EDUC 560 Introduction to Education and Educational Research Fall 2016

EDUC 560 Introduction to Education and Educational Research Fall 2016

Course Code & No.:EDUC 560

Course Title (Credits):Introduction to Education and Educational Research (3)

Term & Year:

Course Ref. No. (CRN):

Instructor: Shannon McCormack

Phone(s):702-885-9129

Email:

Office:n/a

Office Hours:By appointment

Class Meeting Time:Thursdays 4-9:50

Location:Room TBD

Prerequisites:Admission to SNC MAT Program

The Mission Statement

Sierra Nevada College graduates will be educated to be scholars of and contributors to a sustainable world. Sierra Nevada College combines the liberal arts and professional preparedness through an interdisciplinary curriculum that emphasizes entrepreneurial thinking and environmental, social, economic, and educational sustainability.

The Core Themes:

Liberal ArtsProfessional Preparedness

Entrepreneurial ThinkingSustainability

Course Description

This course focuses on the historical, social, cultural, psychological, and political foundations of education, with a strong emphasis on reading and evaluating educational research. Teacher candidates learn professional writing style (APA) and the importance of research in teaching and learning.

Program Outcomes

Teacher Candidate Learning Outcomes based on National Board Professional Standards / InTASC / Common Core / SNC Teacher Education Program Goals
1. Proposition #1: Teachers are committed to students and their learning:
a. Teachers have an understanding of how students develop and learn, therefore, TC’s understand the social, cultural, historical, and political forces in education and how they impact student learning
b. Teachers treat students equitably, therefor TC’s understand the diversity in classrooms, recognize cognitive styles, and patterns of learning. / 1d and 1g
1e, 1h,1j, and 1k / Students who are college and career ready in reading, writing, speaking, listening, and language come to understand other perspectives and cultures. Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own. / 1.Understand historical, social, and cultural issues that influence education policies and practices
2. Proposition #4: Teachers think systematically about their practice and learn from experience: Teachers seek the advice of
others and draw on education research and scholarship to improve their practice, therefore TC’s recognize the importance of and comprehend educational research for improving instructional practices / 9a,9i,9j,9m,9n, and 9o / Research to Build and Present Knowledge: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. / 14. Use research and reflection to refine classroom pedagogy

SNC Teacher Education Program Goals

Teacher Candidate Learning Outcomes

Upon successful completion this course, the teacher candidate will be able to:

Standard 1: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

d. The teacher understands how learning occurs—how learners construct knowledge, acquire skills, and develop disciplined thinking processes—and knows how to use instructional strategies that promote student learning.

e. The teacher understands that each learner’s cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners’ strengths and needs.

g. The teacher understands the role of language and culture in learning and knows how to modify instruction to make language comprehensible and instruction relevant, accessible, and challenging.

h. The teacher respects learners’ differing strengths and needs and is committed to using this information to further each learner’s development.

i. The teacher is committed to using learners’ strengths as a basis for growth, and their misconceptions as opportunities for learning.

j. The teacher takes responsibility for promoting learners’ growth and development.

k. The teacher values the input and contributions of families, colleagues, and other professionals in understanding and supporting each learner’s development.

Standard #9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner

a. The teacher engages in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences based on local and state standards..

i. The teacher understands how personal identity, worldview, and prior experience affect perceptions and expectations, and recognizes how they may bias behaviors and interactions with others.

j. The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse).

m. The teacher is committed to deepening understanding of his/her own frames of reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with learners and their families.

n. The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon current education policy and research as sources of analysis and reflection to improve practice. o. The teacher understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.

Assessment of Teacher Candidate Learning Outcomes

Assessment (see rubric) / Points / Teacher Candidate Learning Outcome #
1. Active class participation, involvement, discussion postings, and professional disposition.

• Proof of licensure testing requisites

/ 100 / Title II A and B; In TASC li, 1j
2. In class writing assignment / 50 / Title II A and B
3. APA online & In class collaborative quizzes and assignments / 100 / Title II B; in TASC 9o
4a and 4b Summary of Research Articles / 150 / Title II B; in TASC 9o
5. Assessment of a Research Article / 100 / Title II B; in TASC 9o
6. Research Essay on Controversial Topic / 300 / Title II A and B; in TASC 1c, 1k, 9a, 9j, 9n, 9o
7. Multimedia Class Presentation / 200 / In TASC 1d,1e,1g, 1h, 9i, 9m

Grading Policy

Any student receiving a grade of C+ or below in any course is required to repeat the course regardless of the student’s current Academic Standing (SNC 2012–2013 Catalog, p. 192).

A=950–1000 points

A-=900–949

B+= 850–899

B = 800–849

B-= 750–799

Instructional Strategies

Instructional practices used in this course include lecture, Socratic dialogues, individual and small group activities, integration of technology, and ongoing constructive feedback.

Required Texts and Resources

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Microsoft Word for PCs or Macs—Documents must be saved and sent in either .doc or .docx formats. Candidates must become familiar with the track changes tool in Microsoft since this will be used to provide feedback.

Prim Library Resources

Using the library’s resources effectively (not just Internet resources) contributes to developing each of SNC’s core themes by exposing students to high quality academic resources, diverse opinions, new ideas, and a future that includes building on a liberal arts education. In this course, you will be expected to utilize the library’s resources (either on-site or remotely) as you complete your assignments.

The Libguides pages have a research guide specifically for education students:

To access SNC's licensed database content from off campus, use the following information:

• Students: Use your first initial and your last name as the username and your 9 digit student ID number as the password.
• Faculty/Staff: Use your SNC email username as the username and your Banner/SNCSIS ID number as the password.

If you have questions or problems, please contact the library at .

Betts Markle, Library Director 775-881-7511

Laptop Computer Requirements

Graduate courses require the use of a laptop computer. Details are specified in course syllabi. It is the students' responsibility to provide their own laptop computer.

Computer Skill Competency Requirements - must be proficient in technology skills including but not limited to:

• Basic computer skills, including the ability to create folders; find, copy, move, rename, and delete files; maximize/minimize multiple windows; and download and save files
• Ability to use a word processor application to create, save, print, and retrieve a document; cut, copy, and paste text within and between documents; and save a word processing document in a Microsoft Word compatible format (.doc).
• Ability to access SNC email that you check regularly. In addition, you must be able to send, receive, open, and store messages and attachments.
• When online, ability to navigate between web sites, use search engines, install needed plug-ins such as Flash or QuickTime players, and disable popup blockers or white-list sites as needed for online courses.

While basic skills are needed, students have opportunities to develop additional skills, including media development and the use of conferencing and collaboration tools.

It is recommended that students have a relatively new or updated computer—either a PC running Windows 7 or Vista, or a Mac running OSX 10.4 or higher. In addition, it is recommended that students have high-speed Internet access, a printer, speakers, and a headset microphone.

Attendance

Teacher Education students are expected to attend all scheduled classes. If a student has two absences during a 3-credit course, he/she may be asked to withdraw from the course and repeat it at a later dateat the discretion of the instructor.All instructor decisions regarding attendance will be supported by the administration (SNC 2012–2013Catalog).

Class Expectation for Teacher Candidates

Use of Electronic Devices

While electronic devices are commonplace, students are asked to use common courtesy and common sense in the use of electronic devices during class sessions. Using laptop computers during class to enhance learning is encouraged. Please avoid using them for non-class related purposes. The ringing of cells phones is distracting to the instructor and other students, so please turn the phones off during class. Texting during class may interfere with your ability to focus on the content of the class, so please refrain from doing so in class. In case of an emergency that requires you to maintain contact with someone outside of class, please inform the instructor at the beginning of class, and leave the class quietly to use the device when necessary.

Late Assignments

Students are required to inform the instructor via email at least 24 hours in advance of the due date if their assignment will be late in order for it to be considered for partial credit. Assignments turned in after the due date will lose 5% of total possible points for each day the assignments are overdue.

Missed Classes

Students may turn in a summary of the reading for partial participation points for one missed class. Summaries must be turned in within 24 hours of the missed class date.

Academic Accommodations

Sierra Nevada College is committed to protecting disability rights and accommodatingstudents as defined in the Americans with Disabilities Act and Section 504 of theRehabilitation Act of1973. Students with physical, learning, or psychological disabilities who wish to request accommodations are required to present appropriate documentation of their disabilities to the Director of Academic Support Services, who will make the necessary accommodations available as appropriate to the documented disability on file. It is suggested that students seeking accommodations contact the Director before the semester begins to make their request. Specific information about a student’s disability is kept confidential. Every effort will be made by the faculty and staff of Sierra Nevada College to provide reasonable accommodations. It is the student’s responsibility to request accommodations.

The SNC Email System

The SNC email system is the official communication vehicle among students, faculty members and administrative staff, and is designed to protect the confidentiality of student information as required by the Family Educational Rights and Privacy Act of 1974 Act (FERPA).Students should check their college email accounts daily during the school year.

Students have a right to forward their SNC e-mail to another e-mail account (for example, @hotmail or @gmail);however, confidentiality of student information protected by FERPA cannot be guaranteed for SNC e-mail forwarded to an outside vendor. Having email redirected does not absolve a student from the responsibilities associated with official communication sent to his or her SNC email account.

Sanctions for Cheating and/or Plagiarism

The Honor Code

The faculty of SNC believes students must be held to high standards of integrity in all aspects of college life in order to promote the educational mission of the College and to encourage respect for the rights of others. Each student brings to the SNC community unique skills, talents, values and experiences which, when expressed within the community, contribute to the quality of the educational environment and the growth and development of the individual. Students share with members of the faculty, administration and staff the responsibility for creating and maintaining an environment conducive to learning and personal development, where actions are guided by mutual respect, integrity, responsibility, and trust. The faculty and students alike must make diligent efforts to ensure high standards are upheld by their colleagues and peers, as well as themselves. Therefore, faculty and students accept responsibility for maintaining these standards at Sierra Nevada College and are obligated to comply with its regulations and procedures, which they are expected to read and understand.

Consequences of Violating the Student Honor Code

SNC students and faculty share the responsibility for maintaining an environment of academic honesty. Thus, all are responsible for knowing and abiding by the SNC Faculty/Student Honor Code published in the current SNC Catalog. Faculty is responsible for presenting the Honor Code and the consequences of violating it to students at the start of their classes AND for reporting all incidences of academic dishonesty to the Provost. Students are responsible for knowing what constitutes CHEATING, PLAGIARISM and FABRICATION and for refraining from these and other forms of academic dishonesty. Violations of the Honor Code become part of a student’s academic record.

First Offense: (on student’s academic record) Student receives a zero for assignment/exam and/or a determination by the faculty if the student should fail the course is made. Counseling with faculty on the honor code, consequences for violating the honor code, and the value of academic honesty in learning are provided.

Second Offense: (on student’s academic record) Student is expelled

Cheating and/or Plagiarism

Academic honesty requires students to assume individual responsibility for assignments and tests. Students who copy the work of other students have violated this policy. Those who allow others to copy their work have also violated this policy.

One goal of a Sierra Nevada College education is to help students develop their writing skills, including the ability to integrate and cite information gleaned from various sources to support the articulation of their own ideas. According to Funk & Wagnall Standard Desk Dictionary (1974), plagiarism is defined as “passing off a source’s information, ideas, or words as one’s own by failing to acknowledge the sources.” This refers to all sources of information, including the Internet.

Plagiarism occurs when an individual represents someone else’s words, ideas, phrases, sentences or data, whether oral, in print or in electronic form, including internet sources, as his/her own work. Examples include, but are not limited to:

1. Using the exact words (verbatim) of another source without quotations and appropriate referencing.
2. Using the ideas, thoughts, opinions, data or theories of another without a reference, even if completely paraphrased.
3. Using charts and diagrams from another source without revision, permission from the author and/or appropriate referencing.
4. Using facts and data from another source without a reference unless the information is considered common knowledge.

Description of Assignments and Evaluations

1. Active Participation, Involvement, Discussion Postings, and Disposition(100 Points)

Teacher candidates are required to participate in class discussions, small group activities, presentations, and online assignments. It is essential that readings are completed before the class. Candidates will be evaluated on their overall positive participation and professional disposition over the entire course, not weekly.

Rubric for Overall Participation

Exceeds Standards / Meets Standards / Below Standard
Frequency of Participation / Participated in each class through questions, comments and group work; no unexcused absences; completed all online assignments / Sometimes Participated in each class through questions, comments and group work; no unexcused absences; completed some online assignments / Rarely participated in classes when attending; one or more unexcused absence(s). Did not complete online assignments
Quality of Participation / Posed thoughtful questions, provided insightful responses and promoted thought- provoking discussions that indicate class preparation; respectful of class members and instructor / Questions and responses indicate class preparation; respectful of class members and instructor / Questions and responses show lack of class preparation; at times disrespectful to class members and/or instructor
Exemplifying Critical Dispositions and Participation / Illustrates through presentations, comments, questions, and responses the value of diverse perspectives and a respect for differing learning styles, backgrounds, skills and abilities; supports others in participating as valued members of a classroom learning community; and the ability to use misconceptions as learning opportunities / Comments and responses show engagement in the learning process but lack sensitivity towards the learning experiences of students / Comments and responses exemplify lack of respect for learners and diversity

2. In Class Writing Assignment (50 points)