Summer 2020 - EDUC 904 G033
Fieldwork III (5)
Class Number: 3772
Delivery Method: In Person
Fridays, 4:30 - 9:00 pm
Saturdays, 8:30 am - 4:30 pm
May 15/16, 29/30
June 12/13, 19/20
This course will be delivered remotely.
Further to the topics explored during the MEd Program’s prior coursework, EDUC 904: Fieldwork III will consider a range of research methods and tools that can assist cohort members as they inquire into aspects of their own areas of educational practice. EDUC 904-5 will support each student as he or she pursues an opportunity to complete the design, implementation, evaluation, and reporting on a practitioner research project that explores a topic for inquiry that is theoretically engaging, practically oriented, and applicable to his/her own professional work. Students will receive instructional support as they work through the various phases of their own research projects, including research design and proposal; research ethics; data (sourcing, collection, analysis, interpretation, and evaluation); and report writing.
COURSE-LEVEL EDUCATIONAL GOALS:
The broad goals for students enrolled in this course can be expressed as follows:
- To conceptualize and interpret relevant educational knowledge and theory
- To encounter, experience, experiment with, and critique relevant methods of educational research
- To encounter, conceptualize, reflect upon, design, and apply diverse educational and ethical practices pertaining to practitioner inquiry
- To communicate, in various modalities, in accord with the expectations of the disciplines involved in educational research
- To act ethically, responsibly, and with growing initiative as scholar-practitioners in both scholarly and professional capacities
- To examine and cultivate values of ethical educational engagement, including community engagement, international (and transdisciplinary) engagement, and/or engagement among diverse identities, within marginalized constituencies, and with particular sensitivity toward indigenous identities and concerns.
- Proof of Course Participation (eg. Notebook, Glossary of terms, etc.) 10%
- Participation in Small Group and Plenary Dialogue 10%
- Participation in regard to Presentations 10%
- Midterm (Retrospective and Prospective Essay): 30%
- Final (Research Project: Complete Draft) 40%
Normally, it is expected that students will complete all elements of the coursework.
(Apply to the written assignments and the oral presentations)
A+ Outstanding grasp of concepts and issues; evidence of careful and precise reading of required texts and of other related texts; ability to relate theoretical discussions to practice accurately; critical evaluation of readings and discussions and lectures giving evidence of independent and consistent judgment; fluent and appropriate use of relevant concepts; careful attention to the ideas of others, and respect in addressing them; imaginative organization and presentation of written and oral work.
A As above, but at a somewhat lower level of quality.
A- Clear use of relevant literature and background reading; appropriate use of relevant concepts; sound structure and good organization; sound critical evaluation; linkages with wider issues made clearly; courtesy in dealing with others’ ideas and opinions. Competent organization and presentation of written and oral work.
B+ Reasonably accurate grasp of key concepts and issues; analyses and discussions relevant and appropriate; adequately clear structure to written work; readings sensibly incorporated into arguments; evaluative discussions made accurately and sensibly; courtesy in dealing with others’ ideas and opinions. The organization and presentation of written and oral work is adequate.
B As above, but at a somewhat lower level of quality.
C+ Little evidence of required reading or little evidence that it has been adequately understood; limited grasp of the concepts being discussed; divergence from the main point to only peripherally or superficially related items; largely dealing with anecdotal or concrete instances rather than with the level of principles and theories; largely descriptive writing with little analysis, though showing some grasp of the main issues. The organization and presentation of written and oral work is lacking.
C As above, but at a somewhat lower level of quality.
C- Solely descriptive and only peripheral points engaged; lack of evidence of reading or limited understanding of what read; conceptual confusion, irrelevant and muddled material poorly organized.
Cresswell, J. W. & Cresswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Los Angeles, CA: Sage Publications.
Additional readings from peer reviewed journals will be assigned in the extended course outline.
(Suggested for those wishing to pursue a particular set of qualitative methods.)
Clandinin, D. J. (2013). Engaging in narrative inquiry. Walnut Creek, CA: Left Coast Press.
Koshy, V. (2010). Action research for improving educational practice (2nd ed.). Thousand Oaks, CA: Sage Publications.
Moules, McCaffery, Field, & Lang (2015). Conducting hermeneutic research. New York: Peter Lang.
Ricouer, P. (1976). Interpretation theory: Discourse and the surplus of meaning. Fort Worth, TX: Texas Christian University Press.
Breeze, R. (2011). Critical discourse analysis and its critics. Pragmatics 21(4), 493-525.
Hiles, D. (2001). Heuristic inquiry and transpersonal research. Paper presented at CCPE, London, October 2001. Retrieved from http://www.psy.dmu.ac.uk/drhiles/HIpaper.htm.
Hiles, D. (2002). Narrative and heuristic approaches to transpersonal research and practices. Paper presented at CCPE, London, October 2002. Retrieved from http://www.psy.dmu.ac.uk/drhiles/N&Hpaper.htm.
van Manen, M. (2007). Phenomenology of practice. Phenomenology and Practice 1(1), 11-30.
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.
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS
SFU’s Academic Integrity web site http://www.sfu.ca/students/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
TEACHING AT SFU IN SUMMER 2020Please note that all teaching at SFU in summer term 2020 will be conducted through remote methods. Enrollment in this course acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.
Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (firstname.lastname@example.org or 778-782-3112) as soon as possible to ensure that they are eligible and that approved accommodations and services are implemented in a timely fashion.