Karen M Gourd
B EDUC 501
Introduces tools for looking closely at classrooms and professional practice. Explores a professional question through gathering information, collegial discussion with their peers, and readings that offer multiple perspectives. Offered: A.
This course aims to help practicing and prospective educators think about professional knowledge, with a dual emphasis on how knowledge is developed for the profession as a whole and by individual practitioners in their work. We will simultaneously focus on using the research of others and developing the skills to produce research that addresses the questions that emerge from our own work in schools and communities. Course participants will be introduced to theory and methodology of educational research with a specific focus on practitioner research that is research conducted by and for practitioners. This course is intended to simultaneously prepare all participants for conducting their own studies in their own classrooms or educational contexts and establish a foundation for thinking theoretically, systematically, and pragmatically about education and learning.
Textbooks required for the course are
Cushman, K. (2003). Fires in the bathroom: Advice for teachers from high school students. New York: The New Press.
Kohl, H. (1994). "I won't learn from you" and other thoughts on creative maladjustment. New York: New Press.
Sadowski, M. (Ed.). (2003). Adolescents at school: Perspectives on youth, identity, and education. Cambridge, MA: Harvard Education Press.
Tatum, B. (1997). "Why are all the Black kids sitting together in the cafeteria?" and other conversations about race. New York, NY: Basic Books.
I am add a book on complex instruction by Elizabeth Cohen, but have an article I want to read first to see if it will suffice.
These texts are not difficult to read and many should be available as used texts over the Internet. Unfortunately, I did not order them through the UW Bookstore, Bothell, and they will NOT be available on campus. Be sure to purchase your books in time for the beginning of the quarter. The books will be on reserve for the quarter, and there will be many additional readings on ER.
Student learning goals
1. name and explain the components of the research process (e.g., statement of the problem; research question; conceptual framework; review of literature; description of methodology, description of setting and participants, data collection, interpretation, presentation, and analysis; description of findings; and a conclusion);
2. define and discuss significant concepts and themes related to inquiry (e.g., data, evidence, generalization, validity reliability, rigor, ethical practices, and triangulation);
3. identify multiple possibilities for examining problems (e.g., quantitative or qualitative approaches; students, teachers, parents, and administrators perspectives);
4. state similarities and differences between qualitative and quantitative research studies;
5. connect research questions logically to a particular research method;
6. use personal reflection as a tool for continual professional development;
General method of instruction
This course has both an in-class and on-line component.
Think about an issue in education that you would like to investigate through your own practice. For example, in what ways do students respond to collaborative projects? Become familiar with APA. Make time in your schedule for this five-credit, foundational course in the Master's in Education at UWB.
Class assignments and grading
Each person will be planning an individual research project (NOT COLLECTING DATA) and will work collaboratively in peer groups throughout the quarter.