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SIMON FRASER UNIVERSITY

EDUCATION 384-3 AND 385-3

SPECIAL TOPIC: ACTION RESEARCH

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(E8.00)

Fall Semester, 1991

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Instructor: D. Van Sant/B. Holmes

(September 3 - November 29)

Location: Surrey

PREREQUISITES:

None.

DESCRIPTION OF COURSE

This summer seminar is designed to provide school-based teachers and

administrators with an introduction to the concepts, strategies and potential outcomes

of field-based action research. It is also designed to increase their awareness of the

role they can play in generating significant knowledge.

OBJECTIVES

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To view classroom or school-based questioning and answering within the context

of research and evaluation.

- To operationalize questions drawn from practical experience within a research

format.

- To develop a basic awareness of research procedures and analyses.

- To become acquainted with resources and support systems available for school-

based research activities.

- To understand the components of, and strategies for, writing a research project

report.

- To begin to structure a network of research-oriented school-based practitioners who

can provide mutual support and assistance in "going beyond the question".

READINGS

ASCD (1991).

The

reflective

educator,

Educational Leadership, 48(6).

Burgess, R.G. (1985). Strategies

of

educational research, qualitative methods.

Philadelphia, PA: Falmer Press.

Cochran-Smith, M. & Lytle, S.L. (1990). Research on teaching and teacher research:

The issues that divide.

Educational Researcher 10(2), 2-11.

Delbecq, A.L., VandeVen, A.H., & Gustafsen, D.H. (1986).

Group techniques for

program planning: A guide to nominal group and delphi processes.

Middleton,

Wisconsin: Green Briar Press.

Lieberman, A. (Ed.). (1988). Building a professional culture in schools. Columbia

University, NY: Teachers College Press.

McTaggart, K.

Action research planner.

Australia: Deacon University Press.

Schon, D.A. (1983).

The reflective practitioner.

Basic Books.

Weiss, C.H. (1972). Evaluation research: Methods of assessing program

effectiveness.

Englewood Cliffs, NJ: Prentice-Hall, Inc.

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STUDENT ASSIGNMENTS

Students will be expected to attend and participate in seminars. Each student must

propose, conduct and prepare a written report of a research activity relevant to their

work/interest.

STUDENT ASSESSMENT AND GRADING PROCEDURE

Evaluation will be based on the following:

• attendance, involvement and participation in the seminar/conference

• completion of self-directed learning project and journal

• completion of assignments and readings given by the instructor

• other criteria as specified by the instructor