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EDUC695 - Capstone Seminar K-12 Learning Organization

Course Details

Course Code: EDUC695 Course ID: 2819 Credit Hours: 3 Level: Graduate

Since the early days of K-12 education in the United States, public schools have been the primary option for the education of K-12 students. With trends toward non-traditional K-12 learning organizations becoming more popular, students are gaining access to a variety of non-traditional learning models. This course will focus on the unique structures of non-traditional K-12 learning organizations, including the various types of charter schools, private schools, and a look at online learning for the K-12 student. (Prerequisites: EDUC509 and 30 of 36 program hours completed)





Course Schedule

Registration Dates Course Dates Session Weeks
11/26/18 - 05/03/19 05/06/19 - 06/30/19 Spring 2019 Session I 8 Week session
01/28/19 - 06/28/19 07/01/19 - 08/25/19 Summer 2019 Session B 8 Week session
03/25/19 - 08/30/19 09/02/19 - 10/27/19 Summer 2019 Session D 8 Week session

Current Syllabi

After successfully completing this course the candidate will:

Course Objectives:

1. Analyze historical and current events in education and their impact on K-12 education. (B4)

2. Evaluate current legislation regarding public education in the US. (B5)

3. Evaluate knowledge of the structure of public schools. (B4)

4. Defend the selection of different types of school options for K-12 students. (B5)

5. Synthesize the organizational structure, laws and regulations, and effectiveness of various K-12 educational options in the United States. (B5)

6. Design an action research project on a problem of practice:

  • Generating and clarifying a research question to a problem of practice. 9WVPTS4C)
  • Determining data needed for collection and the methods with which to collect it. (WVPTS4D)
  • Create an organize literature review analyzing the professional literature relevant to the topic.
  • Creating a possible means for analyzing the data collected. (WVPTS4D)
  • Generating strategies for taking action regarding data analysis. (WVPTS4D)
  • Creating the delivery method for sharing information with peers. (WVPTS4D; 5H)

7. Evaluate the value of research in the field of education. (WVPTS4D; ISTE5c,d)

The success of this course depends on our ability to have read the assigned readings closely, to have thought carefully about the points raised or ignored by authors, and to bring to the group your questions and concerns about their concepts and positions into the discussions groups. Prior to each class I will post Professor Notes and outline the focus of the subsequent session and direct your reading.

This course is participation heavy. Students are expected to be actively engaged in all discussion board topics on a disciplined weekly schedule. Homework assignments and your Reflection Paper requirements are outlined below and should be completed in such a way that you demonstrate that you understand the topics and the ELCC standards and have grappled with their implications.

Forums:

Please join the forums each week. Students must post a reply to weekly forums and reply to at least 2 other students for each Forum. This means that each week you should have 1 initial posts and at least 2 responsive posts. A minimum of three posts are required on weekly forums. You must support your responses with outside research or literature. Replies must be posted in the week due and replies after the end of the each week will not be graded. The Forums are for student interaction and input should be submitted before the week ends in order to fully participate in the discussions. Students should demonstrate their own knowledge in the forums and avoid copying and pasting from websites.

Guidelines:

  1. Post the initial response to each forum by 11:55pm, ET, Wednesday.
  2. Initial responses should be no less than 300 words.
  3. Initial responses are to be original in content and demonstrate a thorough analysis of the topic.
  4. Reply to at least 2 of your classmates in each forum by 11:55pm, ET, Sunday.
  5. Replies to classmates should be no less than 150 words.
  6. Responses to classmates are significant to advance the forum.
  7. All forums can be accessed in the Forums section of the course.

Forum Rubric

Assignments:

Throughout the course you will write responses to provided essay questions. These responses will involve analyses of readings, comparing and contrasting the views of various learning theorists, and critique of arguments presented by the readings or the class. Papers will be graded for accuracy of interpretation, rigor of argument, and clarity of expression. Papers should be 2 – 4 pages in length unless otherwise noted. Please refer to the assignment rubric for that specific assignment to guide your learning.

Course Capstone Assignment:

The Capstone Action Research course focuses on applying research and evaluation techniques to localized educational practices. Understanding the role and the processes of action research are the critical focal points of this experience. This course is designed as a capstone experience allowing the educator to question their current educational environment in such a way as to find practical and useful answers to important questions. Special attention will be given to using the local educational community to formulate questions, to apply research techniques, and to evaluate how the results of research can initiate change in a meaningful way.

Task:

A. Provide an abstract.

B. Provide an introduction (suggested length of 4–6 pages) that explains the rationale for the project by doing the following:

1. Present your topic.

2. Explain why you chose the topic.

3. Discuss why the project is important to your discipline.

C. Explain the problem (suggested length of 3–5 pages) by doing the following:

1. Outline the problem.

2. Provide background information of the problem.

3. Discuss possible causes of the problem.

D. Create a well-organized literature review of 10–15 professional sources by doing the following:

1. Outline research for best practices for your topic.

2. Summarize the professional literature relevant to the topic you have chosen.

3. Provide a conclusion that interprets how the literature applies to the problem being investigated.

E. State your research question(s).

F. Discuss the methodology you used for your project by doing the following:

1. Discuss the evaluation methods and tools you used.

2. Discuss how the integrity of the data you collected will be maintained.

3. Discuss your research design.

4. Explain your research methods.

4a. Explain why you adopted these research methods.

4b. Discuss what caused any differences between what you had planned to do and what you

actually did.

5. Describe the participants in your proposed study.

Note: Include demographic information and any additional relevant characteristics of your target population (e.g., cultural factors, learning styles, education levels, prior learning, motivation).

6. Describe how you will obtain any needed permissions.

G. Outline how your results will be organized and presented.

H. Discuss the results of your research project by doing the following:

1. Provide an overview of the project that restates the general purpose of your research.

2. Summarize your findings.

2a. Explain how the results of your research were obtained.

3. Recommend possible solutions to your research problem based on your results.

4. Discuss implications and limitations of the project by doing the following:

4a. Discuss the strengths of the project.

4b. Discuss the weaknesses of the project.

4c. Discuss problems you noted with the project.

4d. Discuss any factors that may have skewed your findings.

5. Discuss how the study could be improved.

5a. Recommend areas of your topic that could be further investigated.

5b. Justify what you would do differently if you were to conduct the study again in the future.

I. Develop a reference list of all the references you cited in your capstone report.

Required Course Materials:

None. Information will provided to you from our library and outside professional websites. As a professional administrator, it is imperative that you develop essential skills as an academic consumer. See the Additional Resources section below.

Library: Please take a moment to explore the online library. Here you will find helpful information for forums and assignments. If you have any questions on using the library you can find tutorials on the library website or you can contact a university librarian.

Websites: Feel free to explore other websites that may be helpful to getting your point across in the forums. However, please remember to properly cite each source. Remember that Wikipedia (or any other Wiki site) is not an appropriate resource.

Additional Course Materials:

Additional suggested course material is provided throughout the course. Websites are useful. Please abide by the university’s academic honesty policy when using Internet sources as well. Note Web site addresses are subject to change.

A copy of the West Virginia Content Standards and Objectives Available online: http://wvde.state.wv.us/policies/csos.html

A copy of the ISTE National Educational Technology Standards. Available online: www.iste.org/standards

A copy of the National Standards for Content Areas

NCSS Ten Thematic Strands in Social Studies. Available online: http://www.ncss.org/standards/

ACEI Elementary Education standards. Available online: http://www.ncate.org/ProgramStandards/ACEI/ACEIscoringGuide_07.doc

NCTM Principles and Standards for Mathematics. Available online: http://www.nctm.org/standards/

NSES National Science Education Standards. Available online: http://www.nap.edu/html/nses/html/

American Association of School Administrators (AASA)

http://www.aasa.org/

APA Format

http://www.apa.org

Education Week

http://www.edweek.org/ew/index.html

International Society for Technology in Education (ISTE)

http://www.iste.org/

Interstate School Leaders Licensure Consortium (ISLLC) Standards

http://www.ccsso.org/content/pdfs/isllcstd.pdf

National Association of Elementary School Principals (NAESP)

http://www.naesp.org/

National Association of Secondary School Principals (NASSP)

http://www.nassp.org/s_nassp/index.asp?TRACKID=

National Board for Professional Teaching Standards (NBPTS)

http://www.nbpts.org/

National Community Education Association

http://ncea.com/

National Council for Accreditation of Teacher Education (NCATE)

http://www.ncate.org/

NCTE and IRA Standards for the English Language Arts. Available online: http://www.ncte.org/about/over/standards?source=ql

ACTFL National Standards for Foreign Language Education. Available online: http://www.actfl.org/i4a/pages/index.cfm?pageid=3392

Teacher Research: www.ucerc.edu/teacherresearch/​teacherresearch.html

Action Research: A-Z Resources: www.icvet.tafensw.edu.au/resources/​action_research.htm

Book Title:There are no required books for this course.
Author: No Author Specified

Previous Syllabi

Not current for future courses.