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Course
Objectives:
1. Identify the theoretical foundations
of Action Research.
2. Develop practical
applications of Action Research.
3. Investigate the
applicability of Action Research in a current work setting.
4. Develop a professional
orientation toward the practice of Action Research.
5. Collaborate with other
students in an Action Research cycle.
6. Use computer and other
technological applications for access to Action Research resources.
7. Consider and include
ethical standards related to Action Research.
8. Develop an Action Research Plan.
Outcomes and
Dispositions Statement -
Institutional
Upon completion of an advanced teacher preparation program in the
College of Education, Humanities and Behavioral Sciences at Alabama A&M
University, the graduates may be characterized as:
- Effective
communicators (both oral and written)
- Possessing
current professional knowledge and the ability to implement that
knowledge
- Capable
of creating/promoting a positive, supportive learning environment
- Can
facilitate learning for all students
- Can
effectively assess student learning and make necessary adjustments
- Engages
in continuous professional development
- Exhibits
professional dispositions at all times
Outcomes and Dispositions Statement – (NBPTS)
National Board for Professional Teaching Standards
- Teachers
are committed to students develop and learning.
·
Teachers recognize individual differences in
their students and adjust their practice accordingly.
·
Teachers have an understanding of how
students develop and learn.
·
Teachers treat students equitably.
·
Teachers’ mission extends beyond
understanding the cognitive capacity of their students.
2. Teachers
know the subjects they teach and how to teach those subject to students.
1.
Teachers appreciate how knowledge in their
subject is created organized, and linked to other disciplines.
2.
Teachers command specialized knowledge of how to
convey a subject to students.
3.
Teachers generate multiple paths to knowledge.
3.
Teachers are responsible for managing and monitoring student
learning.
·
Teachers call on multiple methods to meet their
goals.
·
Teachers orchestrate learning in group settings
·
Teachers place a premium on student engagement.
·
Teachers are mindful of their principle
objectives.
4. Teachers think
systematically about their practice and learn from experience.
·
Teachers are continually making difficult
choices that test their judgment.
·
Teachers seek the advice of others and draw on
education research and scholarship to improve their practice.
5.
Teachers are members of learning communities.
·
Teachers contribute to school effectiveness by
collaborating with other professionals.
·
Teachers work collaboratively with parents.
·
Teachers take advantage of community resources.
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