EDD 630/9477  
EDUCATIONAL SEMINAR I  
THE ART OF CLASSROOM INQUIRY, MATHEMATICS  
 THE COLLEGE OF STATEN ISLAND / CUNY  
DEPARTMENT OF EDUCATION

 

 

                                    “Copy from one, it’s plagiarism
 copy from two, it’s research.”  
George Eliot

Fall, 2005       

 

   
Instructor:                 Dr. Judit Kerekes
Office:                       3S/207B
Phone:                       (718) 982 4112
Office Hours:            Wednesday      8:00 pm-9:00 pm
                                   Thursday         3:30 pm-5:30 pm.
Time:                         Wednesday     6:30 pm-8:10 pm
Room:                        3S-210

 

Course Description:                

“The best way to predict the future is to invent it.” Kay Because the future is in our schools and classrooms today. By studying a particular phenomenon through interactive strategies, research provides an understanding of the theory. Research changes one’s  “lenses” when viewing education. Students gain a deeper understanding and knowledge in education.

Required materials:  R. S. Hubbard, and B. M. Power (2003)  The Art of Classroom Inquiry: A HANDBOOK FOR
                                             TEACHER-RESEARCHERS. Greenwood. ISBN 0325005435

Recommended: A. P. Johnson (2005) A Short Guide to Action Research. Person Education Company. ISBN 020541253X

Course Objectives:

¨      To set up a theoretical framework for educational research

¨      To facilitate students to became teacher-researchers

¨      To establish a climate of inquiry towards change with respect to ideal classroom practice

¨      To develop an area of inquiry

¨      To facilitate the understanding and practice of clear systematic planning to collect data and verify the effects of change

¨      To prepare a research based proposal designed to examine particular classroom concerns of the student


 Requirements & Method of Evaluation:

¨Final Oral Presentation:                                 25%
¨Written Proposal:                                          25%
¨To Submit on Time all the Documentation:     25%
¨Attendance and Class Participation:               25%

 

                                                COURSE OUTLINE

 


Aug. 31 Class 1                      Science, Research, and Teaching

What is research?
Understanding research
Introduction to Action Research
Research in Action
The importance of Action Research
E-mail address
Reading: Chapter 1, Hubbard and Power
 
 
Sept. 7 Class 2                      Try to love the questions themselves

Finding and framing a research question
Using the Action Research for Solving Problems
Interviews Group A
Reading: Chapter 2, Hubbard and Power
 
 
Sept. 14 Class 3                      Strategies for Professional Growth

Getting support
Getting permission
Math for Disabled Students
An Overview of the Action Research Process
Finding Your Research Topic
Reading: Chapter 3, Hubbard and Power
Article
Assignment:        Response #1
 
 
 Sept. 21 Class 4                      Using the Action Research for Solving Problems
  Finding the Problem
Finding Solutions
Testing the solution
An Example of Action Research and Problem Solving
Interviews Group B
Reading: Chapter 4, Hubbard and Power


Sept. 28 Class 5                      Library Class
Theoretical Context
Reviewing the Literature
Sources for the Literature Review
Sample Literature Reviews
Computer lab, ERIC
Reading: Chapter 5, and 6 Hubbard and Power
Assignment: Response #2

Oct 5                                       No Classes

Oct 12                                     No Classes

Oct 19 Class 6                      Methods of Collecting Data
Data Collection
Types of Data Collection in Action Research
Review Chapter 1-6, Hubbard and Power
Article
Assignment:            Response #3

 

Oct 26 Class 7                      Mid-term

 

Nov 2 Class 8                         Methods of Analyzing Data

Accuracy and Credibility
Validity, Reliability, and Triangulation
Inductive Analysis
Reading: Chapter 7, Hubbard and Power
Article
Assignment: Response #4

 


Nov. 9 Class 9                      Discussion: Your Plan of Action

Conclusions and Recommendations
Evaluation of the Study
Designing a New Plan or Program
Reading: Chapters, Hubbard and Power
Assignment: Response #5
 
 
Nov. 16 Class 10                    Writing and Reporting Action Research
 
 
Nov. 23 Class 11                    Presenting Your Action Research

Where to Share your Action Research
The Educational Environment
The Professional Environment
Local Community Organizations
 
 
Nov. 30 Class 12                    Action Research as Master’s Thesis

Before You Start
The Action Research Thesis
The Last Word
Research Colloquium A1
 
 
Dec. 7 Class 13                    Findings: Reporting Qualitative Data

Presenting Qualitative Data
The Importance of Structure
Case Studies or Representative Samples
Research Colloquium A2
 
 
Dec. 14 Class 14            Findings: Reporting Quantitative Data Using Tables, Figures, and Graphs
Quantifying Reality
Tables
Figures
Videos
Research Colloquium B1, B2

Dec. 21 Class 15                    Final


Bibliography:

 

Paul D. Leddy & Jeanne Ellis Ormrod (2001)    Practical Research: PLANNING AND DESIGN

Gordon Wells (2001)  Action Talk and Text: LEARNING & TEACHING INQUIRY

Susan E, Noffke (1995)  Educational Action Research: BECOMING PRACTICALLY CRITICAL

James McMillan & Sally Schumacher(1997)  Research in Education: A CONCEPTUAL INTRODUCTION

C. M.  Charles (1998)   Introduction to Educational Research