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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)
|Registration Dates||Course Dates||Session||Weeks|
|03/30/20 - 09/04/20||09/07/20 - 11/01/20||Summer 2020 Session D||8 Week session|
|05/25/20 - 10/30/20||11/02/20 - 12/27/20||Fall 2020 Session I||8 Week session|
|07/27/20 - 01/01/21||01/04/21 - 02/28/21||Winter 2021 Session B||8 Week session|
After successfully completing this course the candidate will:
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. Inspect the organizational structure, laws and regulations, and effectiveness of various K-12 educational options in the United States. (B5)
6. Design a research prospectus project on a problem of practice:
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.
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.
All assignments in this course contribute to the overall development of the Research Prospectus associated with this Capstone course.
Course Capstone Assignment:
The Capstone Research Prospectus gives students an opportunity to discuss a plan for investigation into a particular issue or trend affecting an educational setting. It is essentially a research project completed in weekly increments throughout the course, minus the actual data collection from human subjects that otherwise would require IRB (Institutional Review Board) approval. The assignments that contribute to the development of the Capstone Research Prospectus contain much of the structure of a typical full-blown social science research approach: Title Page, Abstract, Introduction/Problem, Literature Review, Methodology, Discussion of Findings, Summary/conclusion, References Page. However, since the human subjects’ part of the research is not actually carried out, the prospectus can easily be completed in an eight-week class and is more like the workload of a Thesis. A separate document provides the details of the construction of the individual components of the research prospectus.
|Week 1 Forum Introduction||3.13 %|
|Week 2 Forum Topic Discussion||3.13 %|
|Week 3 Forum Different Learning Opportunities||3.13 %|
|Week 4 Forum Key Sources||3.13 %|
|Week 5 Forum Research Design and Research Strategies||3.13 %|
|Week 6 Forum Knowing Your Audience; Strategies for Data Sharing||3.13 %|
|Week 7 Forum Research Effectiveness/Evaluation||3.13 %|
|Week 8 Forum Final Thoughts and Reflection||3.13 %|
|Assignment 1 - Capstone Topic Selection||7.14 %|
|Assignment 2 - Prospectus Chapter 1: Introduction||7.14 %|
|Assignment 3 - Reflection: Other School Options||7.14 %|
|Assignment 4 - Annotated Bibliography||7.14 %|
|Assignment 5 - Prospectus Chapter 2: Literature Review||7.14 %|
|Assignment 6 - Prospectus Chapter 3: Methodology||7.14 %|
|Assignment 7 - Prospectus Chapter 4: Findings and Discussion||7.14 %|
|Final Capstone||25.00 %|
|Completed Capstone Prespectus||25.00 %|
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)
International Society for Technology in Education (ISTE)
Interstate School Leaders Licensure Consortium (ISLLC) Standards
National Association of Elementary School Principals (NAESP)
National Association of Secondary School Principals (NASSP)
National Board for Professional Teaching Standards (NBPTS)
National Community Education Association
National Council for Accreditation of Teacher Education (NCATE)
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|
Not current for future courses.