University of Massachusetts at Boston
Graduate College of Education
Critical & Creative Thinking Program
Action Research for Educational, Professional, and Personal Change*
CrCrTh693
Spring 2008
Syllabus
(* previously Evaluation of Educational Change)
Instructor: Peter Taylor, Critical & Creative Thinking Program
Email: peter.taylor@umb.edu
Phone: 617-287-7636
Office: Wheatley 2nd flr 143.09 (near Counseling & School Psychology)
Class: M 4-6.30, in W-2-209
Office/phone call hours: M 1.40-3.40 by sign up,
or by arrangement.
Syllabus Website with links: http://www.faculty.umb.edu/pjt/693-08.html
Course wiki: http://cct.wikispaces.com/693
General email: Emails sent to cct693@googlegroups.com go to everyone in the course.
COURSE DESCRIPTION
This course covers techniques for and critical thinking about the evaluation of changes in educational practices and policies in schools, organizations, and informal contexts. Topics include quantitative and qualitative methods for design and analysis, participatory design of practices and policies in a framework of action research, institutional learning, the wider reception or discounting of evaluations, and selected case studies, including those arising from semester-long student projects.
- To meet the needs of the diverse, mid-career professionals and creative artists that enter CCT, "educational change" in the previous course title was always construed broadly to include organizational change, training, and personal development, as well as curricular and school change. The second half of the new course title makes this explicit.
- Replacing "Evaluation" in the title with "Action Research" signifies that evaluation is best linked with constituency-building as ideas get developed in practice. To see this, consider the central motivation for the course in the CCT curriculum: "If you have good ideas how do you get others to adopt and/or adapt them?" -- in other words, how do you build a constituency around your idea. This concern can lead you into evaluating how good the ideas actually are (with respect to some defined objectives) so you can demonstrate this to others. It can also lead you to work with others to develop the idea so it becomes theirs as well and thus something they're invested in. Action Research, in the "Cycles & Epicycles" model taught in this course, involves group facilitation, participatory planning, and reflective practice, as well as systematic evaluation.
- Students from programs outside education should find this course a suitable vehicle to enhance your interests in professional and personal change.
- See overview for elaboration of relationship of evaluation to faciitation of change.
PREREQUISITES: Nothing formal; only an interest in some aspect of Educational, Professional, and Personal Change. For CCT students, this course is best taken after Processes of Research and Engagement.
ACCOMMODATIONS: Sections 504 and the Americans with Disabilities Act
of 1990 offer guidelines for curriculum modifications and adaptations for students with documented disabilities. If applicable, students may obtain adaptation
recommendations from the Ross Center (287-7430). The student must present these
recommendations to each professor within a reasonable period, preferably by
the end of the Drop/Add period.
Students are advised to retain a copy of this syllabus in personal files
for use when applying for certification, licensure, or transfer credit.
This syllabus is subject to change, but workload expectations will not be
increased after the semester starts. (Version 13 Apr '08)
SECTIONS TO FOLLOW IN SYLLABUS
Texts and Materials
Requirements
Schedule of Classes and Preparation
Reports from Students' Projects
Bibliography
TEXTS and MATERIALS
Required: Calhoun, E. F. (1994). How to Use Action Research in the Self-Renewing School.
Alexandria, VA: ASCD.
Schmuck, R. (either 1997 or 2006). Practical Action Research for Change. Arlington Heights,
IL: Skylight. (Used copies of old editions available via amazon.com)
Recommended: Schuman, S., Ed. (2006). Creating a Culture of Collaboration: The International Association of Facilitators Handbook. San Francisco, Jossey-Bass.
Readings for the course consist primarily of individual articles and book chapters.
Most of these can be downloaded from the Healey Library's Electronic Reserves
(marked eRes on the syllabus, docutek.lib.umb.edu/
(path: Electronic reserves and Course Materials | select cct693, enter password
provided by instructor) or e-journals).
Recommended: portable storage (e.g., flash drives), synchronization & bibliographic software. (For more info see http://www.cct.umb.edu/competencies.html)
Additional materials linked to the syllabus website or wiki include:
Notes on Teaching/Learning Interactions (including guidelines for assignments)
Links to examples of previous students' work
Rubrics (for individual assignments and for course as a whole in relation to Objectives for Thoughtful and Responsive Educators)
Handouts, some non-copyrighted Readings and other Resources.
Course wiki, including past student work-in-progress and students' summaries of readings
REQUIREMENTS
More detail about the assignments, expectations, and rationale is provided in
the Notes on Teaching/Learning Interactions and Rubrics (see links above) and
in handouts that will be linked to this website during the course of the semester. (Alert the instructor if a link to a handout you need does not work.)
Written assignments and presentations (2/3 of grade)
Project = Design and report on (1500-2500 words) an Action Research Process related to a change or intervention in a specific classroom, workplace or personal teaching/learning practice, an educational policy, an educational institution, or a social policy. Your design should include how you will evaluate the existing situation, how you would facilitate the reflective and/or collaborative process in which a constituency shapes a change or intervention, and how you would evaluate the outcome with a view to expanding further the constituency for adopting/adapting the change or intervention. (If you actually carry out some of the design, that will deepen the project. It is encouraged, but not required.)
The project is developed through a sequence of assignments:
reflection on class demonstration action research, initial description (based on strategic personal planning), KAQ, evaluation clock, initial work-in-progress presentation, notes on research and planning, narrative outline, updated work-in-progress presentation, complete draft report, and final (1500-2500 words) report.
A. Action Research written assignments and work-in-progress presentations
Initial submissions of eight assignments due on the dates given below in the Schedule of classes (and summarized on the assignment checklist)
At least six, including the updated work-in-progress presentation and the complete draft report, should be revised and resubmitted in responses to comments until OK/RNR (=OK/ Reflection-revision-resubmission Not Requested).
Participation and contribution to the class process (1/3 of grade)
B. Building learning community through prepared participation and attendance at class meetings(=13 items) and B2. "syllabus quiz" for week 2
C. Summaries (new wiki entries or revisions) of readings for weeks 9, 10, and 12 (=3 items)
D. Personal/Professional Development (PD) Workbook compiled throughout the semester (6 items), including:
D1. Regular personal wikipage entries on possible application of tools to your project, perused at first conference or before mid-semester break
D2. Worksheet submitted in week 6
D3. Whole PD workbook submitted and personal wikipage ready for perusal at the end of the semester (week 13)
D4. Annotated links to "Clippings," posted on the wiki (2 items for 6 postings)
D5. Process review on the development of your work (week 13)
E. Minimum of two in-office or phone conferences on your assignments, PD workbook, personal wikipage, and project -- one before mid-semester break; the other before week 10 (=2 items)
F. Assignment Check-list maintained by student
and submitted week 12
G. Peer commentary on another student's draft report (with copy submitted to
PT or included in PD workbook)
Students should aim for 5 writing assignments OK/RNR (=OK/ Reflection-revision-resubmission Not Requested), the initial & updated work-in-progress presentations made, and 22 participation items fulfilled.
If you reach or exceed this level, you get 80 points (which gives you an automatic B+) and the following rubric is used to add further points.
For each quality "fulfilled very well" you get 2 points or 1 point if you "did an OK job, but there was room for more development/attention." You get 0 points if "to be honest, this still needs serious attention."
1. A sequence of assignments paced more or less as in syllabus (and revisions timely),
2. often revised thoroughly and with new thinking in response to comments.
3. Project innovative, well planned and carried out with considerable initiative, and
4. indicates that you can move from design to implementation in your specific situation.
5. Project reports clear and well structured,
6. with supporting references and detail, and professionally presented.
7. Active contribution to and reflection on process of learning from Action Research (initial example as well as class activities around semester-long projects)
8. Ability to shift between opening out and focusing in as required to complete full Evaluation clock
9. Active, prepared participation and building class as learning community.
10. PD workbook & wiki show: Consistent work outside class,
11. deep reflection on your development through the semester and
12. map of the future directions in which you plan to develop.
If you don't reach the automatic B+ level, your points = 4 for each writing assignment submitted + an additional 5 for each writing assignments OK/RNR + 1.2 for each participation item fulfilled.
Overall course points are converted to letter grades as follows: The minimum grade for A is 95 points, for A- is 87.5, for B+ is 80, for B is 72.5; for B- is 65; for C+ is 57.5; and for C is 50.
(In theory it is possible for a student to earn 104 points, but this would still be awarded an A.)
SCHEDULE OF CLASSES
Class 1 (1/28) Introduction to Action Research Cycles and Epicycles, I
The framework of Action Research Cycles and Epicycles
is introduced through a compressed example during
this class and the next.
Critical Incident Questionnaire
Homework tasks, a.k.a. "Syllabus quiz" to submit in week 2.
Class 2 (2/4) Introduction to Action Research Cycles and Epicycles, II
Reading: Schmuck, 1997, p. vii-29; 2006, p. ix-29
Pre- or post-class reading on Focused Conversations: Stanfield, 6-29.
Feedback on Critical Incident Questionnaire
Questions on Syllabus and course mechanics
Continuation of activity from class 1
Focused Conversation on compressed Action Research experience to date (handout)
Class 3 (2/11) Strategic Participatory Planning, applied to personal course
and life projects
Reading: Final project by alum of the course (Jan Coe & John Quirk; from password protected site - see below), Spencer, chaps. 5 &
7, Weissglass, "Constructivist Listening," also Review Project reports
from previous semesters (online using password protected
site.)
Interview an alum of the course, John Quirk, about their experience developing an Action Research process.
Supportive Listening (a variant of constructivist
listening) on one's hopes/fears re: educational, professional, and/or personal change
Strategic personal planning workshop (about the educational/organizational/personal change you want to facilitate/promote)
In-class drafting of initial description of AR design project
Post-class reading: (for those interested in Strategic Participatory Planning) Materials from ICA Facilitators Manual (PPR), CEDAC, Our Economy, Taylor, "Epilogue," 204-210,
Schmuck on "cooperative" action research
*A* Asmt. 1: 1st Reflection on your Experience as Novice Action Researchers in relation to the Considered Formulations from Other Sources (Schmuck)
2/18 No class (Presidents' Day)
Class 4 (2/25) Opening up problems and focusing in on inquiry
Reading: Greenwald, "Learning from Problems."
Use of KAQ framework.
*A* Asmt. 2: Initial Paragraph Overview of Project (revised in response to PT's comments by email on in-class draft)
Class 5 (3/3) Formulating informative comparisons as a basis for evaluations,
I
Comparison steps (2-4) in the evaluation clock, used to analyze a clipping on
the effects of a smoking ban, then to design evaluation as part of students'
projects
Reading: Goode Clipping (PPR);
Overview of relationship of evaluation to faciitation of change; Guide to the Evaluation clock (before and/or after class)
*A* Asmt. 3: KAQ assignment
Class 6 (3/10) Formulating informative comparisons as a basis for evaluations,
II
Introduction to statistical formulations of comparisons and background assumptions
Peer coaching on Evaluation clock assignment and its extension to students'
projects
*A* Asmt. 4a. Use the comparison steps (2-4) in the evaluation clock
to design evaluation as part of your project.
*A* E1. First conference must be completed by 3/13 to discuss your Action
Research ideas, the course thus far, and your PD workbook (bring to conference)
*A* D2. Submit worksheet on PD workbook
and research organization
*A* E2. Schedule second conference before 4/23 to discuss your projects and use of evaluation clock
3/17 No class (Spring break)
Class 7 (3/24) Work-in-progress presentations, I
*A* Asmt. 5, Notes on Research and Planning for Student Projects (to be pasted onto the wiki by 3/25 at latest so everyone can see how other students are approaching their projects)
*A* Asmt. 6, initial: Work-in-progress Presentation I on Project
Class 8 (3/31) Reflection on your Experience as Novice Action Researchers
with the Considered Formulations from Other Sources, I
Readings: Schmuck, pages 29-146, Calhoun, How to Use Action Research
(especially chapters 1-3), Weiss, chapter 1, and (optional) Weiss, chapters 2 &4.
Video on work in heterogeneous groups.
Small group work on two activities: a) guidelines
for small group work and b) comparison of PT's and Calhoun's Action Research
Critical Incident Questionnaire II on course to date
*A* Asmt. 4b due: Use the full evaluation clock to design the evaluation
part of your project.
Class 9 (4/7) Reflection on your Experience as Novice Action Researchers
with the Considered Formulations from Other Sources, II
Readings: At least three from Hitchcock & Hughes, Chap. 3, "Access,
ethics, and objectivity," Chapter 5, "Designing, planning and evaluating
Research"; Greenwood & Levin, Chaps. 8 & 11, "Action research
cases," & "Action science and organizational learning"; Rokovich,
et al., "Implementing change"; Jenkins, "Action learning";
CEDAC, Our Economy; Greenwald, Science in Progress; Madison Metropolitan
School District, "Classroom action research" (and linked pages),
study of CIT
Feedback on Critical Incident Questionnaire II
Dialogue Process session on ethics and engagement in Action Research
Class 10 (4/14) Politics and Theories of Evaluation and Educational Research,
I: Case studies
Although it is not expected that your projects tackle the larger political context of making changes in education (broadly construed) or draw on sophisticated theories about evaluation and educational change, this class and the last class serve to put these areas on your maps.
Readings--at least one of:
Woodhead, "When psychology," Hunt, "The dilemma," Metcalf,
"Reading between the lines." Rokovich, San Jose School District
"Jig-saw" digestion and discussion of readings
*A* Asmt. 7: Narrative Outline for Project Report
4/21 No class (Patriots' Day)
Class 11 (4/28) Work-in-progress presentations, II
*A* Asmt 6, updated: Work-in-progress Presentation II on Project
Titles of Projects
Craig,Jeff--An Action Research Project to Raise Awareness and Increase the Usage of Career Planning and Job Placement Services at Bristol Community College
Knight,Sandra--Building a Professional Development Plan for Clerical/Administrative Support staff within an Organization
McDuffie,Candace--Implementing Projects To Promote Early Literacy: A Look At Activities for Infants, Toddlers, and Beyond
Monteiro,Jackie-Changing and Reevaluating my Current Lifestyle
Reyes,Andres--Getting ESL students more actively involved and invested in the direction and depth of their learning in the ESL class---and helping them see and make connections between classroom learning and real-life application
Szteiter,Jeremy--Developing an Action Research Plan for Personal Action that Inspires the Use of Collaborative Play by Teachers in the Small Group Curriculum Planning Process
Tetzlaff,Tara --Taking the Time it Takes: Developing My Career Goals and Interests and Making a Plan to Pursue Them
Tower,Matthew--Developing a Culture of Action Research in the Tutoring Community