SKYER_785_Spring2019_Foundations of Educational Research _ Syllabus.pdf

Research is at once technical and transformative, political and personal. Conducting good research, like good teaching, is a cyclical process called praxis, where theory, action, and reflection affect positive changes (Freire, 1970/2007). This course
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  Foundations of Educational Research MSSE 785  –  Syllabus Spring, 2019    –  LBJ Room 1460, Tuesdays 5PM-7:50PM National Technical Institute for the Deaf, Rochester Institute of Technology Instructor  : Professor Michael E. Skyer, PhD Candidate, Senior Lecturer. Email  : or  Office : LBJ - 2754 Office Hours : Wednesdays, 12-5PM, or by appointment (send email 48 hours before). “ Not everything that counts can be counted and not everything that can be counted counts .”  –  (D.K. Phillips and K. Carr, Becoming a Teacher Through Action Research, 3 rd   Ed. 2014, p. 177) “E very research activity is an exercise in research ethics, every research question is a moral dilemma, and every research decision is an instantiation of values. In short, postmodernism does not permit the distinction between research methods and research e thics.” (Clegg and Slife, 2009, p. 24, as cited in Mertens, 2014, p. 347) “ Methods are not just technical tools; nor do they flow seamlessly and consequentially from a chosen methodology. Methodologies and methods are [rooted in] epistemology. These considerations should cause us to think about how we judge a piece of research, particularly within a field where what it means to be deaf or Deaf is fluid, contested, and political […] The hallmarks of good research [are] the interplay between philosophical i deas and empirical work.”  –  (A. Young and B. Temple,  Approaches to Social Research: The Case of Deaf Studies , 2014, pp. 39-40)  1. MSSE COURSE DESCRIPTION, GOALS, & ARTICULATION DESCRIPTION/OVERVIEW:  This course introduces major concepts and issues in educational research by actively examining historical and paradigmatic changes in deaf research and related disciplines. There are two goals: 1) to become a critical consumer of research literature and 2) to become a teacher through action research . Students will develop practical skills for interpreting, judging, and applying evidence-based research. Students will develop teaching repertories by evaluating, synthesizing, and reflecting on research including relationships between epistemology, paradigms, and ethical conduct. Students will compare and contrast methodologies — Quantitative (mathematical) and Qualitative (narrative). Students will understand the relationships between research methodology (“toolkits”), methods ( “tools” ), and their purposes (e.g. Quant. descriptive statistics or surveys for understanding variables and validity vs. Qual. observation or interviews for establishing trustworthiness and triangulation). Overarching the course is the theme of ethics, which undergirds the philosophy of social and educational research.   2 COURSE GOALS & OUTCOMES: Upon successful completion of the course, students will be able to (SWBAT): (1) SWBAT read, summarize, interpret, and evaluate contemporary deaf education research. (2) SWBAT describe, interpret, and evaluate the process of conducting ethical educational research in different paradigms, contexts, and environments. (3) SWBAT define and understand main concepts and fundamental categories of educational research, such as similarities and differences between quantitative and qualitative methodologies ( “ toolkits ” ), their respective methods ( “ tools ” ), and the rationales for using them (“purposes”) . (4) SWBAT understand divergences among research paradigms (such as positivist and critical traditions) and their philosophical underpinnings (including epistemology, ontology, and axiology). Finally, (5) SWBAT use conventional approaches to research-writing to explore genres of educational inquiry and articulate cogent critical syntheses of the literature (including: annotated bibliographies, literature reviews, and action research planning). PROGRAM OUTCOMES: The experiences, philosophies, and methods included in this course are designed to: (1) Acculturate MSSE students to the thought processes, values, and practices of highly qualified deaf educators. (2) Assist teacher-candidates in becoming self-reflective deaf educators who are lifelong learners. (3) Synthesize evidence-based practices in social and deaf education research in preparation for student teaching and early-career teaching. (4) Develop a knowledge base that supports the social, academic, and communication needs of diverse deaf students in a variety educational environments. SKYER’S STATEMENT OF ARTICULATION: Research is at once technical and transformative, political and personal. Conducting good research, like good teaching, is a cyclical process called  praxis, where theory, action, and reflection affect positive changes (Freire, 1970/2007). This course surveys multiple approaches to research on deaf education as the discipline changes in the 21 st  Century — historical time periods, research paradigms, and methodologies all coevolve. The class design exposes you to a diverse research corpus and explores interdependent relationships between quality teaching and ethical research. The class has two purposes, first to help you understand and unpack the complex issues of contemporary deaf research. The second prepares you for conducting action research projects in your own classrooms. Together, the goal is to assist you becoming an evidence-based educator  . We will come to understand how context and positionality affect research design, data collection/interpretation, and ethical inquiry in deaf education research. The course design provides abundant opportunities for actively studying critical moments of change that have profoundly shaped deaf education research in local and global contexts. Considerable effort has been made to select textbooks and other contemporary readings that view deafness positively, including philosophical subjects like ethics and deaf epistemology. The broad theme for this course is: understanding research praxis. MSSE Curriculum document here.    3 2. TEXTBOOKS/READINGS/RESOURCES All textbooks are required  and available on reserve at the Wallace Library, some available in e-book format, or for rent. Contact NTID’s Librarian,  Joan Naturale or the Wally Circulation Desk for details. Mertens, D.M. (2014). Research and evaluation in education and psychology, (4 th  Edition). Sage: Thousand Oaks, CA. B&N Link.  • Phillips, D.K. & Carr, K. (2014). Becoming a teacher through action research: Process, context, and self-study, (3 rd   Edition). Routledge:   New York, NY. B&N Link.  • Young, A. & Temple, B. (2014).  Approaches to social research: The case of deaf studies. Oxford University Press: New York, NY. B&N Link. Additional readings will be provided in PDF format, available on MyCourses. In addition to course texts, students may independently research selected topics and retrieve articles, texts, and other information from databases pertaining to their assignments. Supplementary reading lists, along with bibliographic inquiry, will complete the reading process, these include (but are not limited to) MSSE Library Resources, RIT Databases,  Google Scholar, and  Gallaudet University’s Visual Learning and Language Lab.   3. CLASS COMMUNICATION POLICY Each student in the MSSE program has individual communication needs and preferences (ASL, signed English, spoken English, signs with voice, signs without voice, etc.). Due to this variety, it is essential that the communication preferences and needs of each person be treated with professional respect and courtesy, please be patient with those who communicate differently from you.  ALL members of our class, including the professor and students,  have the responsibility to communicate effectively with ALL other members of the class. In the beginning of this course, we will discuss direct instruction and the new NTID policy for interpreting, we will discuss the communication strategies needed to allow for full participation for all members of the class. This discussion may continue throughout the semester, and adjustments will be made if necessary. MSSE is committed to providing richly textured language environment for all students, so that all students have equal access to information and learning opportunities. More info here. In the event of a communication mismatch, contact the Department of Access Services.   4 4. GRADES 1   Component: Valuation: Percentage:   ATTENDANCE & ACTIVE PARTICIPATION 2  = 15 pts. total , one pt./class  15% CRITICAL COMMENTARIES 3   = 20 pts. total , 5 pts each  20% Critical Commentary 1 = 5 pts. Critical Commentary 2 = 5 pts. Critical Commentary 3 = 5 pts. Critical Commentary Conference = 5 pts. MICROTEACHING (Collaborative Teams) = 20 pts. total , breakdown below  FIRST “   “  20% SECOND 4   “   “  20% REEP Chapter Summary Handout = 5 pts. REEP Chapter Synthesis Lecture = 5 pts. REEP Chapter Learning Activity = 5 pts. Debrief = 5 pts. LITERATURE REVIEW PAPER = 25 pts. total , see below  25% Proposal & Defense = 5 pts. MIDTERM EXAM - Annotated Bibliography = 10 points FINAL EXAM - Literature Review Synthesis = 10 pts. EXTRA CREDIT = BLUE = Up to 13 pts. total, see below LIT REVIEW POSTER SESSION = 5 points (Pass/Fail) 5% CC 1-3 REVISIONS = 1 point per CC 1 → 3% CC 4  –  Replace Low CC = 5 points 5% RIT Refined Grading system: A  = 100-95% A -  = 94-90% B + = 89-85% B  = 85-83% B -  = 83-80% C +  = 79-77% C = 76-73% C -  = 72-70% D  = 69-60% F  = 59% and below. 1   NOTES: Homework, including readings, are due prior to the start of class. All written work will be posted to secure, private MyCourses discussion boards. Late work is not accepted, unless accompanied by a documented excuse. Students who are microteaching and   have another assignment due simultaneously have a one-week extension for the other assignment (excluding readings). All assignments are articulated in the syllabus, described in class, distributed with and evaluated by rubrics. Portions of some assignments are based on peer-review. At any time, you can use this worksheet or MyCourses gradebook to self-assess your progress and determine your approximate grade. All feedback will be returned within two weeks of assignment due date via hard copy, on MyCourses, or via email.   Concerns about grades/feedback should be addressed  promptly and professionally  — see me first, not the department chair. For plagiarism policy, see Sections 6-8 of this syllabus. If needed, syllabus is open to negotiation. 2   Each week, each student has a target of one high-quality comment or question per class/assignment. If absent from class, you may earn partial credit by posting to the appropriate online discussion board a 3-5 paragraph response to the weekly Focus Questions (see pp 18-32). Online-only participation counts as ½ attendance/participation.   3   Critical Commentaries (CC) 1-3 can be revised once for a one-point grade increase. 4  You will have two opportunities for microteaching this semester. Each microteaching contains all four parts listed.   5 5. ASSIGNMENTS 5   ➢   ATTENDANCE & PARTICIPATION [In-class, online, and homework]  Attendance and participation are required and graded. To learn well you need to attend  and participate  in discussions, activities, and homework. Being prepared  means coming to class having done the required readings, having homework complete (posted online, in some cases), and being willing to contribute. Each class, all students will participate and  contribute constructively, in class, online, or both. Learning is often  actualized  through action or interactive participation. Demonstrating active learning facilitates  social learning in both English and ASL. This class is designed to be a Community of Inquiry that supports the social acquisition of knowledge by discussing, interacting, and questioning . Students are expected to participate  in meaningful debate , constructive  discussion, civil criticism , thoughtful questioning , and reflective writing . In-class and online discussion formats count toward your weekly participation grade, although differently. All writing assignments are posted online to a secure, private MyCourses discussion area where your work will be  read, peer-reviewed, and evaluated  by both your colleagues and your professor. (See: “Section 6 : Expectations ” for details ).   CRITICAL COMMENTARIES   [4 required CCs, 3 ways to earn extra-credit] Critical Commentaries (“CCs”) occur throughout the course and will culminate with a Conference (CCC) wherein you will share your best work in class. All CCs require asking questions about issues presented in course readings , synthesizing  your findings, and citing  sources and claims (in APA format). The form and structure of this assignment are modeled after the edTPA exam. CCs are bilingual-bimodal critical inquiries . CC’s have two forms; you are allowed to choose which works best for you. Written CCs are 1,000-1,500 words (2- 3 pages). Signed CCs [“Vlogs” of ASL captured in video] are 10-15 minutes. You should include at least one Written and one Vlog format per semester. Each format includes: (1) Questions, (2) Commentary, and (3) Citations. QUESTIONS (CC Part 1):  As you read the weekly assigned texts, you will have questions. Document  what puzzles you by   noting your questions about the texts. After reading, summarize  your inquiries by composing  one to three questions (~10-50 words) that analyze, explore, and discuss  information from the readings.   As you integrate  new knowledge with what you already know,   you may find it useful to  apply knowledge, critique  themes, or compare and  contrast  new information to what you already know. Alternately, use your questions to connect  ideas between readings or topics, or illuminate  conflicts or contradictions among them. Your critical questions are graded based on clarity and specificity so consider them carefully. 5   Assignment rubrics are based on clear, observable actions (bold) , from Bloom’s T axonomy. Yellow highlighting (pp. 5-11) = duration /scope/word limits.  
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