Read 6406 Intro 2015
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Introduction to read 6406 (action research) Fall 2015.
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Read 6406 Intro 2015
- 2. Announcements * Syllabus/Assignment Highlights * Questions and Concerns
- 4. In this class, you’ll explore a real literacy “wondering” in your classroom by looking at what is already known about it (peer reviewed research), designing an intervention, and studying the impact on student learning in a systematic way. Reflection will be important throughout the process.
- 5. Portfolios in TaskStream MAEd-READ Education GEP North Carolina Department of Public Instruction for licensing purposes. READ 6407: EVIDENCE 3 (Action Research). MAEd-READ Program Portfolio READ 6418, 6406, 6407, 6421, 6422, and 6430, NC Standards for Graduate Teaching Candidates Standards for Reading Professionals *READ 6406: action research proposal presentation
- 6. Required Texts and Materials Hendricks, C. (2012). Improving schools through action research: A comprehensive guide for educators. (3rd ed.) Upper Saddle River: Merrill. ISBN-10: 0132868644 • ISBN-13: 9780132868648 American Psychological Association (2009). Publication manual of the American Psychological Association (6th Ed.). Washington, DC: American Psychological Association. ISBN: 978-1-4338-0561-5 ECU Joyner Library databases You will need a webcam with microphone for videoconferencing.
- 7. Tips for Success • Microsoft word or Google Doc? • Submit assignments on time. • Assignments will not be accepted if they are submitted more than one week late without prior consultation with the instructor. • If you have questions, email the instructor ASAP. • If you have trouble uploading an assignment to Bb, email it to me and keep trying. • Download and review all instructor feedback. • Front load your work: the more you work now, the easier it will be in the spring. • Thoughtful work • Stay on track/steady participation
- 8. ECU Writing Center A free service: http://www.ecu.edu/cs- acad/writing/writingcenter/index.cfm Instructions for online consultation: http://www.ecu.edu/cs- acad/writing/uwc/OWLsynchronous.cfm .
- 10. What you can expect from me • Email, phone, google hangout, skype, office, etc. • Office Hours • Email response within 24 hours on weekdays and within 48 hours on weekends. • Include READ 6406 in all email messages and detailed message • Specific feedback on each submitted assignment. View the feedback and consider it as you move forward. • Module information will be made available to you gradually so it can be modified to meet your needs as the course progresses. • Commentaries in google doc – return to them for clarification that I might add.
- 11. Module 1 Response Activity and Quiz • What is action research? • Ethics in action research • Action research mentor texts
- 13. Lit Review Matrix and Lit Review • Once your focus has been approved, you will conduct a literature review in order to (a) refine your research question, (b) compile a research base for your project, and (c) to conceptualize an intervention for your action research project. • A lit review matrix will scaffold this assignment. • The lit review is an ongoing assignment that will continue to be revised throughout the action research process (you will continue to refine it into the spring term). • Use the Writing Center!
- 14. Research Proposal • Write your AR proposal. • Practice the presentation with your learning team virtually (initial planning: research question, intervention, data sources). • You will revise the proposal and present it to READ faculty. • Peer Review. • Revise and submit to Bb.
- 15. ECU UMC IRB • CITI Modules for Research with Human Subjects (completed within last 3 years) • Once proposal is approved, submit it to ECU IRB for review and approval. • Complete submission process prior to Thanksgiving break. • If you teach in a district that requires the inclusion of ECU IRB approval in your district submission, you must submit to the ECU IRB office earlier than the deadline noted here to make the district deadlines (WAKE). • It is your responsibility to be aware of your district requirements for action research. • Keep in close communication with your instructor. • You must receive all necessary approvals (including UMC-IRB and district approvals prior to data collection (January, 2016). Failure to receive the necessary approvals may result in failure of READ 6406/07.
- 17. Thinking Ahead … • Aim for a quasi-experimental pre/post test design, if possible. • If not, we’ll need to explore other methodological designs based on your context and consultation with the AR and the research textbooks.
- 18. YOU CAN DO THIS! We are all in this together!
Editor's Notes
- Introduce webex tools, how to participate; take notes (typed, pdf, jpeg); re-check cyber café – lots of conversation/questions there; upload Bb profile pic
- Course overview/vision: Starting on the same page Catalog Description Involves the study of current issues and trends in literacy education and the development of a comprehensive literature review related to a current topic of interest. You will demonstrate (a) knowledge of selected research reports in various areas of reading and reading instruction, and (b) knowledge of the types of research that can be utilized to investigate reading. You will research and plan one action research proposal, which will be implemented in READ 6407.
- See: https://docs.google.com/document/d/1ygS17592NBDfczF446iroBpOQOKZ7gsSrq9JXg_Rxzk/edit?usp=sharing (link in welcome section of Bb) MAEd-READ Education GEP The Graduate Evidence Portfolio (GEP)* is the way you will demonstrate your content knowledge to the North Carolina Department of Public Instruction for licensing purposes. At the conclusion of READ 6407, you will upload your final research paper to the MAEd Reading Education GEP under EVIDENCE 3 (Action Research). The MAEd Reading Education GEP code is readgep. More information about purchasing a subscription and enrolling in a program is available in the “Student Resources” section of the COE TaskStream Support website: http://www.ecu.edu/cs-educ/TaskStream/. Graduate Evidence 1-ELEM/ADED 6550 (Leadership & Communication Skills in Education) Graduate Evidence 2-EDUC 6001 (Intro to Differences in Human Learning in Schools) Graduate Evidence 3-Action research courses (numbers and titles vary by program) MAEd-READ Program Portfolio As you complete the six required READ courses in the MAEd-READ program (READ 6418, 6406, 6407, 6421, 6422, and 6430), you will build a working portfolio that reflects in-depth knowledge of both the NC Standards for Graduate Teaching Candidates from the North Carolina Department of Public Instruction and the Standards for Reading Professionals from the International Reading Association. The Reading Program Portfolio* provides the opportunity for MAEd-READ students to reflect upon learning across the degree program and showcase learning and growth. Designated assignments will be submitted at the completion of each course. MAEd-READ students in READ 6406 students will satisfy portfolio requirements with the action research proposal presentation. Successful completion of the portfolio components is an MAEd-READ program requirement. Reading Program Portfolio code: maedread.
- Response to “Can I use the older edition?” Here is the link that describes the updates from edition 2 to edition 3. http://www.pearson.ch/1471/9780132868648/Improving-Schools-Through-Action.a spx I can tell you that you’ll probably do fine on the quiz associated with the book with either edition. However, you’ll use this book as a resource as you navigate the entire action research process - both semesters - and you might find the updates in edition 3 helpful. Also, I will refer to specific resources in the text throughout the terms and you might find it more difficult to locate information since you¹ll have an older edition. Databases – your tuition dollars at work: you have access to journal subscriptions you would norrnally have to pay for.
- *Although we use google docs A LOT, All documents for this course must be submitted to Bb in Microsoft Word, unless otherwise noted. *Assignments must be submitted to the course management site by the due date/time. Late submissions and posts will negatively impact your grade. Assignments will not be accepted if they are submitted more than one week late. *If you have questions about an assignment, email the instructor the week before the due date to review your concerns. *Contact the instructor promptly about problems or concerns with assignments or requirements of the course. *Download and review all instructor feedback on your work. *Assignments that are characterized by plagiarism, cheating, falsification, fabrication, or multiple submissions will result in an F on the assignment and possibly an XF in the course. Incompletes are given only in third party-documented dire extraordinary circumstances when the majority of the coursework has already been completed. Thoughtful work (I will actually read all of your work, you’ll present to READ faculty, and you’ll be implementing this project in January) and steady participation in the course and collaborative groups.
- East Carolina University Online Writing Center The ECU Writing Center offers Distance Education students the opportunity to consult with a trained writing center consultant via email. This is a free service that allows you to ask specific questions about your writing in any stage, from invention to the final draft via email. While the consultants will not simply proofread or edit anyone's paper, they will answer questions and try to provide feedback to help improve writing. http://www.ecu.edu/cs-acad/writing/writingcenter/index.cfm Instructions for online consultation: http://www.ecu.edu/cs-acad/writing/uwc/OWLsynchronous.cfm .
- Hard, thoughtful, timely submitted work is definitely valued, but teamwork, talk, and collaboration can help you reach places you couldn’t on your own. Think: community of learners; sociocultural learning theories; the Beatles (I get by with a little help from my friends). Small group meetings Discussion forums: Not required, but might lower your blood pressure. Informal ways of connecting and helping each other out. Facebook group (did this last year) Remember this image this term and next: You have to do the hard work and you have to REACH, but we’ll all help one another get a little further than we might have gotten alone.
- Office Hours: Tuesdays 9:30-11 a.m.; Wednesdays 10-noon and 3:30-5 p.m. What You Can Expect From the Instructor Although this is an online course, I am accessible to you. You can reach me by phone, email, Skype, Google Hangout, or face-to-face meetings. I will respond to emails within 24 hours on weekdays and within 48 hours on weekends. Include READ 6406 in all email messages (I teach multiple courses/sections) and include a detailed message so I can be equipped to assist you. If you do not hear back from me within this time period, please send another email. I will provide timely and specific feedback on each submitted assignment. It is expected that you view the feedback and consider it as you progress through the course. Finally, I am responsive to your needs. Module information will be made available to you gradually so it can be modified to meet your needs as the course progresses.
- Module 1 Response Activity and Quiz For this activity, you will read chapters and articles and then provide evidence of your knowledge of action research. What is action research? How does it differ from other research methodologies? What do teacher action researchers need to be cautious of when conducting action research (ethics)?
- Identification and Justification of Research Topic & Conference with Instructor For this activity, you will submit a description of your teaching context, a research focus and rationale, and corresponding article citations prior to your small group. You will “meet” with your instructor and group members virtually to discuss the topic. After the meeting, submit your topic for instructor approval. THINK conceptually: give example of “wrtten comprehension” and getting the root of what needs to be improved (observe, take notes, what do you notice?). Reading comprehension? Writing? Your research will help you find HOW you will improve it. For now, target WHAT you want to improve. The topic paper will help you get your head in the game and the small group meetings will help us talk through your ideas, with your teaching context in mind.
- Literature Review Matrix and Literature Review Once your focus has been approved, you will conduct a literature review in order to (a) refine your research question, (b) compile a research base for your project, and (c) to conceptualize an intervention for your action research project. A literature review matrix will scaffold this assignment. Please note that the literature review is an ongoing assignment that will continue to be revised throughout the action research process (you will continue to refine it into the spring term). Consultation with the ECU Writing Center throughout this process is strongly advised.
- Here are the steps in the proposal process. You will conceptualize, draft, and submit a research proposal. You will meet with your learning team virtually (Google Hangout) to present the first draft of your research proposal (initial planning: research question, intervention, data sources). This also serves as a “dress rehearsal” for the presentation you will facilitate for READ faculty. You will revise the proposal in preparation for the presentation to READ faculty (see rubric). You will consider feedback from READ faculty to revise for a final time and submit it to Blackboard. At the same time, you will investigate approvals you will need and begin drafting the necessary documents.
- NOTE: if you have taken the IRB SBE Modules or the SBE Refresher Modules within the past 3 years, you will fulfill the IRB training requirement for this course. You must complete the UMC-IRB submission process prior to Thanksgiving break. If you teach in a district that requires the inclusion of ECU IRB approval in your district submission, you must submit to the ECU IRB office earlier than the deadline noted here to make the district deadlines. It is your responsibility to be aware of your district requirements for action research. Keep in close communication with your instructor. You must receive all necessary approvals (including UMC-IRB and district approvals prior to data collection (January, 2012). Failure to receive the necessary approvals may result in failure of READ 6406/07.
- Sept. 8: Module 1 Assignment and Quiz Due Sept. 14: Topic Paper Draft Due; Submit IRB CITI Social/Behavioral Research Training Modules Certificate; Take APA Quiz September 14-17: Topic Paper Small Group Virtual Conferences September 21: Topic Paper Due to Bb September 24: Sabameeting Seminar @4 p.m. Oct. 5: Literature Review Matrix Due
- If you have access to two whole classes (12 or more), the ideal scenario is to do pre-test, do business as usual with one class, and your intervention with the other, then post-test to compare.