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EDRS 8900 Applied Field Research Spring 2008 I. INSTRUCTORS: Dr.

EDRS 8900 Applied Field Research Spring 2008 I. INSTRUCTORS: Dr.

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 EDRS 8900Applied Field ResearchSpring 2008I. INSTRUCTORS:
Dr.
 
Harriet BessetteE-mail: hbessett@kennesaw.eduOffice: KH 3121 Office phone: 770-423-6893Dr. Susan StockdaleE-mail: sstockda@kennesaw.eduOffice: KH 1005Office Phone: 678-797-2060
II. CLASS MEETINGS:Dates:
Jan. 10, 2008 – Apr. 24, 2008
Day/Times:
Thursdays, 5:00 p.m. – 7:45 p.m.
Room:
KH 1302 and KH 1106
WebCT VISTA:
Utilized in tandem with on-site attendance (Hybrid)
III. TEXTS
 Required:
 
George, D. & Mallery, P. (2008).
SPSS for windows, step –by–step (8th ed.)
Boston: Pearson
 
Recommended:
 
Bazeley, P. (2007).
Qualitative Data Analysis with NVivo
 .
Thousand Oaks, CA: Sage.
 
Golden-Biddle, K., & Locke, K. (2007).
Composing Qualitative Research.
(2
nd
Ed.). Thousand Oaks, CA:Sage.
 
Grbich, C. (2007).
Qualitative Data Analysis.
Thousand Oaks, CA:Sage.Holliday, A. (2007).
 Doing and Writing Qualitative Research.
Thousand Oaks, CA: Sage.Miles, M. B., & Huberman, A. M. (1994).
Qualitative Data Analysis.
(2
nd
Ed.). Thousand Oaks, CA: Sage.
 
American Psychological Association. (2001).
 Publication manual of the American Psychological Association
(5
th
ed.) Washington, DC: Author.
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Also Recommended:
Membership in AERA, Division K, Teaching and Teacher Education & Mid-South Educational Research Association. Student rates available.
IV. CATALOG COURSE DESCRIPTION
:In this course, students will complete a field research project in a P-12 or higher education setting whichfocuses on improving student learning. The project serves as the capstone experience for the Ed.S. degree and mayserve as a pilot study for the dissertation for those continuing into the Ed.D. program.
 
 Prerequisite:
EDRS 8000,
 Applied Quantitative and Qualitative Research
.
V. CONCEPTUAL FRAMEWORK SUMMARY
:
Collaborative Development of Expertise in Teaching,Learning, and Leadership“The Collaborative Development of Expertise in Teaching, Learning, and Leadership
” is the basis for all of Kennesaw State University’s teacher education and teacher leadership programs. Working from a solid content background, the teacher as facilitator and leader demonstrates proficient and flexible use of different ways of teachingto actively engage students in learning. As facilitators and leaders in their field, teachers are well versed in thecharacteristics of students of different ages, abilities and cultural backgrounds. They are skilled in integratingtechnology into instruction and create an environment in which students can be successful and want to learn, knowingwhen and how to assess learning by means of various forms of traditional and authentic assessments. They are well prepared for successful careers in teaching and teacher leadership, and are expected to act in a professional manner inall circumstances with colleagues, parents, community members and their own students. As a professional educator and leaders, the teacher values collaboration and seeks opportunities to work with other professionals and communitymembers to improve the educational experiences for children and youth. This course contributes to candidates’understanding of their developing role by supporting educational growth, development, and learning across thelifespan.The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developingexpertise 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 PTEUfosters the development of candidates as they progress through stages of growth from novice to proficient, from proficient to expert, and finally, from expert to leader. Within the PTEU conceptual framework, expertise is viewed asa process of continued development—not an end-state. To be effective, teachers and educational leaders mustembrace the notion that teaching and learning are intertwined 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 facilitatorsof the teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practicesacross the college and university and extends collaboration to the community-at-large. It is through this collaborationwith professionals in the university, public and private schools, parents and other professional partners, that the PTEUmeets the ultimate goal of assisting Georgia’s schools in bringing all students to high levels of learning.
Use of Technology:
 
As part of our conceptual framework, the faculty in the Professional Teacher EducationUnit (PTEU) at KSU is committed to preparing professional learning facilitators who are technologicallycompetent. As such, technology has been infused into each BCOE course. During this course, graduatecandidates will be provided with opportunities to explore and research data-bases from the various fields of education and psychology. Library research required in this course is supported by the Galileo system. As amember of the University Center in Georgia, a consortium of major libraries provides electronic, as well ashard copy access. Students have access to additional resources through the Educational Technology Center and the Teacher Resource and Activities Center. During the course, the instructor will use a variety of technologies (both low and high tech) such as videos, overheads, and multi-media presentations
 .
NOTE
: KSU is moving to a new student email system powered by Google(TM). This system is very similar toGoogle Gmail, and has a streamlined look and added functionality. 
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The new system will be available beginning August 10, 2007. The old Student Email system will continue to beavailable until February 1, 2008, in order to give everyone time to move your messages into the new Student GoogleEmail system. Please note, however, that you will no longer be able to send or receive mail in the old student emailsystem as of August 10. It will be used only to store your existing mail until you move it. Moving your existing student email to the new system is a simple matter. For step-by-step instructions, click here:http://students.kennesaw.edu/docs/move_student_email.pdf  To log in to the new Student Google Email system, click here:https://auth.kennesaw.eduTo log in to the old Student Email system, click here:https://students.kennesaw.edu/oldmail
Diversity Statement:
A variety of materials and instructional strategies will be used to meet the needs of differentlearning styles of diverse learners in the class. Candidates will explore the literature for research pertaining todifferentiated strategies and curricula within diverse classrooms. One element, therefore, is raising candidateawareness of critical multicultural issues affecting instructional practice. A second element is to cause candidates toexplore how multiple attributes of multicultural populations influence decisions in identifying fertile ground for actionresearch. Among these attributes are
disability, ethnicity, family structure, gender, geographic region, giftedness,language, race, religion, sexual orientation, and socioeconomic status.
Kennesaw State University provides program accessibility and reasonable accommodations for persons defined asdisabled under Section 504 of the Rehabilitation Act of 1973 or the American with Disabilities Act of 1990. Anumber of services are available to help students with disabilities with their academic work. In some cases,certification of disability is required. Please be aware that there are other support/mentor groups on the campus of Kennesaw State University that address each of the multicultural variables outlined above. For more informationcontact the Student Life Center at 770-423-6280.
Statement for school-based activities:
While completing the graduate program at Kennesaw State University,candidates are required to be involved in a variety of leadership and school-based activities directed at theimprovement 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, attendingPTA/school board meetings, leading or presenting professional development activities at the school or district level,and participating in education-related community events. As candidates continue their educational experiences, theyare encouraged to explore every opportunity to learn by doing.Additional Requirements for Student-Researchers Carrying Out Course-based ResearchStudent-researchers who conduct projects at variance from or extending beyond a class assignment must consult withtheir faculty instructor about securing KSU
IRB approval
and must contact any IRB-type organization available intheir own workplace setting.For those in teacher education, it is important to remember that every district has a federally mandated requirementfor IRB review of proposals for conducting research in public schools. It is up to each student-researcher to learn theappropriate IRB procedures to be followed in his/her district. More specifically, KSU teacher education candidates arerequired to complete district-level IRB forms or to follow accepted policies and gain approval in writing, consistentwith school/district guidelines, prior to beginning any assigned research project.
Once school district IRB approval is obtained, Kennesaw State University will honor the approval by submitting acopy of the county proposal, approval and Human Participants Online Certificate to the KSU IRB Committee.
Diversity
A variety of materials and instructional strategies will be employed to meet the needs of the different learningstyles of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiatedstrategies and curricula for providing effective instruction and assessment within multicultural classrooms. Oneelement of course work is raising candidate awareness of critical multicultural issues. A second element is to causecandidates to explore how multiple attributes of multicultural populations influence decisions in employing specificmethods and materials for every student. Among these attributes are
ethnicity, race, socioeconomic status, gender,giftedness, disability, language, religion, family structure, sexual orientation, and geographic region
. Anemphasis on cognitive style differences provides a background for the consideration of cultural context.
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