Summer 2020 - EDUC 904 G034
Fieldwork III (5)
Class Number: 3778
Delivery Method: In Person
Overview
Description
COURSE DETAILS:
Meeting Dates:
All course activity will occur online. These activities will be divided into four “class periods” of two weeks beginning on May 9th, May 23rd, June 6th and June 20th during which there will be asynchronous activities plus an online class conference consisting of a number of synchronous activities spread over one week from July 9th to 17th.
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 effectively and abides by all ethical guidelines, conduct the research, analyze the results, prepare a formal report, and present a public report of the results that adheres to ethical guidelines for reporting research.
Grading
- Action Research Report 33.3%
- Reflective Essay on Learning in the MEd Program as a Whole 33.3%
- Leadership Statement 33.3%
NOTES:
Action Research Report - one third
Approval to conduct the Action Research project will be granted based on a proposal that includes a research question, related literature review, description of method and analysis, all data gathering instruments and/or interview protocols, and a consent form that complies with ORE requirements. Students must then gain the approval of the school district or institution within which the research will be conducted and provide evidence of that approval before beginning the research.
Specifications for the contents and format of the formal Action Research Report will be provided in class.
A draft report must be submitted no later than June 13th, but multiple drafts will be accepted earlier for formative feedback at the option of the student. Reports must meet all ethical requirements for research reporting and ensure participant confidentiality.
Reflective Essay on Learning in the MEd Program as a Whole - one third
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 - one third
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).
Part of the process of developing this statement will be a pre-course assignment based on book titled “”Why Should Anyone Be Led By You?” (Goffee, R and Jones, G, Harvard Business Review Press, 2015). This assignment will be the basis for class discussion on the first weekend of the course.
Materials
REQUIRED READING:
There is no required reading for this course but the following references are recommended to students if they require assistance in the analysis of their research data beyond the discussions that will be held in class and the individual feedback they will receive if they chose to submit early drafts of their research report.
Salkind, N. J. (2017). Statistics for People Who (Think They) Hate Statistics. Fourth Edition Using Microsoft Excel 2016. Thousand Oaks, CA: Sage Publications. ISBN: 9781483374086. Online availability through Vital Source: https://www.vitalsource.com/products/statistics-for-people-who-think-they-hate-neil-j-salkind-v9781483374093?term=9781483374109
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 starting points.
Salkind Student Study Site
https://edge.sagepub.com/salkindexcel4e
Research Methods
The Research Methods Knowledge Base
http://www.socialresearchmethods.net/kb/contents.php
Sage Research Methods Online
http://methods.sagepub.com.proxy.lib.sfu.ca
Qualitative data analysis
Research methods and analysis
http://learntech.uwe.ac.uk/da/Default.aspx?pageid=1409
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:
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 2020
Please 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 (caladmin@sfu.ca 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.