Making Sense of Academic Journals/Publications in Teaching and Learning (Elective)
National Taipei University of Education
Course Syllabus Fall 2017
Learning and Instruction Program
Course Code: 1123
Course Title: Introduction to Journals/Publications in Education Studies (教育英文期刊導讀)
Course Requirement: Selective
Instructor: Yi-Hwa Liou (劉怡華), Ph.D.
Office: +886-2-27321104 #55724
This course is designed at the graduate level in ways to assist participants with developing the skills and experiences necessary to meet the demands of anticipated reading, writing, and presenting tasks that they will encounter during their academic journey. Participants will also be provided with opportunities to think about and construct their research at the early stage of their degree program. Reading and analyzing journal articles is both an act of inquiry and communication. This course offers participants the opportunity to identify, develop, and express concepts, to engage in conversations with others and self, and to critique and construct arguments through original research. In addition, reading and analyzing journal articles is also a process. This course emphasizes searching, exploring, drafting, revising, and editing as critical practice in developing effective understanding, scholarly conversations, and arguments to become engaged learners.
The overall course objectives are threefold:
- To engage in modes of comprehensive literacy: reading ,writing, reflecting, and presenting;
- To respond critically to ideas and others’ writing;
- To develop awareness of your progress as readers and writers.
- Individual learning tasks
- Whole class tasks and discussion
- (Peer review and discussion)
- Presentation of individual projects
Throughout the course, participants are required to:
- complete all the required course readings and tasks and be prepared to contribute to conversations and activities;
- attend all classes and participate actively in class discussion and activities;
- notify the instructor if you are unable to attend class prior to the class meeting;
- complete assignments and turn them in on time; and
- follow appropriate use of copyright material (e.g., full citation of published materials) and provide new and original work.
Each course participant’s course performance will be evaluated by:
1. [20%] Class Preparation, Punctuation, and Participation
Attendance is required. Course participants are required to be in class on time and be prepared for every meeting. This requirement matters for your own learning as well as for the contributions you can offer to the learning of others. It is always considerate to notify the course instructor by e-mail about an absence. If you miss class, it is your responsibility to find out what you missed and to make up any works as required. Too many absences for whatever reason will prevent you from completing the required coursework, and your instructor may recommend that you drop the class.
2. [15%] Annotated Bibliography and In-Class Presentation/Discussion
The idea of this assignment is to provide the critical “reflective space” for you to explore research and intentionally notice and express how your research journey and learning can be related to your area of interest. Annotated bibliography (AB) provides researchers with a succinct critical overview of articles, chapters, and books that are related to a particular topic area. The AB provides a more detailed description of the focus and argument of an article, chapter, or book than its title or abstract alone can provide. AB entries offer a synopsis of focus, argument, methodology, and a critical examination of the content of the piece. It is the interplay of each of those areas that provides for a rich entry that will support future research efforts. Creating and continuing to grow your AB can help you keep track of the readings and help support your own research proposal.
3. [25%] Midterm Project: Literature Review
[15%] Written Work of Literature Review
[10%] Peer Review of Literature Review
[15%] Literature Review (written work). This assignment is intended to give you an opportunity to synthesize the literature you gather and read around a particular issue, or area of research. The purpose is to provide a critical review of significant literature published on a topic. You will first identify a topic of your research interest and provide a compelling rationale in supporting your research study. The review should include the following elements:
- What is this review about? An overview of the subject, issue or theory under consideration, along with the objectives of the literature review.
- What has been done before in this area? Division of works under review into categories (e.g., those in support of or against a particular view point, and those offering alternative perspectives) and explanation of how each work is similar to and varies from the others.
- What is missing from the previous research? This section leads to the reason why you have carried out the research project presented in this report.
- What does the study in this review plan to achieve? Re-stating the study objectives and make conclusion as to how your research will build on or depart from current and previous research on the topic? What contribution will your research make to the field?
The review should be no longer than 8 double-spaced pages (see GUIDELINES FOR WRITTEN WORK). A full bibliography is required. The paper should follow the APA writing style. Be prepared to share your literature review verbally in class.
[10%] Peer Review of Literature Review. This assignment is to give each of you an opportunity to review one of your peers’ review of literature and provide constructive feedback. Your review must include your thorough and insightful evaluation on the fours elements required in a literature review.
4. [40%] Final Project: Research Proposal
[20%] Written Work of Research Proposal
[10%] Presentation of Research Proposal
[10%] Peer Review of Research Proposal
[20%] Written Work of Research Proposal. This assignment will be an application and integration project in which you will actualize your research objectives by putting together a research proposal. The goal is to link theory and practice drawing on both the readings from this course and the findings from your research study. Building on your literature review, this assignment gives you an opportunity to synthesize your understanding of a topic and read of literature in an essay, namely a research proposal. A research proposal should follow the suggested structure: Introduction, review of the literature, methodology, and anticipated findings and implications.
The proposal should be approximately 10-15 pages (see (see GUIDELINES FOR WRITTEN WORK). A full bibliography is required. The paper should follow the APA writing style. Be prepared to share your literature review verbally in class.
[10%] Presentation of Research Proposal. Prepare a 20-minute presentation of your research proposal including key concepts, rationale, gaps, limitations, implications, and potential research directions based on your work.
[10%] Peer Review of Research Proposal. This assignment is to give each of you an opportunity to review one of your peers’ research proposal and provide constructive feedback. Your review must include, but not limited to, your thorough and insightful review for the following elements.
- Is there a clearly stated research purpose?
- Can the research design fulfill the research purpose?
- Does the research design provide well-thought-out details of conducting the research?
- How can the research design be strengthened?
- Does the work ultimately contribute in any significant way to an understanding of the topic, issue, or area?
- Other comments?
Guidelines for Written Work:
All of your work must be typed and should follow the APA (American Psychological Association) writing style including the following basic features:
- Times New Roman 12-point font
- Double-spaced header in upper-left corner of the first page with each of the following on separate lines: your full name, course number and title, date, assignment name; a title, centered and printed in regular style font (no italics, no underlying, no font size changes), and page number in upper-right corner of every page following the first page.
- For more information on formatting, please refer to American Psychological Association. (2013). Publication manual of the American Psychological Association (6th Ed.). Washington, DC: American Psychological Association.
Academic Honesty and Plagiarism
You must follow appropriate use of copyright material in order to avoid plagiarism and to receive credit for the work and follow accepted guidelines for use. Full citation of published material is required–you must acknowledge the authors of ALL publications you use in all your work. Do not copy word what an author has said. If you absolutely have to copy verbatim another author’s words, make sure that you use quotation marks and follow appropriate writing style to indicate it. In addition, your course projects are expected to be new and original work. If using materials, cases, table, or sections from other projects, papers, reports, or articles, you must inform the course instructor early in the semester. It is sometimes useful to build on prior work, expand earlier ideas, or utilize work from practice. But at least 40-50 percent of this course paper or project should be new analyses, writing, and content directly related to the course expectations. For more detailed information about plagiarism, see Plagiarism: What It Is and How to Avoid It by Dr. Peter Cobbett, August 2016.
- [APA Manual] American Psychological Association (2013). Publication manual of the American Psychological Association (6th Ed.). Washington, DC: American Psychological Association.
- Shannon, S. L. (2011). A guide to academic and scholarly writing. Oveido, FL: Baldwin Book Publishing. You may download it by clicking the link here.
- Schwartz, B. M., Landrum, R. E., & Gurung, R. A. (2016). An easyguide to APA style. Thousand Oaks: Sage Publications.
- Additional class materials or readings will be assigned prior to or in class.
- Shields, M. (2010). Essay writing: A student’s guide. Thousand Oaks, CA: Sage.
- Strunk, Jr., W., & White, E. B. (2009). The elements of style (4th ed.). London, UK: Longman.
- Swales, J. M., & Feak, C. B., (2012). Academic writing for graduate students (3rd ed.). Ann Arbor, MI: University of Michigan Press.
I wish to fully include all students (including students with disabilities) in this course. Please let me know if you need any special accommodations in the curriculum, instruction, or assessments to enable you to participate fully. I will maintain the confidentiality of the information you share with me.
Schedule of Topics:
- Week 1 (9/19) Introduction and Course Expectations
- Week 2 (9/26) Understand Top-Tier, Peer-Reviewed Journals and Publications in Education Studies; Key Topics in Education Studies; Intro to Academic Writing
A. Shannon (2011). Ch. 1 and 2.
B. Beins (2014). Ch. 1 (Developing Your Research Idea).
- Week 3 (10/3) Writing Style: Planning, Organizing and Formatting
A. [APA Manual] Forward, Preface, Introduction, Ch. 1; 2.01-2.13, 3.01-3.11; Ch. 6 and 7.
B. Shannon (2011). Ch. 3-5, 12 and 13.
C. Szuchman (2008). Ch. 8.
- Week 4 (10/10) National Holiday (No Class).
- Week 5 (10/17) Writing Style: Sentence and Mechanics; Social Side of Teacher Education
A. [APA Manual] Sections 3.18-2.23; 4.01-4.38
B. Shannon (2011). Ch. 5, 6, 9, 10 and 11.
C. Szuchman (2008). Ch. 2.
D. Beins (2014). Ch. 2 (Expanding Your Knowledge).
E. Bennett, J., & Gorovitz, S. (1997). Improving academic writing. Teaching Philosophy, 20(2), 105-120.
F. Liou, Y.-H., Daly, A. J., Brown, C., & Del Fresno, M. (2015). Foregrounding the role of relationships in reform: A social network perspective on leadership and change. International Journal of Educational Management, 29(7), 819-837.
G. Liou, Y.-H., Daly, A. J., Canrinus, E. T., Forbes, C. A., Moolenaar, N. M., Cornelissen, F., Van Lare, M., & Hsiao, J. (2016). Mapping the social side of pre-service teachers: Connecting closeness, trust and efficacy with performance. Teachers and Teaching: Theory and Practice, 23(6), 635-657.
- Week 6 (10/24) Annotated Bibliography; Human Resources Perspective on Professional Development (actor/dyadic level)
A. Daly, A. J., Liou, Y.-H., & Brown, C. (2016). Social red bull: Exploring energy relationships in a school district leadership team. Harvard Educational Review, 86(3), 412-448.
B. Daly, A. J., Moolenaar, N. M., & Liou, Y.-H., Tuytens, M., & Del Fresno, M. (2015). Why so difficult? Exploring negative relationships between educational leaders: The role of trust, climate, and efficacy. American Journal of Education, 122(1), 1-38.
C. Liou, Y.-H., & Daly, A. J. (2014). Closer to learning: Social networks, trust, and professional communities. Journal of School Leadership, 24(4), 753-795.
- Week 7 (10/31) Communities of Practice (group/org level)
A. Bryant, L. H., Freeman, S. B., Daly, A. J., Liou, Y.-H., & Branon, S. (2017). Making sense: Unleashing professional capital in interdisciplinary teams. Journal of professional Capital and Community, 2(3), 118-133.
B. Cross, R., Ehrlich. K., Dawson, R., & Helferich, J. (2008). Managing collaboration: Improving team effectiveness with a network perspective. California Management Review, 50(4), 78-99.
C. Liou, Y.-H. (2016). Tied to the Common Core: Exploring the characteristics of reform advice relationships of educational leaders. Educational Administration Quarterly, 52(5), 793-840.
D. Wenger, E. (1998). Communities of practice: Learning as a social system. Systems thinker, 9(5), 2-3.Due In Class: Annotated Bibliography, Presentation; Discussion
- Week 8 (11/7) Review of Literature
A. Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of educational change, 7(4), 221-258.
B. Szuchman (2008). Ch. 3.
- Week 9 (11/14) Midterm Week
No Class Meeting; Work on Individual Midterm Project (Lit Review)
- Week 10 (11/21) Teacher/Principal Leadership
A. Frost, D., & Harris, A. (2003). Teacher leadership: Towards a research agenda. Cambridge Journal of Education, 33(3), 479-498.
B. Liou, Y.-H., Grigg, J., & Halverson, R. (2014). Leadership and the design of data-driven professional networks in schools. International Journal of Educational Leadership and Management, 2(1), 29-71.
C. York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255-316.Due In Class: Midterm Project (Lit Review); Bring a copy and also submit it onto 心教學平台
Take Home: Review Peer’s Midterm Project
- Week 11 (11/28) Leadership, Motivation, and Performance
A. Daly, A. J., Finnigan, K. S., & Liou, Y.-H. (2017). The social cost of leadership churn: The ease of an urban school district. In E. Quintero (Ed.), Teaching in context: The social side of education reform (pp. 131-146). Cambridge, MA: Harvard Education Press.
B. Daly, A. J., Liou, Y., Tran, N. A., Cornelissen, F., & Park, V. (2014). The rise of neurotics: Social networks, leadership, and efficacy in district reform. Educational Administration Quarterly, 50(2), 233-278.
C. Fullan, M. (1998). Leadership for the 21st century: Breading the bonds of dependency. Educational Leadership, 55(7), 6-10.
D. Liou, Y.-H., Moolenaar, N. M., & Daly, A. J. (2015). Developing and assessing teacher beliefs about the Common Core. Educational Assessment, Evaluation and Accountability, August 18, 1-28.
E. Siciliano, M. D., Moolenaar, N. M., Daly, A. J., & Liou, Y.-H. (2017). A cognitive perspective on policy implementation: Reform beliefs, sensemaking, and the Common Core State Standards. Public Administration Review. DOI: 10.1111/puar.12797Due In Class: Your Review of Peer’s Midterm Project
- Week 12 (12/5) Research Proposal; Leadership and Diversity
A. Beins (2014). Ch. 7 (Writing a Research Report in APA Style).
B. Young, M., & McLeod, S. (2001). Flukes, opportunities, and planned interventions: Factors affecting women’s decisions to become school administrators. Educational Administration Quarterly, 37(4), 462.
- Week 13 (12/12) Culturally Responsive Instruction
A. Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of teacher education, 53(1), 20-32.
- Week 14 (12/19) Research Proposal Checkpoint I (One on One Meeting)
- Week 15 (12/26) Research Proposal Checkpoint II (One on One Meeting)
- Week 16 (1/2) Research Proposal Presentation Part I
Due In Class: Submit Your Review of Peer’s Final Project
- Week 17 (1/9) Research Proposal Presentation Part II
Due In Class: Submit Final Project (Research Proposal)
- Week 18 (1/16) Final Week (No Class.)