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.
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: A. Action Research written assignments and work-in-progress presentations

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: 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. 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

Class 12 (5/5) Politics and Theories of Evaluation and Educational Research, II: Action Research as an alternative to Positivist and Interpretivist approaches
Readings--at least two of:
Carr & Kemmis, Becoming Critical, CEDAC, Our Economy, Greenwood, "Action science and organizational learning," Taylor, "Epilogue" McLeod, et al., "Changing how we work," Senge et al., "Fostering communities"

Video segment on Myles Horton and the Highlander Center, a longterm source of educational and social change, followed by reflective exercise.
Dialogue Process session on participatory action research and theory in relation to action

*A* G.Assignment Check-list maintained by student, with completion contract proposal if needed
*A* Asmt. 8: Complete Draft of Design Project (2 copies)

*A* F. Make comments on another student's draft, and email them to the person by 5/12 or bring to class 13.

**The last class will be on Friday 9th May at 4pm**
Class 13 (5/9) Taking stock of course & of change: Where have we come & where do we go from here?
(handout)
Reading: Cashin, "Student ratings of teaching"
Practical Vision of Future Personal and Professional Development (see samples from previous years)
GCOE & CCT course evaluations (see previous semesters' evaluations)
*A* D3. PD workbook submitted for perusal, including D5. Process review
Additional reading (selections TBA): Stanfield, Courage to Learn, Stanfield, The Workshop Book, Tuecke, "Creating a wall of wonder,"

5/19, Due by email
*A* Asmt. 8 revised: Final Project report (by email attachment)

BIBLIOGRAPHY

eRes indicates reading on electronic reserve. # indicates additional texts on evaluation, action research, or facilitating group process (to be borrowed from the library, interlibrary loan, or instructor.
## indicates usefull readings to help in writing and revising.

Backer, T., J. Chang, A. Crawford, T. Ferraguto, D. Tioseco and N. Woodson (2002). "Case study and analysis: The Center for the Improvement of Teaching, University of Massachusetts, Boston."(PPR)
Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass Publishers (eRes)
Calhoun, E. F. (1994). How to Use Action Research in the Self-Renewing School. Alexandria, VA: ASCD.
Carr, W. and S. Kemmis (1986). Becoming Critical: Education, Knowledge and Action Research. Geelong: Deakin University Press., chapters 6 & 7 (up to p. 200 on eRes)
Cashin, W. E. (1990). "Student ratings of teaching: A summary of the research." Management Newsletter 4(1): 2-7. (eRes)
CEDAC (Community Economic Development Advisory Committee) (1995). Our Economy: Our Future, Final Report. York, Ontario: City of York. (eRes)
Conlin, M. L. (2002). "The basics of writing: Process and strategies," in Patterns Plus: A Short Prose Reader with Argumentation. Boston: Houghton Mifflin, 1-11. (eRes)##
Couto, R. A. (2001). "The promise of a scholarship of engagement." The Academic Workplace 12(2): 4, 6.
Daniel, D., C. Fauske, P. Galeno and D. Mael (2001). Take Charge of Your Writing: Dicovering Writing Through Self-Assessment. Boston: Houghton Mifflin.##
Elbow, P. (1981). Writing with Power. New York: Oxford Univ. Press##
Entin, D. (2001). "Review of The Reflective Practitioner: How Professionals Think in Action." The Academic Workplace 12(2): 13, 18.
Greenwald, N. (2000). "Learning from Problems." The Science Teacher 67(April): 28-32. (eRes)
Greenwald, N. (2000). Science in Progress: Challenges in Problem-based Learning for Secondary Schools
Greenwood, D. J. and M. Levin (1998). Introduction To Action Research: Social Research For Social Change. Thousand Oaks, CA: Sage. (pp. 187-202 on eRes)
Hitchcock, G. and D. Hughes (1995). Research and the Teacher: A Qualitative Introduction to School-based Research. New York: Routledge.(pp. 77-112 on eRes)
Hunt, M. (1985). "The dilemma in the classroom: A cross-sectional survey measures the effects of segregated schooling," in Profiles of Social Research: The Scientific Study of Human Interactions. New York: Russell Sage,51-97. (eRes)
Institute of Cultural Affairs, n.d., Facilitators Manual (excerpts on Strategic Participatory Planning). Toronto: Canadian Institute of Cultural Affairs.(PPR)
Isaacs W. (1999) Dialogue and the Art of Thinking Together. New York: Currency.#
Jenkins, M. (2000). "Action learning: Taking the time it takes." Paper presented to the International Association of Facilitators, Toronto, April 27 2000.
Kanar, C. (2002). "Improving your paragraph skills," in The Confident Writer. Boston: Houghton Mifflin, 60-88.##
Madison Metropolitan School District (2001). "Classroom action research." http://www.madison.k12.wi.us/sod/car/carhomepage.html viewed 25 Jan. 03.
Madison Metropolitan School District (2001). "Classroom action research starting points." http://www.madison.k12.wi.us/sod/car/carstartingpoints.html viewed 25 Jan. 03.
McLeod, M., P. Senge and M. Wheatley (2001). "Changing how we work." Shambhala Sun(January): 29-33. (eRes)
Metcalf, S. (2002). "Reading between the lines." The Nation(Jan. 28): 18-22. (eRes)
Nelson, J. (2001). The Art of Focused Conversation for Schools. Toronto: Canadian Institute of Cultural Affairs.
Patton, M. Q. (1982). Practical Evaluation. Newbury Park, CA: Sage.#
Perelman, L., J. Paradis, E. Barrett (n.d.) The Mayfield Handbook of Technical and Scientific Writing. https://mit.imoat.net/handbook/home.htm##
Pietro, D. S. (Ed.) (1983). Evaluation Sourcebook. New York: American Council of Voluntary Agencies for Foreign Service.#
Rokovich, M. A., M. Stevens and J. Stallman (2000). "Implementing change at SJUSD: An unfinished case study." Presented to the International Association of Facilitators, Toronto, April 27 2000. (PPR)
Schmuck, R. (1997). Practical Action Research for Change. Arlington Heights, IL: Skylight.
Schuman, S., Ed. (2006). Creating a Culture of Collaboration: The International Association of Facilitators Handbook. San Francisco, Jossey-Bass (on reserve, plus excerpts PPR
Senge, P., N. Cambron-McCabe, T. Lucas, B. Smith, J. Dutton and A. Kleiner (2000). "Fostering communities that learn," in Schools That Learn. New York: Currency,459-465. (eRes)
Spencer, L. J. (1989). Winning Through Participation. Dubuque, Iowa: Kendall/Hunt (eRes)
Spina, S. U. (2002). "Six key principles of action research." (handout)
Stanfield, B. (Ed.) (1997). The Art of Focused Conversation. Toronto: Canadian Institute of Cultural Affairs. (pp.30-37 on eRes)
Stanfield, B. (2000). The Courage To Lead: Transform Self, Transform Society. Gabriola Island BC: New Society Publishers.#
Stanfield, R. B. (2002). The Workshop Book: From Individual Creativity to Group Action. Toronto: Canadian Institute of Cultural Affairs.#
Stark, J. S. and A. Thomas (Eds.) (1994). Assessment and Program Evaluation. Needham Heights, MA: Simon & Schuster. (#, in Healey stacks)
Taylor, P. J. (2005). "Epilogue," in Unruly Complexity: Ecology, Interpretation, Engagement. Chicago, University of Chicago Press: 203-213. (PPR)
Tuecke, P. (2000). "Creating a wall of wonder with the TOP environmental scan." International Association of Facilitators, Toronto, Canada, April 27 - 30 (iaf-world.org/iaf2000/Tuecke.PDF).
Turabian, K. L. (1996). A Manual For Writers of Term papers, Theses, and Disertations. Chicago: Univ. of Chicago Press (in Healey reference section)##
Weiss, C. H. (1998). Evaluation. Upper Saddle River, NJ: Prentice Hall.#
Weissglass, J. (1990). "Constructivist listening for empowerment and change." The Educational Forum 54(4): 351-370. (eRes)
Winter, R. (1989). Learning from Experience: Principles and Practice in Action Research London: Falmer.#
Woodhead, M. (1988). "When psychology informs public policy." American Psychologist 43(6): 443-454. (eRes)