1. Course Description:

Directed Research serves as the capstone experience in the Master of Arts in Education degree. Participants will work with individual advisors to craft and complete a substantial, high-quality research project. Although the completed projects will differ, they all must include a written research review. They must document the research process and assess the project's relevance, value, and significance. Passing the course requires a project proposal, the successful completion of the project, and an oral defense before a Project Review Committee. This will be composed of the participant's advisor, one other Education Department faculty, and one other professional working either at Wittenberg University or in P-12 schools. Prerequisites: 550, 560, 570, and 580.

II. Course Objectives: Students will be able to:

A) Knowledge

1. Define in precise terms a research question for their final project.

2. Describe in writing a timeline for conducting their research.

3. Develop a full research proposal.

4. Understand the criteria by which their project will be evaluated.

5. Synthesize and interpret data that they have collected.

B) Skills

1. Create a data base for handling their research data.

2. Synthesize background research for their project.

3. Write a full project description.

4. Present a successful oral defense of their research project.

C) Attitudes and Values

 

1. Acknowledge the need for teacher directed research.

2. Appreciate the skills and persistence necessary to create a quality research project.

3. Consider how their own professional growth and understanding can be shared with other teachers and students.

 

III. Course Topics and Outline

 

Directed Research is to be conducted in coordination with the student's advisor. While the time needed to complete the project may vary, each student will follow these steps:

1. Register for Education 600.

2. Prepare a preliminary project proposal following department guidelines. The proposal will be developed in consultation with a faculty advisor.

3. Establish a Project Review Committee which must include three members including the participant's advisor, one other member of the Education Department, and one other professional working either at Wittenberg University or in P-12 schools. The committee serves as the primary source of evaluation for the student's project.

4. Upon completion of the project, submit two bound copies of the project to the Director of the Graduate Program.

IV. Instructional Procedure

1. Collaborative work with graduate advisor.

2. Individual research.

3. Development of a final project.

 

V. Evaluation

All projects will evaluated by a Project Review Committee. It includes three members: the participant's advisor, one other member of the Education Department, and one other professional working either at Wittenberg University or in P-12 schools. To successfully complete Directed Research both written project must be approved by the committee and the student must conduct a successful oral defense of the project in front of the committee. The research effort is concluded by the presentation of two bound copies to the Director of Graduate Program.

VI. Clinical Experience and Field Experience

Research will have a specific clinical focus on an educational or school/classroom related issue. It is expected that for many research projects, data will be gathered from the school where the student is employed.

VII. Text and Supplemental Materials

Required Texts:

Calhoun, E.F. (1994) How To Use Action Research in a Self-Renewing School. Alexandria,

VI: Association for Supervision and Curriculum Development.

Mills, B. (2000). Action Research: A Guide for the Teacher Researcher, Upper Saddle River, NJ: Merrill.

Supplemental Materials and Readings:

Anderson, G. L., Herr, K. & Nihlen, A.S. (1994). Studying Your Own School: An Educators Guide to Qualitative Research. Thousand Oaks, CA: Corwin Press.

Brannigan, G.G. (1996). The Enlightened Educator. New York: McGraw Hill.

Elmore, P.B., & Woehlke, P.L. (1997). Basic Statistics. New York: Longman.

Glanz, J. (1998). Action Research: An Educational Leader's Guide to School Improvement.Norwood, MA: Christopher Gorder.

Krathwohl, D.R. (1998). Methods of Educational and Social Science Research: An Integrated Approach. New York: Longman.

McLean, J.E. (1996). Improving Education Though Action Research. New York: Hyde Publications.

Sagor, R. (1992). How to Conduct Collaborative Action Research. Alexandria, VI: Association for Supervision and Curriculum Development.

Tuckman, B.W. (1994.) Conducting Educational Research (4th ed.). San Diego, CA: Harcourt Brace.

On-Line Resources:

Networks: An on-line journal for teacher research: This is the first on-line journal dedicated to teacher research. It provides examples of teacher researcher studies.

Learning Exchange: Describes the International Symposium on Collaborative Action Research. The sites provides links to other educational sites.

Southern Cross University Action Research Links: Provides links to action research, action learning, and an international action research journal.

VIII. Course Numbering Rationale

The "600" number designates the course as the final requirement for the Master of Arts in Education degree. All other courses will have a "500" number designation.

IX. Date of Syllabus: Fall, 99

 

For additional information, please contact:

Dr. Robert Welker - 937-327-6421