Ifacultyweb.kennesaw.edu/rwhitlo3/docs/educ_7700/... · Web viewA seminar for masters level students in early childhood education, middle grades education and special education degree

I. COURSE: EDUC 7700/02 Reflective Inquiry

II. INSTRUCTOR: Dr. Ugena WhitlockKennesaw Hall Room 2310Office Phone: 678-797-2249e-mail: [email protected]

Office Hours: MW 3:30-4:45

III. Class Sessions: T/TH 8:00-11:45 KH 1106

IV. Text and Materials:Publication manual of the American Psychological Association (5th ed.). (2001). Washington, DC: American Psychological Association.

McMillan, J. H., & Wergin, J. F. (2006). Understanding and evaluating educational research (3rd ed.). Pearson Merrill Prentice Hall: Upper Saddle River, NJ.

Flash Disk for data storage

V. Catalog Description: EDUC 7700. Reflective Inquiry. 3-0-3. Prerequisite: Admission to the M.Ed. program.A seminar for masters level students in early childhood education, middle grades education and special education degree programs. The course is designed to assist students in portfolio or thesis construction. Deals with proposed field-based projects, research and critiques of literature. Initiates documentation of professional growth while providing a basis for understanding the mission of the National Board for Professional Teaching Standards (NBPTS). Topics include interactive discussion about professionalism in education, grant writing, developing presentations for professional organizations, legal issues, political influences, and other con-temporary issues influencing education.

VI. Purpose/Rationale: This course is designed to introduce students to the professional teaching portfolio and

to orient them to the process of reflection in self-evaluation. The seminar will suggest parameters and practical applications for the professional portfolio. Methods (such as observation, videotaping, and teacher journals) for evaluating professional practice will assist teacher leaders in strengthening their pedagogy and in maximizing their potential for professional growth.

KENNESAW STATE UNIVERSITY’S CONCEPTUAL FRAMEWORK: (Collaborative Development of Expertise in Teaching and Learning)

The Kennesaw State University teacher education faculty is committed to preparing teachers who demonstrate expertise in facilitating learning in all students. Toward that end, the KSU teacher education community strongly upholds the concept of collaborative preparation requiring guidance from professionals inside and outside the university. In tandem with this belief is the understanding that teacher expertise

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develops along a continuum, which includes the stages of preservice, induction, in-service, and renewal; further, candidates develop a strong research-based knowledge of content and pedagogy, they develop their professional expertise in recognizing, facilitating, assessing, and evaluating student learning.

The graduates of advanced programs at Kennesaw State University, in addition to being effective classroom teachers, also develop expertise as effective teacher leaders who are self-directed, value a spirit of inquiry, and facilitate learning in all students; they

1. Are committed to students and their learning.2. Know the subjects they teach and how to teach those subjects to

students.3. Are responsible for managing and monitoring student learning.4. Think systematically about their practice and learn from experience.5. Are members of learning communities.

KSU STANDARDS for DIVERSITY for ADVANCED PROGRAMS

Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula for providing effective instruction and assessment within multicultural classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in employing specific methods and materials for every student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style differences provides a background for the consideration of cultural context.

Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to support students with disabilities within their academic program. In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases, certification of disability is required.Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address each of the multicultural variables outlined above.

The M.Ed. Diversity Strand is a combination of one case study (in EDUC 7752) and an ongoing log and reflection of diverse placements during your program. Specially, the later assignment involves1. Each semester identify and describe a diverse population (using NCATE definition) in your

classroom.2. Locate and read one current, peer-reviewed journal article that discusses effective teaching

strategies for working with this group.3. Finally, interact and observe (for at least 45 minutes) in a placement “in order to confront

issues of diversity (elements listed above) that affect teaching and student learning and develop strategies for improving student learning and the candidates’ effectiveness as a teacher” (NCATE, 2006). This placement cannot be in your own classroom.

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For this course (EDUC 7700), you will be reading a current peer-reviewed journal article that addresses effective teaching strategies for working with this group and writing a reflection.

Use of Technology: As part of our conceptual framework, we are committed to preparing professional learning facilitators who are technology competent. As a result, technology has been infused into each Bagwell College of Education (BCOE) course. This course serves to provide a basic foundation for technology related skills for educators. In this course, students will: Illustrate basic skills and terminology needed to use a computer Use a word processing program Use PowerPoint Use Internet technologies including email, WWW, and online course applications

through Chalk and Wire (online portfolio) and WebCT Vista Various classroom technologies

A candidate’s teaching position can serve as their clinical practice for implementinginstructional practices implied by professional standards. It is required for every candidate to also participate/teach in “different” placements (field experiences) in order to “confront issues of diversity (elements listed above) that affect teaching and student learning and develop strategies for improving student learning and the candidates’ effectiveness as a teacher.” Advanced candidates are encouraged to take advantage of the different learning opportunities within or outside his/her own school setting.

Professional Portfolio Narrative: VI. Professional Portfolio Narrative: A required element in each portfolio for the Graduate Program is the portfolio narrative. The purpose of the portfolio narrative is to ensure that every candidate reflects on each of the proficiencies on the CPI with regard to what evidence the candidate has selected for his/her portfolio. In your portfolio, you need to include a narrative which includes descriptive, analytic and reflective writing in which you reflect on each proficiency and how you make the case that the evidence you have selected in your portfolio supports a particular proficiency, using the Portfolio Narrative Rubric as a guide. The narrative should be comprehensive, documenting research-based best practices.

VI. Goals and Objectives: The Professional Teacher Education Unit prepares expert teacher leaders who understand the research of their disciplines and principles of pedagogy, who reflect on practice, and who apply these understandings to make instructional decisions based on research that fosters the success of all learners. The Unit prepares teachers who realize the positive relationship between advanced study and teacher leadership, preparing teacher leaders to assume responsibility for increasing positive, collaborative and research-based changes in their professional practice. As a result of the satisfactory fulfillment of the requirements of this course, the student will:

Course objective 1: implement the process of portfolio assessment and use of technology to document professional growth.

Course objective 2: reflect on NBPTS content area standards.

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Course objective 3: recognize the complexity of professional, political, and legal educational issues in a multicultural society and understand the process of consensus building regarding issues of diversity.

Course objective 4: discuss and dialogue on the nature of educational reform efforts and the roles individual teachers can play in reform movements.

Course objective 5: use reflection as a critical process to further professional growth.

Course objective 6: identify one’s philosophy of education and how that philosophy shapes or influences one’s practice.

Course objective 7: examine different forms of research: quantitative, qualitative, action research, ethnographic design, etc.

Course objective 8: examine different forms of discourse: descriptive, analytical, reflective and persuasive writing and how they apply to portfolio development.

Course objective 9: become familiar with various professional organizations, conferences, journals, databases and websites.

Course objective 10: improve writing skills through reflection, peer interaction and revision.

Course objective 11: become familiar with and use APA manuscript guidelines.

Outcomes and Proficiencies for Advanced Programs

Course Objectives

Outcomes and Proficiencies KSD NCATE Standard

1 Element

NBPTSCore Principles

SUBJECT MATTER EXPERTS Candidate knows the subjects they teach and how to teach those subjects to students.

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Objective 2 1.1 Candidate possesses broad, current and specialized knowledge of subject matter and communicates this understanding to colleagues, parents and students.

K Content2

Objective 2 1.2 Candidate possesses a global understanding of connections within and across disciplines and applications to real life and accurately represents understanding through use of multiple explanations, technologies and strategies.

K/S Subject Matter

Pedagogical Content

2

1.3 Candidate demonstrates a passion for education and creates environments conducive to the development of powerful approaches to instructional challenges.

S Subject Matter

PedagogicalContent

2

1.4 Candidate teaches or leads in ways that convey knowledge as a combination of skills, dispositions and beliefs-integrated, flexible, elaborate and deep.

S Subject Matter

Pedagogical Content

2

4

FACILITATORS OF LEARNING Candidate is committed to students and is responsible for managing and monitoring student learning.

1,3

Objective 3 2.1 Candidate believes that all students can learn and helps students develop a positive disposition for learning.

D Disposition1

Objective 3 2.2 Candidate treats students equitably and provides equitable access to the full curriculum by respecting individual differences and adjusting (or assisting teachers in adjusting) practices accordingly.

S Professional

&Pedagogical

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Objective 3 2.3 Candidate understands human development and learning and uses this understanding to create enriching educational experiences and/or environments for all students.

K/S/D Professional &

PedagogicalDisposition

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2.4 Candidate creates safe, well-managed, supportive, inclusive and challenging learning environments.

SProfessional

& Pedagogical

3

2.5 Candidate uses multiple methods, technologies, resources, and organizational arrangements to meet goals articulated for individual students, class instruction and the overall school improvement plan.

SProfessional

& Pedagogical

3

2.6 Candidate monitors student progress with a variety of formal and informal evaluation methods and uses results to improve student learning.

S Professional&Pedagogical

3

Objective 8 & 11 2.7 Candidate is accountable to multiple audiences, accurately interprets student performance data and communicates results to multiple audiences in multiple formats.

SProfessional

& Pedagogical

3

COLLABORATIVE PROFESSIONALS Candidate thinks systematically about their practice, learns from experience, and is a member of learning communities.

4,5

Objectives 1 & 4 3.1 Candidate collaborates with colleagues, parents and other professionals to strengthen school effectiveness, to advance knowledge, and to influence policy and practice.

DDisposition

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Objective 1, 4, 5, 6, 7, 8, 10 & 11

3.2 Candidate reflects regularly upon daily practice, and draws upon experience and the professional literature to design and conduct research aimed at improved student achievement.

D Disposition 4

Objective 4 3.3 Candidate proactively involves parents and other members of the community in

D Disposition 5

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support of instruction and education.Objective 4, 9, 10 & 11 3.4 Candidate engages in on-going

professional development by joining professional organizations, participating in conferences, mentoring new staff, etc.

D Disposition 4,5

VII. Course Requirements/Assignments (See WebCT for more detail on how to complete most of these assignments)

Philosophy of Education (2 points) Where are you as a teacher? As a professional? This differentiated assignment is for to reflect on where you are at this point in time—at the beginning of your program.

Standards-Based Reflection Grid & Narrative (15points)

Compare the KSU Master Candidate Performance Instrument (CPI) proficiencies to the requirements for an accomplished teacher as described by the NBPT Standards for your content area and level (see http://www.nbpts.org). Complete a grid showing how the NBPT Standards in your area compare to the CPI. Part of this will be done in content-specific groups. See WebCT for more detailed instructions (5 pts).

In a narrative incorporating the information you created in the Standards-Based Grid, o Describe your educational philosophy including your beliefs about the role

of education in society, the role of the teacher and the student and the nature of the learning environment (use parts of your Philosophy of Education assignment as appropriate).

o Using the descriptions outlined in the NBPTS for your area and level and using the structure of the CPI, describe your current level of expertise in each of the primary domains of the CPI.

o You MUST provide specific examples from your current practice o You MUST provide specific examples of teaching strategies/activities that

you will strive to achieve o Be sure to provide a clear rationale for the choices you have made

or will make on the two previous bulleted items. o In addition to descriptive writing, your narrative MUST include analytic

and reflective writing. o Pay careful attention to formatting and rules of grammar and punctuation.

Your paper should be logically organized, consistent with APA guidelines and relatively free of grammatical mistakes. (10 pts).

o Literature Critiques (10 points each) o The literature critiques in this class will serve as an initiation into the literature of

educational research (both quantitative and qualitative) relevant to your specific field of concentration. Each student will select and critique two “research” articles that are of interest to him/her. One of the research articles should employ a quantitative research design and the other article should employ a qualitative

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http://www.nbpts.org/

research design. The primary goal is to read and understand current research or recommendations in an area of interest and then be able to discuss the topic. Aligning this assignment with the Trends and Issues Exploration Assignment is advised.

See WebCT for details.

Literature Review (15 points)This paper will be evaluated on how well you synthesize the research you have discovered, as well as how well you follow APA guidelines and procedures discussed in class (e.g., using quotations in professional writing) for formatting a professional paper. See WebCT for details.

Conference Presentation Proposal (5 points) You will become familiar with a number of professional organizations and annual

conferences that pertain to your content area. You will write—and hopefully submit—a conference proposal (this may be individual or group) that you are strongly encouraged to submit. This may be a local, state, national, or international conference. The purpose of this assignment is to get you acquainted with the larger professional community so that you will be well on your way to becoming an effective teacher leader.

Diversity Assignment

You will read a current peer-reviewed journal article that discusses effective teaching strategies for working with a diverse group of students; you will write a reflection following APA guidelines. This reflection is limited to two pages. Specific directions:

1. Write a two to three paragraph review of the article you read. Be sure to include a citation of the article using APA formatting (this can be done in your content-related group and this part of the assignment can be a group effort).

2. Relate how interactions and activities from your own classroom or other classroom settings have affected your teaching and expectations for learning for diverse learners?

3. How might future interactions and teaching activities be impacted as a result of this reading and classroom discussions concerning diverse learners?

4. In Chalk and Wire, place this reflection in the Program Assessment Portfolio under Assignment #7 and send to both me and Dr. Stockdale.

Trends & Issues Exploration Project/PowerPoint (10 points) What are current trends and issues in education today that are helping to shape both pedagogical practices and policy decisions in your field of concentration? Which trends/issues are you interested in learning more about—even possibly pursuing a research study on later in your graduate program(s)? This is an opportunity for you to examine a specific trend/issue in education today; to sharpen your technology skills by creating a PowerPoint on your trend/issue; and to polish and show off your presentation skills by sharing with the class your exciting PowerPoint presentation. See WebCT for details.

Professional Organizations & Journals Group Activity (5 points) Which educational journals exist in your content area? What types of articles are published? Your content-specific group will work together to discover and explore

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professional journals in your field. Specifics of this assignment will be addressed in class; the assignment itself will be completed in class as well.

In-class Activities/homework prep (15 points)We will do a number of in-class activities in addition to the Professional Journals Group activity, some which require homework reading. You must be present to earn these points. NO EXCEPTIONS. Should you arrive late or leave early, please remember an activity may occur during your absence.

Chalk & Wire Electronic Portfolio Expertise & Use (3 pts.) Chalk & Wire is the electronic portfolio you will be setting up in this class and using throughout your program of study. You will be required to learn how to use the program and will be uploading some assignments onto the portfolio this semester. Each graduate candidate is required to compile both an online portfolio of evidence that documents each candidate’s proficiencies as defined by the graduate CPI (the M. Ed. In Adolescent Education Capstone Portfolio) as well as a portfolio of assignments used to assess this program’s effectiveness (the M. Ed. in Adolescent Education Program Portfolio). Your Diversity Assignment is a required element from this course that must be added as evidence to your Program Portfolio in Chalk and Wire. Of course, you will also wish to add all these assignments to your personal capstone portfolio. An additional required element in each capstone portfolio for the Graduate Program is description, analysis and reflection on each piece of evidence you place for each of the proficiencies. Using Chalk and Wire technology, this means identifying the content and role of the evidence, and then describing the importance of each piece of evidence. The following prompts appear after clicking the edit section of each proficiency and must be completed for each piece of evidence you place in your Capstone Portfolio. You should use the Artifact Submission Form (at the end of the syllabus and on WebCT) for each artifact you upload into your portfolio. Then you will paste the information you have created into your portfolio. See below.

o Date: EVIDENCE TITLE: To what time period, approximately or exactly, does this presentation refer?

o Context: EVIDENCE TITLE: "This/these artifacts were developed to" …describe with one or two sentences the condition under which the artifact(s) were created (part of a course requirement/field placement requirement/purpose related to licensure)

o Role: EVIDENCE TITLE: What was your role in the event(s) described? Were you acting as part of a collaborative team? Alone? Author? Editor? Researcher? Instructor? This field is placed here to allow you to indicate what your contribution to the overall development of the artifact(s) presented This is ethically a requirement if you collaborated with others who also made contributions.

o Reflection/Importance: EVIDENCE TITLE: This is by far the most significant information. You should concisely and clearly explain: What is happening in this presentation? How does this artifact (or artifacts) used at that time, clearly illustrate your capacity to perform the standard you are presenting? What next? Upon reflection, what has this experience suggested as "next moves" for you as a developing professional?

All assignments must be typed in 12-point Times/Times New Roman or Arial font, double-spaced, 1” margins.

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Use one staple to attach pages. No assignments will be accepted after the due date except in extenuating circumstances. Due dates are given in the Course Outline Section. For everything that is submitted electronically, you are given an additional 24 hours before it is considered late to allow for any technical problems you might encounter. Note that WebCT has factored in this late submission date rather than the due date—so if WebCT lists an assignment due date, it is really listing the late date, not the due date.

VIII. Evaluation and Grading

Course Assignments:

Philosophy of Education 2 pts.Standards-based Grid 5 ptsStandards-based Narrative 10 pts.Literature Critiques (10 each) 20 pts.Trends & Issues PowerPoint 10 pts.Literature Review 15 pts.Conference Presentation Proposal 5 pts.Professional Journals Group Activity 5 pts.Diversity Assignment 10 pts.Chalk and Wire expertise/set up/uploading assignments 3 pts In-class Activities 15 pts.

.

Grades will be assigned as follows:

93-100 points A 83-92 points B73-82 points C

63-72 pointsD <62 points F

TOTAL POSSIBLE POINTS: 100 pts

IX. Policies

Use of Technology

The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not

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an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning.

Candidates will become acquainted with and use electronic portfolio hardware and software available through TRAC and other computer labs on campus. Using this equipment will provide students with an exceptionally well-developed, compact portfolio product, which can include edited video teaching vignettes and accompanying reflective analysis for the exit portfolio. Candidates will also develop expertise in presentation software for use in their classes, as well as at professional meetings.

School-based ActivitiesWhile completing your graduate program at Kennesaw State University, you are required to be involved in a variety of leadership and school-based activities directed at the improvement of teaching and learning. Appropriate activities may include, but are not limited to, attending and presenting at professional conferences, actively serving on or chairing school-based committees, attending PTA/school board meetings, leading or presenting professional development activities at the school or district level, and participating in education-related community events. As you continue your educational experiences, you are encouraged to explore every opportunity to learn by doing.

Academic Honesty

Professionalism- Academic Honesty:KSU expects that graduate students will pursue their academic programs in an ethical,

professional manner. Faculty of the M.Ed. in Adolescent Education program abide by the policies and guidelines established by the university in their expectations for candidates’ work. Candidates are responsible for knowing and adhering to the guidelines of academic honesty as stated in the graduate catalog. Any candidate who is found to have violated these guidelines will be subject to disciplinary action consistent with university policy. For example, plagiarism or other violations of the University’s Academic Honesty policies could result in a grade of “F” in the course and a formal hearing before the Judiciary Committee.

Class Attendance

Students should make every effort to attend every class. Excessive absences (more than 2) will result in a mandatory conference with me and possibly a lower grade. We will be learning how to evaluate our own learning and will be providing feedback to each other. Class discussions, group work, peer evaluation activities require that everyone be present.

XII. Course Outline (subject to change—check WebCT for updates/changes)

Note: Most class periods will allow time at the end for you to work on assignments on a computer either individually or in groups. You need to bring a flash disk with your material on it to class each class period

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so you can take advantage of that time to its fullest getting help from you both me and your colleagues.Date Topic & Activities AssignmentsWeek 1June 7

Introduction Syllabus overview Use of WebCT and Chalk & Wire in

this course KSU Graduate Outcomes (CPI) NBPTS principles & content

standardsGroupwork: APA Activity Standards-based Grid-Intro

Week 2June 12

Introduction to reading Educational Research

Descriptive, analytical/, reflective writing

Lab Assignment:Philosophy of Education online activity

Groupwork: Class activity concerning article

in text Standards Based Grid Activity

FIELD TRIP!! To Sturgis Library # 209,

Understanding and Evaluating Educational Research : Chapter 1

June 14 Quantitative Nonexperimental

Designs Chalk and Wire Training: Dr.

Stockdale

Getting to know Galileo! Conducting online searches for content-specific research topics of interest

Editing Checklist


in text WebQuest in groups (class

activity) Work on standards-based grid

Lab Assignment: Work on Standards-based grid


DUE Philosophy of Education

Assignment -- Post onto WebCT by midnight

Be sure to bring a rough draft copy of your standards-based grid to class on your flash disk

Week 3June 19

Experimental Designs We will examine research critiques

Understanding and Evaluating Educational Research :

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for research elements. Lit critique assignment intro.

Finding research articles to review


in text

Lab Assignment: Work on Standards-based Grid

Chapter 3

DUE Completed Standards-based

Grid (Both combined groupwork & Individual work)— Post onto WebCT by midnight

June 21 Qualitative Designs Professional Development through

conference presentations What conferences? Professional Development through

educational journals What journals? Chalk & Wire portfolio set

up/training Guest speaker Dr. Breault?

Groupwork: Content-specific Educational

Journals (work on assignment)

Lab Assignment: Work on Conference Proposal,

and/or Lit Critique #1


Note: Bring a copy of the research article you plan to critique for Literature Critique #1 to class. Be ready to defend WHY you know it is a research-based article and what type of research the article is relating (quantitative or qualitative)

Week 4June 26

Mixed-Method Designs What is a literature review? Examining Lit Reviews Writing a literature review for this

class

Groupwork (if needed): Content-specific Educational

Journals (work on assignment)

Lab Assignment: Work on Conference Proposal

and/or Lit Critique #1

FIELD TRIP!! To Sturgis Library #209, Book/Art Tour? 10:15ASS


Due: Professional Organizations &

Journals Group Actity. Turn in during class.

Literature Critique #1 (post in WebCT by midnight)

You must bring either a draft of your Conference Proposal or Lit Critique #1 (or both) in HARD COPY to class for peer review in the writing workshop.

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June 28 Action/Practitioner/Applied Research

Introduction to the Professional Portfolio: What is a portfolio?

Overview, types, what to include, KSU requirements, Resumes

Diversity Issues/groups

Lab Assignment: Work on Diversity Assignment in

groups

Work on Conference Presentation Proposal and/or Lit Critique #2 (if time)


Due: Conference Presentation

Proposal-- Post onto WebCT by midnight or show it to me in class before submitting if you are submitting it online.

Note: Bring a copy of the research article you plan to critique for Literature Critique #2 to class. Be ready to defend WHY you know it is a research-based article and what type of research the article is relating (quantitative or qualitative).

Week 5July 3 NO CLASS Due:

Literature Critique # 2 (post onto WebCT Discussion Board by midnight)

Standards-based Narrative (post in WebCT by midnight)

July 5 NO CLASS Have a great long weekend!!

Week 6July 10 PP Presentations on Issues

Lab Assignment: Work on Assignments

DUE:

PowerPoint Presentations on Issues (post in WebCT by midnight)

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July 12 PP Presentations on Issues Writing workshop on lit review

Lab Assignment: Work on Lit Review and/or Work on Standards-based

Reflection Narrative

You must bring a draft of your Literature Review in HARD COPY to class for peer review in the writing workshop

DUE:

Post Diversity Assignment on WebCT by midnight

Week 7July 16

Last Day of Class

PP Presentations on Issues Lit Review updates/checks Chalk & Wire—upload Diversity

Assignment and Standards-based Narrative into your portfolio.

Lab Assignment: Work on Lit Review

You must bring a draft of your Literature Review in HARD COPY to class for peer review in the writing workshop (unless it was completed during last week’s workshop)

July 18 Final Exam: E-Portfolios Due July 18July 19No Class

DUE: Literature Review--Post onto

WebCT Discussion Board by midnight

Artifact Submission Form

For each artifact, complete this form; then copy and paste each section into the appropriate space into your portfolio as you add the evidence. The final two sections (Reflection Part A and Part B) will be pasted into the same section in the portfolio entitled REFLECTION. Be sure to include the wording (Part A and Part B) in that section (see below)

Title of Artifact:

Context: Describe the Artifact“This artifact was developed to”…describe with one or two sentences the condition under which the artifact was created (Assignment? Related to licensure? Job related?) Describe what happened? When? Where? How was it done? Why was it done?

Your Role:

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What was your role in the event(s) described? Part of a team? Alone? Author? Editor? Researcher? Instructor?

Reflection Part A: Analyze how the artifact relates to the proficiencyHow does this artifact clearly illustrate you have the capacity to perform the standard you are relating to? What worked? What needs tweaking? What needs deleting? Why? Example wording: “I have included NAME OF ARTIFACT with this proficiency because… PROVIDE RATIONALE IN TWO OR FOUR SENTENCES. This artifact demonstrates my ability/position/emerging skill/competence with regard to NAME OF PROFICIENCY in that PROVIDE AN EXPLANATION OF HOW THE EXPERIENCE YOU HAD CLEARLY SHOWS YOUR CONFIDENCE/SKILL/CAPACTIY RELATIVE TO THE PROFICIENCY.”Part A: I have included NAME OF ARTIFACT with this proficiency because…

? Editor? Researcher? Instructor?Reflection Part B: Reflect on the artifact/experience

and what you will do to grow/improve as a professionalWhat next? Upon reflection, what has this experience suggested as ‘next moves’ for you as a developing professional? Example wording: “Given this experience, I am determined/intend/will/plan to…WHAT WILL YOU CHANGE/IMPROVE/ LEAVE AS IS? IF APPROPRIATE, DESCRIBE SPECIFIC ACTIONS YOU WILL TAKE TO FURTHER DEVELOP YOUR PROFESSIONAL SKILLS IN THIS AREA.”Part B: Given this experience, I…

XI. References

American Psychological Association. (2001). Publication manual of the American Psychological

Association (5th ed.). Washington, DC: Author.

Brause, R. S., & Mayher, J. S. (Eds.). (1991). Search and research: What the inquiring teacher needs

to know. London: Falmer Press.

Campbell, D. M, Cignetti, P. B, Melenyzer, B. J, Netttles, D. H., & Wyman. R. M. (2001). How to

develop a professional portfolio: A manual for teachers (2nd ed.). Boston: Allyn and Bacon.

Dewey, J. (1903). How we think. New York: Houghton Mifflin.

Dewey, J. (1938). Logic: The theory of inquiry. New York: Henry Holt.

Elbow, P., & Belanoff, P. (1986). Portfolios as a substitute for proficiency examinations. College

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Composition and Communication, 37, 336-339.

Good, T. L., & Brophy, J. E. (1987). Looking in classrooms (4th ed.). New York: Harper and Row.

Hubbard, R. S., & Power, B. M. (1993). The art of classroom inquiry: A handbook for teacher-

researchers. Portsmouth, NH: Heinemann.

Kincheloe, J. (1991). Teachers as researchers: Qualitative inquiry as a path to empowerment.

London: Falmer Press.

LaBoskey, V. K. (1994). Development of reflective practice. New York: Teachers College Press.

McIntyre, D., & Byrd, D. (Eds.). (2000). Research on effective models for teacher education. Thousand Oaks, CA: Corwin Press.

McMillan, J. H., & Wergin, J. F. (2002). Understanding and evaluating educational research (2nd ed.).

Columbus, OH: Merrill.

Rogers, S., & Danielson, K. (1996). Teacher portfolios. Portsmouth, NH: Heinemann.

Russell, T., & Munby, H. (Eds.). (1992). Teachers and teaching: From classroom to reflection.


Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic

Books.

Silberman, C. (1971). Crisis in the classroom. New York: Random House.

Smyth, J., & Shacklock, G. (1998). Re-making teaching: Ideology, policy and practice. London:

Routledge.

Tabachnick, B. R., & Zeichner, K. (1991). Issues and practices in inquiry oriented-teacher education.


Wilson, J., & Wing J. L. (1993). Thinking for themselves: Developing strategies for reflective learning.

Armadale, Australia: Eleanor Curtain.

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Documents

Ifacultyweb.kennesaw.edu/rwhitlo3/docs/educ_7700/... · Web viewA seminar for masters level students in early childhood education, middle grades education and special education degree