College of Education
CIE
620
Dennis W. Sunal, 302 C Graves Hall,
Phone 348-7010, FAX
348-9863, e-mail dsunal@bamaed.ua.edu
Designing
and Conducting Research on Classroom Teaching: Three Hours. Prerequisite: graduate
course in research methods or permission of instructor. The practice and use of reflection and
action research with emphasis on developing professional skills in performing
and applying research on classroom teaching and learning leading to teacher
empowerment and school reform.
1. Course
Description Teachers need to become more aware of conditions that create
effective learning if they are to establish effective conditions for
change. To do this teachers must be
empowered to have increasing capacity to take responsibility for the satisfying
of their personal and professional needs. Designing and Conducting Research on
Classroom Teaching is for classroom teachers, supervisors, administrators
responsible for teacher improvement, and teacher educators who wish to increase
their specific understanding and abilities of reflection in teaching, the
development of the teacher-learner/teacher-researcher role. The
course will focus on the development and practice of professional reflection and action research as a means to
teacher enhancement, school change, and teacher empowerment. This course goal will be accomplished by
addressing the diversity of approaches, contexts, and processes now occurring
in action research in teaching and school change leading to the improvement of
quality in classroom teaching.
Reflection in
education (relating to metacognition and constructivism in a more general
sense) is a way of thinking that involves the ability to use critical thinking
skills, make appropriate decisions, and assume responsibility for carrying out
those decisions effectively. The
concept illustrates crucial aspects of teaching by guiding us towards an
exploration of the nature of teachers’ knowledge, influences on its formation,
how it is used in analysis of teaching/learning situations, and how it has
become embedded in teachers’ actions.
Schon (1983) has used the distinctions of reflection-on-action and
reflection-in-action to refer to preactive reflection and interactive
reflection. In an effort to demonstrate
the the process of turning thought back on action others use the term
“reflection as reconstructed experience”(Grimmett, MacKinnon, Erickson, and
Riecken, 1990).
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, or research
reports of laboratory findings. 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 change in schools.
Characteristics of misconceptions include stability, 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?” (Brause
and Mayher, 1991).
This reality is
in contrast with the ability to construct “uncommon knowledge” which is
characterized by 1) being susceptible to change through further observations
and action research, 2) in better harmony with our changing view of reality, 3)
shared with others, 4) tested continuously, and 5) more reflected upon and
worked out in a local context. In constructing “uncommon knowledge” teachers
subject their specific classroom practice to conscious scrutiny. Action
research is a form of self-reflective inquiry undertaken by teachers in
educational situations in order to improve their own educational practices,
their understanding of these practices, and the situations where these
practices are carried out ( Kemmis, 1983).
In action research educational (classroom) knowledge is not validated
independently and then applied to practice.
Instead, educational knowledge is validated through practice (Elliott,
1991). Through use of reflection
one can be made more aware and more perceptive of his/her own and others
classroom teaching behaviors and practices.
This increased ability allows for more appropriate responses to student
needs and more adaptable classroom planning and teaching behavior to achieve
personal and other professional goals.
In carrying out professional responsibilities as reflective
practitioners, educators today can use personal inquiry to form effective
decisions and develop empowerment processes in schools.
2. Content
Outline The course content will focus on two
broad themes. The first addresses the
variety of strategies to be used in looking at, reflecting, and describing what
goes on in classrooms. The second
develops knowledge, concepts, and ideas about ways to effectively investigate
teaching practices, find solutions to problems in the local classroom, manage
change in schools, and development capacity for empowerment.
The content represents a study of
reflection in teaching, the development of the
teacher-learner/teacher-researcher role, with emphasis on organizing,
translating, and applying findings at the classroom level. The scope and sequence of the course content
will involve findings of process (observing and describing classroom teaching)
and of acquiring an understanding of techniques (reading, designing, and
conducting research) as a reflective teacher.
Included are the areas of:
·
Reflective teaching
(teacher-learner/teacher-researcher)
·
Reflectivity as a
function of community
·
Paradigms for
research as teaching
·
Practitioner research
as inquiry
·
Reading and writing
educational research
·
Action research as a
process and an approach to everyday realities
·
Action research as
professional development
·
Generating hypotheses
·
Finding and framing
questions
·
New lenses for old
problems: Units of analysis in investigating teaching and learning
·
Observation
techniques for classroom research
·
Observation and
analysis of the instructional processes
·
School change
·
Dynamics and
strategies of effective change in schools
·
Generating studies in
your classroom
·
Teacher empowerment
·
Synthesizing research
evidence: Critiquing and analyzing classroom data
·
Critiquing
educational research: Criteria for evaluating research in teaching
·
Critical issues
The extent and depth of content coverage in group or
individual settings will vary and will relate to the needs of the course
participants.
3. Course
Outcomes The purpose of development of teacher reflection
and action research in classrooms is not better theory, but better teachers,
teachers who understand learning more deeply, and teachers who are empowered to
have increasing capacity to take responsibility for satisfying their personal
and professional needs. Since course participants are expected to provide some
direction as to course content, some end-of-course outcomes against which
participants will evaluate themselves must be done on an individual basis. Common objectives evaluated for all participants
will involve developed or strengthened skills and knowledge in the following
areas:
A. Acquire skills in reading and analyzing the
literature on research in teaching and
research as teaching for the purpose of identifying appropriate reflective
teaching inquiry alternatives in describing and solving problems in teaching
and learning at the classroom level.
B.
Acquire observational and inquiry
strategies for evaluating classroom instructional practice, to identify the
significant elements and features of instructional practice observed in
classrooms, to determine whether appropriate relationships between these
elements exist, and to recognize the complete set of elements necessary for
effective learning in a particular classroom setting. These skills are aimed at increasing abilities at analyzing
problems that limit effective articulation, performance, and management of
change in classroom instructional practice and teacher effectiveness.
C. Acquire an
overview of the literature on reflection
in teaching, the development of the teacher-learner/teacher-researcher role,
and management of change in classrooms and schools.
D. Develop knowledge of the appropriate
use of technology as an aid in the
teacher-learner/teacher-researcher role.
E. Develop skills and knowledge in
teacher-learner/teacher-researcher role areas specifically related to the
participant’s major teaching fields or professional responsibilities.
4. Texts and
Readings Each participant is expected to read
assigned materials for a common course foundation and, in addition, to read
broadly from other selected materials in the field. 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, to be able to make class contributions based not only on their own
judgment and experience, but also on the basis of their reading.
Common core readings
for background information and direct discussion will be assigned in:
Anderson, G., Herr.
K., & Nihlen, A. (1994). Studying your own school. Thousand Oaks,
CA: Corwin Press, Inc. ISBN 0-8039-6114-6
Brause, R, S. and
Mayher, J. (1991). Search and
re-search: What the inquiring teacher needs to know. New York: The Falmer Press. ISBN
1-85000-856-6
Kohn, A. (1998). What
to look for in a classroom. San
Francisco: Jossey-Bass Pub.
Sunal, D.
(2000). Reflection and research on
classroom teaching. Tuscaloosa, AL: University of Alabama, Alabama
Printing.
Additional
readings will include materials from the course bibliography and searches in
the library, ERIC, Dissertation Abstracts, Internet and other library databases.
5. Description
of Assignments Evaluation
for 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
professional level preparation and research.
This includes evidence of reflective thinking, successful use of
personal inquiry skills, self evaluation, and in class presentation of
meaningful ideas. Assignments will
become part of a professional portfolio which may also include electronic
publishing and distribution. In
addition, 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 propose modifications or
substitutions. These changes must be
negotiated and agreed upon with the instructor before beginning the assignment
and relate to the course purpose and objectives.
Participation
Level and Evaluation
Grade of C
A.
Participation in all class sessions and special class sessions (school
classroom observations, e-mail, Internet visits, school visits, teacher/school
help sessions, etc.) is of special importance in the total course learning
experience. In the event of an
emergency absence, you must contact the course instructor and contract for alternative activities.
Participation involves being active in whole group class activities, completion
of all common textbook background readings, active participation in class
discussion of readings, effective participation in cooperative learning groups,
extent of effort expended in class assignments, and additional self-initiated
learning activities.
Emphasis in class discussion will be on analysis and critiquing
using concepts derived from readings rather than recall or summary of
specifics. In addition, questions
brought to mind during reading should be noted for possible group discussion. 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.
Full attendance and effective
participation in class discussions, interviews, and written materials will be
the primary sources of data for this assignment.
B. Using/Integrating Technology in Reflective
Teaching and Action Research: Many
activities performed in CIE 620 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 reflective teaching and action research will be required and
must be demonstrated in the course activities.
1)
Produce (either students or teacher) a
videotape for use in an action research activity.
2)
Use a video laser disk or video tape in collecting data an action
research activity.
3)
Develop and use presentation software
in a professional presentation.
4)
Use an electronic scoring system in
an action research activity (could be as simple as a spread sheet to score
observations on a checklist ).
5)
Use an electronic data storage system
in an action research activity (could be as simple as data base software).
6)
Use a quantitative electronic data
analysis software in an action research activity.
7)
Use a qualitative electronic data
analysis software in an action research activity.
8)
Capture illustrations or pictures
electronically or graph data from data analysis software and transport it
into a presentation software presentation, web site, and a final word processed
report.
9)
Graph data from data analysis software and transport it into a
presentation software presentation or a final word processed report.
10)
Search and use at least three
electronic library databases to update and extend information on
reflective teaching, action research, school change, and teacher empowerment
concepts (eg. ERIC and OERI).
11)
Use the Internet to update and extend
information on your work in reflective teaching, school change, teacher
empowerment and critical skills in classroom research on teaching.
12)
Help a peer teacher (not in this course)
to search and use the Internet to update and extend information on
reflective teaching, action research, school change, or teacher empowerment.
13)
Construct an operational web site on
reflective teaching, action research, school change and teacher empowerment.
14)
Share professional sources and idea
papers written in CIE 620 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.
17)
Other (discuss with instructor first)
____________________________________
Effective participation in class
discussions, interviews, and course portfolio
will be the primary sources of data for this assignment.
C.
Hand in contract by the second course
session. Also, obtain a BAMAED account number, complete construction of a personal web site on
Internet for sharing information and a forum for discussion, and join an AERA list serve discussion group. Document all in course portfolio.
D.
A series of observation and analysis techniques will be covered in the course
through readings and video tapes. In
order to develop practical knowledge from each one, you will be asked to
practice each of these research
observation techniques in classrooms, with teachers’ and students or with
instructors written approval a computer simulation, video tape, CD- Rom, or
videodisc providing a simulation of a key idea. In each case success on the
tasks will include an acceptable written description of the question asked,
observation instrument used, data gathered, conclusion based on results and
completion of observation and/or analysis sheets found in the course handbook, Reflection
and Research on Classroom Teaching, documented in course portfolio. Some
may involve inclusion of a tape. See
instructor if in doubt.
E. Research Reviews: Perform six literature
data base searches and critiques of
self-selected readings in topic areas (see below) being discussed in the course.
The purpose will be to provide alternative literature to further understand
teacher reflective processes at a greater depth and to extend the knowledge
base of reflection in educational practice. Sources include articles or chapters from the following; course
bibliography and other books, professional journals, and papers presented at
conferences on educational research.
See instructor if in doubt.
1. Research
Type Techniques Review: Prepare
written critiques of educational research
articles representing 1) hypothesis
testing research and 2) hypothesis generating research on classroom teaching. Select a representative article for each and
get approval from course instructor before you start. See Brause and Mayher for reading guidelines. The written "critiques" are to be
a minimum of three (3) pages and include a) a complete reference and an
annotation, b) a two paragraph description of the presenter's main thesis, c)
evaluation of the article components as an research inquiry into a meaningful
idea, d) possible impact on instructional practice, e) questions, at least one,
raised by the article and f) references.
The critiques will be discussed in class and related to course content.
2. Propositional
Topic Question Research will provide wider professional reading breadth for
key topics covered in the course. This
may involve preparation for interviews, cyberspace discussions, or
propositional debates involving course participants. For four Propositional
Research Questions complete a literature research review and/or an article or
chapter critique for specific questions, see schedule and topics below. Course activities for each Propositional
Topic Question following this research may include 1) For guest speakers develop a question and a statement providing
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
with information that outlines the concerns or issues to which the professional
chat group is being asked to respond. The question should be discussed for a
period of at least 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 defense should include developing a
bibliography, reading supportive material and developing a statement for one
side of the proposition. The debate should begin by reporting a defense
statement for the side defended and orally defending the side using the
research literature rather than personal experience or feelings.
In each case success on the
task will include a literature review as evidenced by a print out of a data
base search on the topic, an acceptable written critique entry for at
least one significant item (article) found in the data base search, and a presentation
to your cooperative learning group or the whole class. The critique should focus on a) a complete
reference, b) the presenter's main thesis and a brief summary of the article,
c) critique from a reflection-in-action research frame of reference, d)
possible impact on instructional practice, and later [see below to be added to
your web site] e) a written statement of the results of the interchange for the
proposition topic questions. and f) questions, at least one, raised. The four questions for which reviews will be researched include;
Propositional Topic Questions
1) Expert teachers are more reflective
about what they perceive and what they “know. It explains why teachers are not
effective with many students. Reflectivity should be defined as part of the
response.
2) Change is inevitable in classroom
teaching. Staff development has not been effective in helping teachers deal
with change. Proficiency in action research as teaching is an important
paradigm in developing an effective teacher. Without expertise in action
research teachers cannot improve. Change and action research should be defined
as part of the response.
3) Teacher empowerment is required if
change in schools is to be useful. Teachers must have the leadership role in
any successful school change. Empowerment
should be defined as part of the response.
4) The most critical skills and
problems in research on classroom teaching--. Key terms should be defined as
part of the response.
For all readings 1 to 4, add the single
article citation with an annotation along with your response to e) and f) above
to your personal web site for each completed proposition question. Completion
of web site listing, critique in participant portfolio, interviews, and
effective participation in class discussions will be the primary sources of
data for this assignment.
F.
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. The mid term and one half of the final exam will include questions
related to the readings, course content/processes, and application of course
content in a classroom problem scene or setting. One half of final exam, in addition, will include your portfolio
of work completed before the exam which demonstrate quality of engagement,
understanding, and growth in the objectives of the course.
The portfolio will involve the
following tentative list of categories
Comments and critiques of course readings (A & E), notes and
materials documenting completion of technology applications in reflective
teaching to date (B), notes and
materials documenting your practice and development of research observation
techniques (D), revised research plans (H), action research project (J), critiques
and notes on additional readings (L1), additional self selected entries
demonstrating growth in research on classroom teaching(L2).
G.
Successful completion of all exams at the “C” grade level. Six technology applications in reflective teaching and action
research, see B above, will be required and must be demonstrated in the course
activities. Practice two observation techniques, see D above, in classrooms and
document in the course portfolio.
Grade of B
H.
Reflection-in-action, action research plan: Contract for, plan, and present as
part of a class session two
reflection-in-action, action research plans. These are to be only plans for action not completed projects. The full write up may be completed in
sections J & optional activity below. The purpose of these activities will
be to provide additional application practice in developing the
teacher-learner/teacher-researcher role. You will design a plan to carry out a
action research investigation for a classroom teaching problem. The research
plans will turn common sense knowledge of a practice into uncommon sense
knowledge
1) One
research plan will involve hypothesis testing research. The focus and questions should derive
from the course readings in one primary topic area in the course. This may
be a cooperative learning group activity. The plan of the activity will be to investigate and verify,
through survey, interview, observation and other data collection, a main idea
(key course concept or process) found in the course texts or one of the other
course readings..
2) The
second plan will involve hypothesis generating research. This will be an individual learning
activity. The focus and
questions should originate from the from course experiences in activities
from section D and a main idea (key course concept and/or process) found in the
texts or one of the other course readings.
The plan of the activity will be to investigate a problem through
survey, interview, observation and other data collection.
----------------------------
The following procedure is recommended
to maximize the learning experience involved in the above two projects.
(a) A written proposal for each project
should first be submitted to the instructor.
The proposal should include the project title and abstract, with a
minimum of 50 words. The instructor will review the proposal and return it with
comments. Start only after approval has
been obtained.
(b) The final full write up of the plans
will follow the format suggested in Brause and Mayher’s text for designing and
conducting classroom inquires. Two hard copies (3+ pages each) and a copy on
your web site for each action research
plan will be required.
(c) Your paper, copies of presentation
handouts, and copies of transparencies should be turned in as part of the
course portfolio. Participants are
encouraged to take advantage of the opportunity to meet with the instructor and
discuss their work in all stages of preparation.
I.
Successful completion of all exams at the “B” grade level. Perform nine technology applications in
reflective teaching and action research, see B above, and practice four
observation techniques, see D above, in
classrooms and document in the course portfolio.
Grade of A
J.
Classroom Action Research Project: Plan for, carry out, and report on action
research in a reflective activity involving observation techniques from section
D as well as other data gathering techniques.
The structure of this activity is one of “hypothesis generation”.
The action research should involve course concepts and processes. One or more classroom teachers or students
will be subjects of the investigation. To complete the activity, make a
presentation and prepare a written report of the events involving a journal
entry for each interview, contact, or visit and a concluding summary narrative
in a paper (12+ pages) of the evolution of the process in terms of the course
goals. The format will follow and use
the hypothesis generating format
discussed in Brause and Mayher.
Exact topics can be applied for by writing your name, a description of
the topic to be researched and subjects to be investigated on the appropriate
section of a sign up sheet on or before class session #7. Your paper, copies of presentation handouts,
and copies of transparencies should be turned in as part of the course
portfolio.
K.
Successful completion of all exams at the “A” grade level. Perform at least twelve technology
applications in reflective teaching and action research, see B above, and
practice at least six observation techniques, see D above, in classrooms and
document in the course portfolio.
L.
Additional assignments and self-selected activities may be added. These would
be added to the courses activities in A above and to the course portfolio.
7. Course Grading
Grading will involve development of a portfolio of materials and
exams demonstrating course concepts and processes.
Schedule of Assignments
Assignment Topic Due
Date
A
Participation
& Readings Weekly
& in course portfolio
B Technology
Applications Weekly
& in course portfolio
C Contract 2nd course session
D
Observation Techniques Weekly
and in course portfolio
E Research
Reviews See
schedule dates & in portfolio
F,G,I, K Exams 7th
and last course session
H 1)
Hypothesis Testing Plan 5th course session
2) Hypothesis Generating
Plan 7th
course session
J Classroom Research
Project Proposal 7th course session
Classroom
Research Project Last
course session
L Additional Assignments TBA
Individual
appointments should also be made for clarification of material presented in
class and in the readings.
If unable
to attend or turn in an assignment, for a valid reason, the course participant
must contact the instructor prior to the course event or assignment date to
reschedule an alternative activity.
Other brief special assignments may be assigned as are appropriate for
instruction.
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 for course
grading will be applied as described below.
WEIGHTING
A = 90% A. 10%, P/F & part of F E. Part of F
L. Part of F
B = 80% B. Part of
F F. G.I.K. 45%
C = 70% C. P/F H.
20% & part of F
D = 60% D. Part of F J. 25% & part of F ________
E < 60% 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.
******************************************************************
Tentative Schedule of CIE 620 Course Activities
Weekend Topics and Activities Readings
and Assignments Due
______ ______________________________ ___________________________
1 What
We Believe is What We See Vs B,
W, S bring every class session
1/7
Inquiring/Learning as
Teaching, Teacher
Knowledge, Reflection in
Teaching
2,3 Reflectivity and Reflective Growth B ch. 1,2; W ch.1,2, H ch. 1
1/15-16 in Classroom Teachers Propositional
question # 1(E2): debate/
Teacher Growth, Reflective
Practice Reflectivity
and Teacher’s Craft Knowledge
Preactive Decisions: Teacher
Planning
as Classroom Research
4
Paradigms for Research as
Teaching; B ch. 3; H ch. 2-3;
1/21 Interactive
Decisions: Teacher Thinking Hypothesis
Testing Critique (E1) completed
as
Classroom research; Reflectivity as a
Function of Community
5
Reading and Interpreting
Classroom B ch 4; W ch 3-4;
Hypothesis Testing Plan
2/4 Research,
Hypothesis Testing; (H1)
completion and presentation
Personal
Inquiry
6 Reading
and Interpreting Hypothesis B
ch. 5; W ch. 5; Hypothesis Testing
2/11 Generating Classroom Research Critique (E1) completed
7
Observation Techniques for
Action H ch. 6-7: B ch. 6;
Hypothesis Generating
2/18 Research Plan
(H1) completion and presentation;
Mid
Term Exam
8
Conducting Research on
Classroom B ch. 7-9; H ch. 8
& Appndx; W ch. 6;
4/8 Practice/ Finding and Framing
Questions; Propositional question
#2(E2); guest
Change in Schools and
Classrooms speaker/Change
9 Collecting
& Analyzing Classroom Data H
ch. 9-10; W ch. 7;
4/15 Units of Analysis in Investigating Propositional question #3
(E2); cyberspace
Teaching, Teacher Empowerment discussion/Teacher Empowerment
10,11 Action Research as Classroom Teaching; B ch. 10; H ch. 11-12; W Ch. 8;
4/30- Effects of Teaching; Criteria for Propositional question #4
(E2); debate/
5/1 Evaluating Research on Classroom Critical Skills and Problems in
Research on
Teaching, Critical Skills and
Problems Classroom Teaching; Final Exam
Presentation
of Action Research Project (J)
*B=Brause and Mayher; H=Hopkins; S=Sunal; W=Whitaker
CIE
620 Bibliography
Arnold, K. D.
(1991). Women's ways of
inquiring: Collaborative practitioner/ student research. Initiatives, 54(2).
Atkin, J.M. (1992). Teaching as research: An essay. Teaching-and-teacher-education,
8, 381-390.
Brause, Rita, S. and Mayher, John S.
(1991). Search and re-search: What
the inquiring teacher
needs to know. New York: The Falmer
Press.
Brown, Sally & McIntyre, Donald
(1993). Making sense of teaching. Philadelphia: Open University Press.
Bullough, R. V., Jr.
(1989). Teacher education and
teacher reflectivity. Journal of
Teacher Education, 40(2), 15-21.
Burch, P. (1993). Circles of change: Action research on
family-school-community partnerships. Equity and choice, 10, 11-16.
Burgess, Robert G. (1985). Field methods in the study of education.
New York: The Falmer Press.
Calhoun, E.F (1993). Action research: Three approaches. Educational
Leadership, 51, 62-65.
Calderhead, James (1987). Exploring teachers' thinking. London: Cassell Publishers.
Calderhead, J. & Gates, P.
(1993). Conceptualizing reflection
in teacher development. Washington,
D.C.: The Falmer Press.
Clift, Renee, T., Houston, W. Robert,
and Pugach, Marleen C. (1990). Encouraging
reflective practice in education.
New York: Teachers College
Press.
Croll, Paul, (1986). Systematic classroom observation. New York: The Falmer Press.
Constable, H., Farrow, s., &
Norton, J. (1994). Change in
classroom practice. Washington,
D.C.: The Falmer Press.
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.
Elliott, John (1991). Action research
for educational change.
Philadelphia: Open University
Ely, M., Anzul, M., Friedman, T., Garner, D. & Steinmetz, A. (1991). Doing qualitative research: Circles
within circles. New York: The
Falmer Press.
Evertson, Carolyn M. and Green, Judith L.
(1986). Observation as inquiry and
method. In M. C. Wittrock (Ed.), Handbook
of research on teaching. New York: Macmillan. (pp. 162-213)
Erickson, Frederick, (1986).
Qualitative methods of research on teaching. In M. C. Wittrock (Ed.), Handbook
of research on teaching. New York: Macmillan. (pp. 119-161, 3rd ed.).
Feldman, A. (1994). Erzberger’s dilemma: Validity in action
research and science teachers’ need to know. Science education, 78,
83-101.
Fenwick, T. (1998). Managing space, energy, and self: Junior
high teachers’ experiences of classroom management. Teaching and teacher
education, 14, 619-631.
Foshay, A.W. (1994). Action research: An early history in
the United States. Journal of curriculum and supervision, 9, 317-325.
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.).
Gove, M.K. & Kennedy-Calloway, C. (1992). Action
research: Empowering teachers to work with at-risk students. Journal-of-reading,
35, 526-534.
Hamilton, M.L. (1995). Relevant readings in action research.
Action in teacher education, 16, 79-81.
Hargreaves, David H. and Hopkins, David
(1991). The Empowered school. New York: Cassell Educational Ltd.
Haysom, John. (1985). Inquiring into the teaching process. Toronto: The Ontario Institute for Studies
in Education.
Herrick, M.J. (1992). Research by the teacher and for the
teacher: An action research model linking schools and universities. Action-in-teacher-education,
14, 47-54.
Johnson, C.S. & Kromann-Kelly, I. (1995). Using action
research to assess instruction. Reading horizons, 35, 199-208.
Kincheloe, J. (1991). Teachers as researchers: Qualitative
inquiry as a path to empowerment.
New York: The Falmer Press.
Kirby, John R. (1984). Cognitive strategies and educational
performance. Orlando, FL: Academic Press, Inc.
Kirby, P. C., & Teddlie, C. (1989). Development of
the reflective teaching instrument. Journal
of Research and Development in Education, 22(4), 45-51.
Kolb, D. (1984). Experimental
learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Kyle, W.C. & others. (1991). The role of research in
science teaching: An NSTA theme paper. Science-education, 75, 413-418.
Levine, John M. and Wang Margaret C.
(1983). Teacher and student
perceptions: Implications for learning.
Hillsdale, NJ: Lawrence Erlbaum
Associates, Publishers.
Leinhardt, G., & Greeno, J. (1986). The cognitive
skill of teaching. Journal of
Educational Psychology, 78(2), 75-95.
Lincoln, Y. (1995). In search of students’ voices. Theory
into practice, 34, 88-93.
Lunsford, B. (1995). A league of our own. Educational
Leadership, 52, 59-61.
Marchant, G. J.
(1989). Metateaching: A metaphor
for reflective teaching. Education,
109(4), 487-489.
MacKinnon, A., & Grunau, H. (1991). Teacher
development through reflection, community, and discourse. Presented at the Annual Meeting of the
AERA., Chicago.
McKay, J.A. (1992).
Professional development through action research.
Journal-of-staff-development, 13, 18-21.
Olson, John
(1992). Understanding teaching. Philadelphia: Open University Press.
Pedretti, E. & Hudson, D. (1995). From rhetoric to
action: Implementing STS education through action research. Journal of
Research in Science Teaching, 32,463-485.
Petrosko, J.M. & Lindle, J.C. (1998). Standards-based
school reform in Kentucky elementary schools: A longitudinal study. Paper
presented at the annual meeting of the American educational research
association.
Pope, S., &
Smith, L. (1991). Classroom to classroom: Restructuring to
meet field experience needs. Paper
presented at 71st annual meeting of the ATE, New Orleans, LA
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.
Ross, D.
(1989). First steps in
developing a reflective approach. Journal
of Teacher Education, 40(2), 22-30.
Ross, E. Wayne,
Cornett, Jeffrey W. & McCutcheon (1992). Teacher personal theorizing.
Albany, N.Y.: State University of New York Press.
Siegel, Harvey.
(1990). Educating reason:
Rationality, critical thinking, and education. New York: Routledge
Publishers.
Shulman, Lee S.
(1986). Paradigms and research programs
in the study of teaching: A contemporary perspective. In M. C. Wittrock (Ed.), Handbook of research on teaching. New
York: Macmillan. (pp. 3-36, 3rd ed.).
Shavelson, Richard J.
(1986). Measurement of teaching. In M. C. Wittrock (Ed.), Handbook of
research on teaching. New York: Macmillan. (pp. 50-91, 3rd ed.).
Smyth, John.
(1987). Educating teachers: Changing
the nature of pedagogical knowledge.
New York: The Falmer Press.
Smyth, J.
(1989). Developing &
sustaining critical reflection in teacher education. Journal of Teacher Education.
Sparks-Langer, G., Simmons, J., Pasch, M., Colton, A., &
Stack, A. (1990). Reflective pedagogical thinking: How can we
promote it and measure it. Journal
of Teacher Education, 41(5), 28-32.
Sparks-Langer, G., & Colton, A. (1991).
Synthesis of research on teachers' reflective teaching. Educational Leadership, 48(6), 37-44.
Stones, Edgar (1992). Quality
teaching. New York: Routledge
Sunal, D. W. (1998). Reflection and
research on classroom teaching., Tuscaloosa, AL: University of Alabama,
Ferguson Printing.
Surbeck, E., Han, E., & Moyer, J. (1991).
Assessing reflective responses in journals. Educational Leadership.
Whitaker, Patrick (1993). Managing change in schools.
Philadelphia: Open University Press.
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.).
Whitaker, Patrick (1993). Managing change in schools.
Philadelphia: Open University Press.
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.).
Wittrock, M. L.
(1986). Handbook of research
on teaching (3rd ed.). New York:Macmillan.
B. Using/Integrating Technology in
Reflective Teaching and Action Research:
Many activities performed in CIE 620 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 reflective teaching and action
research will be required and must be demonstrated in the course activities.
_______ 1) Produce
(either students or teacher) a videotape for use in an action research
activity.
_______ 2) Use a
video laser disk or video tape in
collecting data an action research activity.
_______ 3) Develop
and use presentation software in a professional presentation.
_______ 4) Use an
electronic scoring system in an action research activity (could be as
simple as a spread sheet to score observations on a checklist ).
_______ 5) Use an
electronic data storage system in an action research activity (could be as
simple as data base software).
_______ 6) Use a
quantitative electronic data analysis software in an action research
activity.
_______ 7) Use a
qualitative electronic data analysis software in an action research
activity.
_______ 8) Capture
illustrations or pictures electronically or graph data from data analysis
software and transport it into a presentation software presentation, web
site, and a final word processed report.
_______ 9) Graph data from data analysis software and
transport it into a presentation software presentation or a final word
processed report.
_______ 10) Search
and use at least three electronic library databases to update
and extend information on reflective teaching, action research, school change,
and teacher empowerment concepts (eg. ERIC and OERI).
_______ 11) Use
the Internet to update and extend information on your work in reflective
teaching, school change, teacher empowerment and critical skills in classroom
research on teaching.
_______ 12) Help
a peer teacher (not in this course) to search and use the Internet to
update and extend information on reflective teaching, action research, school
change, or teacher empowerment.
_______ 13) Construct
an operational web site on reflective teaching, action research, school
change and teacher empowerment.
_______ 14) Share
professional sources and idea papers written in CIE 620 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.
_______ 17)
Other (discuss with instructor first)
____________________________________