Graduate Online Syllabus
Course Title
ED 545.0
Readings
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Credits
2
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Semester and Year
Spring 2013
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Course Location
Internet
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Course Meeting Dates and Time
January 16,
23, 30; February 6, 13; April 24; & by ARR
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Instructor
Dr. Jack
McKay
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Email
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Phone
360 821 9877
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Office
Hours
One hour before class and by arrangement
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1.
Conceptual
Framework: “Knowledge Brings Us Together"
Building Community While
Constructing Knowledge to Serve a Pluralistic Society
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Empowerment
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Action
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Coll
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Empowerment
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The mission of the OCRGP project is to deepen Heritage
University’s commitment to underrepresented graduate students by providing
quality academic access to the historically marginalized and culturally and
financially isolated populations in Washington State. The four indicators in the outside circle tie
to the Sloan Consortium’s pillars.
The Five Sloan Consortium Pillars are added as
indicators of exceptional online graduate programs.
2. Course Description and Prerequisites:
Prerequisites: Admission to
the University and Graduate Program
This 2
credit online course is structured to explore research and enrich knowledge in
a professional field of interest, particularly in areas that may enhance
leadership knowledge and skills.
Note:
This course substitutes/replaces ED593 Readings in Education.
3. A. Learner Outcomes (Course Objectives)
NOTE: You will find a detailed explanation for the Assessment Methods,
HU Goals, ISLLC Standards, CRT, & Leadership Skills in the Appendix of this
Syllabus.
Objective/Course
Outcome 1
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Assignment:
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Be able to write/discuss succinctly the research and
theories that are the basis for the research undertaken. The focus should be
on integrating the research theories to provide a justification for the
research proposed rather than on the details of the previous research.
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Document
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Assessment Methods
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Heritage University Goals
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ISLLC Standards
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Culturally Relevant Teaching
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Leadership Skills
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Documents
Oral Communication
Self-Reflection
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K, I, P, A
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1A, 2B, 3E, 5E
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M
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K, P, CP
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Objective/Course
Outcome 2
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Assignment:
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Define and articulate problems in educational research
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Oral Presentation and Written Document
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Assessment Methods
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Heritage University Goals
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ISLLC Standards
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Culturally Relevant Teaching
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Leadership Skills
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Document
Oral Communication
Small Group
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K, I, A
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4B, 2H
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C
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C, CP, P
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Objective/Course
Outcome 3
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Assignment:
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Be able to distinguish between opinion and authentic
research in a particular field of interest.
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Collection of Evidence as identified by criteria
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Assessment Methods
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Heritage University Goals
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ISLLC Standards
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Culturally Relevant Teaching
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Leadership Skills
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Oral Communication
Self-Reflection
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K, P, A
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4B, 5B, 6C
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E, M
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AL, CP, TR
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Objective/Course
Outcome 4
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Assignment:
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Participation in giving and receiving both oral and
written feedback.
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Oral Communication and Performance
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Assessment Methods
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Heritage University Goals
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ISLLC Standards
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Culturally Relevant Teaching
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Leadership Skills
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Oral Communication
Self-Reflection
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K, P, A
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TP, M, L
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TR, ST
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Objective/Course
Outcome 5
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Assignment:
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Demonstrate the ability to articulate the significance of
particular types of research in education.
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Reflective Analysis
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Assessment Methods
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Heritage University Goals
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ISLLC Standards
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Culturally Relevant Teaching
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Leadership Skills
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Paper
Self-Reflection
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K, P, A
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1A, 1B, 3C, 3B, 4A, 5E
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V, C, M, E, T, L
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AL, ST, P,
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Objective/Course
Outcome 6
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Assignment:
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Be able to interpret the findings and conclusions and how
they reflect on current practices.
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Written Document and Oral Presentation
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Assessment Methods
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Heritage University Goals
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ISLLC Standards
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Culturally Relevant Teaching
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Leadership Skills
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Document
Oral Communication
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K, A
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2A, 2C, 2H, 3B, 5D
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V, C, M, E, T, L
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C, TR,
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Objective/Course
Outcome 7
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Assignment:
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Be able to concisely present the findings and conclusions
in a document.
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Written Document
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Assessment Methods
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Heritage University Goals
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ISLLC Standards
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Culturally Relevant Teaching
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Leadership Skills
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Document
Oral Communication
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K, I, A
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3A, 3B, 3E, 6C
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V, C, M, E, T, L
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S, K, CP,
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Cultural Relevancy Infusion
Theme
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Class Infusion Methodology
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Specific Activity
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Description
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Assignment
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Self Awareness
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Survey
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Taking online survey
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Multicultural Efficacy Scale
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.
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Discussion
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Discussion
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Online discussion
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Discussion of survey results
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Online discussion
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Research
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Selected research
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Review research
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.
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Selected research
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Review research
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Redefining Parental Involvement
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Online discussion
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3. B. Essential Questions:
Ø Essential
Question 1
What are some characteristics of
scholarly research?
Ø Essential
Question 2
How do I identify and select that
have some research significance in my field of interest?
Ø Essential
question 3
How will I know when I have enough
references to answer my research inquiry?
Course Guiding Questions
Ø Guiding
Question 1: What is a scholarly journal?
·
Authors always cite their sources with “in-text”
or footnotes, as well as references or “works cited” list at the end of every
article.
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A journal is usually published quarterly or less
often, although some are more frequent.
·
A research journal rarely contains glossy pages,
colorful pictures, or advertising. They look very black and white and serious.
·
Articles are written by scholars in the field,
with recognized academic credentials in the field that the journal covers.
Ø Guiding
Question 2: What is the purpose of a
scholarly journal?
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The purpose of a scholarly journal is to
report on original research or experiments so that other scholars can use that
information to improve their own research.
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It is assumed that the contents of
scholarly journals have not been influenced by advertising or less obvious bias
by special interests.
·
Most scholarly journals are published by
an organization of professionals in that field, such as the American
Psychological Association (APA) which publishes many journals in the fields of
psychology, mental health, and counseling.
Ø Guiding
Question 3: What isn’t a scholarly
journal?
·
Weekly or monthly magazines such as Time, Newsweek, New Republic, or National Review and newspapers such as The New York Times can be good sources
of news or opinion on current issues but are usually not written by scholars in
the field.
·
A document where the authors do not cite
their sources. Advertisers and other special interests may influence the
contents and opinions in these magazines. You may use these occasionally for
current factual information and opinion.
Ø Guiding
Question 4: What isn’t acceptable for
academic papers?
·
Only articles based on reliable and
acceptable research methods can be accepted.
If you have questions about whether the article of your interest meets the qualification of a scholarly reference, please do contact me by email with the complete reference to the article in question.
Course Expectations:
A.
Pre-Online Class
Information:
All online courses in
the M.Ed. program will use Blackboard
Collaborate Web Conferencing as the platform for synchronous course
delivery. You will find guides and recordings explaining how to use Blackboard
Collaborate Web Conferencing. Use the following web address to access the
On-Demand Learning: Web Conferencing.
You should focus your
attention on the section of the page Titled: “Documentation and Recorded
Training.” You can certainly review all 5 resources listed in the section.
However, we want you to view the Participant
Orientation Recording and to download the Quick Reference Guide.
A. Technology Requirements for this course
1)
Students are expected to use the Heritage Email system
and check their
email frequently to ensure effective communication between instructor and
student.
2)
Access to the Internet, headphones with a microphone are
required!
3)
Students who will complete an electronic portfolio
should have must have access to a scanner or digital camera to insert copies of
evidence.
4)
Internet Browser: Should have latest updates and
support packages. It is strongly
recommended students use High-Speed Internet connections rather than dial-up,
as this will ensure better communication without lag time. Use Chrome, Safari,
or MS Explorer.
5)
Blackboard Collaborate does have an iPad App. However,
it is limited in terms of what you can do during the virtual session.
Therefore, it is highly recommended you use a laptop or desktop computer for
the course to benefit of all participation opportunities.
6)
Assignments for course: Unless EVERYONE in our class
has the most recent version of Microsoft products, Please use the 2003 version of Microsoft Products (Word,
Excel, Power Point) to ensure all participants can open and view the files. It
is your responsibility to ensure the course instructor can open, review and if
necessary print out your assignment. If the course instructor does not have
access to fully review and grade your assignment you will receive a zero or a
No Grade.
B.
Attendance
and Absence Policy:
1)
Candidates are expected to be in attendance and
participate in all virtual/synchronous sessions and as well as offline course
work. The dates for the online courses
are listed in the Course Schedule, page 7 of this syllabus. Please mark those
dates on your personal appointment resource.
2)
Active and Respectful Participation
Online courses can be an engaging and enrichment experience if you so
desire. Just like the Face-to-Face classroom, we will have lectures,
demonstrations, student presentations, and group work. It is expected that
students to be actively engaged in the session with a respectful mindset to
agree to disagree at times. Professional behavior is expected of all
participants in this course.
3)
Be for class with all assignments completed, that
includes readings from the textbook(s) and/or supplementary materials.
C. Use of APA Latest Edition
1)
Use of APA Writing Style.
I expect all assignments to be completed abiding the APA writing style
guidelines (unless it is stated otherwise in the assignment description).
2)
Grammar, spelling, and mechanics of writing—this is not
per se an APA issue. Nevertheless, Graduates students should demonstrate the
ability to use correct grammar and spelling, clear logical thought process, and
precise information in all their communiqué.
5. Texts and Study Aids:
A. Highly
Recommended
a. American
Psychological Association. (2010). Publication
manual of the American Psychological Association, 6th ed.
Washington, DC: Author. ISBN 13: 978-1-4338-0561-5
b. American
Psychological Association. (2010). Concise
rules of APA style, 6th ed. Washington, DC: Author. ISBN
13:978-1-4338-0560-8
B. Supplementary
Materials and Handouts
Caplan,
P. (2007). Ten years after. Library Hi
Tech, 25(4), 449-453.
Guyton,
E. M. & Wesche, M. V. (2005). The Multicultural Efficacy Scale:
Development, item selection, and reliability. Multicultural Perspectives, 7(4) 21-29.
Kardong-Edgren,
S., Reifsnider, E., Hummel, F., Mancini, M., & Griffin, C. (2010,
September/October). Cultural competency of graduating BSN nursing students. Nursing Education Perspectives, 31(5)
278-285.
López,
G. R., Scribner, J. D., & Mahitivanichcha, K. (2001, Summer). Redefining
parental involvement: Lessons from high-performing migrant-impacted schools. American Educational Research Journal, 38(2)
253-288.
Pruchnicki,
M. C., Bennett, M. S., Legg, J. E., & Mungall, D. (2005). Development and
implementation of a web-based advanced teaching experience. American Journal of Pharmaceutical
Education, 69(2) 143-151.
Roller,
E. (2012, February 12). Firing of workers who failed to provide documents
divides Pomona College. The Chronicle of
Higher Education.
Twenge,
J. M. (2009). Generational changes and their impact in the classroom: Teaching
generation me. Medical Education, 43,
398-405.
C. Recommended
Websites
Best place to search
for documents, books, and resources that could help you prepare a great
assignment
6. Course Assignments
A. Research Review Documents Point
Value Due Date
Five (APA formatted) reviews of research
articles. 100 point each 1st 1/23/13
2nd
1/30/13
3rd
2/6/13
4th
2/13/13
5th 2/20/13
B. Assignment Title Point
Value Due Date
Five (media formatted) reviews of research
articles 100 points each 1st 3/6/13
2nd
3/20/13
3rd
3/27/13
4th
4/10/13
5th
4/17/13
7. Assessment and Grading
Procedures
A
minimum cumulative grade point average of 3.0 (B) must be maintained in
graduate work. Note: Educational Administration students can earn no lower than
a B (3.0) in each course. Counseling, M.Ed., and M.A. in Multicultural English
Literature students can earn no lower than a B- (2.7) in each course. Master in
Teaching students can earn no lower than a C in each course. (Heritage
University 2012-13 Catalog, Graduate Education Section)
Grading
Scale:
My Heritage Default
Grade Scale
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A
100 - 94
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B
93 - 84
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C
83 - 74
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D
73 - 64
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F
63 - 0
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Basic ABCDF Grade Scale
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A
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B
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C
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D
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F
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100 - 90
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89 - 80
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79 - 70
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69 - 60
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59 - 0
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ABCDF with +/- Grade Scale
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A = 100-93
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B+ = 89-87
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C+ = 79 - 77
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D+ = 69 - 67
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F = 59 - 0
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B = 86-83
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C = 76 - 73
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D = 66 - 63
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A- = 92-90
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B- = 82-80
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C- = 72 - 70
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D- = 62
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Pass/Fail Grade Scale
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Pass 100 - 80
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Fail 79 - 0
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8. Disability Statement
Important
Information: Current law describes ‘disability’ as a physical or mental
impairment that substantially limits a major life activity of an individual. As
an institution of higher learning Heritage University wishes to make reasonable
accommodation to disabled students. If you believe you have a disability which
may warrant an accommodation, the first step is to contact Melissa Filkowski in
Student Services on the Heritage University Campus (Toppenish) or call her at
509-865-8544 (or 888-272-6190) or e-mail (filkowski_m@heritage.edu). You may also ask
your instructor for assistance in communicating with Student Affairs.
Course Schedule
Course Schedule
Instructor reserves the right
to make changes as needed.
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Date
Meeting Time
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Delivery Venue
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Topic
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Assignment Due Today
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January 16
5:30 – 7:00 pm
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Blackboard Collaborate
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· Course
expectations
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January
23
5:30
– 7:00 pm
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Blackboard
Collaborate
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· Cultural
Relevancy Discussion
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Comments about Digital
Kids
Complete survey on
technology
#1 Review of Cultural Relevancy Research
(APA)
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January
30
5:30
– 7:00 pm
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Blackboard
Collaborate
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· Sharing
Reviewed Research
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#2 Review of Parental Involvement Research (APA)
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February
6
5:30
– 7:00 pm
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Blackboard
Collaborate
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· Sharing
Reviewed Research
·
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#3 Research Review (APA
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February
13
5:30
– 7:00 pm
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Blackboard
Collaborate
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·
Why Do We Do Media Presentations?
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4 Research Review (APA)
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Week
of
February
2
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#5 Research Review (APA)
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Week
of
February
27
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My Heritage
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Week
of
March
6
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My Heritage
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#6 Research Review (Media)
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Week
of
March
13
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My Heritage
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Formatting
Chapter Two Suggestions:
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Week
of
March
20
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My Heritage
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#7 Research Review (Media)
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Week
of
March
27
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My Heritage
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#8 Research Review (Media)
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Week of
April 3
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My Heritage
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Week
of
April
10
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My Heritage
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#9 Research Review (Media)
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Week
of
April
17
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My Heritage
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#10 Research Review (Media)
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April
24
5:30
– 7:00 pm
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Blackboard
Collaborate
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FINAL Class
Session
Course
evaluation
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Appendix A
Learning Outcomes Codes
Assessment Methods or Codes (Suggestions—add
or delete to list as appropriate for your course.)
Ø Course
Rubrics Code
= CR
Ø Essay-written Code
= E
Ø Graded
Presentations/Activities Code
= GP
Ø Individual
Homework Assignment Including Essential Questions Code
= IHA
Ø Oral
communication (interviews, conferences, oral examinations, formative
questioning) Code
= OC
Ø Performance
(skills, products, and presentations) Code
= P
Ø Self
reflection Code
= SR
Ø Small
Group (Community Learning Teams) Code
= SG
Ø Technology Code
= T
University Goals and Key Assessment Indicators
From Heritage
University Catalog
University Goals and Key Assessment Indicators
From Heritage
University Catalog
Knowledge of the
Physical
World and of Human Cultures
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Intellectual
and Practical
Skills
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Personal
and Social
Responsibility
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Integrative
and
Applied Learning
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a)
Students will possess the knowledge of
the physical world and scientific methodology necessary to engage in informed
discussions regarding currently relevant issues in science and society.
b)
Students will explain contributions and
impacts of, as well as the connections among, history, the arts, social
sciences, and cultural elements such as religion, philosophy, and literature.
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a)
Students will employ the appropriate
methods to find, evaluate, produce, share, and use information.
b)
Students will ask questions, think
systematically, and answer their questions by analyzing literature or
conducting investigations.
c)
Students will demonstrate communication
skills including reading, writing, speaking, listening, and use of visual
media in a variety of contexts.
d)
Students will construct valid and sound
arguments.
e)
Students will employ the mathematical
knowledge and skills necessary to succeed in their disciplines and to
contribute to their communities and to society.
f)
Students will express themselves
creatively through experience in the arts.
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a)
Students will display the emotional
competence, self-awareness, and resilience to maintain a sense of well
being.
b)
Students will interpret and explain
issues impacting society, including issues of sustainability and
justice.
c) Students
will develop knowledge of the interconnections among ecological, social, and
economic systems.
d) Students
will respect, with dignity, the similarities and differences among people
with whom they live and work.
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a)
Students will synthesize and apply the
knowledge and skills gained through their university experience in the
contexts of their fields.
b)
Students will bring what they have
learned about personal and social responsibility into practice in service for
the community.
c)
Students will practice personal,
professional, and academic ethics in the appropriate contexts.
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ISLLC Standards
All students in the Educational
Administration Program must meet the Interstate School Leaders Licensure
Consortium Standards. Please contact Ms. Karen Campbell for more information
about meeting the ISLLC Standards at Campbell_K@heritage.edu
or 509.865.8628.
ISLLC Standards
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Standard 1: An education leader promotes the
success of every student by facilitating the development, articulation,
implementation, and stewardship of a vision of learning that is shared and
supported by all stakeholders.
Functions:
A. Collaboratively
develop and implement a shared vision and mission
B. Collect
and use data to identify goals, assess organizational effectiveness, and
promote organizational learning
C. Create
and implement plans to achieve goals
D. Promote
continuous and sustainable improvement
E. Monitor
and evaluate progress and revise plans
Standard 2: An education leader promotes the
success of every student by advocating, nurturing, and sustaining a school
culture and instructional program conducive to student learning and staff
professional growth.
Functions:
A. Nurture
and sustain a culture of collaboration, trust, learning, and high
expectations
B. Create
a comprehensive, rigorous, and coherent curricular program
C. Create
a personalized and motivating learning environment for students
D. Supervise
instruction
E. Develop
assessment and accountability systems to monitor student progress
F. Develop
the instructional and leadership capacity of staff
G. Maximize
time spent on quality instruction
H. Promote
the use of the most effective and appropriate technologies to support
teaching and learning
I. Monitor
and evaluate the impact of the instructional program
Standard 3: An education leader promotes the
success of every student by ensuring management of the organization,
operation, and resources for a safe, efficient, and effective learning
environment.
Functions:
A. Monitor
and evaluate the management and operational systems
B. Obtain,
allocate, align, and efficiently utilize human, fiscal, and technological
resources
C. Promote
and protect the welfare and safety of students and staff
D. Develop
the capacity for distributed leadership
E. Ensure
teacher and organizational time is focused to support quality instruction and
student learning
Standard 4: An education leader promotes the
success of every student by collaborating with faculty and community members,
responding to diverse community interests and needs, and mobilizing community
resources.
Functions:
A. Collect
and analyze data and information pertinent to the educational environment
B. Promote
understanding, appreciation, and use of the community’s diverse cultural,
social, and intellectual resources
C. Build
and sustain positive relationships with families and caregivers
D. Build
and sustain productive relationships with community partners
Standard 5: An education leader promotes the
success of every student by acting with integrity, fairness, and in an
ethical manner.
Functions:
A. Ensure
a system of accountability for every student’s academic and social success
B. Model
principles of self-awareness, reflective practice, transparency, and ethical
behavior
C. Safeguard
the values of democracy, equity, and diversity
D. Consider
and evaluate the potential moral and legal consequences of decision-making
E. Promote
social justice and ensure that individual student needs inform all aspects of
schooling
Standard 6: An education leader promotes the
success of every student by understanding, responding to, and influencing the
political, social, economic, legal, and cultural context.
Functions:
A. Advocate
for children, families, and caregivers
B. Act
to influence local, district, state, and national decisions affecting student
learning
C. Assess,
analyze, and anticipate emerging trends and initiatives in order to adapt
leadership strategies
|
Culturally
Responsive/Relevant Teaching
Integration
of Culturally Responsive Research into class: Online
classes need to have a culturally responsive component. Here you will define
how you will infuse the 6 themes into your course as well as the assignment to
the student to define how he/she will infuse the themes into their classroom,
building, or workplace. Please contact Dr. Marisol Rodriguez-Price at
509.865.8656 or rodriguez-price_m@heritage.edu for any needed guidance.
Culturally
Relevant Teaching is
|
Description
|
Validating (V)
… It assures students that they have a
place in the teaching process. (TP)
|
Acknowledgement of simple
facts such as accurate name
spellings, name pronunciations; Recognition of background experiences that
are a valid source of knowledge from which to begin their educational process
in the target course.
|
Comprehensive (C)
… It provides a holistic picture for
curriculum understanding.
|
Students are encouraged and
provided resources to “get the big picture” of the content and how it is
relevant to their personal lives and future goals.
|
Multidimensional (M)
… It highlights a plethora of
perspectives while examining information.
|
Students are provided with
resources and encouraged to bring in their own views from which course
content is presented and discussed so as to avoid the traditional myopic view
of textbooks.
|
Empowering (E)
… It fosters a sense of confidence.
|
Students are encouraged to
be active participants in the decision-making process of outcomes
pertaining to their professional development.
|
Transformative (T)
… It leads learners to action.
|
Throughout specifically
designed coursework and activities students are encouraged to visualize
themselves as possible agents of change for social justice.
|
Emancipatory
(Liberating) (L)
… It frees them to be critical thinkers.
|
Carefully designed
activities encourage and provide students with the necessary resources to reach
the highest levels of metacognition.
|
Leadership Skills
Integration
of Leadership skills into class: M.Ed. in Organizational Leadership courses need to have
specific reference to leadership skills. Here you will define how you will
infuse the 9 themes into your course as well as the assignment to the student
to define how he/she will infuse the themes into their classroom, building, or
workplace. Please understand that your course may not address each Leadership
Skill. Contact Dr. Charles Wheaton at 509.865.0406 or wheaton_c@heritage.edu for any needed guidance.
Leadership Skill
|
Description
|
Working
with Adult Learners
(AL)
|
Believes that
learning is interwoven with other’s learning; Values the work of learners;
Accepts and acts on constructive feedback; Possesses courage to take risks;
Is reliable; Sustains a positive organizational culture
|
Communication
(C)
|
Maintains
objectivity; Develops cultural competency; Gives and receives feedback;
Possesses deep listening skills (i.e., paraphrasing, asking clarifying
questions); Honors all perspectives; Believes that all are working in the
best interests of the organization; Values professional expertise; Fosters
community
|
Collaboration
(Sharing) (S)
|
Teaches,
develops, and uses norms of collaboration; Possesses conflict
resolution/mediation skills;
|
Knowledge
of Content & Application (K)
|
Possesses
knowledge including assessment strategies; The ability to analyze both
concepts and strategies; Life-long learner; Reflective; Committed to
supporting growth of others; Enjoys challenges; Sets achievable goals;
Maintains stewardship of an organizational vision
|
Change
Process (CP)
|
Analyzes the
reason for changes; Personalizes change process; Implements thoughtfully;
Delegates to responsible and respected coordinators; Stands with not above;
Acts with integrity and honesty; Considers the entire system that is
impacted; Recognizes the inter-relationships; Measures and waits patiently
for results; Acknowledges people and rewards them along the way
|
Systems
Thinking (ST)
|
Recognizes
layers of systems; Understands power structures and decision making;
Understands and works within rules of hierarchy (formal and informal);
Garners support from and works with stakeholders; deals effectively with
resistance; Facilitates collective inquiry practices; Understands and
leverages financial resources; Asks the right question at the right time;
Sets achievable goals; Creates and implements plan to meet goals; Build
capacity for sustainability; Attuned to relationships; Embraces the
opportunity to work with those with diverse needs
|
Building
Trusting Relationships (TR)
|
Fosters a group
membership; Listens intentionally; Takes an ethical and caring stance;
Creates a safe environment; Develops cultural competency
|
Planning
& Facilitating Meetings (P)
|
Is able to
facilitate large and small groups; Effectively uses technology to enhance
communication; Knows when to use formal or informal written communication;
applies effective strategies for setting up spaces, materials and pacing;
Documents a meeting’s proceedings; Is able to move a group to task completion;
Knows how to access resources; Delegates responsibility to group members
|
Dealing
Positively with Conflict Through Mediation (CM)
|
Understands
questioning strategies; Leads using data driven dialogue; Knows the
difference between conversation, dialogue, and discussion; Synthesizes and
summarizes, using mediation skills; Risks inviting and honoring diverse
views; Possesses deep listening skills (i.e., paraphrasing, asking for
clarifying questions); Honors all perspectives
|
Appendix B
Grading
Rubric for Research Paper using APA Style
Copied from: http://faculty.rio.edu/rfish/apa.htm
Category
|
Unacceptable
(Below Standards)
|
Acceptable
(Meets Standards)
|
Good
(Occasionally Exceeds)
|
Excellent
(Exceeds Standards)
|
SCORE
|
Introduction
|
Does not adequately convey topic. Does not describe
subtopics to be reviewed.
Lacks adequate thesis statement.
|
Conveys topic, but not key question(s). Describes
subtopics to be reviewed. General theses statement.
|
Conveys topic and key question(s). Clearly delineates
subtopics to be reviewed. General thesis statement.
|
Strong introduction of topic’s key question(s), terms.
Clearly delineates subtopics to be reviewed. Specific thesis statement.
|
5
points
|
Focus & Sequencing
|
Little evidence material is logically organized into
topic, subtopics or related to topic. Many transitions are unclear or
nonexistent.
|
Most material clearly related to subtopic, main topic.
Material may not be organized within subtopics. Attempts to provide variety
of transitions
|
All material clearly related to subtopic, main topic and
logically organized within subtopics. Clear, varied transitions linking
subtopics, and main topic.
|
All material clearly related to subtopic, main topic.
Strong organization and integration of material within subtopics. Strong
transitions linking subtopics, and main topic.
|
5
points
|
Support
|
Few sources supporting thesis. Sources insignificant or
unsubstantiated.
|
Sources generally acceptable but not peer-reviewed
research (evidence) based..
|
Sources well selected to support thesis with some
research in support of thesis
|
Strong peer reviewed research based support for thesis.
|
10
points
|
Conclusion
|
Does not summarize evidence with respect to thesis
statement. Does not discuss the impact of researched material on topic.
|
Review of key conclusions. Some integration with thesis
statement. Discusses impact of researched material on topic.
|
Strong review of key conclusions. Strong integration with
thesis statement. Discusses impact of researched material on topic.
|
Strong review of key conclusions. Strong integration with
thesis statement. Insightful discussion of impact of the researched material
on topic.
|
5
points
|
Grammar & Mechanics
|
Grammatical errors or spelling& punctuation
substantially detract from the paper.
|
Very few grammatical, spelling or punctuation errors
interfere with reading the paper.
|
Grammatical errors or spelling & punctuation are rare
and do not detract from the paper.
|
The paper is free of grammatical errors and spelling
& punctuation.
|
5
points
|
APA Style & Communication
|
Errors in APA style detract substantially from the paper.
Word choice is informal in tone. Writing is choppy, with many awkward or
unclear passages.
|
Errors in APA style are noticeable. Word choice
occasionally informal in tone. Writing has a few awkward or unclear passages.
|
Rare errors in APA style that do not detract from the
paper. Scholarly style. Writing has minimal awkward of unclear passages.
|
No errors in APA style. Scholarly style. Writing is
flowing and easy to follow.
|
10
points
|
Citations & References
|
Reference and citation errors detract significantly from
paper.
|
Two references or citations missing or incorrectly
written.
|
One reference or citations missing or incorrectly
written.
|
All references and citations are correctly written and
present.
|
10
points
|
Unacceptable
|
Developing
|
Adequate
|
Distinguished
|
|
Formatting
Review Document
|
No
title page, table of contents or sections.
|
Title
page, table of contents and sections
|
Title
page, table of contents, sections and references.
|
Complete
APA formatting with headers, title page, table of contents, sections,
references and page numbers
|
Data
Presentation
|
No reference
to data.
|
Opinions
relating to some data
|
Review
relates to the researcher’s data
|
Review
relates to specific data to support conclusions
|
Interpretation
of Data
|
Data is
not included or is very superficial.
|
Interpretation
is present, but is weak or uneven
|
Interpretation
describes at least briefly one of more patterns
|
Interpretation
is rich and grounded in the data.
|
Implications
for Instruction
|
No
specific reference to real professional experiences
|
Presentation
of implications for instruction lacking in detail.
|
Implications
for instruction are linked to the interpretation and are appropriate.
|
APA Errors
APA MAJOR Errors:
_____ APA Reference errors: (ABC
order, 1:1 reference/citation)
_____ APA Punctuation and
Capitalization errors
_____ APA Citation errors:
(incorrect author order, incorrect et al. usage)
_____ Title Page (Header,
Spacing, Contents, etc.)
_____ APA numbers
_____ APA Verb problems: (verb
tense, verb-subject-article agreement)
_____ Pronoun errors: (which,
that, who, whom)
_____ Format errors: (incorrect
line, letter, word spacing, pagination)
_____ Use of Abbreviations or
numerals to start sentences
_____ Undefined abbreviations
_____ Non professional
writing/tone
_____ Lack of empirical evidence
for points made
_____
Other:___________________________
APA Minor Errors:
_____ Wrong font/wrong size
font/wrong color font
_____ Inappropriate use of a secondary
source (lack of “cited in…)
_____ Inappropriate use of
personal pronouns, excessive abbreviations
_____ Occasional problems with
hanging indents
_____ Using ampersands in text
_____
Other:___________________________
