participation- 100 points
Teacher candidates have the opportunity to participate in class, ask questions, make comments and discuss ideas
with other class members and the instructor throughout the course. It is imperative that teacher candidates arrive
each week prepared to participate with the necessary materials and assigned readings and work completed
Evaluation is based on their overall participation in class over the entire course, not weekly.
Frequency of
Participation
Quality of
Participation
Rubric for Overall Participation
Exceeds Standard
Meets Standard
95-100 points
80-94 points
Participation in all
Participation in 85classes
90% of classes
Thoughtful questions Thoughtful questions
and comments;
and comments;
provided insightful
provided insightful
responses and
responses or
promoted thoughtpromoted thoughtprovoking discussions provoking discussions
that indicated class
that indicated class
preparation;
preparation;
respectful of others
respectful of others
comments and
comments and
perspectives
perspectives
Below standard
79 points and below
Participation in 80%
or less of classes
Questions and
responses showed
lack of class
preparation;
unprofessional
language;
disrespectful of others
comments and
perspectives
2. Using Professional Language and Writing-APA Style (100 points)
“From its inception as a brief journal article in 1929, the Publication Manual of the American
Psychological Association has been designed to advance scholarship by setting sound and rigorous standards for
scientific communication” (APA, 2010, p.xiii). It presents general writing guidelines as well as guidelines for
citing references. Most of the article found in peer-reviewed social science journals use APA style or some
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form of it. It differs from Modern Language Association (MLA) writing style that is used in English and other
humanities. The goal for this assignment is for teacher candidates to be familiar with writing issue such as bias
language, clear and concise language as well as how to avoid plagiarism by using citations and references
correctly. The mechanic of style is also part of the manual and includes the basics such as the use of colons and
semicolons and more “complex” issues such as expressing numbers as numeral or words.
For this assignment, read Chapter 1-3 of the APA manual and become familiar with the content of the rest of
the manual, especially Chapter 6. Then complete the APA tutorial that is found online at
http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx . Submit the post-test to the instructor via email.
Finally, teacher candidates will demonstrate their knowledge of APA citations through an open-book quiz.
Consult schedule for date.
Evaluation: Correct response on quizzes.
Content
Writing Style
Exceeds Standard
Meets Standard Below Standard
18-20 points
14-17 points
Response demonstrates a
Response demonstrates
depth of understanding and
understanding of content,
connections to other aspects
answers the question(s)
of research; answers the
completely
question (s) completely
Concise response free of
Concise response, minor
mechanical errors; follows all mechanical errors; follows
APA writing style
most APA writing style
requirements.
requirements
13 points and below
Response demonstrates a
lack of understanding of
the content; one or more
aspects of the question(s) is
not addressed
Overly wordy; multiple
mechanical errors; violates
APA writing style
requirements.
3. Professional Organizations, Professional Standards and Educational Research (100 points)
There are many professional educational organizations that contribute to and influence educational policies and
practices nationally and internationally. Select one organization from the list below that is appropriate for the content
area of your professional project or action research. Prepare a PowerPoint presentation (8-10 slides) to share with
classmates. Note: Class time will be given to complete this assignment.
Grading for Professional Organization and Standards
Full points are awarded in each area when the following criteria are met:
CONTENT OF PROJECT (70 points)




Information on the purpose and services of the professional organization
Relationship of organization to educational research (e.g. level of publications, etc.)
Professional standards or teaching recommendations
Connections between professional standards, classroom practices, and research-based instruction
POWERPOINT (30 points)





12
readable by the audience
organized
ideas flow
main points summarized
time limit maintained (TBD)
EDUC 628
Brown & Bouchard, Spring 2015
4. Writing Research Article Summaries/Annotations (20 points each X 15 articles = 300 points)
Identify 15 research articles that focus on effective instructional practices for one subject or content area.
These articles should help teacher candidates answer their professional questions for their professional project or
research questions for their action research thesis. The articles must be from peer-reviewed journal. Ten (10) of the
articles must be empirical research. Begin each annotation with the complete APA citation. Then write a 3–
paragraph 200-225 word summary.
 In the first paragraph, identify the type of article (empirical or theoretical) along the problem and its
purpose. For empirical articles include the research questions or hypothesis, and the research design.
 In the second paragraph, for an empirical article, include participants, data collection, data
analysis and findings. For theoretical article, include the main points of theory or author’s
perspective, and conclusion.
 In the third paragraph, comment on the applicability and usefulness of the article to educators.
See example summary at the end of the syllabus.
Note: Candidates will submit annotations in groups of five (5) throughout the semester and may be
asked to share some of their annotations in class. See class schedule for due dates.
All 15 annotations will be incorporated in the professional project or action research proposals as an
annotation bibliography arranged alphabetically by author. Begin each summary on a separate page.
Rubric for Annotations
APA
Citation
Exceeds Standard 14-15 points
Meets Standard 11-13 points
Is complete with no
mechanical errors
Is complete but has
minor errors (spacing,
use of caps, etc.)
Type of article
Article correctly identified as
theoretical or empirical
Empirical articles are
further identified by research
design
Purpose
Stated clearly; secondary
purposes also identified
Summary
All required information is
included for the type of article
Concise use of language to convey
information
Classroom/School Comments suggest specific
Applicability
connects for teachers’ or schools’
use of ideas presented in the article
Writing style
Uses past tense; clear
sentence structure; free of
mechanical errors
Article correctly
identified as
theoretical or empirical
Below Standard- 12 points
and below
Is missing required
citation information
and/or has many
mechanical errors
Article incorrectly
identified
Stated clearly
Not stated or unclear
All required information is
included for the type of
article
Several of required
components of information are missing
Comments suggest
Comments on
connects for teachers’ or schools’ use
application of ideas for
of ideas presented
teachers/schools not included
in the article
Uses past tense, clear
Uses present tense,
sentence structure; minor
awkward sentence
mechanical errors
structure and/or
several mechanical
errors
6. Professional Project (300 points) or Action Research Proposal- (300 points)
The purpose of the professional project and action research is the improvement of teaching practices.
Projects focus on specific teaching fields and answer professional questions. Action research focuses on the
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implementation of a teaching method and answers research questions. Both options must reflect current
research in the field and have the potential of informing other teachers’ instructional practices. See MAT
Professional Project and Action Research Handbook for a detailed explanation of the proposal.
Note: Teacher candidates who select action research must complete the Assurance Training since action
research involves human subjects. Training is provided through the National Institute for Health’s Office of
Extramural Research at: http://phrp.nihtraining.com/users/login.php Include the Certificate of Completion in
the proposal.
Candidates will submit a draft of their proposal to the instructor of EDUC 628 who will provide
feedback and suggestions. They should note, however, that the Professional Project and Action Research
Committee give the final approval for the proposals. See the class schedule for due date for electronic and hard
copies of the final proposals. Please bring/send the proposal to:
Dr. Winship Varner
Sierra Nevada College
999 Tahoe Blvd.
TCES Building, Office 229
Incline Village, Nevada 89451
[email protected]
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Professional Project Proposal Evaluation
300- 280 points- Exceeds Standard
279-240 points- Meets Standard
Less than 239 points- Below Standard
Candidate’s Name ____________________________________________________________
Date ________________________________________________________________________
Appropriate Length (6-8 pages excluding
annotations)
Points
/5
Appropriate format for type of project
/10
Clearly stated goal(s)
/25
Rationale connected to teaching
experience
Rationale included resources cited from
the annotated bibliography
/40
Logical professional questions
/15
Intended audience identified
/10
Procedural steps clearly delineated
/50
Professional standards identified
/20
Content standards addressed identified
/20
15 annotations relevant to topic included
/40
/50
Correct use of APA style
/15
Total Points
/300
Overall Comments
15
Comment
EDUC 628
Brown & Bouchard, Spring 2015
Action Research Proposal Evaluation
300- 280 points- Exceeds Standard
279-240 points- Meets Standard
Less than 239 points- Below Standard
Candidate’s Name _______________________________________Date ____________
/30
Content
(200 points)
Clear statement of educational problem or issue
/25
Identifiable purpose statement
/25
Appropriate open-ended research questions
/20
/20
Logical flow of ideas
Definition of key terms
/20
Appropriate professional writing and use of
language including 1st person
/20
15 annotations relevant to topic included
/40
Overall methodology is appropriate for research
questions
Participants adequately described
Data collection and analysis explained in detail
Data collection described and included when
appropriate (assessments, questionnaires, etc)
Format (100 points)
/20 Correct APA citations in text
/10
Citations in text match references
/20
Correct APA citations in references
/20
Heading and subheadings used correctly
/20 Follows action research proposal outline
/10 Correct spelling and grammar
Points _______/300
16
YES NO
Comment
EDUC 628
Brown & Bouchard, Spring 2015
TENTATIVE SCHEDULE
Topic
Readings and Assignments
Jan. 21
Introduction to class
Syllabus, MAT Handbook
Jan. 28
Reading journal articles: theoretical and empirical. Research for Annotations
Types of Educational Research
Locating appropriate articles through Prim Library
IPQP – narrowing topics and generating professional questions
Feb. 11
APA Writing Style
Writing Article Summaries
Topic of Professional Interest
Peer Review of Annotation
APA Manual Chapter 1-3
APA Quiz
Research for Annotations
Annotations due: 1
Feb. 25
Peer Review of Annotations
Annotations due: 2-7
Research for Annotations
March 11
Evaluating Empirical and Qualitative Research
Peer Review of Annotation
Annotations due: 8-12
Research for Annotations
March 25
Proposal Workshop 1
Project Goals
Professional Standards Assignment Review
Annotations due: 13-15
April 8
Professional Standards Presentations
Peer Review of Annotations
Annotations 1 - 15
PROPOSAL DUE to INSTRUCTOR: By or Before April 15, 2015
FINAL PROPOSAL DUE to DR. VARNER by or before April 20, 2015
TBD
EDUC 635 Presentations
April 22
Proposal Share
May 6
Proposal Workshop – Individual Conference
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Professional Organizations
Association for Childhood Education International (ACEI) is a global community of educators and
advocates who unite knowledge, experience, and perspectives in order to exchange information, explore
innovation and advocate for children. Our mission is to promote and support in the global community the
optimal education and development of children, from birth through early adolescence, and to influence the
professional growth of educators and the efforts of others who are committed to the needs of children in a
changing society.
National Council of Teachers of English (NCTE) The National Council of Teachers of English is devoted to
improving the teaching and learning of English and the language arts at all levels of education.
American Council on the Teaching of Foreign Language Teachers (ACTFL) This is the only national
organization dedicated to the improvement and expansion of the teaching and learning of all languages at all
levels of instruction throughout the U.S. ACTFL and its affiliated organizations represent educators who are
committed to building language proficiency from kindergarten students through adult learners.
National Council of Teachers of Mathematics (NTCM) NCTM is a public voice of mathematics education,
providing vision, leadership and professional development to support teachers in ensuring equitable
mathematics learning of the highest quality for all students.
National Science Teachers Association (NSTA) Their mission is to promote excellence and innovation in
science teaching and learning for all. It is essential that teachers are prepared to teach science. NSTA has
established high-quality science teacher preparation standards.
National Art Education Association (NAEA) This dynamic community of practice is where visual arts
teachers, scholars, researchers and professors, students, administrators, art museum educators, and artists come
together around a shared belief in the power of the arts in developing human potential.
National Council for the Social Studies (NCSS)Social studies educators teach students the content knowledge,
intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy.
The mission of National Council for the Social Studies is leadership, service, and support for all social studies
educators.
Council for Exceptional Children (CEC) The Council for Exceptional Children (CEC) works to improve the
educational success of individuals with disabilities and/or gifts and talents. The mission is to improve the
quality of life for individuals with exceptionalities and their families through professional excellence and
advocacy.
Center for Civic Education We the People: The Citizen and the Constitution is a curricular program for
middle, secondary, and post-secondary students, youth organizations, and adult groups that promotes competent
and responsible participation in local and state government. The program helps participants learn how to
monitor and influence public policy. In the process, they develop support for democratic values and principles,
tolerance, and feelings of political efficacy.
International Reading Association (IRA) Since1956, IRA has been a nonprofit, global network of individuals
and institutions committed to worldwide literacy. More than 85,000 members strong, the Association supports
literacy professionals through a wide range of resources, advocacy efforts, volunteerism, and professional
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development activities.
American Library Association (ALA) The ALA Constitution states the purpose of ALA as, “The object of the
American Library Association shall be to promote library service and librarianship.” The stated mission is, “To
provide leadership for the development, promotion and improvement of library and information services and the
profession of librarianship in order to enhance learning and ensure access to information for all.”
International Society for Technology in Education (ISTE) is the premier membership association for
educators and education leaders engaged in improving teaching and learning by advancing the effective use of
technology in PK-12 and higher education. ISTE provides widely accepted standards for teachers and students
with regard to effective use of technology for teaching and learning.
Council on Anthropology and Education The mission of the Council on Anthropology and Education is to
advance anti-oppressive, socially equitable, and racially just solutions to educational problems through research
using anthropological perspectives, theories, methods, and findings.
Adapted from http://www.uaf.edu/educ/proforg/index.html
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Example of Article Summary
Campbell, F.A., Ramey, C.T., Pungello, E., Sparling, J., & Johnson, S.M. (2002). Early childhood education:
Young adult outcomes for the Abecedarian Project. Applied Developmental Science, 6 (1) 42-57.
Retrieved from http://web.ebscohost.com.sierranev.idm.oclc.org/ehost
(Note: This reference does not have a doi since none was available for the article. Thus, the issue
number (1) and retrieval information is provided.)
Campbell, Ramey, Pungello, Sparling, and Johnson (2002) investigated the need for early interventions
for low-income, minority children. The purpose of this empirical research was to conduct a large, longitudinal
study of the effects of preschool on a high-risk population. The research question examined in this study was:
Would early preschool interventions with high-risk children have lasting positive effects? The research design
was experimental.
Campbell and fellow researchers selected 104 children at infancy from low-income families from the
Chicago area and used 13 socio-demographic characteristics to rate the participants. Interventions were
individualized and administered to the participants in two phases: (a) during preschool, and (b) during the
primary grades. The participants were randomly selected for involvement in either one phase, both phases, or
neither phase. All groups were tracked from infancy through age 21. Participants were tested on reading and
math skills at the entrance to Kindergarten and throughout their time in school. ANOVA was used to measure
statistical differences among the groups. In addition, data from questionnaires administered to parents, teachers,
and in the later phase of the study, to the participants, were analyzed and coded thematically. The results of
this 21-year longitudinal study showed those in the preschool treatment group earned more years of total
education, were more likely to attend a four-year college, and showed a reduction in teenage pregnancy when
compared to the two other groups. Preschool treatment was associated with increased reading and math skills
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that persisted into adulthood. School-age treatment preserved preschool benefits for reading, but by itself, the
effects were weaker than those of the preschool program.
This research is important to teachers and administrators because it shows the long-term benefits of
early childhood education and the importance of providing quality education to young children from high-risk
population. It also provides positive evidence for policymakers and politicians when they make funding
decisions for programs such as Head Start.
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Additional Course References
Causarano, A. (2011): Becoming a special education teacher: Journey or maze?, Reflective Practice:
International and Multidisciplinary Perspectives, 12, 547-556. doi: 10.1080/14623943. 2011.590344.
Creswell, J.W. (2011). Education research: Conducting and evaluating quantitative and qualitative research
(4th ed.) Upper Saddle River, N J: Pearson
Dray, B. & Wisenski, D.B. (2011). Mindful reflection as a process for developing culturally
responsive practices. Teaching Exceptional Children,, 44(1), 28-36.
Johnson, A. P. (2012). A short guide to action research (4th ed.). Boston, MA: Pearson.
Lauer, P.A. (2006). An education research primer: How to understand, evaluate and use it. San Francisco, CA:
McREL/Jossey-Bass.
McMillan, J. H., & Wergin, J. F. (2010). Understanding and evaluating educational research (4th ed.). Boston,
MA: Pearson.
Meyerson, M. J. (1993). Exploring reading instructional decisions through a reflective activity: The first step in
the change process. Journal of Educational and Psychological Consultation. 4 (2), 153-168.
Stenberg. K. (2011) Identity work as a tool for promoting the professional development of student teachers.
Reflective Practice, 11, 331-346. doi: 0.1080/14623943.2010.490698.
Stephens, K. & Winterbottom, M. (2010). Using a learning log to support students’ learning in biology lessons.
Journal of Biological Education,44(2), 72-80.
Taggart, G.L. & Wilson, A. P. (2005). Promoting reflective thinking in teachers: 50 Action Strategies.
Thousand Oaks, CA: Corwin Press.
Yero, J. L. (2010). Teaching in mind: How teacher thinking shapes education (2nd ed.). Hamilton, Montana:
MindFlight Publishing.
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