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TERM Spring, 2020
EDUC 580/EDTE 515 Graduate Capstone Seminar (3 units)
Instructor Contact Information and Office Hours
Professor: Dr. Heather Herrera Course Time: Tuesdays, 4:40-7:30 pm
Email: [email protected] Location: MRH 139
Office Hours: Tuesdays 3-4:30 p.m. Office Location: MRH 205 A
Wednesdays & Friday by appointment
Conceptual Framework
SCHOOL OF LEADERSHIP AND EDUCATION SCIENCE (SOLES) MISSION & VISION STATEMENT
Mission The mission of SOLES is to engage with students and our communities to continuously learn through inquiry and practice that supports social justice and effects meaningful change in our diverse society. Vision We shape the future by providing inclusive education as the foundation of social justice and the means to enhance human dignity and improve the quality of life. Core Values We base our courses of study and our worldview in several key values embraced by program leadership, faculty, staff and students.
● Multiculturalism and social justice ● Excellence in teaching ● Care for the whole person ● Community engagement ● Excellence in scholarship
Department of Learning and Teaching Meta-Values
We see education as a lever for social justice expressed in our commitment to:
Diversity and Inclusion
Critical Inquiry
International and Global Citizenship
Change for a More Just World
DLT Program
Meta-Values
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1. Diversity & Inclusion: By the end of the program, students will: ● Be able to identify and navigate sources of power/resistance, decision making and
resources ● Challenge all forms of discriminating race, class, gender, sexual orientation, language,
religion, disability, in our local, national, and global and in working as change agents to undermine oppression
○ Skilled at being aware of own biases ○ Forms of capital (funds of knowledge/identity) ○ Examining deficit models and reframing/transforming ○ Understanding historical experience, knowledge and struggles of education
system ○ Cultural competency / proficiency model ○ Continuous reflection about practice, society, and institutional systems ○ Self-efficacy and self-advocacy
■ Ability that you can teach all and all learners can learn ■ This reflects your own teaching and students’ knowing
● Access and equity as our overarching goal ● Using UDL to support all learners
2. Changemaking for a more just world: By the end of the program, students will:
● Be relevant ● Transform themselves, students/classrooms and environment ● Make a difference - innovate, lead ● Problem-solve ● Build and utilize relationships, teamwork, collaborate
3. Critical Inquiry: By the end of the program all students will:
● Understand positionality, privilege, power, and educational systems within social/political/eco contexts
● Examine and analyze their biases and beliefs towards the shaping of their instructional practice
○ Critically and theoretically analyze schools of thought, research theories and practices relating to education
● Apply critical inquiry to evidence based pedagogical practices ● Use action research as a tool to create:
○ Equitable, accessible, inclusive learning environments 4. Internationalization & Global Citizenship: By the end of the program all students will:
● Participate in an international course or cross-cultural experience ● Engage with local populations ● Personal understanding of their global role and implement learning experience in
practice
Course Description
Candidates enrolled in the Graduate Capstone Seminar will design and implement an original piece
of classroom research. Each candidate is expected to start from the research proposal submitted in
EDUC 500/514, though some may need to modify their research based on their placements this term
or evolving research ideas. Each candidate will write a research paper with results from the project
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and present/defend the paper in a public forum. The research report will include a research question,
a review of supporting literature, appropriate methodologies, reporting of data, an analysis of results,
reflections when appropriate as well as a discussion and conclusion. Close collaboration with your
course instructor is required throughout EDUC 580/515S. The readings from the list of resources
provided, lectures and online videos will assist candidates in developing research questions, creating
appropriate research designs, addressing issues of validity, and strengthening their academic writing.
Class time will operate as a seminar.
Course Objectives/Course TPEs and Evidence
I. Diversity & Inclusion
Course Objectives/Student Learning Outcomes
Evidence: Assignments/Activities
● Review research which addresses issues of educational significance, including those addressing marginalized communities and individuals. (GenEd TPE: 1.4, TPE 4.4, InTASC: 1,2, NBPTS:2)
Candidates assessed by: Content Expert Meetings, Research Symposium, Research Journal, and final Capstone Research Project.
II. Changemaking for a more just world
Course Objectives/Student Learning Outcomes
Assignments/Activities
● Critically examine the effectiveness of educational practices and innovations through the eyes of a researcher. (GenEd TPE: 6.3, InTASC: 9, NBPTS:4)
Candidate assessed by: Capstone Research Project, Content Expert Meetings, Research Journals
● Describe the roles of research, data, and evidence-based practice in education. (GenEd TPE: 6.3, InTASC: 9, NBPTS:4)
Candidate assessed by: Capstone Research Project, Content Expert Meetings, Research Journals
III. Critical Inquiry:
Course Objectives/Student Learning Outcomes
Assignments/Activities
● Critically reflect on practices of using data and research results. (GenEd TPE: 6.3, 5.2, InTASC: 6, NBPTS:3)
Candidates assessed by: Content Expert Meetings, Research Symposium, Research Journal, and final Capstone Research Project.
● Design a researchable question and determine best data collection to answer that question. (GenEd TPE: 6.3, InTASC: 9, NBPTS:4)
Candidate assessed by: Capstone Research Project
● Select appropriate research methods for research interests, conduct data collection, and
Candidate assessed by: Capstone Research Project
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analyze data pertinent to research questions. (GenEd TPE: 6.3, InTASC: 9, NBPTS:3)
IV. Internationalization & Global Citizenship
Course Objectives/Student Learning Outcomes
Assignments/Activities
● Review research literature from articles of educational significance, including those addressing marginalized communities and individuals. (GenEd TPE: 6.3, InTASC: 9, NBPTS:4, 5)
Candidate assessed by: Content Expert Meetings, Research Symposium, Research Journal, and final Capstone Research Project.
● Demonstrate competency in research ethics and human subject compliance. (GenEd TPE: 6.3, InTASC: 9, NBPTS:4)
Candidate assessed by: Successful completion of Institutional review board certification
Course TPEs and Evidence
Full List of Teaching Performance Expectations
Evidence
GenEd TPE 6.1 Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning. (I)
GenEd TPE 6.3 Establish professional learning goals and make progress to improve their practice by routinely engaging in communication and inquiry with colleagues. (I)
Teacher candidates will critically consume educational research findings to support and extend their own inquiries. Teacher candidates will participate in weekly discussion questions by preparing for them in advance.
GenEd TPE 6.3 Establish professional learning goals and make progress to improve their practice by routinely engaging in communication and inquiry with colleagues. (I)
Teacher candidates will carry out content expert meetings, feedback sessions, and participate in a research symposium.
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GenEd TPE 6.1 Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning. (I)
GenEd TPE 6.3 Establish professional learning goals and make progress to improve their practice by routinely engaging in communication and inquiry with colleagues. (I) GenEd TPE 5.1 Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and performance) to design and administer classroom assessments, including the use of scoring rubrics. (I) Gen Ed TPE 5.2 Collect and analyze assessment data from multiple measures and sources to plan and modify instruction and document students' learning over time. Gen Ed TPE 5.4 1. Use technology as appropriate to support assessment administration, conduct data analysis, and communicate learning outcomes to students and families. (I)
Teacher candidates will complete a Capstone
Research Project that includes an introduction,
a literature review, methodology sections, data
collection or action plan, findings, discussion,
and finally the conclusion. Through this project
teacher candidates will conduct a research
project that is relevant to the issue they see as
instrumental in improving education.
GenEd TPE 6.1 Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning. (I)
GenEd TPE 6.3 Establish professional learning goals and make progress to improve their practice by routinely engaging in communication and inquiry with colleagues. (I) GenED 3.4 Individually and through consultation and collaboration with other educators and members of the larger school community, plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students to demonstrate their knowledge. (I)
Teacher candidates will maintain a research journal where they will document their reflections, ideas and progress. These journals are shared with faculty and critical friends.
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GenEd TPE 6.6 Understand and enact professional roles and responsibilities as mandated reporters and comply with all laws concerning professional responsibilities, professional conduct, and moral fitness, including the responsible use of social media and other digital platforms and tools. (I)
Teacher candidates will complete Institutional Review Board Certification for the purpose of conducting educational research in the following semester.
Dispositions
In accordance with state and national standards, students in the Department of Learning and Teaching at the University of San Diego, are assessed on knowledge, performance, and professional dispositions. Faculty in the Department of Learning and Teaching fully expect students to be successful and meet all program standards, but poor academic preparation, poor academic work, poor performance, or observed professional dispositional deficiencies will constitute grounds for a decision regarding separation from the teacher preparation program at USD. The Department of Learning and Teaching has adopted a process for ensuring that all students uphold standards of knowledge, performance, and professional dispositions recognized by the education profession. Qualities Important to Future Teachers and Educational Professionals A. Personal qualities important to the teaching/education profession B. Qualities important to collaboration C. Commitment to professional growth D. Commitment to diversity and social justice E. Commitment to ethical practices
Textbooks/Readings
Resources for Action Research Action Research Tutorials by Margaret Riel (includes videos/handouts)
Burns, A. (2009). Doing action research in English language teaching. New York, NY: Routledge. Herr, K.G. & Anderson, G. L. (2005). Action Research Dissertation: A Guide for Students and Faculty. Thousand Oaks, CA: Sage Publications. Parsons, J. Hewson, K., Adrian, L. & Day, N. (2013). Engaging in Action Research; A Practical Guide to Teacher Conducted Research for Educators and School Leaders. Alberta, Canada: Brush Education Inc. London: British Council. Online Rebolledo, P., Smith, R. & Bullock, D. (2016). Champion teachers: Stories of exploratory action research. British Council. Action Research Journal. To access current issue go to: http://arj.sagepub.com/current.dtl
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Resources for Case Studies and Other Methodologies Creswell, John W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Second Edition. Thousand Oakes, CA: Sage.
Hancock, D.R. & Algozzine, B. (2011). Doing Case Study Research. 2nd Edition. Teachers College Press. Teachers College, Columbia University. ISBN 978-0-8077-5268-
Seidman, I. (2013). Interviewing as Qualitative Research. 4th Edition. Teachers College Press. Teachers College, Columbia University. ISBN 978-0-8077-5404-7 Kelly, A. & Lesh, R. (Eds.) (2000) Handbook of Research Design in Mathematics and Science Education. New York: Lawrence Erlbaum Associates. Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publisher (Case Study candidates) Nunan, D. & Bailey, K.M. (2008). Exploring second language classroom research: A comprehensive guide. Boston, MA: Heinle, Cengage Learning
Resources for Curriculum Research Project
McTighe, J. & Wiggins, G. (2013). Essential questions: Opening doors to student understanding. Association for Supervision & Curriculum Development Nation, I.S.P. & Macalister, J. (2010). Language curriculum design. New York, NY: Routledge. Ritchhart, R., Church, M. & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. Jossey-Bass. Tolisano, S. R. & Hale, J. A. (2018). A guide to documenting learning: Making thinking visible, meaningful, shareable, and amplified. Corwin Teaching Essentials. Wiggins, G. & McTighe, J. (2005). Understanding by design. Assn. for Supervision & Curriculum Development.
Mathematics Grous, D. A. (2006). Handbook of research on mathematics teaching and learning: A Project of the National Council of Teachers of Mathematics. Information Age Publishing.
Science Lederman, N. G. & Abell, S. A. (2014). Handbook of research on science education. Routledge.
English Language Arts Lapp, D. & Fisher, D. (2017). Handbook of research on teaching the English language arts. Routledge.
Social Studies Ladson-Billings, G. (2003). Critical race theory perspectives on the social studies: The profession, policies, and curriculum (Research in Social Education). Information Age Publishing.
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Sample Capstone Research projects on Weebly site
AR, Case Study, Curriculum Research Project Mentor Text Links http://miriamvoth.weebly.com/ - AR (ESL Community College) http://lexicampbell.weebly.com/ - AR (K-12 elementary) http://emilyemeyers.weebly.com/action-research.html AR (language school) http://tmf88.weebly.com/ AR (language school) http://elainepoeu-en.weebly.com/ AR (ESL community based program) jaclynkrizovensky.weebly.com/case-study-research.html Case study (language school) http://wangmeizhou.weebly.com/ Case study (ELA) http://karensalerni.weebly.com/ AR (language school) http://maureenetaylor.weebly.com/ AR (K-12 middle) http://paulmoose.weebly.com/ Case Study (Special Education K-12) https://criticalmedialiteracycurriculum.weebly.com/ (Curriculum Project Critical Media Literacy) http://cdumlao.weebly.com/(Curriculum Project Anti-Bullying Curriculum)
http://isagreenliving.weebly.com/ (Curriculum Project Female Candidates in STEM field)
https://zapatkausdcapstone.weebly.com/ (Curriculum Project Time and Reflection on Behavior)
Course Requirements/Activities
Presence and Engagement: Candidates are expected to actively participate in classroom and peer
discussions, and submit assignments on time. As classroom researchers, we will facilitate each
other’s learning through a positive, supportive and encouraging classroom environment (20%).
IRB Application and Closure Form- All candidates are required to submit an application to the
Institutional Review Board (IRB) of the university. The training site to receive certification can be
accessed here. This is required to be attached to candidate online applications. Candidates will also
upload a letter of support from their course instructor notifying the IRB representatives that they are
aware of the study and approve its contents (See Appendix C) along with a letter of support from the
institution in which they are planning to conduct their research (coordinator, director principal, chair,
dean) (See Appendix D). Directions on the application process can be found here.
Action Research and Curriculum Research Project candidates will complete “exempt” application
forms and candidates using other methodologies will complete an “expedited” application. Step-by-
step screenshots on setting up the Cayuse platform to submit online applications can be found here.
Additional forms (eg. consent forms) for “expedited” applications can be found here.
Your IRB proposals are due on February 7th (latest date to submit) and the Closure Forms are
due on May 5th and 7th at your scheduled feedback session (10%).
Feedback Responses: Candidates will respond to feedback (questions, comments, critique) provided
by the professor, content expert, and critical friend on each section of their capstone projects as well
as after each one-on-one consultation meeting with their professor. Feedback responses must be sent
to professor, content expert, and critical friend within a week of receiving feedback. You will review
your feedback responses with your professor at each individual conference session (10%).
Content Expert Meetings, Feedback Sessions, Research Symposium - Candidates must complete
and submit a “Designated Capstone Project Content Expert” form (See Appendix B). Each student
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is expected to schedule at least 2 meetings with their content expert and prepare a short (1-2
paragraph) write-up discussing each meeting (decisions made/new directions that will be
explored/revisions, etc.). Meeting write-ups should be turned in via blackboard after each meeting
with your content expert. In addition, each student is required to present their research at a faculty
feedback/rehearsal sessions held on May 5th and May 7th and present at the Research Symposium on May 14th. Candidates are expected to attend for the full day (20%).
Research Journal: Candidates will maintain a research journal to document their research progress,
annotate journal articles (See Appendix A), and track personal learning and growth. In addition to
assigned materials, you should be reading from the suggested resources as well as two articles per
week on your topic. Do not be concerned if the entries are messy and circular. That is the nature of
research and writing a literature review. You will be asked to share your research journal with your
professor during your individual conference sessions (10%).
Capstone Research Project (Due: April 26th) May 8th
As your course instructor, I will grade your capstone project as part of the course requirements using
the designated rubric. However, your capstone project will also be assessed by another faculty reader
from the department using the rubrics in the research handbook to determine if you met the
graduation requirement.
We advise students to aspire to “proficient” in all criteria.
If you receive “novice” on any criteria (by the external reader), you must revise that section
within one week.
If you receive below “proficient” in criteria 2, 4, and 6 of Action Research, criteria 2, 4, and
5 of other methodologies, and 2, 6, and 7 of Curriculum Research, you will have to revise
the sections.
Candidates who receive at least 5 “Expert” ratings and no “Novice” or “Apprentice” ratings
will receive a letter of commendation/honors.
Results from the faculty reader will be sent on May 6th May 18th and candidates have until May 13th
May 22nd to submit revisions at which point, the capstone will be sent for a second review.
Candidates will not be cleared for graduation until all sections of their capstone have met the rubric
criteria. Final Capstone Papers/Projects are due 11:59 p.m., Sunday, April 26th Friday, May 8th
(30%).
Assessment Plan/Grading Criteria/Rubric
Presence and Engagement 20% IRB Proposal & Summary Form 10% Feedback Response 10% Content Expert Meetings, Feedback Sessions, Research Symposium 20% Research Journal 10% Capstone Research Projects 30%
Important Resources
Academic Writing Support The SOLES Graduate Student Writing Center The SOLES Graduate Student Writing Center is a virtual space designed to accommodate both online or on-campus graduate students for whom distance or busy schedules conflict with coming to campus. The Center's free web-based service provides students with feedback on digital versions of their assignments and offers one-on-one coaching sessions via remote conferencing. Use the following link to access the submission form-
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sandiego.edu/soles/current/writing-center.php Please note that coaches can take between 48-72 hours to send you feedback. Academic Research Support For academic research/library support, please contact our SOLES librarian, Vanjury “V” Dozier at (619) 260-4695 or [email protected]
Basic Needs Acknowledgement Any student who faces challenges securing food or reliable housing, which may affect their academic performance in this course, is urged to contact the instructor and/or the Student Affairs Office (UC 232). If you find yourself in this situation, please reach out so that you can gain access to the USD Food Pantry, Torero Closet, or other resources on or off campus. Sign up for the Torero Food Recovery text
alert system here https://www.meetatusd.com/toreros-against-hunger.
Requests for Accommodation
Reasonable accommodations in accordance with the Americans with Disabilities Act will be made for course participants with disabilities who require specific instructional and testing modifications. Students with such requirements must identify themselves to the University of San Diego Disability Services Office (619-260-4655) before the beginning of the course. Every effort will be made to accommodate students’ needs, however, performance standards for the course will not be modified in considering specific accommodations.
Incomplete Grades
The grade of Incomplete (“I”) may be recorded to indicate (1) that the requirements of a course have been substantially completed but, for a legitimate reason, a small fraction of the work remains to be completed, and, (2) that the record of the student in the course justifies the expectation that he or she will complete the work and obtain the passing grade by the deadline. It is the student’s responsibility to explain to the instructor the reasons for non-completion of work and to request an incomplete grade prior to the posting of final grades. Students who receive a grade of incomplete must submit all missing work no later than the end of the tenth week of the next regular semester; otherwise the “I” grade will become a permanent “F.” A Petition for a grade of incomplete must accompany all requests for an incomplete at the end of the course term. Criteria for changing a grade of incomplete to a letter grade must be negotiated with the instructor before the final class. The criteria must be outlined on the signed Incomplete Request Form. A completed form with both the instructor and student signature must be turned in by the last session of the class. Without a student signed form the registrar requires assignment of a grade of F. A student must complete an incomplete by the 10th week of the next session or a grade of F is permanently calculated in the overall grade point average. Any attempts to complete an incomplete after the 10-week deadline requires the approval of the Associate Dean of the School of Education.
SOLES On-line Course Evaluation
Student evaluations are collected via an on-line system that maintains student anonymity. The School of Leadership and Education Sciences uses these evaluations for continuous improvement of course content and instruction and as a component of its regular performance review of faculty members, so please take them seriously. Course evaluations are available to students in their MySanDiego accounts via the Active Registration link on the One-Stop Services tab. Your instructor will provide you with instructions on how to access the evaluations once they are activated near the scheduled conclusion of your course.
Statement on Plagiarism
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The complete plagiarism policy is available for your review at: http://www.sandiego.edu/associatedstudents/branches/vice_president/academics/honor_council/integrity_policy.php All members of the University community share the responsibility for maintaining an environment of academic integrity since academic dishonesty is a threat to the University. Acts of academic dishonesty include: a) unauthorized assistance on an examination; b) falsification or invention of data; c) unauthorized collaboration on an academic exercise; d) plagiarism; e) misappropriation of resource materials; f) any unauthorized access of an instructor’s files or computer account; or g) any other serious violation of academic integrity as established by the instructor.
It is the responsibility of the instructor to determine whether a violation has occurred. An act of academic dishonesty may be either a serious violation, or, if unintentional, an infraction (a non-serious violation of course rules). If the instructor determines that an infraction (as opposed to a serious violation) has occurred, the instructor can impose penalties that may include: a) reduction in grade; b) withdrawal from the course; c) requirement that all or part of the course be retaken; and d) a requirement that additional work be undertaken in connection with the course or exercise. Students may formally challenge the instructor’s determination of infraction (see below). Instructors shall report all violations, whether, infractions or serious violations, both to the Dean’s office and the student using the Academic Integrity Violation Preliminary Worksheet. The Associate Dean will contact the student and ensure she or he is aware of the Academic Integrity policy. The Associate Dean will appoint a hearing committee only when: 1) the instructor reports that a serious violation occurred, or 2) the instructor reports that an infraction occurred and the student wishes to appeal the determination of infraction. The hearing committee will include, in addition to the Associate Dean, a faculty member and two students from the School of Leadership and Education Sciences, and a faculty member from outside the School of Leadership and Education Sciences. If the hearing committee determines that a serious violation has occurred it also will determine sanctions to be applied which may include: a) expulsion from the University; b) suspension from the University for up to one year; c) a letter of censure; and d) imposition of a period of probation. If the hearing committee determines an infraction has occurred the penalty imposed by the faculty member will be upheld. If the hearing committee determines that no serious violation or infraction has occurred, it will request the instructor to take action consistent with that determination. If the hearing committee determines that expulsion is the appropriate sanction the student may appeal to the Provost.
As higher education professionals, it is our responsibility to advance sustainable practices in our business operations and the education of our students. In collaboration with the University-wide sustainability efforts, we are committed to developing sustainable practices. Copies of this syllabus will not be printed for distribution by the instructor and handouts will be avoided whenever possible. Recycling is always encouraged.
Sustainability
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Class Schedule by Session
Course Outline* *Syllabus is subject to change. Because this is a research and writing seminar, assignments may be adjusted to meet student needs. You will be notified of revisions or changes during class and/or via e-mail. Readings and assignments are due the week of entry, unless otherwise specified As of March 24th all classes and one-on-one conferencing will take place via Zoom. A link will be emailed to you for each session.
Class Topic Learning Objective(s) Assignment Due
Week 1 1/28
Introduction: Course requirements and syllabus Review proposals and current placements
1. Establishing a community of learners through norm setting and introductions.
2. Review Action Research, Other Methodologies and Curriculum Research Project
3. Review expectations for research journals and article annotations.
Based on your research design, view these for a review of the methodology. AR: Watch “Overview of Action Research” & “Understanding Action Research”
OM: Watch “What is case study research?” “What is survey research?” “What is Phenomenology?” CRP: Watch “Curriculum Design Part 1: High Level Planning” and “Curriculum Design Part 2 - The Clothesline Method”
Week 2 2/4
Student one-on-one Conferencing
Begin weekly readings from the list of “Suggested Resources” above on your selected methodology. Read the chapters that pertain to the topic for the class session. In addition, you should be reading two or more articles a week on your topic area. Prepare drafts of IRB proposal at the one-on-one conferencing sessions
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AR: Watch “Finding your Action Research Question/Challenge”& “The Action Research Context” OM: Watch “How research questions can make or break your project!” CRP: Watch “Curriculum Design Part 3 - Producing the Material” and “Curriculum Design Part 4 - Iterate Over Time” Submit IRB package to Cayuse (human subjects certificate, instructor letter, appendices) by Friday, 2/7
Week 3 2/11
Research & Instructional Design Developing a general research question based on classroom needs & literature; identifying an area of concern or gap in the literature APA style workshop
1. Brainstorm/Review research questions.
2. Understand how to identify student needs/gap in the literature.
Review student samples and identify the research question/s guiding the study. Analyze the question/s using the 3 lenses of meaningfulness, manageability, & measurability. Watch Basics of APA Style Tutorial.
Week 4 2/18
Student one-on-one Conferencing
Review student samples with a focus on how they conceptualized their problem, context, and needs assessment or identification of gaps. Select a critical friend. Submit Designated Capstone Research Project Content Expert forms.
Week 5 2/25
Operationalizing Constructs, the Literature Review & Guiding Theories
1. Determine constructs and corresponding definitions
2. Review literature review components and create Literature Review Maps
3. Begin to build literature review maps
4. Discuss educational theories and how they inform research.
Review Levy Chapter 3: Literature Review Review student samples with a focus on how they organized their literature review. Watch Literature Review: An Overview for Graduate Students Submit Criteria 1 (See Rubric in the Research Handbook).
No Class 3/3
Spring Break
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Week 7 3/10
Design Considerations & Key Concepts in Planning Classroom Research
1. Determine design of study 2. Study researcher assumptions 3. Create plan to minimize
threats of reliability and validity
4. Utilize a discussion protocol to present and critique research dilemmas
5. Create Action Plan and next steps
Review student samples and the rationale for their methods selected. Submit Criteria 2 (See research rubric in the research handbook).
Week 8 3/17
Class
cancelled
Data Collection and the Role of Triangulation
1. Examine research focus using triangulation
2. Create an alignment map between research questions, methods, data collection, and data purposes.
3. Alumni Panel discussions
Watch Excel for Teachers Organizing Data Part I, Part II, and Part III. Review student samples and analyze their rationale for data collection, triangulation of data and how their data responded to the research question/s.
Week 9 3/24
Data Collection and the Role of Triangulation Data analysis and interpretation
1. Examine research focus using triangulation
2. Create an alignment map between research questions, methods, data collection, and data purposes.
3. Alumni Panel discussions
4. Determine big themes and emergent data
5. Consider unexpected, or surprising findings
6. Plan out next phase (or action and assessment for AR students) of research
7. Share research plans with critical friends
Review student samples and analyze their rationale for data collection, triangulation of data and how their data responded to the research question/s. Watch Analyzing Likert Scale Data and Interview Data. Review student samples and identify the themes that emerged from their study/ies and analyze how they interpreted the data, organized their themes, and how these themes responded to their research question/s. Submit Criteria 3 (See rubric in the research handbook).
Week 10 3/31
Student one-on-one Conferencing
Submit Criteria 4 (See rubric in the research handbook).
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Week 11 4/7
Writing discussions and conclusions; Checking our ‘bias’
1. Reflect on biases for data analysis
2. Integrate critical feedback into interpretation of research results.
Review student samples focusing on the validity of their conclusions as well as their reflections. Watch “Reflecting on your Actions,” “Cycles of Change” and “Writing it Up.” Submit Criteria 5 (See rubric in the research handbook).
Week 12 4/14
Student one-on-one Conferencing
Read Molina, S. (2016). Developing reflective practitioners through action research in TESOL. Submit Criteria 6 & 7 (See rubric in the research handbook).
Week 13 4/21
Writing Reflections; Sharing our capstone projects; Preparing for research symposium
1. Reflect on learning process and self-transformation
2. Share capstone projects with peers
3. Prepare presentations for the research symposium
Review sample abstracts from last year’s research symposium. Read: Molina & Spencer (2019). Feedback sessions as mediation spaces: Empowering teacher candidates to deepen instructional knowledge and engage in the construction and transformation of theory in practice. Read (optional): Spencer & Molina (2018). Mentoring graduate students through the action research journey using guiding principles.
Submit final criteria 8/9 to critical
friend. Review writing style (see rubric
in the research handbook).
Reminder Submit your draft to the
writing center for feedback no later than
April 29th.
Week 14 4/28
Presentation Skills Workshop
Reminder Submit your draft to the writing center for feedback no later than April 29th. If nothing else, ask them to review your APA formatting.
Week 15
5/5
Presenting to Faculty for Critical Feedback
1. Report ongoing research findings in scholarly presentation format
Submit capstone papers/projects via
blind link sent by the department by
11:59 p.m. on May 8th.
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2. Critique presentations to provide support for colleagues
Submit abstracts to Sergio by 11:59
p.m. on May 8th.
5/14
Research Symposium Presentations Professionals from the field. Location and time TBD.
20 min presentation, 10 Q&A Concurrent sessions
5/18
Results of external reader
5/22
Due date for all revisions
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Appendices
Appendix A
Annotating Research Articles
Your research journals will be a space for you to document your thinking process, research ideas, lightbulb moments and article annotations. The following structure for annotations will help you organize your thinking and keep you focused on your research study.
Article in APA formatting
Browder, C. T. (2018). Recently resettled refugee students learning English in US high schools: The impact of students’ educational backgrounds. In S. Shapiro, R. Farrelly, & M. J. Curry (Eds.), Educating refugee-background students: Critical issues and dynamic contexts (pp. 17-32). Bristol, UK: Multilingual Matters.
Gap in the Literature/Purpose of Study
Important Constructs/Terms and Definitions
Research Question/s
Setting/Context
Participants
Methodology
Findings/Themes
Conclusion
Pertinent Quotes: (p.#)
Connection to your research – where in your paper would this article be relevant? (literature review, methodology etc.)
Connection to other research articles you have read - are any themes emerging?
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Appendix B
School of Leadership and Education Sciences
Department of Learning and Teaching
5998 Alcalá Park, San Diego, CA 92110
Designated Capstone Project Content Expert Form
I agree that I will serve as the designated Capstone Project Content Expert for
_________________________________________________________. The proposed title of the
STUDENT NAME
Capstone Project is _______________________________________________ and the projected
completion- date for the study is fall/spring/summer (circle one)
of_____________________________.
(school-year)
Capstone Project Content Expert Name_______________________________________________
Capstone Project Content Expert Signature___________________________________________
Date ______________________________
EDUC 580/515S Instructor Name ______________________________________
Please submit a copy of this form to your EDUC 580/515S Instructor
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Appendix C
Sample Letter of Support from your course professor
[Insert Date]
Dear Members of the IRB Committee:
I am writing this letter of support on behalf of our DLT Candidate, [insert your name]. I support
[his/her] research on [insert your title]. Please do let me know if you have any questions regarding
this study. Please do not hesitate to let me know should you have any questions.
Warm Regards,
Dr. Sarina Molina
Associate Professor
University of San Diego
5998 Alcala Park
San Diego, CA 92110
(619) 260-4685
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Appendix D
Sample Letter of Support from the Institution [Letterhead of the School you will be in which you will be conducting your project]
January 25th, 2020 (Insert date)
To the University of San Diego IRB Committee,
Please allow this letter to serve as a confirmation of my support for (insert your name) inquiry
project. (Insert your name) is currently a graduate student in the M.Ed in (insert program name
TESOL/Curriculum & Instruction/Master’s Credential Cohort) program at the University of San
Diego. (Insert name) currently is a (practicum student/teaching assistant) in our (insert
school/program – English Language Academy/Miramar College/Chula Vista Elementary School). I
am pleased that (insert your name) will conduct (his/her) inquiry project entitled, (Insert project
title)” with our students. I am happy to support (insert his/her) project and believe that it will be
beneficial to our students and faculty.
If you have any questions, feel free to contact me at (insert contact info of the director, supervisor or
chair of the program.)
Sincerely,
(Obtain program coordinator, supervisor, or director signature)
(Insert program coordinator, supervisor, director information)
(Insert title of the coordinator, supervisor, director)
(Insert name of the school)
(Insert address of the school)
(Insert contact information; email and phone)
