Spring 2021 - EDUC 904 G032
Fieldwork III (5)
Class Number: 3791
Delivery Method: Remote
Jan 8/9, Jan 22/23, Feb 5, Feb 26/27, Mar 12/13, Mar 26/27
Synchronous Fridays: 4:30pm-8:30pm
Synchronous Saturday: 9am-3:30pm
[Note: There will be asynchronous class work as well.]
This course provides an introduction to Action Research (AR) in the context of the historical development of qualitative research methodologies in education. It is designed to integrate ongoing learning about Imaginative Education (IE) with the lived experience of teaching in individual circumstances. This course will prepare the “teacher-as-researcher” with both the theoretical background and practical strategies to design, evaluate, and conduct an action research inquiry project “in the field.” The course will cover methodologies, ethics, literature reviews, research plans, action plans and reflective inquiry practices.
To maximize understanding of IE it is essential that in-service teachers actively conduct inquiry projects in their individual teaching contexts. As a central part of the course, each student will design and carry out an action research inquiry project in an educational setting of their choosing. Early classes will focus on the philosophical and practical dimensions of research culture, while later ones will assist students in the interpretation and communication of findings and reflective inquiry practices. Lectures and class discussion will take place in an online forum (i.e. Zoom and Canvas).
COURSE-LEVEL EDUCATIONAL GOALS:
- Develop a disposition of inquiry & critical reflection (i.e. Ironic Understanding) to examine education practices and educational change processes
- Conduct a literature review and connect readings to field study project
- Participate in a “critical friend group” to provide/receive thoughtful feedback to/from peers
- Identify a research question, design a proposal, plan for field study and conduct an action inquiry project
- Participation in Critical Friend Groups/Class Discussion 20%
- Initial Research Sketch 20%
- Fieldwork / Fieldwork Self-Evaluation 20%
- Individual Critical Reflection 40%
Parsons, J., Hewson, K., Adrian, L., & Day, N. (2013). Engaging in action research: A practical guide to teacher-conducted research for educators and school leaders. Calgary: Brush Education Inc.www.brusheducation.ca/catalog/arts-education-social-sciences/books/engaging-in-action-research
ISBN: Prnt 978-1550594492w
Fullan M. (2001). The new meaning of educational change. New York: Teacher’s College Press. (3rd Ed).
Egan, K. (1997). The Educated Mind: How Cognitive Tools Shape Our Understanding. Chicago: University of Chicago Press.
ISBN: (Pprbck) 0-226190390
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 SPRING 2021
Teaching at SFU in spring 2021 will be conducted primarily through remote methods. There will be in-person course components in a few exceptional cases where this is fundamental to the educational goals of the course. Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment 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. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.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 (email@example.com or 778-782-3112).