College of Education
Area of Teacher Education
CIE 610
EFFECTIVE TEACHING - The Concept and Process Knowledge Base
Dennis W. Sunal, 301C Graves
Hall,
Phone 348-7010, Fax 348-9863, E-mail dsunal@bamaed.ua.edu
and web site http://ua1vm.ua.edu/~dsunal
Effective Teaching - Concepts and
Processes: Three Hours. Prerequisite: graduate
course in educational or cognitive psychology or learning theory or permission
of instructor. Examination of the
knowledge base in effective teaching practice through in-depth study of the
research literature on classroom instructional practices and conditions and the
classroom teacher.
I.
Description Professional educators, weekly,
make thousands of decisions in ongoing instruction and evaluating student
learning. These decisions are
predominantly based on personal guesses, assumptions, traditional beliefs,
textbook contents, teacher’s guides, intuitive theories, and rarely on reports
of research either personal or published.
Much of this knowledge base can be classified as “common sense
knowledge” which is often a misleading guide to practice. Prevalent misconceptions, held by all
teachers, severely limit the possibility of effective reform in schools. Characteristics of misconceptions include
being stable, non public, unexamined, and many times wholly intuitive. The tendency is to have our reality fit our
theory. From this perspective, teaching
and learning are more likely viewed as a bag of tricks, “What can I do on
Monday?”
Effective
Teaching - The Concept and Process Knowledge Base is
designed for elementary, secondary, and college teachers, supervisors,
administrators and teacher educators involved in instructional planning,
teaching, leadership, and evaluation.
This course is a foundation to further study of instructional models,
theory, and research in education.
Basic processes involved in the course are 1) to survey the research literature in depth to identify and examine the
merits of effective practices and conditions of effectiveness in education
(classroom teacher, instructional strategies, student characteristics,
classroom conditions, teaching skills, etc.) and 2) through analysis of and
reflection on present conditions, to develop strategies and decision making
skills which refine, enhance, and/or change methods and techniques leading to a
more effective professional knowledge base for classroom teaching.
Two broad generalizations can be
made from this process: a) there are
clear differences between practices of more effective and less effective
teachers and schools and b) the "effective" practices can be
implemented in schools and, when used, produce higher student achievement.
II Course
Content Outline The
focus will be on the variety of effective teaching practices and conditions
found in classrooms and will develop useful knowledge about ways to effectively
influence the interests, learning, and development of students. To the extent the teachers or administrators
are aware of classroom events and have knowledge of practice based on empirical
evidence, they can function as more effective decision-makers.
The
course represents a study of research on teaching with emphasis on organizing,
translating, and applying findings at the classroom level. Course activities involve seminars, guest
interviews, simulations, propositional debates, school classroom visits, and
participation in the annual “Conference of Effective Teaching”. The scope and
sequence of the course content will involve the current extent of the research
knowledge base (what works) in the areas of:
The extent and depth of content
coverage in common group or individual settings will vary between these areas
and will relate to the needs of the course participants.
III.
Course Goals Since course
participants are expected to provide direction as to course content, a portion
of the end-of-course outcomes against which participants will evaluate
themselves must be done on an individual basis. Common objectives for all participants will involve developed or
strengthened skills and knowledge in the following areas:
A. To acquire knowledge of the
content, organization, and evaluation of education as a pedagogical process.
B. To
describe and analyze the historical evolution of classroom pedagogy.
C. To describe specific
pedagogical practices as effective based on a set of research studies or a
research supported theory.
D. To
demonstrate a comprehensive grasp of current developments in pedagogical reform
occurring in school classrooms supported by research.
E. To become acquainted with and be able to establish criteria for
evaluating effective school pedagogical practice.
F. To acquire a broad overview
of the research literature on effective teaching.
G. To study a specific problem in effective pedagogical practice using
a field setting, research the literature for alternative solutions, and suggest
possible strategies to be tried by the client teacher.
H. Develop knowledge of the appropriate use of
technology as an aid in disseminating skills and knowledge of effective
teaching in professional development programs.
Major
Course Activities
A. Readings, short papers, study sheets, and group discussions on
topics related to the course objectives.
B. Involvement in using
educational technology (information databases including ERIC, Dissertation
Abstracts, Internet, making and using relational databases; presentation
software; use of video tape and
interactive video disc for analysis; network communication; and decision
making software; etc. - Use as many as possible during the course.) for
interpreting and using classroom research findings related to the course
objectives.
C. Conducting literature research,
interpreting results and drawing research informed conclusions, and developing
a technology based presentation for staff development use on effective teaching
practice.
IV. Texts and Readings
In addition to outside readings chosen by the participant for personal
use or assigned for individualized use, common
core readings for background information and direct discussion will be assigned
in:
Cuban, L. (1993). How teachers taught - 2nd or later
edition: Research on teaching monograph
series. New York: Longman Publishers ISBN
080773226-5
Good, T. L., and Brophy, J. E.
(1994). Looking in classrooms –8th
or later Edition. New York: Harper & Row, Pub., Inc. ISBN032104897-0
Guskey, T. R. (1995). Professional
development in action. New York,:Teachers College Press. ISBN 080773425-X
Sunal, D. W. (2001). Effective teaching: concepts and
processes. Tuscaloosa: The
University of Alabama, Ferguson Printing.
Additional
readings (for others see course bibliography):
Wittrock, M. L. (1986). Handbook of research on teaching
(3rd ed.). New York: Macmillan.
Alsalam, N. et al. (1992).
The Condition of Education, 1992, Washington, DC: U.S. Department
of Education, National Center for Educational Statistics (USGPO).
Review of Educational Research, American
Educational Research Journal, Educational Researcher, and Educational
Evaluation and Policy Analysis published by the American Educational
Research Association.
Additional materials and resources needed.
Access to a computer connected to the Internet and the
BAMAED network.
3 1/2 inch computer disks for computer sharing of work.
Secure and maintain a BAMAED Electronic Mail account.
V. General Classroom Schedule The subject matter and issues in this course
lend themselves effectively to class discussion. It is the intention of the instructor to conduct the class in a
manner so that each participant will contribute to the subject matter or issue
at hand. Participants are expected to
read extensively (books, periodicals, government publications, and electronic
data sources) and to be able to make class contributions based not only on
their own judgment and experience, but also on the basis of their reading.
Friday Objectives, class orientation, review, assignments
discussed
Lecture,
seminar, guest speaker, and/or student presentation related to discussion
of readings and related topic extension
Saturday Analysis activities related to current topic; or classroom
episodes for demonstration, discussion,
or analysis; evaluation of a case example for educational practice and
reflective decision making, and/or panel discussion (others possible).
Debriefing and announcements
VI. Office Hours During the week course office hours
will be posted, after class, or by appointment at other times. Email dsunal@bamaed.ua.edu, phone 348-7010
or home phone 758-8405.
VII. Description of Assignments Requirements for evaluation of a final
grade in this course will be determined through a portfolio contract arrangement. The work is cumulative as specified below;
that is, to qualify for a higher grade, the work for each preceding lower grade
must be completed satisfactorily. To receive
a B, for example, all work specified for C and B must be completed.
By the second class meeting, each course
participant is required to submit a contract with the grade specified she/he
intends to work towards. This will
constitute an agreement on level of participation between participant and
instructor in regards to course requirements and experiences.
Work submitted or performed is subject
to instructor approval. To be judged
acceptable all assignments must give evidence of careful preparation and
research. This includes evidence of
reflective thinking, serious analysis, and in class presentation of meaningful
ideas. Major assignments written must
be submitted in duplicate and written in APA format (Publication Manual
of the American Psychological Association, 4th Edition, 1994). One will be returned with comments.
Finally, assignments are negotiable.
To make a particular assignment more appropriate to your needs you are
encouraged to plan modifications. These
changes must be negotiated with the instructor before beginning the assignment
and relate to the course objectives.
Student Participation Level and Evaluation
Grade
of C
1. Participation: Attend all class sessions, and special sessions (e-mail, guest
speaker, school visits, etc.). In the
event of an emergency absence, contact the course instructor for alternative
activities.
Also, you should demonstrate
progress by class participation. This involves being actively involved in
whole group class activities, completion of activities begun in class, effective
participation in a cooperative learning group, defending a proposition in a
debate, extent of effort expended in out of class assignments, and additional
self-initiated learning activities.
Use and integrate technology in
professional research: Many activities
performed in CIE 610 will require the use of technology. General skill level should be demonstrated
continuously through most course activities.
Higher level application of technology will be developed in specific
assignments. Twelve technology
applications in knowledge on teaching research will be required and must be
demonstrated in the course activities.
1) Produce (either students or teacher) a videotape for use in an
knowledge of teaching activity.
2) Use a video laser disk in an knowledge of teaching activity.
3) Develop and use presentation software in a professional
presentation.
4) Use an electronic recording system in an knowledge of teaching
activity (could be as simple as a spread sheet).
5) Use an electronic data storage system in a knowledge of teaching
activity (could be as simple as data base software).
6) Use an electronic data analysis software in an research activity
(could be as simple as a relational data base or PC statistics software).
7) Capture illustrations electronically or graphs of data from data
analysis software and transport it into a presentation software presentation or
a final word processed report.
8) Use electronically stored secondary data and interpret meaningful
conclusions for classroom or local school use.
9) Search and use at least two electronic library databases to update
and extend knowledge on teaching.
10) Search the Internet to locate information on knowledge of teaching.
11) Use the Internet to update and extend information on knowledge of
teaching in your project work on an effective teaching problem.
12) Help your partner teacher to
search and use the Internet to update and extend knowledge on teaching.
13) Construct an operational web site on reflective
teaching.
14) Share professional sources and idea papers
written in CIE 610 with other teachers by posting them on a 620 Web site.
15) Join an AERA
professional list serve discussion group.
16) Discuss major questions of reflective teaching
with peers at other schools, and/or another university using a professional
list serve.
A Participant Portfolio of participation, interviews, quality of presentations,
and written materials provided in 2 portfolio evaluations, at mid and end of
the semester, will be the primary sources of data for this assignment.
2.
Hand in contract by the first
weekend session and obtain BAMAED account number.
3. a) Common Course Readings: Completion of all weekly common and
individual background reading assignments, study guides, and active
participation in class discussion of readings.
Emphasis in class discussion will be on analysis and critiquing using
concepts derived from readings, rather than recall or summary of specifics. The list of common course readings can be found elsewhere in the syllabus.
Questions brought to mind during reading should be noted for possible group
discussion. Demonstrate knowledge of effective teaching by the reviewing weekly
chapter study guides and effectively participating in discussions. A cooperative learning group will be formed
to review and discuss course readings.
You will have some responsibility for helping members in the group to
successfully apply the concepts in the readings to their classroom setting.
b) Individual readings: These will
consist of three types, “propositional topic question” literature research
related to a specific topic, sources on the Internet, readings for other course
assignments, and readings related to the course goals which you choose in
following your own interests.
Quality of participation and exams
will be the primary sources of evaluation data for common course readings.
4. Exams: Two exams (mid term and final) will be given. Questions will be of several types, for
example short answer and essay asking for application, critical thinking, and
decision making. One fourth of each exam will be questions from the study
guides. One fourth of each exam will be
required and self-selected items in your portfolio of work completed before the
exam which demonstrate quality of engagement, understanding, and growth in the
objectives of the course. The other one
half of the exam will include questions related to the readings, course
content/processes, and application of course content in a classroom problem
scene or setting.
5.
Successful completion of all exams at the “C” grade level.
Grade of B
6. Propositional Topic Question Research
will provide wider professional reading breadth for key topics covered in the
course. This will involve preparation
for interviews of live guest speakers, cyberspace discussions or interviews,
and for propositional debates involving course participants. 1) For guest speakers develop a question and
a statement providing the guest speaker with information that outlines the
concerns or issues to which the speaker is being asked to respond. Use the research literature to develop the
informative statement. 2) For cyberspace discussions develop a question and a
statement providing the chat group or individual with information that outlines
the concerns or issues to which the speaker is being asked to respond. The
question should be discussed for a period of three weeks with several rounds of
responses. 3) For propositional debates develop a defense for a side of a
proposition and defend it in a debate.
The debate should begin by reading a written defense of the side
defended and orally defend using the research literature rather than personal
experience or feelings.
Demonstrate knowledge of effective
teaching through the topic question research literature by developing
literature research reviews with written a) argument statements, b) an
annotated bibliography, and 3) a written critique of the results of the
interchange for six proposition topic questions. See part 1 and 2 below.
Due dates and topic questions are indicated below.
Session
Due Dates
Parts 1 & Part 2 Topic Question
__________________________________________________
1 2 1. All teachers cannot be expert
teachers!
2 3 2.
The most effective teacher is the best manager!
2.5 3 3. Teaching has not changed over time! (How was teaching
different decades ago?)
3 3 4. Homogeneous grouping is best for
effective teaching and learning?
3.5 4 5. Classroom teaching has not improved
over time!
4 4 6.
The cause of the lack of classroom change is lack of adequate teacher professional development!
Part
1. Develop a question or state a side to defend on an issue, perform literature
research, develop a computer database, describe the proposition side to be
defended, and turn in an annotated bibliography (4 or more relevant items) for
each topic question. During the report session develop a more complete list of
references (12 if working as a group) of which 1/2 are reports of research
rather than “inference or opinion” articles and 1/4 are sources on the
Internet. The primary sources should be
RER, AERJ, ER, and EEPA, Chapters in books, or
sources on the Internet.
Part
2. Write a brief review and critique
of the results and conclusion of the interchange on each of the six proposition topic questions. The written "critiques" should
include at least a) description of the
each side's main thesis, b) your reaction to the discussion of the main thesis,
c) possible impact of the results of the debate or interview on instructional
practice and implications classroom teaching and d) questions, at least one,
raised by the debate. Extensively cite
sources.
Sources of evaluation data for the
proposition questions will be the written materials and the presentation and
use of the material in interactive discussions.
7.
Topic Presentation: Contract
for, plan, and present an “In Depth
Update Extending Empirical Research on
Teaching Effectiveness” to enhance or provide depth in a primary topic area
in the course. See Course Schedule of
Common Readings for weekly topics and time schedule. The purpose of the
“Update” will be to provide alternative experiences to the common readings in Looking
in Classrooms to further understand concepts to a greater depth and to
extend the knowledge base of research results in education practice.
Sources for extending empirical
research base should include all of the following; references taken from cites by Good and Brophy in Looking in
Classrooms, How Teachers Taught by Cuban, research journals
(especially the last 5 years), papers presented at conferences on educational
research, sources on the Internet, Wittrock’s Third Handbook of Research on
Teaching (and other research handbooks), and a computer simulation,
video tape, computer aided presentation, or videodisc providing a simulation of
a key topic concept.
Topics can be applied for by writing
your name at the appropriate section of the sign up sheet during the second
class session and by submitting the title on the completed course
contract. Later, after the
presentation, your notes, class activities planned, and copies of handouts and
transparencies should be turned in to the instructor. Some handout should be prepared for class participants as a
result of the activity.
8. Successful completion of all
exams at the “B” grade level.
Grade of A
9.
Electronic Conference: Develop
an abstract and a summary discussion, in a short “What Research Says to the
Teacher” paper, of a professional problem leading toward a solution in
effective educational practice. Relate
the problem to the course content, generic areas rather than content related
topic. See topic questions above for
possible sources. The problem area should involve a current professional
setting and be as specific as possible (i.e., student perceptions of
differential teacher treatment).
The format will be an “Internet web
site item” available to all course participants and interested teachers. This is to be completed on BAMAED. The discussion should be 3+ pages in length,
double spaced, and in a style interesting
and useful for the classroom teacher (eg. 2 column newspaper style). The written electronic “What Research Says
to the Teacher” paper should include a) background and need, b) description of
the problem, c) description of solutions found in the literature, d) conclusion
as a result of the literature findings, e) possible impact on educational
practice, and questions raised by the research practice.
Cite sources throughout paper for
alternative and supporting ideas found in the literature. Add to this paper a complete annotated
resource bibliography on the problem area (minimum 5 entries). Most (60%) of the entries should deal with research
in the area and one third should be sources on the Internet.
10. Live Conference Presentation:
Demonstrate ability to develop a literature
research project and a proposal (process) for solution of a problem of interest
to a classroom teacher (product) and formally present the project as a paper
at a conference held in April and titled “Conference
on Effective Classroom Teaching”.
The main conference theme is “excellence in teaching”. Topics will be generated by teachers in
local schools. The approved list will
be made available for course participant selection of conference topics.
Plan, propose, prepare, and have
accepted a proposal for a 30 minute
paper presentation and question and question and answer session. The final form of this proposal will
constitute an agreement as to the nature and extent of the work. Formally present the activity described in
the proposal. The presentation forum
will be determined later. Topics should
reflect the objectives and content areas of the course. The topics and proposals will be evaluated
by a committee of teaching professionals and the presentation will be evaluated
by the conference participants.
Abstracts of the papers for this
annual meeting, selected from a list of real concerns of teachers, will be
posted on an electronic bulletin board..
While types of projects will vary,
in general each piece of work will involve a literature research (paper for presentation, 15+ pages) and
developing a product (plan for or
demonstration of a solution) on the resolution to a specific problem
situation in educational practice. This
project is to be a resolution to an identifiable classroom problem with a
concrete demonstration of the solution based on the research literature. Product format may include some or all of 1)
development of a specific case scenario, 2) video tape of effective practice in
a classroom, 3) interactive demonstration (and critique) of effective teaching
through use of a HyperCard stack and video disk, 4) expert system decision tree
program, 5) a training materials package for staff development, or 6) a web
page on the Internet offering aid and information on a specific problem. The
project should follow, extend and include work done in other course assignments
- additional readings, problem paper, class presentation, and other course
experiences.
The following procedure is
recommended to maximize the learning experience involved in the above
project.
1) A problem will be selected in consultation with the instructor.
2) A written proposal should be submitted to the instructor. The proposal should include the project
title and abstract, with a maximum of 250 words, and completion of the two page
SPAR Planning Form (see SPAR planning procedure folder on reserve in the McLure
Library).
3) The instructor and teacher
review committee will review the proposal and return it with comments. Start only after approval has been obtained.
4) The project will be presented
in an open conference forum, Conference
on Effective Classroom Teaching.
5) Two final copies of the
completed materials concerning the project will be provided to the
instructor. Participants are encouraged
to take advantage of the opportunity to meet with the instructor and discuss
their work in all stages of preparation.
11. Successful completion of all
exams at the “A” grade level.
SCHEDULE OF ASSIGNMENTS
Assignment Topic Due
Date
1 Participation Each session
2 Contract 1st session
3 Readings Each
session
4,5,8,11 Examinations 3rd and 4th session
6 Topic
Questions See listed dates
7 Topic
Presentation Date to be scheduled
9
Electronic Conference 3rd session
10 Conference
Presentation 4th session
Project
Proposal 2nd
session
Project Completion 4th
session
Individual
appointments should also be made for clarification of material presented in
class and in the readings.
If unable
to attend a class session or turn in an assignment, for a valid reason, the
student must contact the instructor prior to the exam or assignment date to
reschedule. Uncompleted assignments
revert to a “0%”. As a part of a
mastery learning approach, completion of all basic P/F course activities is
needed to obtain the expected grade level in the major course %
objectives. Other brief special
assignments may be assigned as are appropriate for instruction.
Excused
absences must be made up, upon approval of a written makeup contract with the
instructor. The student is responsible (as written in the contract) for the
timely scheduling, planning, and completing all alternative activities to
attain objectives for the missed session.
V. Grading In the case that the above assignments
do not meet the minimum criteria for the contracted grade, even with repetition
of work where possible, evaluation levels for course grading will occur as
described below.
A = 90% WEIGHTING
B = 80% 1. 10%
+P/F 6. 20%
C = 70% 2. P/F 7. 10%
D = 60% 3. P/F &
part of 4 9. 10%
E < 60% 4.
25% 10. 25%
________
100+P/F
******************************************************************
All acts of dishonesty in any work
constitute academic misconduct. The
Academic Misconduct Disciplinary Policy will be followed in the event of
academic misconduct.
It is the policy of the College of
Education to make reasonable accommodations for qualified individuals with
disabilities. If you are a person with
a disability and desire to complete the course requirements, please notify the
course instructor as soon as possible to discuss the request.
******************************************************************
VI. Bibliography
Alsalam,
N. et al. (1992). The Condition of
Education, 1992, Washington, DC: U.S. Department of Education, National
Center for Educational Statistics (USGPO).
Brooks,
D., & Kopp, T. (1989b). Technology in teacher education. Journal of
Teacher Education. 18(7),
2-8.
Brooks,
D., & Kopp, T. (1989a). Technology and teacher education. In. W. B. Houston
(Ed.), Handbook of research on teacher education. New York: Macmillan.
Bull,
G., Harris, J., Lloyd, J., & Short, J. (1989). The electronic academical
village, Journal of Teacher Education.
18(7), 27-31.
Clark,
C. M. and Peterson, P. L. (1986).
Teachers' thought processes. In
M. C. Wittrock (Ed.), Handbook of Research on Teaching (pp.255-296,
3rd ed.). New York: Macmillan.
Dillon,
Ronna F. and Sternberg, Robert J. (1986). Cognition and Instruction.
Orlando, FL: Academic Press,
Inc.
Dunkin,
Michael J. (1987). The International
Encyclopedia of Teaching and Teacher Education. New York: Pergamon Press.
Greenwood,
Gordon E. and Parkay, Forrest W. (1989). Case Studies for Teacher Decision
Making. New York: Random House.
Good,
Thomas L. and Brophy, Jere E. (1987).
School Effects. In M. C.
Wittrock (Ed.), Handbook of research on teaching. New York: Macmillan. (pp.
570-604, 3rd ed.).
Kirby,
John R. (1984). Cognitive strategies
and educational performance.
Orlando, FL: Academic Press, Inc.
Levine,
John M. and Wang Margaret C. (1983). Teacher
and student Perceptions: Implications for Learning. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
Olson, John (1992). Understanding
teaching. Philadelphia: Open
University Press.
Reynolds, D. & Cuttance, P. (1992). School effectiveness: Research, policy,
and practice. New York: Cassell
Educational Ltd.
Reynolds,
Maynard C. (1989). Knowledge Base for the Beginning Teacher. New York:
Pergamon Press.
Siegel,
Harvey. (1990). Educating Reason:
Rationality, Critical Thinking, and Education. New York: Rutledge
Publishers.
Smyth,
John. (1987). Educating Teachers:
Changing the Nature of Pedagogical Knowledge. New York: The Falmer Press.
Stones,
Edgar (1992). Quality teaching.
New York: Routledge
Wallberg,
H. J. ((1986). Synthesis of research on
teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching. New
York: Macmillan (pp. 214-229, 3rd ed.).
Weinstein,
C. F. and Mayer, R. F. The teaching of
learning strategies. In M. C. Wittrock
(Ed.), Handbook of research on teaching New York: Macmillan. (pp. 315-327, 3rd ed.).
Wittrock,
M. C. (1986). Students' thought
processes. In M. C. Wittrock (Ed.), Handbook
of research on teaching. New York:
Macmillan. (pp. 297-314, 3rd ed.).
CIE 610
Effective
Teaching - Concepts and Processes
COURSE
SCHEDULE OF COMMON READINGS (subject to
change )
Date Topic and Assigned Readings Due
____________________________________________________________________________
1/23-24 Session 1 Classroom
Complexity and Teacher Awareness .
Good and Brophy (1994,. Looking in Classrooms,
Ch. 1-3;
Cuban
(1993), How Teachers Taught
Introduction, Ch 1, & 2; and study guides 1-3 in Sunal (1998) Effective teaching: concepts and processes.
2/13-14 Session 2 Classroom
Management, Motivation, and Interaction.
Good and
Brophy (1994), Looking in Classrooms, Ch. 4-6;
Cuban
(1993), How Teachers Taught, Ch.
3-5; and study guides 4-6 in Sunal
(1998) Effective teaching: concepts and
processes.
3/13-14 Session 3 Classroom Learning, Teaching, and Learning.
Good and Brophy (1994) Looking in Classrooms Ch. 7-9;
Cuban
(1993). How Teachers Taught, Ch. 6-7; study guides 7-9 in Sunal (1998) Effective teaching: concepts and processes.;
and Exam 1 due.
4/10-11 Session 4 Problem Solving and Reflective Decision Making in Expert Teaching Practice.
Good and
Brophy (1994). Looking in
Classrooms Ch. 10-11;
Cuban
(1993). How Teachers Taught -1920-40,
Ch. 8-9; study guides 10 & 11 in Sunal (1998) Effective teaching: concepts and processes.; the Annual “Conference
on Effective Teaching”; and Exam 2 due.
Optional Activity: Attend an
Educational Research Conference. During
the semester the American Educational Research Association will hold it annual
national conference in Chicago, IL, March 25 to 30. Others are possible. In a
paper, describe your interests in educational research and prepare written critiques
of five educational research presentations of interest to your line of
research. Sign up and get approval for
the conference and presentations you will attend. The written
"critiques" are to be a minimum of 3 pages each and include a)
description of the presenter's main thesis, b) your reaction to the main
thesis, c) possible impact on instructional practice, and d) questions, at
least one, raised by the session.