Master of Education in Teaching, Learning, and Leadership

Arkansas Tech University Master of Education in Teaching, Learning, and Leadership Action Research and Data Analysis for School and Classroom Use EDLD 6113

Unit of Education Vision Students are “Professionals of the 21st Century” who will internalize, initiate, and sustain a professional commitment to impact learners in diverse and evolving learning communities.

Unit of Education Conceptual Framework The Conceptual Framework for the School of Education is based on the foundational skills of: diversity, leadership, oral and written communication, technology, purposeful reflection parents and community.

CLL Vision The vision of the Center for Leadership and Learning is to prepare leaders and to build leadership capacity for a future, which constantly redefines itself.

CLL Mission The Center for Leadership and Learning’s mission prepares and develops school leadership teams to work collaboratively for learner success. The CLL Mission will be accomplished through professional learning communities, advanced degrees and twenty-first century partnerships.

The vision and mission of the Center for Leadership and Learning are aligned with the vision and mission of the College of Education and supports the conceptual framework. This information can be accessed at: http://www.atu.edu/education.

1. Course Number EDLD 6113

2. Course Title Action Research and Data Analysis for School and Classroom Use

3. Instructor Information

Office Hours: By Appointment. Due to the nature of the graduate students’ work schedule, office hours also will incorporate telephone conversations, e-mail correspondence, and when appropriate two- way video conferencing. CLL Secretary Voice: (479) 498-6022 CLL Web Site: http://cll.atu.edu

EDLD 6113 Center for Leadership and Learning Revised 11/2010 4. Catalogue Description This course will address the theories on practice of research with emphasis on action research for school improvement. This course will focus on gathering, accessing, and interpreting information needed for effective decision-making for high performing schools.

5. Statement of Prerequisite Students must be admitted to graduate school and must satisfy the entrance requirements to the Masters of Education in Educational Leadership (EDLD) degree program or by approval of the Center for Leadership and Learning (CLL) Director. EDLD 6113 is a sequenced course within the EDLD program of study. 6. Required Texts Houghton, P.M., & Houghton, T.J. (2009). APA: The easy way: A quick and simplified guide to the APA writing style (2nd ed.). Baker College: MI.

Mertler, C.A. (2009). Action research: Teachers as researchers in the classroom. (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc.

Optional text American Psychological Association. (2009). Publication manual of the psychological association (6th ed.). Washington, DC: American Psychological Association.

7. Bibliography Council of Chief State School Officers (CCSSO). (2008). Educational leadership policy standards: ISLLC 2008. Washington, DC: Council of Chief State School Officers. As adopted by the National Policy Board for Educational Administration (NPBEA), (ELCC), (December 12, 2007).

Dana, N.F. & Yendol-Silva, D. (2009). The reflective educators guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry. (2nd ed.). Thousand Oaks, CA: Corwin Press.

Dana, N.F. & Yendol-Hoppey, D. (2008). The reflective educators guide to professional development: Coaching inquiry-oriented learning communities. Thousand Oaks, CA: Corwin Press.

Danielson, C. (2002). Enhancing student achievement: A framework for school improvement. Alexandra VA: Association for Supervision and Curriculum Development (ASCD).

Dodge, L.G. (2003). Introduction to statistical methods. Los Angeles, CA: Pyrczak Publishing.

EDLD 6113 Center for Leadership and Learning Revised 11/2010 International Society for Technology in Education (ISTE). (2009). National educational technology standards for school administrators. Eugene, OR: International Society for Technology in Education.

Pan, M. (2008). Preparing literature reviews: Qualitative and quantitative approaches. (3rd ed.). Los Angeles, CA: Pyrczak Publishing

Patton, M. (2007). Understanding research methods: An overview of the essentials (6th ed.). Los Angeles, CA: Pyrczak Publishing.

Pyrczak, F. (2003). Making sense of statistics: A conceptual overview. (3rd ed.). Los Angeles, CA: Pyrczak Publishing.

Reeves, D.B. (2008). Reframing teacher leadership to improve your school. Alexandria, VA: ASCD.

Remler, D. K, & Van Ryzin, G. G. (2011). Research methods in practice: Strategies for description and causation. Thousand Oaks, CA: Sage Publications.

Required Materials USB Flash or Jump Drive 1 Gig - minimum storage

8. Justification for the Course

School-based decisions require data-driven decision-making. It is essential school leaders are proficient with the knowledge and skills necessary to be active research-practitioners. The knowledge, skills, and experiences gained through this course, will prepare individual school leaders to facilitate classroom and/or building level action research to promote high performance in teaching and learning.

Enduring Understanding: Inquiring minds want to know. Inquiring minds can determine if theory works in practice through reflective, collaborative practitioner inquiry.

Overarching Essential Question: How do leaders facilitate classroom and/or building level action research to promote high performance in teaching and learning?

Essential Questions: What is action research? (Chapter One) How does action research foster continuous learning? (Chapter One)

EDLD 6113 Center for Leadership and Learning Revised 11/2010 How does action research promote the success of every learner and support the stewardship of the vision of learning in the classroom and/or building level? (Chapter One) Why is reflective practice essential to the action research process? (Chapter One) Why is ethical behavior critical as a professional? How is the action research process designed and performed? (Chapters Two-Four, Seven & Nine) How does data-driven decision making enhance school improvement? (Chapters Five & Six) How are research findings moved to action, through collaborative communication, while reflecting on the process? (Chapters Seven-Nine) How does technology enhance action research and facilitate communication to the community of learners? (Chapters Eight & Nine)

9. Course Objectives 10. Standards ELCC Building-level Educational Leadership Policy Standards, October 2011 Standards, 2008 As adopted by: National Policy Board for Educational Administration Upon completion of this (NPBEA), (12/12/07) and the course, students will: Arkansas Department of Education, Board of Education, (2009). A. Demonstrate use of Depending on individual topic: Depending on individual topic: research strategies to promote an Standard 2 Standard 2 environment to improve student learning through curriculum and program evaluation B. Utilize, synthesize, Standard 1.1, 1.2, 1.3 Standard 1A, 1B, 1C, 1D apply, and evaluate research findings and methods in a school context to enhance individual, classroom, and school teaching and learning practices C. Have an Standard 3.3, 4.1 Standard 3C, 4A understanding of basic qualitative and quantitative research methods

EDLD 6113 Center for Leadership and Learning Revised 11/2010 D. Critically evaluate Standard 5.1, 5.2, 5.3, 5.4 Standard 5A, 5B, 5C, 5D data to inform decision-making with attention to indicators of equity, effectiveness, and efficiency E. Apply research Standard 2.1, 2.2, 2.3 Standard 2A, 2B, 2C, 2D, 2E, findings to advocate 2F, 2G best practices to facilitate consensus for improved teaching and learning resulting in higher- performing students, teachers, and school organizations F. Define, research and Standard 1.2, 1.4, 2.1, 2.2, 2.3, Standard 1B, 1C, 1E, 2A, 2B, propose an action 2.4 2C, 2D, 2E, 2F, 2G, 2H research plan addressing current school scenarios, requiring individual, classroom, and/or school improvement in teaching and learning G. Exhibit Standard 5 Standard 5 characteristics of a reflective practitioner, who utilizes the appropriate Habits of Mind and ethical behaviors as a consummate professional

11. Licensure Standards Objectives of this course meet the general educational requirements for the Master of Education, Educational Leadership as outlined in the Arkansas Tech University Graduate Catalogue. Course objectives also meet the standards outlined in the Educational Leadership Constituent Council Standards (ELCC), the National Board for Professional Teaching Standards (NBPTS), the Arkansas Curriculum/Program Administrator Licensure Standards, the Interstate School Leaders Licensure Consortium Standards (ISLLC) for School Leaders, the International Society for Technology in

EDLD 6113 Center for Leadership and Learning Revised 11/2010 Education’s (ISTE) National Education Technology Standards (NETS) as well as the standards for Arkansas Teacher Licensure renewal.

12. Assessment Instruction and Methods:

Instruction and methods in this course will include: experiential learning, facilitative dialogue, direct instruction, and cooperative learning.

The following methods of assessment will be used: Assessment is based on state and national performance standards and is performance- based. Informal and formal authentic assessments are conducted in each course and the following methods of assessment are used:

On-site Performance (Weighted 1) Student participation, both in attendance, disposition and in-class contribution are required and will be assessed by the instructor for each session.

En-route Learning (Weighted 1) Assessed throughout the course utilizing written responses, reflections and traditional assessments - Students will complete written responses, written reflections and traditional assessments in regard to research, class discussions, readings, case studies, and experiences.

Culminating Performance (Weighted 2) Students must synthesize and apply the information learned in this course in order to solve the presented problem(s).This assessment reflects the knowledge, skills and dispositions purported throughout the course of study, and the required culminating performance provides evidence of the student’s ability to synthesize research and theory, to implement the research and theory into practice, and to report individual findings in a scholarly manner. Each artifact must support the appropriate identified state and national standards identified for the program of study.

Course Grade will be assigned based on the weighted average of all assessment categories.

Assignments are to be e-mailed to [email protected] by the beginning of the class session the assignment is due. Students are RESPONSIBLE for keeping a back-up copy. Feedback will be given electronically for assignments submitted by e-mail. Requests for an assignment extension may be requested ONLY in situations when the student has an illness or circumstances beyond the student’s control. A request MUST be submitted in writing for consideration. It is the student’s responsibility to pursue the request status and to obtain the assignment alternative due date, if granted. Missed assignments, due to a class absence, ARE the responsibility of the student.

Multiple assessors may be used for any activity and/or assignment. If there is a significant discrepancy between the two assessor scores, a third reader will be asked to review the

EDLD 6113 Center for Leadership and Learning Revised 11/2010 work in question to achieve assessment equity. This scoring practice replicates licensure assessment practices of Educational Testing Services (ETS).

Levels of Proficiency

Each course requirement will be assess at the following level of proficiency: Level Three –Flawless and exceeds expectations Level Two - Meets expectations Level One - Unacceptable

Please refer to the Level/Grade Correlation Chart for additional information regarding assessment.

13. Policies Attendance Class attendance and participation is required.

Academic Dishonesty A university exists for the purpose of educating students and granting degrees to all students who complete graduation requirements. Therefore, Arkansas Tech University requires certain standards of academic integrity and conduct from all students. Arkansas Tech University expects an academic atmosphere to be maintained in all classes. This atmosphere is created by both the professor and the class to enable all students enrolled to reach their academic potential. Students are expected to attend class, conduct themselves in a non-disruptive manner in class, and refrain from cheating, plagiarism, or both unfair and dishonest practices. Academic offenses involving dishonesty and misconduct are defined in the Definitions section. These definitions are not all inclusive, and conduct not expressly set forth in the definitions may also be considered dishonesty or academic misconduct.

Definitions Academic Dishonesty. Academic dishonesty refers to the various categories of cheating and plagiarism in the classroom.

1. Cheating on an examination, quiz, or homework assignment involves any of several categories of dishonest activity. Examples of this are: a) copying from the examination or quiz of another student, b) bringing into the classroom notes, messages, or crib sheet in any format which gives the student extra help on the exam or quiz, and which were not approved by the instructor of the class; c) obtaining advance copies of exams or quizzes by any means; d) hiring a substitute to take an exam or bribing any other individual to obtain exam or quiz questions; e) buying term papers from the Internet or any other source, and f) using the same paper to fulfill requirements in several classes without the consent of the professors teaching those classes.

EDLD 6113 Center for Leadership and Learning Revised 11/2010 2. Plagiarism is stealing the ideas or writing of another person and using them as one's own. This includes not only passages, but also sentences and phrases that are incorporated in the student's written work without acknowledgement to the true author. Any paper written by cutting and pasting from the Internet or any other source is plagiarized. Slight modifications in wording do not change the fact that the sentence or phrase is plagiarized. Acknowledgement of the source of ideas must be made through a recognized footnoting or citation format. Plagiarism includes recasting the phrase or passage in the student's own words of another's ideas that are not considered common knowledge. Acknowledgement of source must be made in this case as well. 3. Academic Misconduct. Academic misconduct concerns the student's classroom behavior. This includes the manner of interacting with the professor and other students in the class. For example, students may disrupt the learning environment in a classroom through inappropriate behavior, such as, talking to students, unnecessary interruptions, attempting to monopolize the professor's attention, or being chronically late to class. Misconduct also covers verbal or nonverbal harassment and/or threats in the relation to classes. Student behavior should not infringe on the rights of other students or faculty during a class. (Arkansas Tech University Graduate Catalogue).

Food, Drink, Tobacco Products No food, drink, or tobacco products are allowed in classrooms.

Technology Students are requested to use polite technology to ensure the maximum learning environment for all.

Incomplete Grade Contract A grade of “I” (incomplete) may be recorded for a student who has not completed all the requirements of a course ONLY in situations where the student has an illness or other circumstances beyond the student’s control, and has completed at least seventy-five percent of the course requirements, provided work already completed is of passing quality. If a grade of “I” is assigned, the instructor will complete an “Incomplete Grade Contract,” setting a reasonable time limit within the following semester in which the work must be completed. The incomplete grade contract is to be signed by both the instructor and student.

An “I” grade must be removed by the end of the succeeding regular semester of enrollment after the “I” is received. Beginning the first summer term, 1990, and thereafter, a grade of “I” will not be computed in the grade point average for the semester recorded; however, the “I” will automatically change to a grade of “F” and be computed in the grade point average at the end of the next regular semester (fall or spring), unless course requirements are completed and the final grade is reported before the end of the semester. (Arkansas Tech University Graduate Catalogue).

Incompletion of Capstone Projects (culminating projects)

EDLD 6113 Center for Leadership and Learning Revised 11/2010 Students enrolling in capstone projects such as the project in educational research, the liberal arts project, or thesis research will be given a grade of “R” if requirements are not completed by the end of the semester. The grade of “R” does not affect hours or grade point. Students receiving the grade of “R” will be required to enroll in the course the following semester(s) until the requirements are complete. (Arkansas Tech University Graduate Catalogue).

CLL Inclement Weather Policy CLL classes meet unless the University has closed due to inclement weather. In the event dangerous road conditions exist where you live or in the area you travel, you must exercise sound judgment in deciding whether to attend class. Please check Blackboard to learn of the University’s closing. If the University is has not closed and you decide it would be unsafe to attend class, please notify the professor by e- mail concerning your decision.

14. Course Content: The content of this course will include the following: a. Introduction to action research

b. Action Research as a means for continuous learning

c. Reflective practice

d. Professional ethics

e. Quantitative and qualitative research

f. Research design, development, and evaluation

g. Data collection, analysis and use for school improvement

h. Technology skills for organization, data analysis, and the dissemination of research results

i. Conventions of scholarly writing

j. Habits of Mind

15. Access, Accommodation, and Diversity:

Access Arkansas Tech University is committed to providing equal opportunities for higher accommodation education to academically qualified individuals who are disabled pursuant to the Americans with disabilities act and Section 504 of the Rehabilitation Act of 1973. Any student with a disability who needs accommodation should inform the professor at the beginning of the course. The Disabilities Director’s Office is located in Bryan Hall, Arkansas Tech University and can be contacted by calling 968-0302 for TDD

EDLD 6113 Center for Leadership and Learning Revised 11/2010 call (479) 964-3290, or by e-mail [email protected] (Arkansas Tech University Graduate Catalogue).

Accommodation If a specific accommodation is needed due to temporary or long-term injury, handicap, or disability, please contact me as soon as possible. Please remember, this is a teaching institution. ATU focuses on its teaching mission. If clarification or other individual help with course material or objectives is required, contact the instructor as soon as possible. Please take advantage of all the resources available to you.

Diversity The Center for Leadership and Learning (CLL) maintains a strong and sustained commitment to the diverse and unique nature and learning needs of all people. All CLL faculty and staff are dedicated to the preparation of future district and building level administrators, master teacher leaders and counselor leaders, who possess sensitivity to diverse and unique people.

Class Performance Rubric Level Three (2.70-3.00) The learner: attends all scheduled class sessions, is punctual to class, is engaged in a meaningful and reflective manner in class dialogue and work, respects and honors each individual and the diversity they bring to the learning community, completes and synthesizes assignments as demonstrated by class contributions and work, demonstrates leadership characteristics at all times, demonstrates ability to work as an equal member of a distributed team, and all work is completed and submitted on or before due date, but no later than the next

EDLD 6113 Center for Leadership and Learning Revised 11/2010 day.

Level Two (2.00-2.69) The learner: misses no more than one class session, is punctual to class, is engaged in a meaningful manner in class dialogue and work, respects and honors each individual and the diversity they bring to the learning community, completes and synthesizes the majority of assignments as demonstrated by class contributions and, demonstrates leadership characteristics at all times, demonstrates ability to work as an equal member of a distributed team, and all work is completed and submitted on or before due date.

Level One (0.0-1.89) The learner: misses more than two class session is late to class, inconsistent and irrelevant participation in class dialogue and work, sporadically respects and honors each individual and the diversity they bring to the learning community, sporadically completes and synthesizes the assignments as demonstrated by class contributions and work, demonstrates disregard of leadership characteristics, dysfunctionally works as an equal member of a distributed team, and does not demonstrate ability to work as an equal member of a distributed team, and work often submitted partially complete and/or late.

EDLD 6113 Center for Leadership and Learning Revised 11/2010