Summer 2018 - EDUC 904 G033
Fieldwork III (5)
Class Number: 6958
Delivery Method: In Person
Overview
Description
COURSE DETAILS:
Meeting Dates:
May 11/12, May 18*/19*, June 1/2, June 15*/16*, July 9/10
Meeting Times:
Friday 4:30 to 9:00 and Saturday 9:00 to 4:00 in May and June;
full days 9:00 to 4:00 in July
Meeting Location:
SFU Harbour Centre, 515 West Hastings Street Room 1525 (*Room 1530 on May 18/19 and June 15/16)
In addition to class meetings, students will be able to consult with the instructor in person or by email as necessary to complete the analysis of their action research data and to refine their draft research reports.
COURSE-LEVEL EDUCATIONAL GOALS:
Upon course completion, students will have demonstrated the ability to pose a significant research question related to their practice, conceive a well-structured plan for an action research project that examines the question, conduct the research, analyze the results, prepare a formal report, and present a public report of the results.
Students will also integrate what they have learned throughout the program into a culminating statement of their understanding of leadership as a part of their capstone demonstration of learning.
Grading
- Action Research Report (Deadline July 13) 33.33%
- Reflective Essay on Learning in the MEd Program as a Whole 33.33%
- Leadership Statement 33.33%
NOTES:
Action Research Report (Deadline July 13) - 1/3 of final grade
Guidelines specifying the required elements of the Action Research Report and discussing formatting issues will be provided in class.
A draft report must be submitted no later than June 9th, but earlier submission is encouraged and multiple drafts will be accepted and reviewed as desired by individual students.
Reflective Essay on Learning in the MEd Program as a Whole - 1/3 of final grade
Students will participate in a collaborative review of all courses in the program and will be invited to consider the main learnings from each course and how their thinking about leadership has evolved over the course of the program. They will then prepare a reflective essay on this topic.
Leadership Statement - 1/3 of final grade
Students will prepare a leadership statement which incorporates their learning throughout the program, including the evolution of their thinking as explained in the reflective essay, with end notes identifying the major areas of change from the leadership statement submitted as the final paper in their first course in the program (Educational Leadership).
Materials
REQUIRED READING:
There is no required reading for this course but students are referred to the text used in their EDUC 864 (Research Methods) course:
Cohen, L., Manion, L. & Morrison, K. (2011). Research methods in education (7th ed.). New York, NY: Routledge.
ISBN: 978-0-415-58336-7
RECOMMENDED READING:
Methods of analysis for action research results will be discussed in class and students will be able to consult individually about their particular results. However, for those wishing other sources of information, the following are recommended.
Salkind, N.J. (2011), Statistics for People Who (Think They) Hate Statistics. (Paperback). 4th Edition. Thousand Oaks, CA: Sage Publications.
ISBN: 978-1-412-97959-7
Check, J.& Schutt, R. K. (2012). Research Methods in Education. Sage Publications.
ISBN: 978-1-412-94009-2
Graduate Studies Notes:
Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.
Registrar Notes:
SFU’s Academic Integrity web site http://students.sfu.ca/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS