LTCY 528
Literacy Research Methods & Evaluation

Instructor: Dr. Pam Petty	Office: TPH 363
Office Phone: 270-745-2922	Home Email: pam@pampetty.com
Campus Email: pamela.petty@wku.edu	Homepage: http://www.pampetty.com

Electronic Hours: Evenings 7:00 - 10:00 --- By Appointment in Office

This syllabus is ready JULY 9, 2007.

Prerequisite: EDFN 500, LTCY 519, LTCY 520

Course Description: Investigation and critical analysis of literacy research and theory, and completion of literacy related-research project.

Text: Author: Mildred Patten Title: Understanding Research Methods ISBN#: 1-884585-73-6 Publisher: Pyrzcak Publishing Edition: 6th

Rationale: In EDFN 500 students will develop a research design that will be further refined and implemented through the completion of an action research project in LTCY 528. During this course of study, students will continually engage in the examination of readings and will refine their understandings of the conceptual framework for scholarly research design. This course provides an opportunity for students to demonstrate their ability in identifying appropriate research questions and engaging in the process of gathering and analyzing data. In addition, students will learn to apply insights and skills as researchers and practitioners by identifying appropriate implications for literacy instruction when meeting the needs of diverse student learners. Student learning will be evaluated through refinement of the research design, the completion of the research project, use of appropriate qualitative and/or quantitative research software, presentations, field notes, journals, formal paper(s), and through on-going conferences between the student and the graduate faculty professor teaching the course.

Course Objectives, Instructional Methods, and Assessment:

A) Develop an understanding of current views regarding the complex process of reading and the implications of these ideas for instruction in K-l2 classrooms.

B) Develop an understanding of how to critically evaluate and critique literacy research.

C) Develop an understanding of how to conduct an in-depth analysis and evaluation of literacy research, in particular as it is related to a specific research question or set of questions in the area of literacy. A related goal is to develop student ability to articulate research findings and data analysis in a thorough, effective, and scholarly manner.

D) Design, initiate and complete a research project in a literacy-related area, and identify specific implications for literacy instruction.

KERA Elements/Context Addresses
Goals and Valued Outcomes
Performance Tasks

Course Disposition Statement(s)

The teacher recognizes her/his professional responsibility for engaging in and supporting appropriate professional practices for self and colleagues.

The teacher is committed to the continuous development of individual students’ abilities and considers how different motivational strategies are likely to encourage this development for each student.

The teacher has a well-grounded framework for understanding cultural and community diversity and knows how to learn about and incorporate student’s experiences, cultures, and community resources into instruction.

The teacher is committed to continuous learning and engages in professional discourse about subject matter knowledge and children’s learning of the discipline.

Experienced Teacher Standards:

Standard 1: The extent to which the teacher: promotes leadership potential in colleagues; contributes to the profession knowledge and expertise about teaching and learning; guides the development of curriculum and instructional materials; participates in policy design and development at the local school within professional; initiates and develops educational projects and programs.
Standard 2: The extent to which the teacher: demonstrates an overall knowledge of one’s discipline(s) that allows the teacher to teach to the students’ ability levels and learning styles; connects content knowledge to real-world applications; analyzes sources of factual information for accuracy; presents content in a manner that reflects sensitivity to a multicultural and global perspective; collaborates with teachers in other disciplines to analyze and structure cross-disciplinary approaches to instruction.
Standard 3: The extent to which the teacher: develops instruction that requires students to apply knowledge, skills, and thinking processes; creates and utilizes learning experiences that challenge, motivate and actively involve the learner; creates and uses learning experiences that are developmentally appropriate for learners; develops and incorporates strategies that address physical, social, and cultural and that show sensitivity to differences; includes creative and appropriate use of technologies (e.g., audiovisual equipment, computers, lab equipment, etc.) to improve student learning; develops and implements appropriate assessment processes; develops and incorporates learning experiences that encourage students to be adaptable, flexible, resourceful, and creative; uses knowledge acquired from past teaching experiences to anticipate instructional challenges.
Standard 4: The extent to which the teacher: communicates with and challenges students in a supportive manner and provides students with constructive feedback; maintains positive classroom interaction by establishing appropriate expectations during group activities; shows consistent sensitivity to individuals and responds to students objectively; shows flexibility and creativity in the development of classroom processes and instructional procedures; locates and organizes materials and equipment to create an enriched multimedia environment; encourages and supports individual and group inquiry.
Standard 5: The extent to which the teacher: communicates specific goals and high expectations for learning; connects learning with student’s prior knowledge, experiences and backgrounds, and aspirations for future roles; models/demonstrates the skills, concepts, attributes, and/or thinking processes to be learned; uses and develops multiple teaching/learning strategies that are appropriate to student developmental levels and actively engages students in individual and cooperative learning experiences; provides opportunities for students to increase their knowledge of cultural similarities and differences; stimulates students to reflect on their own ideas and those of others.; uses appropriate questioning strategies to help students solve problems and think critically; manages student examination of social issues relative to course content, possible responses, and associated consequences; presents differing viewpoints when integrating knowledge and experiences across disciplines; makes effective use of media and technologies; makes efficient use of physical and human resources and time; provides opportunities for students to use and practice what is learned; identifies student misconceptions; provides guidance; and offers students continuous feedback on progress toward expectations.

Standard 6: The extent to which the teacher: selects and uses appropriate assessments; makes appropriate provisions for assessment processes that address social, cultural, and physical diversity; provides opportunities for students to assess and improve their performance based on prior assessment results; collects and analyzes assessment data and maintains up-to-date records of student progress, using technologies as appropriate.

Standard 7: The extent to which the teacher: assesses and analyzes the effectiveness of instruction; assesses programs and curricula; proposes appropriate recommendations and needed adjustments.

Standard 8: The extent to which the teacher: demonstrates productive leadership and team membership skills that facilitate the development of mutually beneficial goals, e.g., issue and conflict resolution; recognizes and responds appropriately to differences in abilities, contributions, and social and cultural backgrounds.

Conceptual Framework Integration:

*Use basic communication skills in reading and writing

*Apply core concepts and principles

*Become a self-sufficient individual

*Become a responsible group member

*Think and solve problems

*Connect & integrate experiences and

new knowledge

Themes addressed:

Diversity, Collaboration,

Communication, Problem solving/

Inquiry, Integration of knowledge, Skills and Processes

Required Text:

Patten, M. L. (2007). Understanding research methods: An overview of the essentials. Glendale, CA: Pyrczak Publishing, 6th ed.

QRM_datacoll.htm

Educators as Inquirers: Using Qualitative Inquiry - (selections) http://education.byu.edu/ipt/williams/index.html

Other Resources:

Berg, B.L. (2000). Qualitative research methods for the social sciences. MA: Allyn
Bacon.

Flippo, RE. (2001). Reading researchers in search of common ground. Delaware: International Reading Association.

Silverman, D. (2001). Interpreting qualitative data: Methods for analyzing talk, text, and interaction. CA: Sage Publications.

Course Topics:

Framing the Research Question

This topic is designed to continue the process (initially developed in EDEN 500) of building a conceptual framework for researchers for designing a research project and embedding it in appropriate traditions of research. Links should be demonstrated between the proposed study’s significance to larger instructional, social and policy issues relative to literacy. The study’s general focus and research questions, related literature, and significance are interrelated aspects of the conceptual framework. This is the substance of the study - the “what.”

Designing and Conducting the Literacy Research Study

This topic focuses the researcher on how systematic inquiry will yield data that will respond to the proposed research questions.

Data Collection Methods

Primary and secondary data collection methods will be identified for the proposed research study. This unit will examine various methods in detail and focus on the strengths and weaknesses of various research alternatives.

Recording, Managing, Organizing and Analyzing Data

This topic provides a description and study of procedures for managing, recording and analyzing data as students complete a research project.

Complementary Strategies of Computer-Aided Analysis

The inclusion of this topic reflects the need to use computers to create and store data for the general management of the research process. This unit is designed to familiarize students with appropriate software, procedures and options for various tasks associated with coding, analyzing, representing and retrieving data segments.

Writing the Research

This topic focuses on the construction of a formal research summary report of the project. Criteria and guidelines will be examined for building a logical rationale of the study, composing the methodology and findings of the study as well as the ability to answer challenges from critics. Analytical ideas will be developed and tested in the process of writing and representing the research.

Attendance and Course Requirements: PLEASE read this section:

A. All assignments are due on time. Late assignments will be penalized 20% of their possible point value if submitted within two work days of their due date. Assignments turned in beyond that point will receive 50% of their graded point value.

B. All assignments will be graded for content and mechanics.

C. It is expected that you will read and reflect on required course readings prior to Discussion Board Entry. Selected course readings will help you develop the knowledge and theoretical base needed for teaching reading in content areas.

D. Students are encouraged to conference with the instructor by phone or by email, if the need arises.

E. All assignments must be typed. Use APA format for assignments. You WILL lose points if you do not use APA format. (12pt font, 1 inch margins, double-spaced)

F. University policy on academic honesty will be strictly observed. Please see notes on PLAGIARISM.

G. Keep a copy of all assignments. If an assignment is lost, the burden of proof that you completed the assignment rests with you.

Evaluation and Grade Assignment:

The final course grade will be based on the following grading scale:

Grading Scale:

A: 370 - 400 pts.

B: 340 - 369 pts.

C: 300 - 339 pts.

D: 276 - 299 pts.

F: 275 or fewer pts.

There is ONE CRITICAL PERFORMANCE for this course: Research Project (200 points)
This assignment MUST be posted to the Electronic Portfolio before a final grade can be given for this course. This assignment need to be produced electronically either in MS WORD (doc) so it can be uploaded to the Electronic Portfolio and opened by your instructor. Submission of WORKS files or WordPerfect files is not acceptable. You must upload the assignment to the ASSIGNMENTS section of Blackboard AND to the Electronic Portfolio.

Each student will need to register in the new EPS system before you will have access. Please remember that this system is independent of the old EPS system (so you may need to remember account information and/or upload for other courses in the old portfolio system). Here are the important links to the New EPS system

Main Portfolio Page    http://edtech2.wku.edu/portfolio/
Student Registration    http://edtech2.wku.edu/portfolio/student/register.php
Student Help Page      http://edtech2.wku.edu/portfolio/studenthelp.php

Course Assignments and Point Values:

1. Participation and Professionalism (30 pts)

Active participation through email, virtual chat, and discussion board forums is mandatory. This also includes participation in submitting surveys, collegiality, effort, etc. Professionalism is expected with regard to your electronic communications to one another and to the professor. Your communications should be polite and professional. All tasks will be explained via email, video, and discussion boards as they are introduced in the course. Do not try to do this course in a weekend or a week. You cannot work ahead of me as we are "traveling" together as a unit through this course.

2. Discussion Boards/Virtual Meetings and Reporting/Updates (70 points)

3. Written Responses/Summaries of Literacy Research Articles (50 points)

American Educational Research Learning Disability Quarterly

Journal Reading Research and Instruction

British Educational Research Journal Reading Research Quarterly

Discourse Processes Reading and Writing Quarterly:

Educational Psychologist Overcoming Learning Difficulties

Educational Researcher Review of Educational Research

Journal of Educational Psychology Written Communication

Journal of Educational Research

Journal of Literacy Research (formerly Journal of Reading Behavior)

4. Research Project (200)

Introduction and Statement of Problem/Rationale (Framing the Research Question)

        Theoretical/Conceptual Framework (Designing and Conducting the Literacy Research Study)
        Review of Research Literature
        Data Collection Methods

        Recording, Managing, Organizing and Analyzing Data (Complementary Strategies of Computer-Aided Analysis)
        Implications for Reading Instruction (Writing the Research)
        Conclusions
        Bibliography/APA Style

6. Field observations, interviews, and data collection from clinicians and clients (50 points)

Student Disability Services

In compliance with university policy, students with disabilities who require accommodations (academic adjustments and/or auxiliary aids or services) for this course must contact the Office for Student Disability Services in DUC A-200 of the Student Success Center in Downing University Center.

Please DO NOT request accommodations directly from the professor or instructor without a letter of accommodation from the Office for Student Disability Services.

Plagiarism Policy:
To represent ideas or interpretations taken from another source as one's own is plagiarism. Plagiarism is a serious offense. The academic work of students must be their own. Students must give the author(s) credit for any source material used. To lift content directly from a source without giving credit is a flagrant act. To present a borrowed passage after having changed a few words, even if the source is cited, is also plagiarism. Please read and know that you are responsible for the content on this webpage: http://www.pampetty.com/plagiarism.htm

As you begin your first assignments, be sure that you are not crossing the line into plagiarism. It is a serious issue and will not be taken lightly. Please read about Avoiding Plagiarism.

Website Address:

Teacher-oriented sites:

Kentucky Department of Education: http://www.kde.state.ky.us

International Reading Association: http://www.reading.org

Children’s Literature Web Guide: http://www.ucalgary.ca/~dkbrown

ERIC Clearing on Reading, English & Communication: http://www.indiana.edu/~eric_rec/index.html

Booklist (reviews): http://www.ala.org/booklist/

Instructional Framework: Introduction to Teaching Strategies: http://edservices.aea7.k12.ia.us/framework/strategies/

Instructional Framework: Introduction to Teaching Strategies

Pam Petty's Education Site: http://www.pampetty.com

Bibliography

Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data: Complementary research strategies. CA: Sage Publications.

Glass, G.A. (1996). Statistical methods in education and psychology. Needham,

MA: Simon & Schuster Co.

Golden-Biddle, K., & Locke, K.D. (1997). Composing qualitative research. CA:

Sage Publications.

Madaus, G.F., Scriven, M, & Stufflebeam, D.L. (1996). Evaluation models: Viewpoints on educational and human services evaluation. Boston, MA: Kluwer-Nijhoff Publishing.

Marshall, C., & Rossman, G.B. (1995). Designing qualitative research (second edition). CA: Sage Publication.

Mason, J. (1996). Qualitative researching. CA: Sage Publications.

Opitz, M.F. (1998). Literacy instruction for culturally and linguistically diverse students. Delaware: International Reading Association.

Robinson, R.D., McKenna, M.C., & Wedman, J.M. (2000). Issues and trends in literacy education (second edition). MA: Allyn & Bacon.

Roller, C.M., (2001). Learning to teach reading: Setting the research agenda. Delaware: International Reading Association.

Professional Journals

Action in Teacher Education

American Educational Research Journal

American Psychologist

Anthropology and Education Quarterly

Educational Researcher

Education & Urban Society

Educational Theory

English Journal

Harvard Educational Review

International Journal of the Sociology of Language

Language Arts

Journal of Adolescent & Adult Literacy

Journal of Literacy Research

Journal of Negro Education

Journal of Teacher Education

Language in Society

National Reading Conference Yearbook

Phi Della Kappan

Reading Research Quarterly

Review of Educational Research

TESOL Quarterly

The Journal of Educational Research

The Reading Teacher

07/09/07 11:43:02 AM

Dr. Pam Petty
Special Instructional Programs, Literacy
Western Kentucky University
1906 College Heights Blvd, #71030
Tate Page Hall, 363
Bowling Green, KY 421010-1030
Campus Telephone: 290-745-2922
Home Email: pam@pampetty.com
Campus Email: pamela.petty@wku.edu
Personal Homepage: http://www.pampetty.com/