EDUC 560 Introduction to Education and Educational Research Fall
2016
Course Code & No.: EDUC 560
Course Title (Credits): Introduction to Education and
Educational Research (3)
Term & Year:
Course Ref. No. (CRN):
Instructor: Shannon McCormack
Phone(s): 702-885-9129
Email: [email protected]
Office: n/a
Office Hours: By appointment
Class Meeting Time: Thursdays 4-9:50
Location: Room TBD
Prerequisites: Admission to SNC MAT Program
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, economic, and educational
sustainability.
The Core Themes:
Liberal ArtsProfessional Preparedness
Entrepreneurial ThinkingSustainability
Course Description
This course focuses on the historical, social, cultural,
psychological, and political foundations of education, with a
strong emphasis on reading and evaluating educational research.
Teacher candidates learn professional writing style (APA) and the
importance of research in teaching and learning.
Program Outcomes
Teacher Candidate Learning Outcomes based on National Board
Professional Standards
InTASC
Common Core
SNC Teacher Education Program Goals
1. Proposition #1: Teachers are committed to students and their
learning:
a. Teachers have an understanding of how students develop and
learn, therefore, TCs understand the social, cultural, historical,
and political forces in education and how they impact student
learning
b. Teachers treat students equitably, therefor TCs understand
the diversity in classrooms, recognize cognitive styles, and
patterns of learning.
1d and 1g
1e, 1h,1j, and 1k
Students who are college and career ready in reading, writing,
speaking, listening, and language come to understand other
perspectives and cultures. Students appreciate that the
twenty-first-century classroom and workplace are settings in which
people from often widely divergent cultures and who represent
diverse experiences and perspectives must learn and work together.
Students actively seek to understand other perspectives and
cultures through reading and listening, and they are able to
communicate effectively with people of varied backgrounds. They
evaluate other points of view critically and constructively.
Through reading great classic and contemporary works of literature
representative of a variety of periods, cultures, and worldviews,
students can vicariously inhabit worlds and have experiences much
different than their own.
1.Understand historical, social, and cultural issues that
influence education policies and practices
2. Proposition #4: Teachers think systematically about their
practice and learn from experience:Teachers seek the advice of
others and draw on education research and scholarship to improve
their practice, therefore TCs recognize the importance of and
comprehend educational research for improving instructional
practices
9a,9i,9j,9m,9n, and 9o
Research to Build and Present Knowledge: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.
14. Use research and reflection to refine classroom pedagogy
SNC Teacher Education Program Goals
Teacher Candidate Learning Outcomes
Upon successful completion this course, the teacher candidate
will be able to:
Standard 1: The teacher understands how learners grow and
develop, recognizing that patterns of learning and development vary
individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning
experiences.
d. The teacher understands how learning occurshow learners
construct knowledge, acquire skills, and develop disciplined
thinking processesand knows how to use instructional strategies
that promote student learning.
e. The teacher understands that each learners cognitive,
linguistic, social, emotional, and physical development influences
learning and knows how to make instructional decisions that build
on learners strengths and needs.
g. The teacher understands the role of language and culture in
learning and knows how to modify instruction to make language
comprehensible and instruction relevant, accessible, and
challenging.
h. The teacher respects learners differing strengths and needs
and is committed to using this information to further each learners
development.
i. The teacher is committed to using learners strengths as a
basis for growth, and their misconceptions as opportunities for
learning.
j. The teacher takes responsibility for promoting learners
growth and development.
k. The teacher values the input and contributions of families,
colleagues, and other professionals in understanding and supporting
each learners development.
Standard #9: Professional Learning and Ethical PracticeThe
teacher engages in ongoing professional learning and uses evidence
to continually evaluate his/her practice, particularly the effects
of his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet the
needs of each learner
a. The teacher engages in ongoing learning opportunities to
develop knowledge and skills in order to provide all learners with
engaging curriculum and learning experiences based on local and
state standards..
i. The teacher understands how personal identity, worldview, and
prior experience affect perceptions and expectations, and
recognizes how they may bias behaviors and interactions with
others.
j. The teacher understands laws related to learners rights and
teacher responsibilities (e.g., for educational equity, appropriate
education for learners with disabilities, confidentiality, privacy,
appropriate treatment of learners, reporting in situations related
to possible child abuse).
m. The teacher is committed to deepening understanding of
his/her own frames of reference (e.g., culture, gender, language,
abilities, ways of knowing), the potential biases in these frames,
and their impact on expectations for and relationships with
learners and their families.
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.o. The teacher understands the expectations of the
profession including codes of ethics, professional standards of
practice, and relevant law and policy.
Assessment of Teacher Candidate Learning Outcomes
Assessment (see rubric)
Points
Teacher Candidate Learning Outcome #
1. Active class participation, involvement, discussion postings,
and professional disposition.
Proof of licensure testing requisites
100
Title II A and B; In TASC li, 1j
2. In class writing assignment
50
Title II A and B
3. APA online & In class collaborative quizzes and
assignments
100
Title II B; in TASC 9o
4a and 4b Summary of Research Articles
150
Title II B; in TASC 9o
5. Assessment of a Research Article
100
Title II B; in TASC 9o
6. Research Essay on Controversial Topic
300
Title II A and B; in TASC 1c, 1k, 9a, 9j, 9n, 9o
7. Multimedia Class Presentation
200
In TASC 1d,1e,1g, 1h, 9i, 9m
Grading Policy
Any student receiving a grade of C+ or below in any course is
required to repeat the course regardless of the students current
Academic Standing (SNC 20122013 Catalog, p. 192).
A= 9501000 points
A- = 900949
B+= 850899
B = 800849
B- = 750799
Instructional Strategies
Instructional practices used in this course include lecture,
Socratic dialogues, individual and small group activities,
integration of technology, and ongoing constructive feedback.
Required Texts and Resources
American Psychological Association. (2010). Publication manual
of the American Psychological Association (6th ed.). Washington,
DC: Author.
Microsoft Word for PCs or MacsDocuments 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.
Prim Library Resources
Using the librarys resources effectively (not just Internet
resources) contributes to developing each of SNCs 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 librarys 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
http://libguides.sierranevada.edu/library
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.
If you have questions or problems, please contact the library at
[email protected].
Betts Markle, Library Director [email protected]
775-881-7511
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 Requirements - 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).
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
computereither 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.
Attendance
Teacher Education students are expected to attend all scheduled
classes. If a student has two absences during a 3-credit course,
he/she may be asked to withdraw from the course and repeat it at a
later date at the discretion of the instructor. All instructor
decisions regarding attendance will be supported by the
administration (SNC 20122013Catalog).
Class Expectation for Teacher Candidates
Use of Electronic Devices
While electronic devices are commonplace, students 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 for
non-class related purposes. The ringing of cells phones is
distracting to the instructor and other 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
Students 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 date will lose 5% of total
possible points for each day the assignments are overdue.
Missed Classes
Students may turn in a summary of the reading for partial
participation points for one missed class. Summaries must be turned
in within 24 hours of the missed class date.
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 students 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 students
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.
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 is
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 students academic record.
First Offense: (on students 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.
Second Offense: (on students academic record) Student is
expelled
Cheating and/or Plagiarism
Academic honesty requires students to assume individual
responsibility for assignments and tests. Students who copy the
work of other students have violated this policy. Those who allow
others to copy their work have also violated this policy.
One goal of a Sierra Nevada College education is to help
students develop their writing skills, including the ability to
integrate and cite information gleaned from various sources to
support the articulation of their own ideas. According to Funk
& Wagnall Standard Desk Dictionary (1974), plagiarism is
defined as passing off a sources information, ideas, or words as
ones own by failing to acknowledge the sources. This refers to all
sources of information, including the Internet.
Plagiarism occurs when an individual represents someone elses
words, ideas, phrases, sentences or data, whether oral, in print or
in electronic form, including internet sources, as his/her own
work. Examples include, but are not limited to:
1. Using the exact words (verbatim) of another source without
quotations and appropriate referencing.
2. Using the ideas, thoughts, opinions, data or theories of
another without a reference, even if completely paraphrased.
3. Using charts and diagrams from another source without
revision, permission from the author and/or appropriate
referencing.
4. Using facts and data from another source without a reference
unless the information is considered common knowledge.
Description of Assignments and Evaluations
1. Active Participation, Involvement, Discussion Postings, and
Disposition(100 Points)
Teacher candidates are required to participate in class
discussions, small group activities, presentations, and online
assignments. It is essential that readings are completed before the
class. Candidates will be evaluated on their overall positive
participation and professional disposition over the entire course,
not weekly.
Rubric for Overall Participation
Exceeds Standards
Meets Standards
Below Standard
Frequency of Participation
Participated in each class through questions, comments and group
work; no unexcused absences; completed all online assignments
Sometimes Participated in each class through questions, comments
and group work; no unexcused absences; completed some online
assignments
Rarely participated in classes when attending; one or more
unexcused absence(s). Did not complete online assignments
Quality of Participation
Posed thoughtful questions, provided insightful responses and
promoted thought- provoking discussions that indicate class
preparation; respectful of class members and instructor
Questions and responses indicate class preparation; respectful
of class members and instructor
Questions and responses show lack of class preparation; at times
disrespectful to class members and/or instructor
Exemplifying Critical Dispositions and Participation
Illustrates through presentations, comments, questions, and
responses the value of diverse perspectives and a respect for
differing learning styles, backgrounds, skills and abilities;
supports others in participating as valued members of a classroom
learning community; and the ability to use misconceptions as
learning opportunities
Comments and responses show engagement in the learning process
but lack sensitivity towards the learning experiences of
students
Comments and responses exemplify lack of respect for learners
and diversity
2. In Class Writing Assignment (50 points)
An article will be handed out in class. Teacher candidates will
read the article and write an explanatory essay (double-spaced, 12
point font, 350-400 words) including a brief summary of the article
(3-4 sentences) and then elaborate on what the article means to you
as a future classroom teacher, in your own educational experience,
or in your families educational experience.
Rubric for In Class Writing Assignment
Guidelines
Points
Comments
-FormatAdheres to discipline and/or instructor-specific
conventions of the assignment
5
-Organization
Contains a clear thesis. Includes a brief summary and elaborates
on personal connection.
Shows care and consideration in paragraph construction and
sequence (e.g., effective introductory paragraph)
Makes connections and uses transitions effectively
Unifies ideas and themes throughout the paper
10
-Content
Reflects college-level thought and appropriate time commitment
(e.g., demonstration of revision of work)
Uses relevant and concrete details and/or examples to support
thesis
Explains ideas carefully and completely
Analyzes topic and the appropriate level of rigor, including
demonstration of logic
10
-Expression/Style
Employs language that is concise and uncluttered, demonstrating
fluency
Varies word choices and avoids unnecessary repetition
Uses diction appropriate to the audience and assignment (e.g.,
avoidance of technical language, slang, or dialect where
inappropriate to the assignment)
10
-Grammar/Mechanics
Exhibits control of grammar (e.g., use of determiners,
subject-verb agreement and tense)
Exhibits control of sentence mechanics (avoids fused sentences,
comma splices, and fragments)
Uses correct punctuation, capitalization, and spelling
Follows APA guidelines
15
3. 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 articles found in peer-reviewed
social science journals use APA style or some form of it. It
differs from Modern Language Association (MLA) writing style 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
mechanics of style is also part of the manual and includes basics
such as the use of colons and semicolons and more complex issues
such as expressing numbers as numeral or words.
This assignment is scored in 2 ways
1. Use the APA manual and complete the APA quiz (15)
http://www.niu.edu/writingtutorial/style/quizzes/APA.htm
You will complete the quiz and copy and paste your score
information into an email. Then you will send the email to the
instructor. You may take the quiz multiple times.
2. Show knowledge in the use of APA throughout class and correct
responses in inclass collaborative assignments (85 points)
Evaluation: Correct response on online quiz and in class
collaborative assignments
4 Summary of Research Articles (Total 150 points)
Teacher candidates will submit a summary of two research
articles that follows the study-by- study format (An example will
be provided) There will be two separate due dates.
Rubric for Summary of Research Articles
Task
Exceeds Standards
Meets Standards
Below Standards
Possible Points
Statement of issue/problem
Uses specific and concise language that clearly identifies the
issue or problem being researched
Issue or problem is identified
Issue or problem is not clearly identified
18
Purpose of the study
Concisely identifies the purpose of the study
Identifies the purpose of the study
Purpose of the study is not clearly identified
18
Research question(s)
Clearly identifies the research questions
Identifies the research questions but vaguely
Research questions are not identified
18
The research design
Identifies the research design as qualitative, quantitative, or
mixed. Identifies if the study is experimental or descriptive.
Provides supporting details
Vaguely identifies the research design as qualitative,
quantitative, or mixed. Identifies if the study is experimental or
descriptive
Research design not identified
18
Participants
Clearly identifies and describes the participants
Identifies participants with little description
Participants are not identified
18
Method/Procedures
Clearly identifies methodology or procedures including data
collected and method of data analysis
Identifies methodology and procedures with few details. Data
collection information has few details or is missing
Does not identify methodology or procedures
15
Results
Results of the study are clearly and concisely described
Results are described
Results are not described
10
Correct APA citations/writing style
Professional language, no grammatical or spelling errors,
citations and references correctly formatted with no errors. APA
formatting is adhered to
Professional language, minor grammatical or spelling errors,
references are correctly formatted with minor errors
Unprofessional language and/or multiple grammatical or spelling
errors; references not formatted correctly and/or contains multiple
errors. APA formatting is not adhered to
35
5. Assessment of a Research Article(100 points)
Teacher candidates will submit an assessment of a research
article of their choice. A summary, responses to questions related
to reliability and validity, and a peer review process will be
completed. This is an in class, group assignment.
Rubric for Assessment of a Research Article
Task
Exceeds Standards
Meets Standards
Below Standards
Possible Points
Assessment Questions
Questions are answered clearly and concisely with details.
Findings are presented clearly.
Questions answered, some details provided. Findings are
presented in a confusing or unorganized manner.
Some questions answered, few or no details, findings presented
in an unorganized manner.
50
Group Participation
Full participation in group work. Works with group to answer
questions, assess article, and present findings. Assists in
answering questions posed by classmate
Some participation in-group. Does not participate in
presentation of findings or assist in answering questions posed by
classmates.
Little or no group participation.
50
6. Research Essay on a Controversial Topic (300 points)
Choose a controversial topic in current educational research and
read at least five peer reviewed journal articles on the chosen
topic. Synthesizing the articles and other research, write an
eight-page research essay supporting a stance on the chosen topic.
The research essay must be written in 6th edition APA style, 10
pages in length (cover sheet, 8 page essay, and a reference
page).
Rubric for Essay on a Controversial Topic
Guidelines
Possible Points
Comments
-Format
Adheres to discipline or instructor specific conventions of the
assignment
Adheres to APA formatting guidelines (e.g. coversheet, reference
page, citations etc)
60
-Organization
Contains a clear thesis
Shows care and consideration in paragraph construction and
sequence (e.g. effective introductory paragraph)
Makes connections and uses transitions effectively
Unifies ideas and themes throughout the paper
60
-Content
Reflects college-level thought and appropriate time commitment
(e.g. demonstration of revisions and editing of work)
Uses relevant and concrete details and/or examples to support
thesis. Ideas are tied to empirical research
Explains ideas carefully and completely
Analyzes topic and the appropriate level of rigor, including
demonstration of logic
60
-Expression/Style
Employs language that is concise and uncluttered, demonstrates
fluency
Varies word choice and avoids unnecessary repetition
Uses diction appropriate to the audience and assignment (e.g.
avoidance of technical language, slang, or dialect where
inappropriate to the assignment
60
- Grammar/Mechanics
Exhibits control of grammar (e.g. use of determiners,
subject-verb agreement, and tense)
Exhibits control of sentence structure (e.g. avoids fused
sentences, comma splices, and fragments)
Uses correct punctuation, capitalization, and spelling
60
7. Multimedia Class Presentation(200 points)
In accordance with the topic chosen for the Research Essays on a
Controversial Topic, create a multi-media presentation and present
on the topic. The presentation should include an activity and a
facilitated discussion on the topic. Presentations will be 20-30
minutes in length.
Task
Exceeds Standards
Meets Standards
Below Standards
Points
Presentation provides a clear description of the topic with the
use of an implicit outline that is easy to follow
Clear overview of topic is given with some historical
background, a strong synthesis of text and research articles; and
opening/closing statements
Vague overview of topic given; vague or hard to follow
outline
No context or background information provided, presentation
lacks opening/closing statements
15
Presentation refers to at least three specific research articles
on the topic
Presentation provides specific details on at least three
research articles; research articles are current, relevant, and
informative; all research is correctly cited and referenced
Presentation vaguely refers to one or two research issues
Presentation does not refer to research on the topic; citations
and references are incorrect or missing
15
Written material is grammatically correct and written in APA
style
Presentation is free of grammar and/or spelling errors; formal,
scientific, pro-social, people-first, and unbiased language is
modeled consistently throughout presentation, activity, and
discussion
Presentation has minimal grammar and/or spelling errors;
presenter stays in the formal register
Presentation has grammar and/or spelling mistakes; inappropriate
or unscientific language is used
15
Clear, well organized presentation exemplifying a solid
understanding of topic covered
Presentation is logical, sequential, shows sensitivity towards
learner individuality and diversity; depicts a solid understanding
of topic covered; information presented is correct, oral
presentation is clear and understandable with rate, volume,
fluency, and tone that engages the audience
Presentation is interesting but difficult to follow
Presentation is unclear or hard to follow; presenter reads
directly from slides; presenter sits in seat and does not engage
audience with movement, tone, humor, visuals, or questions
65
Presentation demonstrates multimedia capacities and visual
literacy
Multimedia tools are used creatively to entertain and engage the
class; images are used to communicate concepts or express
attitudes; visual design elements such a clarity of text and
readability are used and contribute to audience understanding
Multimedia is used but lacks creativity, entertainment value,
and/or falls short of having aesthetic appeal; visuals
communicating cultural context are underutilized; slides have
excessive words and display a lack of competency in visual
literacy
Presenter neglects to use multimedia tools; visual presentation
is difficult to read/see/hear
30
Presentation includes activity that relates to topic
Fun, engaging activity that relates to topic; assesses or helps
audience connect to prior knowledge of the topic; contributes to
audience understanding; directions for activity are clear and easy
for class to follow
Activity only loosely relates or does not relate to topic
No activity or activity unrelated to topic; directions for
activity are unclear and/or class is confused
30
Presenter engages class, asks for questions, and facilitates
discussion
Presenter has full class interaction through questions and the
facilitation of discussion; well- designed discussion questions are
open ended and contribute to depth of understanding and/or audience
reflection
Presenter had minimal class interaction
Presenter does not asks for questions from audience and does not
facilitate discussion
30
Professional Disposition Scoring
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.
Professional Disposition Scoring Rubric
Student Name: Name of Evaluator:
Course Title:
Professional Disposition
Satisfactory
Not Satisfactory
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:
Tentative Class Schedule-EDUC 560
Class
Date
Topics
Required Reading/Assignment
1
01/17
Introduction to class, use of Prim Library, introduction to APA
and formatting a research document, in class writing assignment,
introduction to research
Review syllabus
Bring APA manual
Bring laptops
In class: What is research and why do we do it?
Writing assignment
2
01/24
In class: parts of a research article, literature reviews
Online: Discussion board posting, online assignments
Reading: APA manual Chapters 1-3
In class: Types of research, parts of a research article
Experimental and Descriptive research
Online: Discussion board posting, research articles for Summary,
work on APA quiz
3
01/31
In class: Data collection, Evaluating Research, Professional
Writing
Online: Discussion board posting, online assignment
DUE: APA Quiz
Reading: APA Chapters 4-7
In class: Group work- Problem, purpose, and research
questions
Online: Discussion board posting, research articles for summary,
writing time
4
02/07
In class: Evaluating Research,
Professional Writing,
Online: Discussion board posting, online assignment
DUE: Summary 1
In class: Group work dependent and independent variables
Online: Discussion board posting, work on assignments
5
02/14
In class: Evaluating Research, Relevance of Educational
Research, Professional Writing,
Assessment assignment review
Online: Discussion board posting, online assignment
In class: Group work reliability, APA editing
Online: Discussion board posting, work on assignments
6
02/21
In class: Research assessment, group work
Online: discussion board posting, online assignment
Due: Summary 2
In class: Assessment project
Online: Discussion board posting, work on assignments
7
02/28
Multimedia presentations on Controversial topics
Presentations
Online: work on papers
8
03/07
Multimedia presentations on Controversial topics
Presentations
Online: work on papers
03/14
Research papers due
1
