Department: Curriculum and Instruction
Course
Title: Practicum in
Course
Number: RED 6805
Credit: 3
semester hours
Professor:
Joyce C. Fine
Location:
Dr. Fine’s Office: University Park Campus, ZEB 260 A
Office (305)
348- 6152 or (305) 348- 2005(secretary)
FAX: (305)
348- 2086
E-mail: Joyce.Fine@fiu.edu or
Office Hours: Tuesdays
Wednesdays
Best by appointment. E-mail ahead.
I. Purpose of Course:
The Practicum in
The specific learning objectives for the course are congruent with the standards promulgated by the Florida Educator Accomplished Practices (FEAP) at the highest (Accomplished) level, the International Reading Association (IRA) and the National Board of Professional Teaching Standards (NBPTS). At the end of the course candidates should know, be able to do, and be disposed to the following:
(See matrix below
and a charts with an explanation of IRA and FEAP standards and listing of NBPTS in
appendix.)
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National Boards NBPTS |
International Reading Association’s Standards |
Assignments |
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1. Assessment |
3 |
2.14; 4.1; 4.2; 6.1; 10.1; 10.2; |
Evaluation and instruction of practicum students |
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2. Communication |
1 |
11.1; 11.2; 11.3; 11.4; 11.5; |
Protocol reports for students/ educators/ |
|
3. Continuous Improvement |
4 |
1.1; 3.3; 5.3; 12.1; 13.1; 13.2; 13.3; 13.4; 13.5; 14.1;
14.2; 14.3; 16.1; 16.2; 16.6; 16.7; 16.8 |
Develop program for tutoring; Discussion groups;
Reflection; Testing of students; Action Research Report |
|
4. Critical Thinking |
2 |
7.1; 7.4; 7.5; 7.6; |
Strategy Instruction |
|
5. Diversity |
1 |
1.2; 3.1; 3.2; |
Discussions |
|
6. Ethics |
1 |
3.4; 13.6 |
Discussions |
|
7. Human Development and Learning |
1 |
1.3; 1.4; 1.5; 1.7; 3.1 |
Teaching Team Discussions |
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8. Knowledge of Subject Matter |
2 |
4.4 |
Literature Review for Action Research Report on Effective
Adolescent |
|
9. Learning Environments |
4 |
2.9; 4.3; |
Reflections on context and content of tutoring |
|
10. Planning |
3 |
5.2; 6.2; 6.3; 6.4; 6.5; 8.2; 8.4; 9.3; 12.4; 12.6; |
Instruction with appropriate materials, technology
programs in community-based clinical programs |
|
11. Role of the
Teacher |
4, 5 |
5.8; 12.1; 12.3; 12.5; 13.5; |
Curricular development, evaluation and self-assessment |
|
12. Technology |
2 |
5.7; 12.4 |
Annotated List of technology/ sites that supports
literacy learning. |
The theoretical and empirical knowledge base(s) informing the course content and its delivery are guided by the following:
The teacher as a critical thinker/ self-directed
professional must understand the
difference between empirical research and action
research. See Patterson, L., Santa, C. M. , Short, K. G.,
& Smith, K., (1993). Teachers Are Researchers: Reflection and Action.
Stephen Corey (1953) p.6. “We are convinced that the disposition to study, as objectively as possible, the consequences of our own teaching is more likely to change and improve our own practices than is reading about what someone else has discovered regarding the consequences of his teaching.” The process of conducting and reflecting on Action Research is a major part of this class.
Adolescent
literacy is as important an
issue as beginning reading. Many teens do not continue to develop their
literacy skills and, as a result, are not reaching their potential. There are many developmental issues to
consider when teaching adolescents. They
need to have motivating reading materials, instruction that encompasses reading
comprehension, critical reading, and study strategies across the curriculum. This requires reading specialists who are
trained to respond to the each learner’s unique needs (Moore, Bean, Birdyshaw, & Rycik,
1999).
The unprecedented diversity and complexity of today’s society has
created new challenges for students and teachers (Elkins & Luke,
2000). In order to reach adolescents, it
is necessary for teachers to develop new social,
intellectual, and discourse relations with students. “Character develops within a social
web or environment” (Leming, 1993 p.69).
Therefore, building a community for discussion of issues creates an environment
within which the adolescent is able to develop his or her character with the
positive guidance of teachers and peers.
These may be developed through such approaches as the reading workshop
(Atwell, 1987), literature circles (
· Required Text/ ** Optional
**Harvey, S. & Goudvis, A. (2000). Strategies that work: Teaching
comprehension to enhance understanding.
· Johns, J. L. (2001). Basic reading inventory: Pre-primer
through grade twelve and early literacy assessments.
· Moore, D. W., Alvermann, D. E., & Hinchman,
K. A. (2000). Struggling adolescent readers: A
collection of teaching strategies.
** Wood, K. D. & Dickinson, T. S. (2000). Promoting Literacy in Grades 4-9: A handbook for teachers and
administrators.
·
Articles from
refereed journals and on-line resources will be read and presented in class.
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**Bibliography
Altrichter, H., Posch, P., & Smekh,
B. (1993). Teachers investigate their work: An introduction to the methods
of action research.
Alverman, D. E., Moon, J. S., & Hagood,
M. C. (1999). Popular culture in the classroom: teaching and researching
critical media literacy.
Alverman, D. E. (2002). Effective literacy instruction for
adolescents. Journal of Literacy Reseach, 34(2), pp. 189- 208.
Berliner, D. & Casanova, U. (1993).
Putting
research to work in your school.
Cory, S. M. (1953). Action research to improve school
practices.
Costa, A. L. & Garmston, R. J. (1994).
Cognitive coaching: A
foundation for renaissance schools.
Daniels, H. (1994). Literature circles: Voice and choice
in the student-centered classroom.
Glanz, J. (1998). Action research: An educational leader’s
guide to school improvement.
Hopkins, D. (1993). A teacher’s guide to classroom
research (2nd ed.).
Hubbard, R. S. & Power, B. M..
(1993). The art of classroom inquiry: a handbook
for teacher-researchers.
Moje, E. B. Young, J. P., Readence,
J. E. & Moore, D. W. (2000). Reinventing adolescent literacy for new times:
Perennial and millennial issues. Journal of Adolescent & Adult Literacy,
43, 400-410.
Moore, D. W., Bean, T. W., Birdyshaw, D., & Rycik, J. A.
(1999). Adolescent
literacy: A position statement.
Mills, G. E. (2000). Action research: A guide for the
teacher researcher.
Patterson, L., Santa, C. M., Short, K.
G., Smith, K. (Eds.). Teachers are researchers: Reflection and
action.
Professional Standards and Ethics
Committee of the International Reading Association. (1998).
Standards for reading professionals: A reference for
the preparation of educators in the
Ruddell, M. R. & Shearer, B. A. (2002). “Extraordinary,” “tremendous,” “exhilarating,”
“magnificent”: Middle school at-risk students become avid word learners with
the Vocabulary Self-Collection Strategy (VSS).
Sagor, R. (1992). How to conduct
collaborative action research.
Schmoker, M. (1996). Results: The key to continuous school improvement.
Stringer, E. T., (1996). Action research:
A handbook for practitioners.
See bibliography in
each of the course textbooks. They are
excellent resources to begin the literature searches.
V. GRADES
Grades will be assigned as follows:
[Developing = less than satisfactory] To earn a Developing,
some of the requirement must be met but the assignment is not at the
satisfactory level.
[Basic = satisfactory] To earn a grade of Basic, all
requirements of assignment must be met and be at a satisfactory level.
[Proficient = exceeds satisfactory] To earn a grade of Proficient,
all requirements of assignment must be met and must exceed the satisfactory
level. This means that assignments are
very well done, with evidence of student effort (thought).
[Distinguished = model quality] To earn a grade of
Distinguished, all requirements of assignment must be met and the content and
presentation of the assignments must reflect model quality. "Model quality" means that in
addition to those attributes for an "exceeds satisfactory"
assignment, the work reflects exceptional clarity and precision.
The grading of individual assignments will be using a
rubric with a scale from developing (with a factor value of (1), basic (2),
proficient (3) and distinguished (4). The rubric levels do not represent equal
intervals of increments. These points along a continuum, from low to high, will
be weighted and converted to allow use of the above point scale. Each
assignment will be weighted with a factor value such as x 1, x 2, x 3, x 4,
etc.
Example: To determine the points
earned, if the assignment is weighted with a factor of 2 and the student earns
a distinguished (4), then the total number of points for the assignment is
equal to (4 x 2 = 8). The point
values from all assignments and class participation are added to determine the
number of points earned in the class. The sum of points is related to the scale
below for conversion to letter grades. See the schedule of topics, assignments,
and weights for more explanation.
A = 95 -
100% B+
= 87 - 89% C+ = 77 - 79% D+ = 67 - 69%
A- = 90 - 94% B = 83 - 86% C = 73 - 76%
D = 63 - 66%
B- = 80 - 82% C-
= 70 - 72% D- = 60 - 62%
F
= below 60%
The grade of "IN" (incomplete) will be assigned
in accordance with FIU policy.
In order to receive a grade of "DR" (Drop), a
course must be dropped before
VI. Student Responsibilities:
Materials
/ Equipment
1.
Students will download the Florida Curriculum
Frameworks/ Sunshine State Standards, Grade Level Equivalents for all levels of
Language Arts (pre k- 2, 3-5, 6-8, 9-12) from the Florida Department of
Education web-page at http://www.firn.edu/doe.
2.
Students may use the internet to download position
statements, standards, or other reference resources from the International
Reading Association’s website at http://www.reading.org
or the Florida Reading Association’s website at http://www.FLReads.org.
3.
Students may also gain access to information about
reading and reading instruction at the website for the Florida Family and Reading
Excellence (FLaRE) Center at http://ucfed.ucf.edu/flare.
4.
Students are encouraged to bring current books or
other text, including newspaper and popular magazine articles (from the popular
culture), related to topics being discussed during each class.
Quality of Work
1.
Assignments must reflect student’s own thought and
effort. Cheating, including recycling
another students’ assignment as your own, or plagiarism will result in an F
grade for the assignment (this includes exams) and an F grade for the
course. The professors may take further
action as described in the Academic Misconduct section of the current FIU
student Handbook.
2.
Assignments must be turned in no later than the
class meeting at which they are due. In
the event of an absence, the student must make arrangements to have the
assignment delivered to class on time.
Late assignments will be reduced one full category on the four-category
rubric.
3.
With the exception of those assignments turned in at
the end of the course,
assignments that have been turned in on time and which have
earned a Developing may be re-worked and resubmitted once, at the next class
meeting, for reevaluation. The maximum
grade possible for a resubmitted assignment is a Basic.
4.
All assignments should reflect professional quality
– ideas expressed clearly, correct grammar and spelling, and neat in
appearance.
Attendance:
Assignments:
a.
Detailed Planning Notes for each session. The first hour is for assessment and
diagnostic teaching and the second must include intervention,
interaction and performance based on the concept of mentoring through adolescent
literacy.
b.
Field notes from each session with a reflection on your
professional growth
c.
Annotated list of technology /technology sites from
your teaching teams that are appropriate for your students in the clinical
setting—(These may be used during the sessions to motivate students.)
d.
Protocol reports for students for IRI, standardized tests, interest
inventory, and student interview.
Lesson Planning Sheet
Action Researcher(s):________________________________
Student Participant: ______________ Grade in school _____ Instructional
Level ___
Date: _______________________
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Time |
Assessment
Tasks / Diagnostic Teaching |
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Intervention/
Mentoring within Group |
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Group Members:
_______________________________________________
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Notes |
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Name_________________________ Topic
_______________________
Rubric: Create a Literature Review
Weight =
____x 3
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Developing |
Basic |
Proficient |
Distinguished |
|
Missing some part |
Has everything, order is not as described |
Has everything, mostly in the order described |
Has everything in order described |
|
Has selected less than 5 current referred articles
from textbook, listed bibliographic information and outlined important
points. |
Has selected 5 current refereed articles from textbook, listed bibliographic
information and outlined important points from each, to hand in. |
Has selected 8 current refereed articles from
textbook, listed
bibliographic information and outlined important points, to hand in. |
Has selected 10 current refereed articles from
textbook, listed
bibliographic information and outlined
most important points, to hand in |
|
Has underlined or selectively highlighted less than 3
refereed articles. |
Has underlined or selectively highlighted 3 refereed
articles. |
Has underlined or selectively highlighted 4 refereed
articles. |
Has underlined or selectively highlighted 5 refereed articles from referred journals. |
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No literature review or has mentioned articles (with ideas expressed without cohesiveness, logical organization
of thought, or correct mechanics). |
Has retold the articles (with ideas expressed sequentially, and mostly
correct mechanics). |
Has synthesized the articles clearly (with ideas expressed with cohesiveness,
some organization of thought, and mostly correct mechanics). |
Has synthesized the articles very well (with important ideas
expressed with cohesiveness, good organization of thought, and correct
mechanics). |
Self-evaluation_______________________________
Dr.
Fine’s evaluation___________________________
Assignment
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Action Research |
Purpose(es)
Process(es):
A.
Date:
B.
Context: Time, location, participants, past experiences that are
relevant
C.
Descriptive Entries: give details about activities, events, dialogue, gestures,
intonation, facial expressions, portraits of people, appearances, style of
talking/ acting, descriptions of places, facilities, behavior of action researcher
D.
Interpretive Entries: interpretations, feelings, speculations, ideas, hunches,
explanations of events, reflections on your own assumptions, prejudices,
development of theory and label these notes
a.
TN – Theoretical
notes—explanations related to the research question: Can
tutoring by highly qualified teacher help marginalized,
adolescent readers get back on track academically?
b.
MN—Methodological Notes—reflections on models used, ethics,
materials, strategies etc.
c.
PN—Planning notes—reflections for the improvement of
practical actions such as how to do something the next time, what you forgot to
do, additional information you need to gather
E.
Reflection on your own professional growth: after
all sessions are completed, self-evaluate your planning, instruction, quality
of interaction to assess your own professional growth
F.
Documentation:
(1)
Write thick
descriptions of your thoughts and on the process as you implement the action
research.
(2)
When you have
completed the implementation process, go back to the copies of the field notes
and highlight in different colors the events you can identify as being part of
significant patterns of behavior, either by you or by those involved.
(3)
Artifact—COPIES
of pages in student’s READER’S RESPONSE NOTEBOOK that show and exemplify change such as the steps taken or
the procedures used to lead to the growth in comprehension. Attach a note card
with your explanation of the artifact.
Product(s):
Rubric for Action Research
Weight = __ X
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Developing |
Basic |
Proficient |
Distinguished |
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Has not correctly
coded data |
Has correctly
coded mostly all data |
Has correctly
coded mostly all data |
Has correctly
coded all data |
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Has less than 5
entries for field notes with all the parts included |
Has 5 or more
entries for field notes with mostly all of the parts included |
Has 8 entries for
field notes with all the parts included |
Has more than 8
entries for field notes with all the parts included |
|
Quality of field
notes is poor, capturing little detail. |
Quality of field
notes is good, capturing some detail. |
Quality of field
notes is very good, capturing insights with some detail. |
Quality of field
notes is outstanding, capturing insights with much detail. |
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Reading Response
Notebook pages are poor showing little comprehension by students. |
RRN is shows some
example of comprehension by students. |
Reading Response
Notebook pages are very good showing many examples of comprehension by
students. |
Reading Response
Notebook pages are outstanding showing many examples of comprehension by
students. |
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Research report
may be less than complete, present some ideas and events, may have little or
no interpretation of results |
Research report is
complete, presents ideas events as
they happened, little interpretation of results |
Research report is
complete, has a clear presentation of ideas and events, shows logical
interpretation of results |
Research report is
complete, has a clear presentation of ideas and events, shows thoughtful,
insightful interpretation of results |
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Quality of written
materials is unprofessional.. |
Quality of written
materials is mostly professional. |
Quality of written
materials is professional. |
Quality of written
materials is highly professional. |
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Presentation of
research to class lacks coherence; little evidence of participation in the
group work |
Presentation of
research to class is vague; participation in the group work is uneven |
Presentation of
research to class is good showing much understanding participation in a collaborative group |
Presentation of
research to class is outstanding showing coherence and insight; participation
in a collaborative group |
Self-evaluation_______________________________
Dr. Fine’s evaluation __________________________
.
Summary of
Assignment Weights
|
Assignment |
Weight |
Due
Dates |
|
Technology Annotated List of sites for literacy work for
adolescents |
______ x 1 =
/4 |
Sat. meeting at Tutor 1/17; 1/24; 1/31; |
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Field notes, highlighted for key themes, and overall
Reflection (1 ˝ to 2 pages from overall experience) |
______ x 4 = /16 |
Turn in first field notes after first session for
feedback; all field notes on 3/10 |
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Protocol Reports 1st set Protocol Reports 2nd set |
______ x 2 =
/8 ______ x 2 =
/8 |
After 2nd session With case report 4/10 |
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Literature Review |
______ x 8 = /24 |
3/6 |
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Action Research report (copies of student response
notebook work and attached explanations) |
______ x 8 = /32 |
4/10 |
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Total |
/100 |
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Date |
Topics |
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1/10 |
Overview: the Reading Scene, privacy and security
procedures, research, The GRADE |
Begin reading assigned articles in textbook. Bring sample
of outline of first to next class. |
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˝ hour before tutoring |
What is action research? Outline of articles. Tutoring procedures,
Orientation of Teen Court procedures, Identification process- IRB papers(Complete
for first session) |
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1/17 |
Tutoring |
Begin Assessment |
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1/24 |
Tutoring |
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1/31 |
Tutoring |
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2/7 |
Tutoring |
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2/14 |
Tutoring |
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2/21 |
Tutoring |
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2/28 |
Tutoring |
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3/6 |
Tutoring |
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3/13 |
Tutoring |
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3/20 |
Tutoring; |
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3/27 |
NO Tutoring; FIU Spring break |
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4/3 |
M-DCPS Spring Break No Tutoring |
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4/10 |
Presenting cases, Final; Share and evaluate The Reading
Scene |
Action Research Report Due |
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National Board of
Professional Teaching Standards
NBPTS
What
teachers should know and be able to do:
1.
Teachers are committed to students and their
learning.
2.
Teachers know the subjects they tech and how to
teach those subjects to their students.
3.
Teachers are responsible for managing and monitoring
student learning.
4.
Teachers think systematically about their practice
and learn from experience.
5.
Teachers are members of learning communities.
Basic
Purpose: The Basic Reading Inventory
by Jerry L. Johns is designed to help gather information for instructional
decision making in reading. It can be used to estimate the student’s
instructional reading level, the level where the student is challenged, but not
overwhelmed, where the student can pronounce approximately 95 percent of the
words. It also can be used to identify the independent reading level, the level
where the student reads fluently with excellent comprehension, and the
frustrational level, the level at which the student is unable to pronounce many
of the words and/ or is unable to comprehend the material satisfactorily. It
also may be used to identify the listening level, the highest level of material
that the student can comprehend when it is read to him.
Description: xxxxxxxxx, a
twelve-year-old seventh grader, was tested by Dr. Joyce Fine in a classroom at
the request of his mother and father. He
was cooperative and seemed comfortable with the situation.
Findings:
|
Form |
Grade |
Word Recognition/ in Context Miscues
Level |
Practiced Oral Quest/ Level |
Reading Levels |
Listening Level |
||
|
A |
2 |
0 |
Indep. |
1 |
Indep. |
Indep. |
|
|
A |
3 |
2 |
Ind./Inst |
1 ˝ |
Indep./Inst. |
Indep./Inst. |
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A |
4 |
6 |
Frust. |
1 |
Indep. |
Frust. |
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A |
5 |
5 |
Frust. |
1 ˝ |
Indep./Inst. |
Frust. |
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A |
6 |
7 |
Frust. |
3 |
Frust. |
Frust. |
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B |
7 |
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70% |
Interpretation: xxxxxxx is able to read fluently on the second grade
level, is instructional on the third grade level, and frustrational at the
fourth grade level. His seventh grade listening level indicates that he has the
potential to read on grade level with targeted intervention.
Strengths:
·
xxxxxxxxx
is able to predict the meanings of text based on prior knowledge.
·
He possesses a basic sight word reading
vocabulary.
·
He keeps his place while reading.
·
He reads silently without vocalization.
Areas for Growth:
·
xxxxxxxxx
would benefit from instruction focusing on using graphophonic information,
especially end sounds.
·
He would benefit from instruction in
strategies to use context to build meaning.
· He would also benefit from practice in self-monitoring for meaning.
Action Research and Research Report
Background
Research Types
A. Traditional
or Empirical Research: Positivism is the philosophical belief that natural
phenomena can be explained in an orderly way. The research associated with this
is empirical research. It is the type of
science in which variables are manipulated or controlled to test a hypothesis.
There is usually an experimental and a control group. It was usually done to
educators.
B. Action
Research: Critical Theory which believes
in liberation through knowledge, believes in the
importance of those involved to be reflective, make decisions, and to take
action. It dates back to Kurt Lewin (1934) who coined the term “action research.” The researcher is committed to taking action
and effecting positive educational change.
The focus can be in a classroom or in across a school or institution.
The research methods are generally qualitative.
It is done by educators, themselves.
Assignment Purpose:
·
To reflect on your own
practice, assumptions, beliefs and investigate an issue with other FIU students
·
To enhance professional
skills of research, reflection and leadership
Procedures:
·
Think of areas where you
have concerns.
·
Decide on a focus question
·
Begin reading and
outlining key points from articles related to the issue
·
Apply a strategy /
approach, as listed below, with a student(s).
·
Create field notes for
each session of the action research. These will be in the appendix.
·
Qualitatively examine the
data. Highlight repeated ideas, patterns
and put a label in the margin.
·
Write an action research
paper. This consists of the following:
o
A title- Telling your stance,
o
An abstract - summarizes action
research, <150 words including the purpose, description of participants,
what participants did, important findings.
o
Literature REVIEW- integrated review of the
literature weaving support from the literature
o
Background - why conducting, personalized
to you and your student
o
Statement of purpose: goal of Procedures
including a numbered, step-by- step listing of what was done, an explanation of
pre-treatment and post treatment evaluation (testing, observations etc.) to
determine the effectiveness of the action research
o
Method- describe the participants,
materials, and procedures
o
Results- Test pre/ post scores on BRI
and on GRADE. Qualitative Results -From your field notes and the qualitative
review, what patterns arose?
o
Discussion: What
does it all mean? How have the participants changed?
o
Appendices: Highlighted field notes,
student work samples, summaries with articles when it is from a source other
than our textbook.
o
Due: Notebook with action research report and appendices
as listed above. Because of the confidential nature of the report, the
notebooks may not be returned.