Literature Review in Education
Course Objectives:
This course is designed at the graduate level in ways to prepare for the demands of reading, writing, presenting and speaking at the university level but also provides learners the opportunity to think about their research interests and writing beyond the classroom and in a variety of contexts. Reading and analyzing journal articles is both an act of inquiry and communication. This course offers students the opportunity to identify, develop, and express concepts, to engage in conversations with others and self, and to critique and construct arguments through original research. In addition, reading and analyzing journal articles is also a process. This course emphasizes searching, exploring, drafting, revising, and editing as critical practice in developing effective understanding, scholarly conversations, and arguments to become engaged learners.
Content Outline:
The overall course will focus on a mixture of macro and micro computer program skills. Specifically, on the micro level, there will be a larger concentration on “hands-on” experience of using the computer programs such as PPT or excels. You will also learn to create a teaching material using computer presentation programs. On the macro level, the development of a teaching or lecture material will be based on design principles of a computer instruction theory
Grading:
1. Individual learning tasks: reflection and review
2. Small group tasks and discussion
3. Whole class tasks and discussion
4. Peer review and discussion
5. (Field analysis)
6. Engage in virtual learning community (if need be)
7. Presentation of individual projects
Tentative Schedule:
Week Topics
1 Introduction to the course and expectations
2 Understand Top-Tier Journals and Publications in Education Studies
3 Key Topics in Education Studies
4 No Class (National Holiday)
5 Social Side of Teacher Education
6 Human Resources Perspective on Professional Development
7 Communities of Practice
8 Teacher Leadership
9 Midterm Week
10 Leadership, Motivation, and Performance
11 Leadership and Diversity
12 Culturally Responsive Instruction
13 Topic to be selected
14 Research Proposal Checkpoint and Preparation; Writing Styles
15 Research Proposal Presentation I
16 Research Proposal Presentation II
17 Research Proposal Presentation III & Culminating Session
18 Final Week
Books:
1. American Psychological Association (2013). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association. [recommended]
2. Daly, A. J., & Finnigan, K. S. (Eds.) (2016). Thinking and acting systemically: Improving school districts under pressure. Washington DC: American Educational Research Association. [recommended]
3. Quintero, E. (Ed.) (2017). Teaching in context: The social side of education reform. Cambridge, MA: Harvard Education Press.
4. Bolman, L., & Deal, T. E. (2013). Reframing organizations: Artistry, choice, and leadership (5th Ed.). San Francisco, CA: Jossey-Bass Publishers.10.
5. Other journal readings are assigned for each week
Course Objectives:
This course is designed at the graduate level in ways to prepare for the demands of reading, writing, presenting and speaking at the university level but also provides learners the opportunity to think about their research interests and writing beyond the classroom and in a variety of contexts. Reading and analyzing journal articles is both an act of inquiry and communication. This course offers students the opportunity to identify, develop, and express concepts, to engage in conversations with others and self, and to critique and construct arguments through original research. In addition, reading and analyzing journal articles is also a process. This course emphasizes searching, exploring, drafting, revising, and editing as critical practice in developing effective understanding, scholarly conversations, and arguments to become engaged learners.
Content Outline:
The overall course will focus on a mixture of macro and micro computer program skills. Specifically, on the micro level, there will be a larger concentration on “hands-on” experience of using the computer programs such as PPT or excels. You will also learn to create a teaching material using computer presentation programs. On the macro level, the development of a teaching or lecture material will be based on design principles of a computer instruction theory
Grading:
1. Individual learning tasks: reflection and review
2. Small group tasks and discussion
3. Whole class tasks and discussion
4. Peer review and discussion
5. (Field analysis)
6. Engage in virtual learning community (if need be)
7. Presentation of individual projects
Tentative Schedule:
Week Topics
1 Introduction to the course and expectations
2 Understand Top-Tier Journals and Publications in Education Studies
3 Key Topics in Education Studies
4 No Class (National Holiday)
5 Social Side of Teacher Education
6 Human Resources Perspective on Professional Development
7 Communities of Practice
8 Teacher Leadership
9 Midterm Week
10 Leadership, Motivation, and Performance
11 Leadership and Diversity
12 Culturally Responsive Instruction
13 Topic to be selected
14 Research Proposal Checkpoint and Preparation; Writing Styles
15 Research Proposal Presentation I
16 Research Proposal Presentation II
17 Research Proposal Presentation III & Culminating Session
18 Final Week
Books:
1. American Psychological Association (2013). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association. [recommended]
2. Daly, A. J., & Finnigan, K. S. (Eds.) (2016). Thinking and acting systemically: Improving school districts under pressure. Washington DC: American Educational Research Association. [recommended]
3. Quintero, E. (Ed.) (2017). Teaching in context: The social side of education reform. Cambridge, MA: Harvard Education Press.
4. Bolman, L., & Deal, T. E. (2013). Reframing organizations: Artistry, choice, and leadership (5th Ed.). San Francisco, CA: Jossey-Bass Publishers.10.
5. Other journal readings are assigned for each week