||MAT640C - Action Res for the Read Spec
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
|Course Description: Fifth course of the Reading Specialization course sequence. Serves as an introductory educational research course designed to provide knowledge, skills, and dispositions required for candidates to understand, interpret, and evaluate research completed in MAT 647B. Candidates prepare an Action Research Report and utilize library and computer skills to locate research.
|Course Learning Outcomes:
- Use library resources, including electronic databases, to establish a historical overview of a topic that includes major research, relevant research trends, appropriate statistics, and model literacy programs.
- Critically evaluate a published action research study.
- Utilize correct form and style according to the American psychological association manual with all written papers.
- Explain the difference between qualitative, quantitative and action research and when each type is appropriate.
- Describe the various types of formal and informal literacy assessments used to collect data and the advantages and disadvantages of each.
- Discuss the advantages and limitations of qualitative data collection techniques, factors influencing validity and reliability, and processes for analysis and interpretation.
- Describe common problems made when conducting educational research and how they an be avoided.
- Evaluate if there is evidence-based support for a particular teaching or intervention strategy.
- Produce a thoroughly written report of the action research project.
- Create and conduct an effective presentation of the completed action research project.
1) Qualitative research article critique: Using the criterion provided by your instructor, prepare a written critique of a research article using APA form and style and attach a copy of the article (see Library Reserve List for MAT 640C).
2) Action research article critique: Prepare a written critique of an action research article which is provided by your instructor using correct APA form and style. Attach a copy of the article.
3) Locate from research, literature that describes the evidence-based teaching strategy or intervention used with your tutee in MAT 647B. You should be able to review at least three research studies that support the strategy for it to be evidence based.
4) Participation in class discussions.
5) Produce a thoroughly written report of the action research project. The writing should be of graduate quality, approximately 30 pages in length, double spaced, and be written in APA format. The final product will contain the following:
- Title page
- Table of Contents
- Chapter I, Introduction
- Chapter II, Review of Related Literature
- Chapter III, Design of the Study
- Chapter IV, Results
- Chapter V, Discussion (Action Plan)
Chapter VI, Reference Section
Note: A detailed explanation of each component will be presented in class.
6) Create and conduct an effective oral presentation of the completed action research project. (Onsite only.)
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://www.nu.edu/LIBRARY/ReferenceTools/citations.html
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures