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Principles of Research - 1086 - EDI 798 - 01

Syllabus for Printing

=Course syllabus= Principles of Research - 1086 - EDI 798 - 01 **//tschillinger@poughkeepsieday.org//**
 * //Trace Schillinger//**
 * //Office hours by appointment//**


 * __ Course Description: __**

Welcome to

Principles of Research - 1086 - EDI 798 - 01. This course will provide you with skills to study classroom and school settings to better understand how they are, why they are how they are, and how you and others might improve them. Plan to allot 3 hours for coursework per week. Because of the volume of work, I will structure a significant amount of time for workshop/collaboration into the course.

If there is an organizing principle or unifying thread in this course, it resides in a kind of persistent hope: A desire to explore ways in which, as researchers, your research efforts, passions, and inquiries speak to, challenge, and make a difference in this complicated world of education.

__Our course readings and activities are guided by three //essential// questions__:

1. How are things in classrooms and schools? According to whom?

2. What perspectives and methods might we employ to understand and represent our understandings about classrooms and schools?

3. What do teachers and others stakeholders do to sustain themselves while carving out //long lasting, significant// careers?


 * __Course Requirements:__**

• Read //all// assigned readings.

• Actively participate in and contribute to all small and whole group discussions.

• Complete all written assignments in and out of class (e.g., memos and the final paper)

• Participate in weekly wiki-space discussions


 * __Course assignments:__**


 * __Class participation (//Inquiry, Intellectual growth, Professionalism//) – 20%__**

Participation involves completing //all// readings, providing peer response, and being present in class conversations, as conversation, experimentation and collegial reflection are a main means for learning. As a professional courtesy, contact Trace prior to any class you cannot make; but understand that __missing class more than once during the semester will adversely impact your learning and your participation grade__. Missing more than two classes will adversely impact your final grade. **If you miss more than three classes you will need to repeat the course.**


 * __CITI Training – 10%__**

All members of the class need to complete CITI Training (Collaborative IRB Training Initiative).

• Go to website: https://www.citiprogram.org/default.asp

• Register

• Click to take social and behavioral investigation course only; then select social/behavioral research.

• Complete all modules, take quizzes, and print out certificate of completion.

**__Reading Ambassadorship – 10%__**

Every member of the class will select one whole-class reading and take time to prepare for our class discussion of that week. This will help us share the work of summarizing, synthesizing the various articles. Preparation and follow up involve five steps:

1. The class will begin with a writing prompt/discussion question you pose.

2. Summarize the big ideas, actions, and/or arguments within the article.

3. Find the heart of the article, the choice passage for collegial review and discussion.

4. Prepare at least one authentic question that you have about the text or that you have considered on account of the text.

5. Refer to our essential questions and//identify and explain// how/if the article helps us address them.


 * __Memos – 40%__**

Memos are documents in which you keep track of your thinking about ideas and sketch plans for your inquiry. Often, researchers use memos to “hold on to” and link bits of data to preliminary analytical ideas. Generally, memos will be 2-5 pages. Please print these and submit on the day they are due. In most cases you will be required to make copies of this work to share with other members of the class. We will work with your memos in a variety of way in class.


 * Memo 1: Autobiographical weavings: Who are you, how you see, and what do care about**

“Autobiographical/origins” thinking on your educational experiences that explore YOU as a researcher. The purpose is to interrogate or trouble how you see your values, beliefs, and assumptions working ‘in relation’ to your chosen profession. You will “weave” this thinking into your research. Consider topics that interest you and a subject you might want to live with for the next few months. Think about how you might want to study this.


 * Memo 2: Finding other thinkers and putting yourself in the mix**

Begin grazing literature that may inform the topic you are exploring. Study how your potential topic is theorized and examined by other researchers.

Create a list of 10-20 sources that you could read that are related to your topic of interest. This topic will inspire a question that you will “ask of the literature.”

Locate and read current research related to your concern. It is okay to discard readings that are not immediately promising.

Write descriptively about **5** relevant //articles//. Briefly summarize each article and the big ideas in it; refer to and incorporate a key quotation or two from the article, citing page numbers. Describe how the author(s) “speak” to/or respond to your questions.

What are some of the common themes, answers, or arguments that come up in your reading?

What ideas/reflections/observations/data might you add to this conversation?


 * Memo 3: An event**

Derrida argued the necessity of “off-centeredness.” He writes of the ‘exorbitant’ — an attempt to get out of the orbit, to ‘reach the point of a certain exteriority’ in relation to the space that is protected, closed off, by disciplinary institutions (Derrida, 1976: 162). It is only by attempting to get out of orbit that it is possible to question the assumptions which a discipline or field takes to be self-evident….”Out of orbit” experiences may help us refine perspectives to interrogate anew.

Choose some “event” that relates to a topic you want to conduct inquiry around, and that that you participate in during the next week—teaching, in class as student, dinner, a party—where you are ‘in action.’ During (if possible) and after the event, make a few notes and personal musings.

Write: Write two versions of the event. In Version #1, narrate highlights, observations, reactions, reflections, and your place in the ‘event’ in a few paragraphs. In Version #2, reconsider the event by thinking of it through some other perspective. Narrate the “event” again, by stranging the familiar.


 * Memo 4: An interview**

You will plan, conduct, write-up, and write about an interview.


 * Final - 20%**


 * __1.) Proposal:__**


 * This work will function as a proposal for an inquiry project you plan to pursue. You will share this proposal with the class. This proposal will include**

(a) background/rationale; (b) review of literature; (c) description and explanation of methods; (d) your plan for the presentation and interpretation of your findings; (e) works-cited page. Use APA citation format.


 * __2.) Final Speech:__**

//What://In a //timed// speech (5 minutes) carefully communicate one thing related to your proposal that you have learned and its importance to you as a current or future teacher scholar. At the core of your speech integrate __direct evidence__—for example, a key quotation, artifact and/or diagram—inspired by or taken directly from one of our readings and/or your observations or interviews. __Use an overhead, handout, or some other kind of audio-visual aid__ to help us understand. Your speech will be followed by interactive peer response.

//Why:// This assignment allows you to formally present and respond to ideas while practicing another key teacher role – live, in-class, performance-based assessment.

Assessment will be based on the substance and clarity of your remarks as well as the course-related evidence you bring. It will also be based on your ability to handle time-constraints and respond to colleagues.

__Class Meetings & Topics (subject to change as course progresses):__

1/24: Course overview, and the teacher as researcher

1/31: The landscape of educational research and things you care about

SARAH & CYNTHIA C.
 * 2/7 – MEMO 1 (autobiography) DUE & working your question

2/14 – The lit review DEVIN & MAGGIE

2/28 – The lit review, cont. & theory + practice LYNNECE &AMANDA E. & ANA

3/6 – MEMO 2 (lit. review) DUE & methods

INA & AMY & RACHEL
 * 3/13 - Data collection

3/27 – Analyzing & interpreting data AMANDA & MARYKATE & CYNTHIA F.

4/10 -MEMO 3 (event) DUE & interview methods CHRIS & BARBARA

CHRISTINE & NICOLE
 * 4/17 – interview cont. & options for telling stories

AMANDA S. & CHELSEA
 * 4/24 – MEMO 4 (interview) DUE

5/1 - TBD JESSICA & LEAH

5/8 - TBD JON & TRACY

5/15 –final paper and presentation


 * __A note about assignments:__**

1. Locate readings from **the class wiki-space** and either annotate on-line or print and bring them to class.

2. The **memos and final paper** should be typed (12 point font) and double-spaced.


 * >>>**Make sure to cite your sources for all work **using** **APA format**: a good website to visit to help you regarding APA is: []

3. **__All members of the class need to complete__** __CITI Training **(Collaborative IRB Training Initiative)**__**.** · Go to website: [] · Register · Click to take social and behavioral investigation course only, Then select social/behavioral research. · Complete all modules, take quizzes, and print out certificate of completion.


 * 4. HELP:** One short PDF from Clark University Writing Center includes great explanations of “active” v. “passive” voice: [|http://legacy.lclark.edu/~writing/handouts/Active%20Voice.pdf]


 * 5. PLAGIARISM** involves using the ideas of others without proper attribution: when you work on your literature review it is critical to cite others properly. Otherwise, you may be plagiarizing. Here’s a website that explains plagiarism: []

**6. Disability Resource Center.** Students with documented disabilities who believe that they will need classroom and/or testing accommodations are encouraged to contact the Disability Resource Center in the Student Union Building, room 205, 257-3020 as close to the beginning of the semester as possible. The DRC will provide forms verifying the need for accommodations for you to deliver to your me. Reasonable accommodations will be put into place once I receive the form.


 * **STATEMENT ON ACADEMIC INTEGRITY POLICY** ||
 * Students are expected to maintain the highest standards of honesty in their college work.

Cheating, forgery, and plagiarism are serious offenses, and students found guilty of any form of academic dishonesty are subject to disciplinary action. For definitions of these offenses, as well as the process that a faculty member will follow if a student is found to be engaging in any form of academic dishonesty, see the section on Academic Integrity in the Advising Handbook,

available at [|www.newpaltz.edu/acadadv]. ||


 * **STATEMENT ON COLLEGE AND ADA POLICY** ||
 * Students with documented physical, learning, psychological and other disabilities are
 * Students with documented physical, learning, psychological and other disabilities are

entitled to receive reasonable accommodations. If you need classroom or testing accommodations, please contact the DisabilityResourceCenter (Student Union Building, Room 205, 257-3020). The DRC will provide forms verifying the need for accommodation. As soon as the instructor receives the form, you will be provided with the appropriate accommodations.

Students are encouraged to request accommodations as close to the beginning of the semester as possible. ||


 * **ATTENDANCE & TARDINESS POLICY** ||
 * Missing more than 3 class meetings will jeopardize your standing in this class, and you will be asked to withdraw, because you will not have attended enough classes to earn a grade. If you must be absent, please e-mail me about your absence, and arrange to secure notes and assignments from a classmate. **Arriving late and having to leave class early qualifies as an absence.**

If a class needs to be cancelled, the date will need to be made up somehow. check the school website or call 257 - INFO for information about school closings. If I need to cancel a class, I will post the cancellation on Edmodo and e-mail everyone. ||


 * **POLICIES FOR EVALUATION/GRADING** ||
 * Grading: || A+, A, A-/90 -100+ || Work in this range exceeds the assignment's requirements. It is comprehensive, reflects a deep understanding of the material, is polished and professional looking, demonstrates excellent scholarship, and a strong command of the concepts introduced. Work in the A range contains an element of originality. ||
 * B+, B, B-/80 -89 || B range work is comprehensive, fully meets the assignment's requirements, shows a good, thorough understanding of the introduced materials, is polished and professional looking, and demonstrates good scholarship. ||
 * C+, C, C-/70 -79 || C range work is complete, but often inconsistent or uneven in quality. Work in this range demonstrates an adequate understanding of the presented material, but is often not fully polished or professional looking. ||
 * D+, D, D- / 60 -69 || Work in this range is completed, but is often inconsistent and uneven in areas. Often this work does not make a strong connection to the presented material, or demonstrates a flawed understanding of the material. This work barely meets the requirements of an assignment, and is rarely polished or professional looking. ||
 * F/ 0-59 || An F is earned if work is incomplete or does not demonstrate a minimal understanding of the presented material, and therefore does not warrant credit. ||

Assignment checklists/rubrics will be distributed, reviewed, and often "negotiated" in class when a paper or project is formally assigned.
 * Assignment Checklists/Rubrics:**

Your participation in this class is crucial (and equals 20% of your grade), so it is important to be fully prepared for each class. Strive to articulate your ideas at least 3 times in each class, either in small or plenary group conversations. Also, strive to assume leadership in the class either in small or plenary group activities. In addition, it is important to demonstrate tolerance of and respect for a diversity of opinions.
 * Participation:**

In general, all late assignments will be marked down one full grade for each week late. However, I will be mindful of extenuating circumstances, and especially compassionate if given advance notice that an assignment will be late. However, this will only happen once.
 * Late assignments:**


 * (possible) course readings:**

Ballenger, C. (1992). “Because you like us”: The language of control. //Harvard Educational Review//, vol. 62, no. 2: 199-208.

Bullough, R. V. & Gitlin, A. (2001). //Becoming a Student of Learning: Linking Knowledge Production and Practice//. New York: Routledge Falmer.

Bushnell, M. (2003). Teachers in the schoolhouse panopticon: Complicity and resistance. Education and Urban Society, 35(3): 251-272.

Cochran-Smith, M. & Lytle, S. (2001). Beyond Certainty: Taking an Inquiry Stance on Practice. In Lieberman, A. & L. Miller (Eds.), //Teachers caught in the action. Professional development that matters (//pp. 45-58). NY: Teachers College Record.

Colonna, M. (2000). “What would you know about it anyway? Discussion and race and the African-American male adolescent.” Unpublished paper. SUNY New Paltz.

Ginsberg, M. (2007). Lessons at the Kitchen Table. //Educational Leadership//, //64//(6), 56-61.

Glesne, C. (1999). //Becoming qualitative researchers: An introduction, second edition.// NY: Longman.

Grande, K. (2006). //Comics in the classroom//. Unpublished action research paper, SUNY New Paltz.

Hendricks, C. (2006). //Improving schools through action research. A comprehensive guide for educators//. Boston: Pearson.

Ladson-Billings, G. (1994). “The Tree of Knowledge” in //The Dreamkeepers// (pp. 78-101). San Francisco: Jossey-Bass.

Ladson-Billings, G. (1994). “Appendix A: Methodology” in The Dreamkeepers (pp. 145-157). San Francisco: Jossey-Bass.

McCabe, N. (2005). “Appendix: Sample Literature Review” in Falk, B., & Blumenriech, M. (2005). The power of questions: A guide to teacher and student research. Portsmouth, NH: Heinemann.

Meyer, T. (2002). “Novice teacher learning communities: An alternative to 1-on-1 mentoring.” American Secondary Education. 31(1) 27-42.

Meyers, E. & Rust, F. (eds). (2003). //Taking Action with Teacher Research//. Portsmouth: Heinemann.

Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms. //Theory Into Practice//, //31//(2), 132.

Nieto, S. et al. (2002), “Teachers’ Experience in a Critical Inquiry Group: A Conversation in Three Voices,” //Teaching Education//.

Paley, V. (2007). HER Classic: On Listening to What the Children Say. //Harvard Educational Review//, //77//(2), 152-163.

Schultz, B. (2008). Spectacular Things Happen Along the Way: Lessons from an Urban Classroom. New York: Teachers College Press.

Stokes, L. (2001). Lessons from an Inquiring School: Forms of Inquiry and Conditions for Teacher Learning. In Lieberman, A. & Miller, L. (Eds.), //Teachers caught in the action. Professional development that matters (//pp. 141-158). NY: Teachers College Record.